Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate Training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the Training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified Training indicated that all the participants in the experimental group were satisfied with the gamified Training course.

Wheat ground beetle Zabrus tenebrioides (Goeze) (Coleoptera: Carabidae) is an important wheat pest in Iran and some regions of the world. This pest causes damage to wheat by feeding on the root, stalk, and leaves. Farmers try to control this pest by the foliar application of different insecticides, but this method causes damage to the environment. To find an effective method to control this pest, the thiamethoxam insecticide (Cruiser®) Efficiency was evaluated using seed treatment in this study. An experiment based on a randomized complete block design with four treatments and four replications was conducted in a field in Ramhormoz city, Khuzestan province (Iran). The treatments were 150 and 200 ml of thiamethoxam plus 2350 ml of water for seed treatment, 2,000 ppm of diazinon by field spraying at the wheat tillering stage, and a control. The results indicated that the average plant density in 150 and 200 ml of thiamethoxam (333.58 and 333.28 plant/m2, respectively) was more than those of diazinon (258.28 plant/m2) and the control (182.12 plant/m2). The average ear density in 150 and 200 ml of thiamethoxam (513.78 and 506.12 plant/m2, respectively) was more than those of diazinon (321.22 plant/m2) and the control (260.86 plant/m2). According to the present results, farmers can use 150 ml of thiamethoxam plus 2350 ml of water for 100 kg of seeds to control this pest by seed treatment.

Face recognition from digital images is used for surveillance and authentication in cities, organizations, and personal devices. Internet of Things (IoT)-powered face recognition systems use multiple sensors and one or more servers to process data. All sensor data from initial methods was sent to the central server for processing, raising concerns about sensitive data disclosure. The main concern was that all data from all sectors that could contain confidential information was placed in a central server. Federated learning can solve this problem by using several local model Training servers for each region and a central aggregation server to form a global model in IoT networks. This article presents a novel approach to optimize data transfer and convergence time in federated learning for a face recognition task using Non-dominated Sorting Genetic Algorithm II (NSGA II). The aim of the study is to balance the trade-off between Training time and model accuracy in a federated learning environment. The results demonstrate the effectiveness of the proposed approach in reducing data transfer and convergence time, leading to improved performance in face recognition accuracy. This research provides insights for researchers and practitioners to enhance the Efficiency of federated learning in real-world applications.

Objective: The present study was conducted with the aim of effective school-based self-control skill Training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control Training program, and the control group did not receive Training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill Training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill Training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Introduction: The aim of this study is to determine the effect of communication skills Training on increasing self-differentiation among high school boy students.Method: This study was an experimental project by using a pre-test post-test design with control group. The sample consists of 30 high school boy students who were selected by using a multistage sampling method and then based on the scores achieved from the differentiation of self inventory CDSI), 30 students were randomly assigned to experimental and control groups. Students in the experimental group were given 12 sessions of group communication skills Training. While the control group received no intervention, both groups were post-tested after 10 days of the last session. Obtained data from self- differentiation inventory was analyzed through the comparison and analysis of covariance.Findings: The Findings of the study have shown that group counseling based on communication skills Training has increased boy students self-differentiation (p<0.001). Besides, the students in experimental group have shown a considerable degree of increase in all four dimensions of self-differentiation.Conclusion: Communication skills Training lead to increasing self-differentiation in high school boy students.

AbstractPurpose: The velocity of change in the surrounding world has forced them to identify those factors which impact their change capacity. The present study was conducted to identify and prioritize influential factors on organizational change capacity.Methodology: In terms of purpose, this was explorative and applied research. Its population included ten familiar experts with research subjects in a research and Training center. By reviewing the literature on change capacity, relevant, influential factors were identified, and they were concurred by the fuzzy Delphi technique, and then they were ranked. After recognizing influential factors, a pair comparisons questionnaire was distributed among ten experts, and after gathering the questionnaires, effecting factors were ranked using the Expert Choice11 Software package and AHP technique.Findings: Results show that organizational culture, structure, and style of leadership were the main factors that impacted change capacity.Conclusion: The influential factors can be divided into three categories: environmental, content, and structural elements. Environmental factors include environment and innovation; content factors include team working, intellectual capital, leadership, political behavior, and human resource management; Structural elements include strategy, structure, organizational policies, information technology, knowledge management, and technology. Value: This is the first time in the literature that the influential variables affecting the change capacity were recognized and categorized in a conceptual classification that has not been seen in the previous research.

The current research was conducted with the aim of determining the effectiveness of Training courses held for teachers based on the Kirkpatrick model. The research population is all the people who participated in the mentioned Training courses and finally, 123 people who participated in the courses during 2013-2014 were selected as a sample through simple random sampling method. This research is descriptive in terms of data collection, practical in terms of purpose, and evaluation in terms of function. To collect information in the first level, the reaction level evaluation form was used, and in the second and third levels, a questionnaire was used to evaluate learning and behavior. One-sample t-test was used to analyze the obtained data. The findings of the research indicated that there was no optimal effectiveness in all four levels of reaction, learning, behavior and results, and the main reasons for this were the failure to conduct a needs assessment for the mentioned courses, and the lack of mastery of the professors of the courses. The content and method of teaching, lack of attention and correct criteria to attract the professors of the courses, lack of motivation in the teachers to participate effectively in the courses and attend only to receive certificates and degrees, and lack of attention to useful and practical content in the courses.

The purpose of this study was to investigate the relationship between self-Efficiency and in-service Training. For this purpose, 242 P.E. teachers (134 males and 108 females) from east Azerbaijan province were selected randomly according to Morgan’s table. Two questionnaires were used to collect data. The reliability of the questionnaire was estimated using alpha Cronbach coefficient (a1= 0.89, a2=0.81 respectively). The data were analyzed via Pearson correlation coefficient and independent t (significance level P£0.05). The results showed that there was no significant relationship between P.E. teachers’ self-Efficiency and their participation in in-service Training. In addition, there was no significant difference between the self-Efficiency in P.E. teachers participating in scientific-proficient competitions and those not participating in the above-mentioned competitions. Finally, it could be concluded that in-service Training has no impact on P.E. teachers’ self-Efficiency.