group training

In this group article, part of the teaching of advanced dynamics course has been done in the form of group-based training projects. In this project, the mechanism of a spinning ride is designed and then engineering analyzes are performed on it. The system of this spinning ride must be designed in such a way that the absolute acceleration of the human head is equal to six times the acceleration of gravity. The most basic thing to do is conceptual design. Engineering analyzes such as dynamic analysis and motion simulation; finite element analysis is also performed to obtain natural frequencies and to determine the deformations caused by loading. After completing the above steps, information will be provided about materials and manufacturing processes. Due to the fact that this project was carried out in the form of a new method of learning advanced dynamics in the form of nine groups at Sharif University of Technology and the groups competed with each other, in the end, students were surveyed about the amount of learning from this method of teaching.

Higher skill education is one of the pillars of sustainable development of any country due to the training of industry experts. The main and important part of higher skills education is laboratory and workshop courses in which the student gets acquainted with the tools and equipment related to his / her field of study and learns the topics that he / she has studied theoretically and in practice. One of the challenges of practical courses is the high cost of equipping or updating laboratories and workshops. Also, the lack of available equipment in proportion to the number of students does not provide enough time for the teacher and the student to complete the learning process. In this article, considering the mentioned limitations, new approaches of skill higher education are presented with emphasis on laboratory and workshop courses. These approaches use the latest communication technologies to apply them in the service of skills training. By introducing models such as augmented reality, software simulation, group training and virtual training and the requirements for their implementation, the effect of each method in increasing the effectiveness of higher skills training is explained. Finally, with a case study of electrical engineering, each of the introduced teaching aid methods are analyzed and evaluated based on indicators such as availability, cost of equipment and implementation, impact on improving the level of teaching and covering the educational topic.

The aim of this study was determine the effect of group training solution-focused parenting to mothers on aggression and problem solving of preschool children. This research was quasi-experimental with pre-test and post-test design with experimental and control groups. The research population was mothers of preschool children of Mashhad in the 2019-20 academic years, which from them 40 people were selected by purposeful sampling method and randomly replaced into two equal groups (20 people in each group). The experimental group received 8 sessions of 90 minutes group training solution-focused parenting and the control group received no training. To collected data used from the questionnaires of aggression (Buss & Perry, 1992) and problem solving (Heppner, 1988). To analyzed data used from tests of Fisher, independent t and multivariate analysis of covariance with SPSS-19 software. The findings showed that in the pre-test there was no significant difference between the experimental and control groups in terms of aggression and problem solving (P>0/05), but in the post-test there was significant difference in terms of both variables (P<0/05). This means that group training solution-focused parenting to mothers led to decrease aggression and increase problem solving of preschool children. Therefore, it is recommended to use from group training solution-focused parenting method to improve psychological characteristics especially decreasing aggression and increasing problem solving.

The purpose of this study was to investigate the effect of group training on anger management on self-directed learning of first-year students. The pre-test-posttest with control group was a quasi-experimental research. The statistical population of the study consisted 302 students of Molavi Kord High School in Ravansar city in the academic year of 2016-2017. The research sample consists of 30 students who have been selected through targeted and available sampling among high anger students. Then, they were randomly assigned to two experimental groups (15 people) and control group (15 people). First, self-directed questionnaire of Fisher and et al (2001) was presented as a pre-test to the students of both groups (test and control) and the data were analyzed. Then, anger management training program was presented to the students of the experimental group in six seventy-seven (two-weekly sessions) sessions, but the students in the control group did not receive any training. In the end, a questionnaire for measuring anger control skills and a self-directed self-directed questionnaire as a post-test questionnaire were presented to both groups. Statistical data were analyzed using independent T-test, size-effect formula and covariance analysis. Findings and results showed that implementation of anger management skills training program can increase self-directedness and reduce anger among students.

The purpose of this study was to investigate the effectiveness of cognitive group training on Action for individual growth of Imam Khomeini Relief Committee .The research method was Quasi-experimental with pretest and posttest for experimental and control groups. The statistical population of this study was all the applicants for self-employment loans and the self-sufficiency of the Firuz Abad and Mamassani Relief Committee who were willing to participate in the research in 2015 and their number was 100 . Based on the small size of statistical population ,First by census method ,the Action for individual growth questionnaire was performed on the whole population. Then, among those who scored less than average (compared to the meanings of the scores obtained from 100 people), 30 (15 in each city) were selected and randomly Relief Committee´ clients of Mamassani Were replaced in the control group and Relief Committee´ clients of Firoozabad Were replaced in the experimental group.According to the Cognitive group training, experimental group had received eight sessions an hour and a half. And the control group received no intervention. Finally, a month after the test, the data were analyzed with appropriate statistical methods. The results showed that Cognitive group training is effective in and increasing scores acting for Individual development and the result for over time are constant. Therefore, it is suggested to be organized in the form of workshops , to use the cognitive theory to increase action for individual growth of applicants for self-employment loans and self-sufficiency.

Emotional maturity and patience necessary for growth and the achievement of individual conscious effort to manage their emotions. This study aimed to identify the effectiveness of positive thinking skills, emotional maturity and tolerance based on Islamic approach quasi-experimental, pretest-posttest control group design was used. Experimental group received eight sessions of positive thinking skills based on Islamic approach, was both due to emotional maturity scale and patient questionnaires before and after the implementation of the independent variables were assessed. Data were analyzed using multivariate analysis of variance and the results showed a significant difference between the two groups patience, emotional instability, and emotional return. The results show the effectiveness of training optimism is based on Islamic approach in patience and emotional maturity.
The results show the effectiveness of training optimism is based on Islamic approach in patience and emotional maturity.group training, positive thinking based on Islamic approach, emotional maturity and patience.

The present study aimed examining the effectiveness of cognitive behavioral group training skills on reducing the fear of speaking in public. The research method was quasi-experimental with pretest. Post-test and control group. The subjects participated in clinical interview based on statistical diagnostic mental disorders (4th version) by a clinical psychologist and implementing pauls self-reporting scale (1996) Concerning self-confidence as a lecturer and Andller’s lecture anxiety of stimulus-response inventory, using purposive sampling method 28 people among B. A. students from Islamic Azad university in Mahdasht were selected as sample size. They were randomly divided into two groups (control and experiment). After 12 sessions training course the post-test was run. The data were analysed through one-way analysis of variance. The results indicated that there was a significant different between the effectiveness of these training on reducing speaking in public anxiety increasing self-Confidence. Thus, it can be concluded in public anxiety in public, cognitive - behavioral group training skills can used.