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Abstract The purpose of this paper is to discuss the introduction of microcomputers into the Hope Institute, a school for mildly mentally retarded children. Readily available software in English could not be implemented, hence software had to be specially written for this pilot project. The package was demonstrated to the officials concerned at the Institute and was well received. It is expected that the growing awareness about the use of computers in the secondary schools of Bahrain will reinforce the results of our experiment and promote the introduction of computers into the special education institutes of the country. 相似文献
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Shaalan Farouk 《Teachers and Teaching》2013,19(1):19-31
As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers’ self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding. 相似文献
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Al Shamsi Jawaher Hamad Al-Emran Mostafa Shaalan Khaled 《Education and Information Technologies》2022,27(6):8071-8091
Education and Information Technologies - Artificial intelligence (AI)-based voice assistants have become an essential part of our daily lives. Yet, little is known concerning what motivates... 相似文献
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Theodore D. Wachs Zeinab Bishry Afaf Sobhy George McCabe Osman Galal Farouk Shaheen 《Child development》1993,64(2):586-604
2 questions were explored: (1) Do observed relations found in Western cultures between specific psychosocial environmental factors and toddlers adaptive behavior resemble the pattern of relations found in a non-Western setting? (2) Does the specificity of relations between environment and performance found in Western cultures also operate in a non-Western culture? Subjects were 153 Egyptian toddlers, 18–30 months of age, and their caregivers. Twice a month between 18 and 30 months toddlers were observed in naturalistic interactions with their caregivers, and measures of caregiver behavior and toddler functioning were coded. Replicating previous results from Western cultures, canonical analysis indicated that caregiver vocal stimulation was positively related to indices of toddler behavioral competence, while nonverbal response to vocalization and physical contact stimulation were negatively related. The salience of sib caregivers was also noted. Particularly for the age period between 24 and 29 months, results indicated specificity of environmental action such that measures of caregiver vocal stimulation were uniquely related to measures of toddler vocalization, while caregiver response to distress was uniquely related to toddler emotionality. The present pattern of results suggests at least some degree of cross-cultural generalizability of environment-development relations and of the specificity model of environmental action. 相似文献
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Shaalan Farouk 《Cambridge Journal of Education》2010,40(4):353-368
This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up of frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involve limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered. 相似文献
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Hanaa A. Abdallah Rania A. Ghazy Hany Kasban Osama S. Faragallah Abdalhameed A. Shaalan Mohiy M. Hadhoud Moawad I. Dessouky Nawal A. El-Fishawy Saleh A. Alshebeili Fathi E. Abd El-samie 《Information processing & management》2014
In this paper, a new homomorphic image watermarking method implementing the Singular Value Decomposition (SVD) algorithm is presented. The idea of the proposed method is based on embedding the watermark with the SVD algorithm in the reflectance component after applying the homomorphic transform. The reflectance component contains most of the image features but with low energy, and hence watermarks embedded in this component will be invisible. A block-by-block implementation of the proposed method is also introduced. The watermark embedding on a block-by-block basis makes the watermark more robust to attacks. A comparison study between the proposed method and the traditional SVD watermarking method is presented in the presence of attacks. The proposed method is more robust to various attacks. The embedding of chaotic encrypted watermarks is also investigated in this paper to increase the level of security. 相似文献
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