National,Regional and Global Perspectives of Higher Education and Science Policies in the Arab Region     

Samia Satti Osman Mohamed Nour 《Minerva》2011,49(4):387-423

In this paper we discuss the interaction between science policies (and particularly in the area of scientific research) and higher education policies in Gulf and Mediterranean Arab countries. Our analysis reveals a discrepancy between the two sub-regions with respect to integration in the global market, cooperation in scientific research and international mobility of students. The paper discusses the implications of the analysis of reform policies and higher education restructuring.  相似文献   

Transcoding numbers: A developmental approach of comprehension     

Mohamed Bernoussi  Abdelhamid Khomsi 《European Journal of Psychology of Education - EJPE》1997,12(3):293-304

The aim of this article is to study the development of transcoding ability using a comprehension task. We present the subject with a number written in the alphabetic code (e.g., Five) and we ask him to point out the equivalent in a set of four numbers written with the Arabic code (e.g., 5, 15, 50, 34). Results are discussed with regard to the cognitive and neuropsychological models of number transcoding.  相似文献   

Education in the Arab world     

Khalaf Mohamed Abdellatif 《Compare》2019,49(3):507-508

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Development and validation of Mobile Learning Acceptance Measure     

Sujeet Kumar Sharma  Mohamed Sarrab  Hafedh Al-Shihi 《Interactive Learning Environments》2017,25(7):847-858

The growth of Smartphone usage, increased acceptance of electronic learning (E-learning), the availability of high reliability mobile networks and need for flexibility in learning have resulted in the growth of mobile learning (M-learning). This has led to a tremendous interest in the acceptance behaviors related to M-learning users among the information systems researchers. Despite a large amount of significant research in the field of M-learning, the measurement of user acceptance of M-learning has not received attention. This research study intends to develop and validate a survey that measures users’ acceptance of M-learning. A total sample of 806 university and higher college students from different institutes in Oman participated in this study. This research study was conducted in two stages. The first stage using a sample size of 388 students initiated a generic questionnaire, and examined factorial validity and reliability. The second stage that was conducted using different sample of 418 students employed confirmatory factor analysis to establish factorial validity and measurement invariance. A correlated six-factor model (Flexibility, Suitability, Enjoyment, Efficiency, Economic and Social) was fit using maximum likelihood estimation. The internal consistency and item reliability of Mobile Learning Acceptance Measure was found to be at acceptable level for both samples.  相似文献   

The mental health and psychological well-being of refugee children and young people: an exploration of risk,resilience and protective factors     

Shaheen Mohamed  Miles Thomas 《Educational Psychology in Practice》2017,33(3):249-263

This research investigates the perceptions of refugee children, refugee parents and school staff regarding the positive adaptation of refugee children in a new social context and the effects on mental health and psychological well-being. This included an exploration of resilience and the role of risk and protective factors. Few studies have focused on views from a resilience perspective, and these have tended to use quantitative rather than qualitative measures. This mixed methods piece of “real world” research adopted a “what’s working well” perspective and explored the important voices of these children, parents and school staff. Staff, parent and child responses were triangulated to provide a rich picture of the potential protective factors operating within the school and family environment. Implications for practice are discussed.  相似文献   

A nonsmooth Newton method for the design of state feedback stabilizers under structure constraints     

Mohamed Yagoubi  Redouane Chaibi 《Journal of The Franklin Institute》2021,358(1):800-813

The paper proposes a method for structured state-feedback controllers design for linear time-invariant systems. A necessary and sufficient condition for structured state-feedback stabilizability of linear systems, making an appeal to the linear-quadratic (LQ) regulator theory, is first proposed. The latter is presented in the form of a nonlinear matrix equation. Then, it is recast as a nonsmooth unconstrained equation using projection onto the positive semi-definite matrices cone. Thereby, a nonsmooth Newton’s iterative algorithm, based on the Clarke generalized Jacobian of said projection, is proposed. This method has a guaranteed local convergence. Finally, numerical examples illustrate the effectiveness of the proposed method.  相似文献   

Convergent under-approximations of reachable sets and tubes: A piecewise constant approach     

Mohamed Serry 《Journal of The Franklin Institute》2021,358(6):3215-3231

In this paper, a method to under-approximate finite-time reachable sets and tubes for a class of continuous-time linear uncertain systems is proposed. The class under consideration is the linear time-varying (LTV) class with time-varying integrable system matrices and uncertain initial and input values belonging to known convex compact sets. The proposed method depends upon the iterative use of constant-input reachable sets, which results in convergent under-approximations in the sense of the Hausdorff distance. As a consequence of the convergence, it is shown that interior points of reachable sets are attainable using piecewise constant inputs. The computational complexity of a zonotopic implementation of the proposed method is discussed and comparisons with existing under-approximation methods are established. Finally, the proposed approach is illustrated through two numerical examples.  相似文献   

School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman     

Mahmoud Mohamed Emam  Hussain Alkharusi 《International Journal of Disability, Development & Education》2018,65(5):475-492

The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.  相似文献   

What Knapsack of Invisible Privileges Do Muslim ESL* University Students Wish to Possess?     

Mohamed Yacoub 《Journal of Language, Identity & Education》2017,16(6):408-415

Stephanie Vandrick published a piece in the Journal of Language, Identity and Education titled “No ‘Knapsack of Invisible Privilege’ for ESL University Students,” in which she reflected her thoughts on Peggy McIntosh’s groundbreaking list of the invisibly acquired privileges of Whites. Both pieces inspired this article, which brings up an unheard voice: Muslim ESL students who undergo situations that can indicate that public space of some cities in the United States are exclusive to the dominant culture and that any deviations are not welcome.

These days, with terrorist incidents happening in different places around the world and with the presidential executive order of banning Muslims, the situation has worsened. Here, based on my experience, I develop a list of privileges that Muslim ESL university students wish to possess. This article concludes with recommendations that can raise the awareness of educators and instructors who teach or supervise Muslim ESL students to take this issue into consideration.  相似文献   

Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences     

Mahmoud Mohamed Emam  Ali Mahdi Kazem  Abdulqawi Salim Al-Zubaidy 《Emotional and Behavioural Difficulties》2016,21(3):314-328

Children with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented.  相似文献