Global Stability of Dynamic Systems of High Order

This paper deals with global asymptotic stability of prolongations of flows induced by specific vector fields and their prolongations. The method used is based on various estimates of the flows

A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Introduction We live in a rapidly changing world driven by technology and economy necessitating the production of qualified and well-prepared professionals. Employers are demanding that university graduates not only have the knowledge, but the appropriate skills to be effective and productive in the workplace. In order to adapt to these challenges, universities worldwide are thinking about how to redesign their academic models. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college students receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Zayed University (ZU), a laptop university (each student and faculty owns a laptop) based in the United Arab Emirates, has adopted a new educational concept in the region, which is an Outcome-Based learning approach. This new Academic Program Model (APM) is designed to continuously improve the curriculum and provide students with the knowledge and skills to succeed in a rapidly changing world. The life-long learning outcomes, being the kernel of the courses, provide focus to the curriculum in the APM. Furthermore, all courses are designed to clearly show the experiences that students draw upon achieving a Learning Outcome. The ZU OBE learning approach is framed by three sets of learning outcomes. Two are course embedded (general education and major learning outcomes), and the third (the ZU learning outcomes (ZULO)) is a set of higher intellectual outcomes. To fulfill their ZULO requirements, students compile evidence of their achievement in electronic portfolios, which are assessed by a faculty panels. The APM is driven by five critical components: the outcome based curriculum, the e-portfolios, the learning communities, the use of information technology, and the support of the center for teaching and learning assessment. Universities in the USA and worldwide are taking a critical look at their educational systems. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college aspirants receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Furthermore, universities in the US and worldwide are complaining about the problem of grade inflation (Rosovsky & Hartley, 2002). A number of academic institutions in the US have moved to an outcome-based education framework to move away from the grade point average driven academic framework. In North America, accreditations institutions (such as North Central Association) are asking academic institutions to present a method to assess students learning outcomes in the general education courses. In Columbia College, Columbia, Missouri, assessment of the student learning outcomes in the Information Literacy course is done by giving them a pre-test and a post-test. During the first day of the course, students are given a multiple-choice test about computer literacy. The same test is given to the students during the last week of the course as part of their final examination. The difference between the two grades is used as a measure of their progress. A new academic institution in the gulf region has tackled the above issues by adopting an academic framework that is based on the outcome-based education while still using the grade point average. This academic model is a hybrid approach that accommodates learning outcomes to measure the learning process and uses grades to accommodate the classic academic system. We anticipate that this model will insure that grade inflation is under control and that students are achieving the learning outcomes to become life-long learners (Bouslama, Lansari, Al-Rawi, & Abonamah, 2002).

A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Introduction We live in a rapidly changing world driven by technology and economy necessitating the production of qualified and well-prepared professionals. Employers are demanding that university graduates not only have the knowledge, but the appropriate skills to be effective and productive in the workplace. In order to adapt to these challenges, universities worldwide are thinking about how to redesign their academic models. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college students receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Zayed University (ZU), a laptop university (each student and faculty owns a laptop) based in the United Arab Emirates, has adopted a new educational concept in the region, which is an Outcome-Based learning approach. This new Academic Program Model (APM) is designed to continuously improve the curriculum and provide students with the knowledge and skills to succeed in a rapidly changing world. The life-long learning outcomes, being the kernel of the courses, provide focus to the curriculum in the APM. Furthermore, all courses are designed to clearly show the experiences that students draw upon achieving a Learning Outcome. The ZU OBE learning approach is framed by three sets of learning outcomes. Two are course embedded (general education and major learning outcomes), and the third (the ZU learning outcomes (ZULO)) is a set of higher intellectual outcomes. To fulfill their ZULO requirements, students compile evidence of their achievement in electronic portfolios, which are assessed by a faculty panels. The APM is driven by five critical components: the outcome based curriculum, the e-portfolios, the learning communities, the use of information technology, and the support of the center for teaching and learning assessment. Universities in the USA and worldwide are taking a critical look at their educational systems. A recent US national panel report calls for a dramatic reorganization of undergraduate education to ensure that all college aspirants receive not just access to college, but an education of lasting value. The report also recommends colleges help students become intentional life-long learners, and to create new assessments that require students to apply their learning to the real world (Greater Expectation, 2002). Furthermore, universities in the US and worldwide are complaining about the problem of grade inflation (Rosovsky & Hartley, 2002). A number of academic institutions in the US have moved to an outcome-based education framework to move away from the grade point average driven academic framework. In North America, accreditations institutions (such as North Central Association) are asking academic institutions to present a method to assess students learning outcomes in the general education courses. In Columbia College, Columbia, Missouri, assessment of the student learning outcomes in the Information Literacy course is done by giving them a pre-test and a post-test. During the first day of the course, students are given a multiple-choice test about computer literacy. The same test is given to the students during the last week of the course as part of their final examination. The difference between the two grades is used as a measure of their progress. A new academic institution in the gulf region has tackled the above issues by adopting an academic framework that is based on the outcome-based education while still using the grade point average. This academic model is a hybrid approach that accommodates learning outcomes to measure the learning process and uses grades to accommodate the classic academic system. We anticipate that this model will insure that grade inflation is under control and that students are achieving the learning outcomes to become life-long learners (Bouslama, Lansari, Al-Rawi, & Abonamah, 2002).

Physical Fruit Traits in Moroccan Almond Seedlings: Quality Aspects and Post-Harvest Uses

The physical traits of local almond populations from Morocco were studied to characterize their genetic resources and to evaluate the possibility of their commercial valorization. Nut weight ranged between 1.15 and 7.39 g, and kernel weight between 0.54 and 1.85 g, but most accessions were characterized by small kernels, pronounced wrinkles, and double kernels. Although the physical quality of the kernels of these populations was low, they show the possibility of some specialized uses, which could improve their marketable value. The genotypes with favorable values could be incorporated into an almond breeding program as parents to increase the kernel quality.Publishe

Protein Content and Oil Composition of Almond from Moroccan Seedlings: Genetic Diversity, Oil Quality and Geographical Origin

The protein and oil content and the fatty acid profile of the kernels of selected almond genotypes from four different Moroccan regions were determined in order to evaluate the kernel quality of the plant material of these different regions. The ranges of oil content (48.7–64.5 % of kernel DW), oleic (61.8–80.2 % of total oil), linoleic (11.4–27.0 %), palmitic (5.6–7.7 %), stearic (1.3–3.1 %), and palmitoleic (0.4–0.9 %) acid percentages agreed with previous results of other almond genotypes, but the protein content (14.1–35.1 % of kernel DW) showed that some genotypes had higher values than any previously recorded in almond. Some genotypes from mountainous regions showed kernels with very high oil content as well as high and consistent oleic and linoleic ratio, establishing a possible differentiation according to the geographical origin. These differences may allow establishing a geographical denomination for almond products. In terms of genetic diversity, oleic and linoleic acids were confirmed to be the most variable components of almond oil chemical composition among genotypes. Additionally, the genotypes with extreme favorable values, such as high protein content, could be incorporated into an almond breeding program aiming at an increase in kernel quality.Peer ReviewedPrunus amygdalusProtein contentOil contentFatty acidsQualityGenetic resourcesBreedingPublishe

Integrating IT Certification into an Information System Course

The objective of this paper is to study the integration of IT certification goals into a course in Information Systems (IS). A popular IT certificate (CompTIA A+) goals are examined then mapped into the IT hardware and system software course. The A+ certificate objectives are studied from several view points, including lab requirement, faculty certification needs, certificate completion time, and certification exam requirements. IT hardware and software textbooks are also reviewed to select the best textbook that covers both course and certification objectives. Finally, a course syllabus is developed to combine course topics with certification objectives. The syllabus shows all course assessments and makes passing the certification exam a requirement for course completion. Integrating IT certification in computing curricula gives an edge to IS programs as students are looking to increase their skills and thus potential for employment