The Effect of Teaching Using Artificial Intelligence Software’s on the Academic Achievement of the 10th Grade Students in Computer Science Subject and Their Attitudes Towards It in Jordan

This study aims to identify the effect of the teaching method using educational software based on artificial intelligence in the academic achievement of 10th-grade students in computer science in Jordan and their attitudes towards it. To achieve the goal of this study, a computerized software was designed to be applied to a purposefully selected sample consisting of (50) 10th-grade students at The University of Jordan School. The study sample was randomly distributed into two groups: an experimental sample taught using the educational software, and a control sample taught in the traditional method, where the researcher prepared an achievement test to measure the academic achievement of the 10th-grade students in the Computer Science Subject, where the validity and reliability of the test has been validated, and the test-retest reliability coefficient was (0.86). A questionnaire was prepared for the attitudes, where their validity and reliability were validated. The reliability factor of the questionnaire based on Cronbach’s alpha equation was (0.01). To analyze the results, an analysis of covariance (ANCOVA) was used, where the results of the study showed that there are statistically significant differences in favor of the experimental group taught using educational software based on artificial intelligence in learning computer science subject. The results also showed that there are medium positive attitudes of the experimental group towards educational software. The study recommended designing and developing computerized software in the field of teaching computer science subject s and training and encouraging teachers to use artificial intelligence-based learning in the field of basic education. Keywords: artificial intelligence software, academic achievement, student attitudes, University of Jordan School DOI: 10.7176/JEP/11-7-10 Publication date:March 31st 202

The Reality of E- Learning in the Jordanian Public Universities and its Constraints from the Faculty Members' Point of View

The study aimed to identify the reality of e-learning in the Jordanian public universities from the point of view of the faculty members. Therefore, a questionnaire was prepared on a random sample of the faculty members in three public universities: Al-Balqa Applied University, Mu'ta University and Al al-Bayt University, they were (330) faculty members from different disciplines. The study found the following results: No significant difference between the average grades of faculty members on the axis (extent of the use of e-learning, its pros and cons, and its constraints) depending on the variable of the scientific rank and according to the variable of teaching experience, and the absence of a statistical significance difference between the average grades of the faculty members on the axis (extent of the use of e-learning, its pros and cons and its constraints) depending on the variable of specialization, and the existence of a statistical significance difference between the average grades of faculty members on the axis of (Cons) according to the variable of specialization in favor of literary specialization, The percentage of interest of faculty members in e-learning weak, e-mail and broadcast audio and video lectures are considered of less usage, while the respondents stressed the role of e-learning in self-learning and increasing computer skills, and that the most important of its cons is that it reduces the burdens of teachers, as well as that sitting for long periods in front of the computer causes a lot of diseases, and the most important obstacles are not availability of halls dedicated to e-learning. Keywords: E- Learning, Jordanian Public Universities , Constraint

Dual-task effects on performance of gait and balance in people with knee pain: a systematic scoping review

Dual-task paradigms have been increasingly used to assess the interaction between cognitive demands and the control of balance and gait. The interaction between functional and cognitive demands can alter movement patterns and increase knee instability in individuals with knee conditions, such as knee anterior cruciate ligament (ACL) injury or osteoarthritis (OA). However, there is no consensus on the effects of dual-task on gait mechanics and balance in those individuals. This systematic scoping review aims to examine the impact of dual-task gait and standing balance on motor and cognitive performance in individuals with knee OA or ACL injury. A comprehensive search of MEDLINE, PubMed, Web of Science, and EMBASE electronic databases up until December 2019 was carried out. Inclusion criteria was limited to include dual-task studies that combined cognitive tasks performed simultaneously with gait or standing balance in individuals with knee OA or ACL injuries. In total, fifteen studies met the inclusion criteria, nine articles examined dual-task effects on balance, and six articles reported the effects of dual-task on gait. The total number of individuals included was 230 individuals with ACL injuries, and 168 individuals with knee OA. A decline in gait and balance performance during dual-task testing is present among individuals with ACL injury and/or ACL reconstruction and knee OA. Further research is required, but dual taking assessment could potentially be used to identify individuals at risk of falling or further injury and could be used to develop targeted rehabilitation protocols. A variety of outcome measures have been used across the studies included, making comparisons difficult. The authors, therefore, recommend developing a standardized set of biomechanical balance variables

Estimation of the Seasonal Inhaled Deposited Dose of Particulate Matter in the Respiratory System of Urban Individuals Living in an Eastern Mediterranean City

In this study, we present an estimation for the inhaled deposited dose rate in adult males and females during common exposure scenarios to urban background aerosols in an Eastern Mediterranean city (Amman, Jordan) based on a one-year database of measured particle number size distribution. The dose rates show seasonal variations reflecting the physical characteristics (i.e., modal structure) of the particle number size distribution. An additional factor was the varying deposition fraction (DF) for different regions and different human activities (exercising versus resting). The total dose rate was 3 × 109–65 × 109 particles/h (PM2.5 and PM10 doses 1–22 µg/h and 9–210 µg/h; respectively) depending on the gender, activity, and season. Based on the particle number metrics, the inhaled deposited dose in the head, Tracheobronchial, and alveolar were 7–16%, 16–28%, and 56–76%; respectively. Based on the PM2.5 metric, the corresponding dose rate was 9–41%,13–19%; and 46–72% respectively. As for the PM10 metric, they were 25–75%, 7–35%, and 15–55%; respectively

The Impact of YouTube and Facebook on the Achievement of Jordan University Students in English Language Course

هدفت هذه الدراسة لاستقصاء أثر استخدام اليوتيوب والفيس بوك في تحصيل طلبة الجامعة الأردنية لمرحلة البكالوريوس في مادة اللغة الإنجليزية, وأثر متغيري المعدل التراكمي والخبرة في التعليم الإلكتروني. طُبقت الدراسة في الفصل الدراسي الأول من العام الدراسي 2016/2017م. تتكون أفراد الدراسة من ثلاث مجموعات: مجموعتان تجريبيتان، دُرست الأولى باستخدام اليوتيوب وعدد أفرادها (16) طالبا, ودُرست الثانية باستخدام الفيس بوك وعدد أفرادها (27) طالبا, والمجموعة الثالثة ضابطة وعددها (34) طالبا. واستخدم المنهج شبه التجريبي, وكانت أداتي الدراسة: المادة التعليمية المصممة بطريقة تتماشى مع طريقة اليوتيوب, وطريقة الفيس بوك, واختبار تحصيلي مكون من (25) فقرة, لقياس تحصيل طلبة الجامعة الأردنية في مادة اللغة الإنجليزية، وتم التأكد من صدق أدوات الدراسة وثباتها بالطرق العلمية المعروفة. أظهرت النتائج وجود أثر دال إحصائيا في تحصيل مادة اللغة الإنجليزية لدى طلبة الجامعة الأردنية, يُعزى لمتغير طريقة التدريس ولصالح المجموعتين التجريبيتين اللتين دُرّستا باستخدام طريقتي اليوتيوب والفيس بوك, ووجود فروق ذات دلالة إحصائية (α= 0.05) تعزى للمعدل التراكمي, وكانت الدلالة لصالح ذوي التقدير المقبول. ووجد هناك فروق دالة إحصائياً (α= 0.05) تعزى للخبرة القليلة والمتوسطة والكبيرة, وكانت هذه الفروق لصالح الخبرة الكبيرة. الكلمات المفتاحية: الفيس بوك, اليوتيوب, اللغة الإنجليزية, تحصيل.This study aimed to investigate the impact of YouTube and Facebook on the Achievement of Jordan University students in the English Language course, and the impact of the variables of GPA and the experience in e-learning. The study was conducted in the first semester of the academic year 2016/2017. The participants of the study were classified into three groups: two groups were experimental; the first group, of 16 participants, was taught using YouTube, and the second group, of 27 participants, was taught using Facebook whereas and the third one, of 34 participants, was set as a control group. Quasi-experimental method was used, and the two tools of the study were: an educational material designed in a manner consistent with the ways of the YouTube and Facebook, and an achievement test consisting of (25) items to measure the results of Jordan University students in the English Language. The validity and reliability of the study tools were checked and verified using standard. The results showed that there was a statistically significant effect in the results of the English language course at the Jordan University students due to the teaching method in favor of the two experimental groups, which were taught using the methods of the YouTube and Facebook. There were also statistically significant differences (α = 0.05) attributed to the GPA, and in favor of those with the Pass grade. Finally, there were statistically significant differences (α= 0.05) attributed to variables of limited experience, moderate experience and extensive experience, and in favor of those extensive experience. Keywords: Achievement, English language, Facebook, YouTube

The Effect of Teaching Using Blended Learning on the Achievement of 10th- Grade Students in the Computer Course

The study aims to explore the effect of teaching using blended learning on the achievement of 10th-grade students in the computer subject in Jordan. The study sample consists of two purposely selected sections: the experimental group with (26) male and female students and the control group with (26) male and female students. An achievement test consisting of (20) questions is prepared, and the validity and reliability of the instrument are verified. To answer the study questions, the arithmetic means, the standard deviations for the study sample, along with the analysis of covariance (ANCOVA) are calculated. The results show that there is a statistically significant difference among the means of the levels of academic achievement due to the variable of the teaching method and for the benefit of the experimental group taught using blended learning. The study recommends generalizing the experience of using the blended learning strategy applied to students of computer course on various subjects, taking advantage of the positive effect of using the strategy of blended learning in increasing the student’s achievement. Keywords: blended learning, academic achievement, 10th-grade students. DOI: 10.7176/JEP/11-21-18 Publication date:July 31st 202

The Effect of a Proposed Instructional Program Based on the Multiple Intelligences Theory on EFL Jordanian Ninth-Grade Students’ Achievement in English

Objectives: This study aimed to investigate the effect of a proposed instructional program based on Multiple Intelligences Theory (MIT) on ninth grade students’ achievement in English. Methods: The participants of the study consisted of 40 students in two sections who were randomly assigned to a control group (20 students) and to an experimental group (20 students). One research instrument was used to collect the data of the study; a comprehensive English achievement test of reading, writing, listening and speaking. Data were analysed using means, standard deviations, ANCOVA and MANCOVA. Results: The findings of the study indicated that there was a statistically significant difference (α=0.05) between the mean score of the students of the experimental group who were taught according to the (MIT) program and that the mean score of the control group who were taught based on the conventional method. This difference was in favour of the experimental group students since the adjusted mean score was (55.20), which was higher than the adjusted mean score of the control group (46.45). Conclusions: The proposed instructional program based on (MIT) was significantly more effective than the conventional method in developing students’ English language skills. The study recommends that (MIT) should be incorporated in English as a foreign language (EFL) curricula in Jordan to improve students’ English language skills

Corrigendum: The \u3ci\u3eArabidopsis\u3c/i\u3e Homologs of Trithorax (ATX1) and Enhancer of Zeste (CLF) Establish ‘Bivalent Chromatin Marks’ at the Silent \u3ci\u3eAGAMOUS\u3c/i\u3e Locus

The authors wish to draw the attention to two irregularities in Figures 2a and 4. Both concern errors in duplicating images of empty lanes illustrating absence of DNA bands. We regret these omissions and apologize to readers for the inconvenience caused. The results and conclusions remain valid

The \u3ci\u3eArabidopsis\u3c/i\u3e Homologs of Trithorax (ATX1) and Enhancer of Zeste (CLF) Establish ‘Bivalent Chromatin Marks’ at the Silent \u3ci\u3eAGAMOUS\u3c/i\u3e Locus

Tightly balanced antagonism between the Polycomb group (PcG) and the Trithorax group (TrxG) complexes maintain Hox expression patterns in Drosophila and murine model systems. Factors belonging to the PcG/TrxG complexes control various processes in plants as well but whether they participate in mechanisms that antagonize, balance or maintain each other’s effects at a particular gene locus is unknown. CURLY LEAF (CLF), an Arabidopsis homolog of enhancer of zeste (EZ) and the ARABIDOPSIS HOMOLOG OF TRITHORAX (ATX1) control the expression of the flower homeotic gene AGAMOUS (AG). Disrupted ATX1 or CLF function results in misexpression of AG, recognizable phenotypes and loss of H3K4me3 or H3K27me3 histone H3-tail marks, respectively. A novel idea suggested by our results here, is that PcG and TrxG complexes function as a specific pair generating bivalent chromatin marks at the silent AG locus. Simultaneous loss of ATX1 and CLF restored AG repression and normalized leaf phenotypes. At the molecular level, disrupted ATX1 and CLF functions did not lead to erasure of the CLF and ATX1-generated epigenetic marks, as expected: instead, in the double mutants, H3K27me3 and H3K4me3 tags were partially restored. We demonstrate that ATX1 and CLF physically interact linking mechanistically the observed effects