A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching     

Ali Ardalan  Roya Ardalan  Samuel Coppage  William Crouch 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):1085-1101

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Design and implementation of an intelligent virtual environment for improving speaking and listening skills     

Kaveh Hassani  Ali Nahvi  Ali Ahmadi 《Interactive Learning Environments》2016,24(1):252-271

In this paper, we present an intelligent architecture, called intelligent virtual environment for language learning, with embedded pedagogical agents for improving listening and speaking skills of non-native English language learners. The proposed architecture integrates virtual environments into the Intelligent Computer-Assisted Language Learning. This architecture supports visual, auditory, and haptic channels of interaction. It allows pedagogical ideas about language skills to be implemented and validated with a minimum design time. Moreover, we design a computational model to evaluate learner's proficiency level, and an automatic adaptation mechanism which adjusts to the learner's learning curve. We have implemented two scenarios based on the proposed architecture to teach learners how to communicate in public places such as airports and TV stores. Inputs to this system include learner's speech and hand motion, and outputs include graphical scenes, force feedback, and speech by a few embodied agents. Throughout interactions, agents discover the proficiency level of the learner and customize the level of communication complexity accordingly. The system is tested on 10 subjects. Experimental results show 14% increase in the number of proper replies, 3% decrease in grammatical errors, 16% decrease in pronunciation duration, and 11% increase in learners' proficiency level within three trials.  相似文献   

Organization,management and academic problems in the Arab University: The Kuwait University experience     

Hassan Ali Al-Ebraheem  Richard P. Stevens 《Higher Education》1980,9(2):203-218

The modern university is essentially an alien phenomenon in the Arab world where it lacks the societal support base enjoyed by the western university. Moreover, many of the new Arab universities, like Kuwait University, established in 1966, were either modeled after the French influenced Egyptian university — in-turn based on semi-independent colleges — or received their initial administrative and teaching faculty from Egypt. From this legacy is derived a significant share of the obstacles hindering organization and management reform. At the same time a variety of governmental traditions and regulations binding the university to general civil service regulations, an under-developed tradition of university autonomy and faculty participation in university decision-making, and a utilitarian concept of formal education which associates degress with employment status are among the more serious problems confronting the Arab university.Kuwait University can be seen as a microcosm of the organizational, management and academic problems encountered in the Arab university. Although Kuwait University enjoys adequate financial support and is not forced to accommodate an unreasonable number of students, it has peculiar problems arising from unequal admissions standards (Kuwaiti and non-Kuwaiti), traditional societal values, paucity of indigenous staff, inexperienced administrators, lack of balance in academic ranks, absence of tenure, a fragmented physical plant, inadequate support staff as well as insufficient societal understanding and support. Like most other Arab universities Kuwait University not only reflects the rudimentary societal development but is located on the frontier of that development. Given the small population of Kuwait, the university is especially important in this development role. As the university and its distinctive needs become better understood the total society will be strengthened.  相似文献   

Teachers' Opinions about Inclusion: A pilot study in a Palestinian context     

Liv Randi Opdal  Siri Wormnæs  Ali Habayeb 《International Journal of Disability, Development & Education》2001,48(2):143-162

The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments.  相似文献   

Windows,Bridges and Mirrors: Building Culturally Responsive Early Childhood Classrooms through the Integration of Literacy and the Arts     

Paula G. Purnell  Parveen Ali  Nurun Begum  Marilyn Carter 《Early Childhood Education Journal》2007,34(6):419-424

This article investigates how instructors can utilize the integration of early literacy skills and the arts to cultivate the appreciation and celebration of cultures in early childhood classrooms. The theoretical framework is developed through three personal accounts establishing a rationale for the importance of a viable home to school connection for young children. Finally, the suggested activities support the transference of theory into classroom practice.  相似文献   

Investigating First-Year Chemistry Learning Difficulties in the South Pacific: A Case Study from Fiji     

Richard Kevin Coll  Sadaquat Ali  John Bonato  David Rohindra 《International Journal of Science and Mathematics Education》2006,4(3):365-390

The learning difficulties for new entrant chemistry students from a multi-national, regional, tertiary education institution in the South Pacific were investigated using a purpose-designed diagnostic instrument. The instrument contained 25 items distributed across three themes: scientific reasoning, numeracy and scientific language literacy. The research findings suggest that the main learning difficulty facing these students is in numeracy with students able to interpret numerical data presented in graphical form and to complete rudimentary numerical calculations, but unable to use numerical data or perform calculations involving ratios. Targeted remedial tutoring, based on the results of this diagnostic test instrument, rather than content-driven extra tutorials, are suggested for remediation of learning difficulties.  相似文献   

Monotonic triaxial experiments to evaluate steady-state and liquefaction susceptibility of Babolsar sand   总被引：1，自引：0，他引：1  

Yaser Jafarian  Ali Ghorbani  Siavash Salamatpoor  Sina Salamatpoor 《浙江大学学报(A卷英文版)》2013,14(10):739-750

In this study, drained and undrained triaxial tests under isotropic and anisotropic consolidations were conducted on reconstituted samples of Babolsar sand, which underlies a densely populated, seismic region of the southern coast of the Caspian Sea, Mazandaran, Iran. It was demonstrated that the sand experienced all possible states of liquefiable soil： flow failure, limited flow, and dilation. The steady-state and flow liquefaction lines of this sand were presented and compared with previously tested sands. It is shown that the initial stress anisotropy can affect the potential of volume change and pore pressure generation. The steady-state line （SSL）, however, remains identical for the isotropically and anisotropically consolidated specimens under drained and undrained conditions. The tests data were then analyzed in order to investigate the liquefaction susceptibility of this sand in terms of parameters such as the state parameter, relative state parameter index, and lateral earth pressure ratio at failure.  相似文献   

What International Aid Organizations Can Learn From International Adult Learning: Experiences From Cambodia     

Kiumars Zarafshani  Amir Hossein Ali Baygi 《The Journal of Agricultural Education and Extension》2013,19(4):347-357

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Climate Change in the Mainstream Turkish Press: Coverage Trends and Meaning Dimensions in the First Attention Cycle     

Mehmet Ali Uzelgun  Paula Castro 《Mass Communication and Society》2013,16(6):730-752

This article examines how climate change is represented by the mainstream press in a developing country context characterized by long-term avoidance of the issue. Study 1 establishes the issue coverage trends in two mainstream Turkish newspapers (1997–2013). Study 2 focuses on the news sections of these papers that were used for reporting about the issue in the first attention cycle (1997–2009) to summarize the knowledge and meaning dimensions presented to the Turkish public sphere. The findings show that the issue became part of the press agenda only after the mid-2000s, with a peak in 2007 (Study 1), and that climate change is represented as anthropogenic and alarming/uncontroversial, by drawing on dramatic consequences. These are constructed simultaneously as already “out there” in the country, and as to be dealt with globally, that is, from outside (Study 2). We discuss the findings by linking them to findings from other developing countries.  相似文献   

From praxis to pragmatism: Junior scholars and policy impact     

Christopher Ali 《The Communication Review》2013,16(4):249-270

ABSTRACT

Drawing on Buckingham’s observation that academic research either has to become public knowledge or its originators must have a high visibility in the public realm before their research can find inclusion into policymaking processes, this article offers a variety of examples of how academics have managed to bridge the gap between media and communication policy scholarship and policymaking. Contrary to the long-standing belief that policy impact is extremely difficult and rare to achieve, we argue that junior scholars have many opportunities to have their work become part of the policymaking process through new forms of conversation, collaboration, coalition-building, changing perceptions of public knowledge, and a more conceptual understanding of impact.  相似文献