Between “Islamic” and “un-Islamic”: Navigating Religion at an American Islamic High School     

Abiya Ahmed 《Religious education (Chicago, Ill.)》2020,115(4):384-399

Abstract

This article aims to demonstrate how one American Islamic school community grapples with external and internal demands on religion, and how this process impacts notions of what is religious. At ‘Ilm High School, an Islamic high school on America’s West Coast, school administrators and teachers must accommodate students’ and parents’ diverse and often competing ideas about Islam and the “Islamic.” In doing so, they sometimes downplay the “Islamic” in their Islamic Studies classes, policies, and school representation. They do this without venturing into the “un-Islamic”, casting a wide “religious net” and keeping Islam capacious and relevant enough for Muslim students.  相似文献   

An autonomous mobile agent-based distributed learning architecture: a proposal and analytical analysis     

Iftikhar Ahmed  Muhammad Jafar Sadeq 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):605-616

Current distance learning systems are increasingly packing highly data‐intensive contents on servers, resulting in the congestion of network and server resources at peak service times. A distributed learning system based on faded information field (FIF) architecture that employs mobile agents (MAs) has been proposed and simulated in this work. The learning contents are decentralised in the proposed system, and these are dynamically distributed around the main education site server on different nodes in response to network congestion and server overload. The system simulation results have been presented and analysed. The proposed system holds the potential to address the network congestion and server‐overload problems in distance learning systems.  相似文献   

The group dynamics approach: A sociopsychological approach for testing the effect of discovery and expository teaching on the science achievement and attitude of young Egyptian students     

Mohamed Ahmed Selim  Robert L. Shrigley 《科学教学研究杂志》1983,20(3):213-224

The purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth-grade male and female Egyptian students. The population used for this study consisted of 276 fifth-grade students in two Egyptian schools. Twelve 45-min science classes meeting over a 21-day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth-grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males.  相似文献   

Group tagging: Using video tagging to facilitate reflection on small group activities     

Haneen Qarabash  Philip Heslop  Ahmed Kharrufa  Madeline Balaam  Marie Devlin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1913-1928

Collaborative learning in class-based teaching presents a challenge for a tutor to ensure every group and individual student has the best learning experience. We present Group Tagging, a web application that supports reflection on collaborative, group-based classroom activities. Group Tagging provides students with an opportunity to record important moments within the class-based group work and enables reflection on and promotion of professional skills such as communication, collaboration and critical thinking. After class, students use the tagged clips to create short videos showcasing their group work activities, which can later be reviewed by the teacher. We report on a deployment of Group Tagging in an undergraduate Computing Science class with 48 students over a semester. Through our analysis of interviews and log data, we show that Group Tagging helped the students remain attentive and on-task during group work, and encouraged them to participate more during group activities.  相似文献   

The effect of different initial densities of nematode （Meloidogyne javanica） on the build-up of Pasteuria penetrans population     

Darban DA  Pathan MA  Bhatti AG  Maitelo SA 《Journal of Zhejiang University. Science. B》2005,6(2):113-118

Pasteuria penetrans will build-up faster where there is a high initial nematode density and can suppress root-knot nematode populations in the roots of tomato plants. The effect of different initial densities of nematode (Meloidogyne javanica) (150, 750, 1500, 3000) and P. penetrans infected females (F1, F3) densities (F0=control and  相似文献   

Executive function: association with multiple reading skills     

Cirino  Paul T.  Miciak  Jeremy  Ahmed  Yusra  Barnes  Marcia A.  Taylor  W. Pat  Gerst  Elyssa H. 《Reading and writing》2019,32(7):1819-1846

Reading and Writing - Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading...  相似文献   

Phytochemical composition,biological potential and enzyme inhibition activity of <Emphasis Type="Italic">Scandix pecten-veneris</Emphasis> L.     

Abdul Wahab  Syed Aleem Jan  Abdur Rauf  Zia ur Rehman  Zahid Khan  Aftab Ahmed  Fatima Syed  Sher Zaman Safi  Hamayun Khan  Muhammad Imran 《Journal of Zhejiang University. Science. B》2018,19(2):120-129

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Exploring the scholarly communication styles of Arab social science and humanities scholars     

Ahmed Maher Khafaga Shehata 《Learned Publishing》2019,32(4):304-311

The purpose of this paper is to report the findings of a study of scholarly communication behaviour among Arab scholars. The main objective of this study is to determine how Egyptian and Saudi Arabian social sciences and humanities scholars engage in scholarly communication practices. The study used a mixed‐methods approach. A questionnaire was answered by a sample of 104 participants, followed by interviews with 36 participants to gain insight into the scholarly communication behaviour of the Arab scholars. The analysis demonstrated that participants use different styles of scholarly communication approaches. Most of the participants do use informal (social media) channels to communicate their research findings (particularly ResearchGate and Facebook), although priority is given to formal over informal publication in peer reviewed journals. Responses showed that the promotional systems of both countries dictate publication choices of scholars, reducing the amount of collaboration by ranking co‐publications lower than sole publications and favouring printed journals over online‐only journals.  相似文献   

Serving our colleagues: reference and history of medicine services from the National Library of Medicine     

Burke C  Greenberg S  Ahmed T 《Medical reference services quarterly》2007,26(1):73-80

Most biomedical librarians are frequent users of the major online services provided by the National Library of Medicine (NLM), part of the National Institutes of Health in Bethesda, Maryland. These services include MEDLINE/PubMed, MedlinePlus, ClinicalTrials.gov, PubMed Central, document delivery, and other key biomedical resources. This article highlights less well-known services from reference, to historical information, to training and other services which librarians may not be aware the NLM offers to them. NLM encourages librarians to consider that NLM's unique and unsurpassed collection can help when local resources may be too limited to serve the needs of their patrons. doi:10.1300/J115v26n01_07.  相似文献   

Teachers’ Roles,Students’ Personalities,Inquiry Learning Outcomes,and Practices of Science and Engineering:The Development and Validation of the McGill Attainment Value for Inquiry Engagement Survey in STEM Disciplines     

Ahmed Ibrahim  Mark W. Aulls  Bruce M. Shore 《International Journal of Science and Mathematics Education》2017,15(7):1195-1215

Inquiry engagement is a newly defined construct that represents the participation in carrying out practices of science and engineering to achieve learning outcomes and is influenced by learners’ personalities and teachers’ roles. Expectancy value theory posits that attainment values are important components of task values that, in turn, directly influence students’ achievement-related choices and performance. The current paper developed and validated the McGill Attainment Value for Inquiry Engagement Survey (MAVIES) with undergraduate students in STEM disciplines. The MAVIES is a 67-item, learner-focused survey that addresses four components that are theoretically important for engaging in scientific inquiry: (a) teachers’ roles, (b) students’ personalities, (c) inquiry learning outcomes, and (d) practices of science and engineering. Evidence for internal consistency and construct, content, and criterion validity was obtained from 85 undergraduates who had experience with scientific inquiry in diverse STEM fields. Confirmatory factor analyses confirmed factors that were consistent with role theory, Big Five personality traits, revised Bloom’s learning outcomes, and the Next Generation Science Standards. The MAVIES instrument is a reliable and valid instrument for measuring undergraduate students’ attainment values for scientific inquiry engagement in STEM disciplines.  相似文献