Efficient distribution of service requests between fog and cloud nodes considering user mobility and fog nodes’ overload is an important issue of fog computing. This paper proposes a heuristic method for task placement considering the mobility of users, aiming to serve a higher number of requested services and minimize their response time. This method introduces a formula to overload prediction based on the entry-exit ratio of users and the estimated time required to perform current requests that are waiting in the queue of a fog node. Then, it provides a solution to avoid the predicted overloading of fog nodes by sending all delay-tolerant requests in the overloaded fog node’s queue to the cloud to reduce the time required for servicing delay-sensitive requests and to increase their acceptance rate. In addition, to prevent requests from being rejected when the mobile user leaves the coverage area of the current fog node, the requests in the current fog node’s queue will be transferred to the destination fog node. Simulation results indicate that the proposed method is effective in avoiding the overloading of the fog nodes and outperforms the existing methods in terms of response time and acceptance rate.

Objective: The present researchis an experimente study to investigat the effect of premenstrual syndrome (PMS) on attention bias (AB).Method: We used the dot-probe paradigm, also known as the visual-probe task, to investigate selective attention to threat. Thirty eight women with premenstrual syndrome were selected and tested before and after menstruation. The sample subjects were selected based on their scores in MSO, DSM-IV-IR, DRF, and MMDQ questionnaires and interviews. Then, the computerized, pictorial version of the modified dot-probe task was carried out on them.Results: Data analysis revealed that females with PMS had significant attention bias when confronting angry faces, and reacted through avoidance (p<0.05).Conclusion: Women with PMS by perceiving a threatening stimulus apply avoidance as a defense mechanism, which could maintain their conditions and symptoms.

Background and Aim: During last decades one of the hazardous agents on workers’ health has been workplaces noise. The aim of this study was to investigate the level of noise exposure in different jobs and noise induced permanent threshold shift in relation to noise level and work experience.Method: This is a cross-sectional and descriptive study that performed among total workers.Dosimeters were done for determination of accurate noise exposure level during an eight-hour s shift for each job group. Audiometry was performed in a standard acoustic room by the audiologist. The obtained data was analyzed by means of SPSS software.Results: Mean of age was 36.58±6.76 (19-52 years) and minimum, maximum and mean of work experience were 1, 18, 11.08±5.47 respectively. Mean of hearing loss was 15.38±8.63 in right ear and 16.31±9.51 in left ear and total hearing loss was 14.72±8.33. A significant relationship was also identified between noise intensity and work experience with hearing loss.Conclusion: Findings of this study indicated that there is a high prevalence of noise pollution in different parts of workplace. Considering the obtained results, that shows positive effect of noise and work experience on hearing loss, the necessity of improvement of control and protection measures is of prime importance.

Task as a pedagogic and research tool has originally been used to elicit unscripted data to be used as evidence for interlanguage processes or as a basis for channelling the learners’ cognitive and linguistic resources to achieve desired learning outcomes. One of the central issues surrounding task-based instruction is the difference between what is planned as task pedagogic goals through manipulation of its design features and what ultimately emerges from the implementation process. The disparity has been attributed to the redefinition of the task by the learners to suit their learning goals (see Hosenfeld, 1976; Breen, 1989). Though this account can explain the gap from the learners’ perspective, it ignores the mediatory role of the teacher and his/her reinterpretation of the task to suit pedagogic goals which may not necessarily coincide with those of the task designer. This paper argues for a redefinition of the teacher’s role in task-based instruction using naturalistic data taken from a larger database of recorded and transcribed lessons. The paper concludes with the discussion of the implications of the suggested role redefinition for task-based syllabus design.

Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type: Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity, Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners‟ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. At the same time, input-oriented tasks turned out to be more effective than output-oriented tasks on only vocabulary comprehension. In vocabulary recall, input-oriented tasks were more effective when they were form-focused, while output-oriented tasks were more effective when they were meaning-focused. The results of this study can have implications for teachers, learners, and curriculum designers.