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Abdallah Salem Farhan Almahaireh Anas Saleh Rabi Aldalaeen Suhib Khaled Ahmad Takhaineh 《International journal for the advancement of counseling》2018,40(2):173-186
The purpose of this study was to investigate the efficacy of a preventive counseling program for improving psychological hardiness (PsyH) and the positive use of social network sites (SNSs). The sample consisted of 30 students from Mu’tah University in Jordan who were randomly assigned into either an experimental group (15) or a control group (15). Two constructed scales - the PsyH scale and the Positive Use of SNSs scale - were administered to both groups pre-test and post-test, and a one-month follow-up measure was also administered to the experimental group. The findings revealed that the preventive counseling program significantly improved the level of PsyH and the positive use of SNSs and seemed to have sustained efficacy. 相似文献
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Alabdulaziz Mansour Saleh Aldossary Sarah Mubarak Alyahya Sahar Abdulaziz Althubiti Hind Muhareb 《Education and Information Technologies》2021,26(3):2685-2713
Education and Information Technologies - The objective of this research is to identify the effectiveness of the GeoGebra program in developing academic achievement and ensuring survival of the... 相似文献
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Carol Tenopir Suzie Allard Lisa Christian Robert Anderson Suzan Ali‐Saleh Dave Nicholas Anthony Watkinson Hazel Woodward 《Learned Publishing》2017,30(1):5-17
The sharing of scholarly articles is an intrinsic and often ignored facet of the value and mission of scholarship. It is so entwined in the daily work life of scholars that it has almost become second nature, an integral part of the research process itself. This article addresses this often overlooked area of research in usage studies. In an international survey of 1,000 published scholars, the Beyond Downloads project examined their sharing behaviours in order to gain a more contextualized and accurate picture of their usage beyond download patterns and citation counts. Scholars share published articles with others as a mode of content discovery and dissemination, particularly if they work in groups, and most expect to increase their sharing in the future. While their methods of sharing articles may change, and their reasons for sharing may vary from self‐promotion to the more altruistic motives of scientific progress, they desire to share the final published versions of articles with their colleagues. 相似文献
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Wendy K. Adams Hisham Alhadlaq Christopher V. Malley Katherine K. Perkins Jonathan Olson Fahad Alshaya Saleh Alabdulkareem Carl E. Wieman 《Journal of Science Education and Technology》2012,21(1):1-10
The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education
at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership
is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge
by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate
any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved
in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many
of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available
in many different languages, including working with: languages written right-to-left, different character sets, and different
conventions for expressing equations, variables, units and scientific notation. 相似文献
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Samir Abd Elghafar Salaheldin M. Diab Bassiouny M. Sallam Emad S. Hassan Mona Shokair Waleed Al-Nauimy Moawad I. Dessouky El-Sayed M. El-Rabaie Saleh Alshebeili Fathi E. Abd El-Samie 《Journal of The Franklin Institute》2014
This paper presents a new implementation of discrete multi-tone (DMT) systems based on different discrete transforms that include the discrete sine transform (DST), discrete cosine transform (DCT), and discrete wavelet transform (DWT). The implementation also considers time-domain equalization to mitigate channel distortion. Compared to the fast Fourier transform discrete multi-tone (FFT-DMT) system, the proposed implementations have an advantage in that their energy-compaction property helps in reducing the channel effects. The performance of the DST-DMT, DCT-DMT, DWT-DMT, and FFT-DMT systems, employing a time-domain equalizer (TEQ), is investigated in the paper. It has been demonstrated by computer simulations that the proposed implementations outperform the FFT-DMT system and that the utilization of the TEQ can lead to higher bit rates 相似文献
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It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how teachers might effectively incorporate ad hoc, non-normative student-generated representations in their curricula. This study addresses this gap by detailing the relationship between two designed activities—one that supported more open-ended engagement with referents and the other that promoted a synthesis of referents—and the representational products that students generated as a result. We present data from a mixed age classroom (ages 6–9, N?=?32) as students depicted their understanding of loggerhead sea turtles. Findings indicate that students performed better when working alone in the open condition and in collaborative dyads in the synthesize condition. These results suggest that it is necessary to unpack how mediating factors (such as students' cooperative strategies, facilitator feedback and materials used) align, to support or inhibit students' representational activities. 相似文献
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Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students’ understanding of complex systems by examining how students’ progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students’ explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students’ systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students’ groupings according to their ability and subsequent instructional support. 相似文献
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