iosr-JRME   Volume-6 ~ Issue-6 ~ Nov-Dec 2016

Abstract: The article presents the steps needed to build the user interface of a logic game of the physics simulator type, inspired by "Crazy Machines", the favorite game of many players. The theme is formulated and a choice of the development environment has been made. The game has three main views: initial, a choice of levels and a game view; it also has two secondary views - one for recording a level and another for output controls. The design of the objects in the game is presented, as well as the creation of auxiliary views in Adobe Photoshop. A manual for use of the developed prototype has been included, incorporating the display of different views in different modes.

Keywords : Design of game objects, Logical computer games, User Interface

[1] History of video games, 2015. URL: https://en.wikipedia.org/wiki/History_of_video_games.
[2] The Incredible Machine, 2015. URL: https://en.wikipedia.org/wiki/The_Incredible_Machine_(series). The_Incredible_Machine.
[3] The Incredible Machine screenshot, 2015. URL: http://www.bestoldgames.net/eng/old-games/the-incredible-machine.php.
[4] Crazy Machines, 2015. URL: https://en.wikipedia.org/wiki/Crazy_Machines.
[5] Crazy Machines screenshots, 2015. URL: http://www.mobygames.com/game/windows/crazy-machines-the-wacky-contraptions-game/screenshots/gameShotId,152395/.

Abstract: The model proposed in this paper has been thought to be used in large-scale assessment tests designed explicitly to measure more than one latent trait. Those tests are usually split into subtests, in which each subtest is designed to measure mainly a unique unidimensional latent trait. Admission tests of some universities are typical examples of that type of tests.

Keywords : Multidimensional Item Response Theory Model, Multiple Subtests, Large-Scale Assessment Tests, Bayesian inference

[1]. M. Reckase. The difficulty of test items that measure more than one ability. Applied Psycological Measurement, 9(9):401–412, 1985.
[2]. M. Reckase. Multidimensional item response theory. Handbook of Statistics, 26:607–642, 2007.
[3]. M. Reckase. Multidimensional Item Response Theory. Statistics for Social and Behavior Sciences. Springer, 2009.
[4]. A. Montenegro. Multidimensional Item Response Theory Models where the Ability has a Linear Latent Structure. Phd dissertation,
Universidad Nacional de Colombia, 2010.
[5]. Y. Sheng. Comparing multiunidimensional and unidimensional item response theory models. Educational and Psychological
Measurement, 67(6):899–919, 2007.

Abstract: There exist a number of cloud computing vendors that provide user-friendly cloud computing programs and Information Technology (IT) services to various organizations, industries, and educational institutions. Cloud computing has become a very important and integral part of IT infrastructure in many organizations due to budget constraints. One of the cloud computing-based tools known as Gradesfirst has been involved in providing services to a number of universities for the purposes of student learning, online education, and assessments. The Athletic Department of UMES is currently using Gradesfirst for the academic advisement of student athletes. This paper proposes a new user-friendly application enhancing and expanding the current advising services of Gradesfirst currently being used for advising and retention by the Athletic department of UMESwith a viewto implement new performance activities like mentoring, tutoring, scheduling, and study hall hours into existing tools. This application includes various measurements that can be used to monitor and improve the performance of the students in the Athletic Department of UMES by monitoring students' weekly study hall hours, and tutoring schedules............

[1]. Armbrust, M., A. Fox, R., Griffith, A., Joseph, R. K., & Konwinski, A. (2010). Above the Clouds: A Berkeley. Retrieved March 3, 2016, from www.eecs.berkeley.edu/Pubs/TechRpts/2009/EECS-2009-28.pdf
[2]. Carlozo, L. (2012). Why college students stop short of a degree. Reuters. Retrieved March 3, 2016, from http://www.reuters.com/article/us-attn-andrea-education-dropouts-idUSBRE82Q0Y120120327
[3]. Craig-Wood, K. (2010). Definition of Cloud Computing, Incorporating NIST and G-Cloud Views. Retrieved March 3, 2016
[4]. Foster, I., Yong, Z., Raicu, I., & Lu, S. (2008). Cloud Computing and Grid Computing 360-Degree Compared. Retrieved January 1, 2016
[5]. Gerdes, H., & Mallinkrodt, B. (1994). Emotional, social, and academic adjustment. Journal of Counseling, 72, 281-288. Retrieved March 3, 2016
[6]. Grites, T. J. (1998.

Abstract: This article is aimed to discuss the curriculum development patterns in Department of Islamic Education (PAI). It aims to produce professional PAI prospective teachers both in schools and madrasah. There are three forms of education development in the Department of PAI. Firstly, the need for curriculum improvement in PAI courses. It is mainly associated with the formulation of competencies and study materials. Second, the need to develop a program of concentration, namely: Concentration Teacher Education of PAI in public schools, teachers of PAI in madrasah. It includes Al-Quran-Hadith teacher, Master creed-Morals teacher, Fiqh teacher, History of Islamic Culture (SKI) teacher, and PAI teacher in International schools. Third, professional education for alumni of Department of PAI is needed before they perform duties as a teacher.

Keywords: Curriculum, Department of PAIand Proffesional Teachers.

[1] Hasan Langgulung., Pendidikan Islam Menghadapi Abad ke-21, (Jakarta: Pustaka Al Husna, 1988).
[2] Leo Sutrisno, "Pluralisme, Pendidikan Pembelajaran dalam Tradisi Konstruktivisme" dalam Th. Sumarthana, dkk., Pluralisme, Konflik dan Pendidikan Agama di Indonesia (Yogyakarta: Institut Dian/Interfidei, 2005).
[3] Nana Syaodih Sukmadinata, Pengembangan Kurikulum: Teori dan Praktik, (Bandung: Remaja Rosdakarya, 1996).
[4] Suparlan, Menjadi Guru Efektif, (Yogyakarta: Hikayat Publishing, 2005).
[5] Suyanto., "Tantangan Profesional Guru di Era Global", Pidato Ilmiah, Acara Dies Natalis ke-43 Universitas Negeri Yogyakarta, 21 Mei 2007 Grites, T. J. (1998.

Abstract: Pluralism is a fact of history. Pluralism is God's will for humans to greet each other, to recognize, to communicate, and to express solidarity. Tolerant attitude can be grown through religion-based multicultural education. Jack Seymour and Tabitha Kartika Christiani explain models of religious education, namely; in the wall, at the wall, and beyond the wall. The most appropriate model for building a tolerant behavior of students is beyond the wall education, because the approach used is not only oriented to discuss and dialogue with people of different religious spirituality vision, but also to be mutually cooperative among others...........

Keywords: religion education, multiculturalism, tolerant attitude.

[1]. Abdullah. M. Amin, (2001). "Pengajaran Kalam dan Teologi dalam Era Kemajemukan di Indonesia: Sebuah Kajian Teori dan Metode" in Th. Sumartana, et al, Pluralisme, Konflik dan Pendidikan Agama di Indonesia, Yogyakarta: Interfidei.
[2]. Abdullah, Amin. (2014). Wawasan Filosofis Pendidikan Islam Dalam Masyarakat Multikultural (Intersubjektifitas keberagamaan manusia era kontemporer). Delivered in the Islamic Education Development Workshop-Based Socio-Cultural (Characteristics Affirmation and Formulation of vision in PPG FITK UIN Sunan Kalijaga, Yogyakarta.
[3]. Asy‟arie, Musa. (2004). Pendidikan Multikultural dan Konflik Bangsa 1-2. www.kompas.co.id
[4]. Banks, James A. (2007). An Introduction to Multicultural Education. Boston: Allyn & Bacon Incorporated.
[5]. Borg W.R & Gall M.D. (2006). Educational Research: An Introduction (8th ed). New York: Longman..

Abstract: Male nurses are facing different problems in both government and private settings among which are, disrespect of male nurses and discrimination, therefore, given less or denied opportunities for growth and development in the profession. The aim of the study was to compare attitudes of both male and female nurses toward men in nursing. The study was carried out at Minia University Hospital. The study subjects included a total number of 99 nurses (27 male and 72 female).The short-form Bem sex role inventory was used to collect the necessary data. Results revealed highest significant statistical differences between male and female nurses' attitudes about the lack of gender difference, female positive attitude towards males, and total attitude towards males in nursing. It was recommendedto address the nursing workforce shortage by recruiting talented and diverse males, provide more positive and realistic messages about the contribution of male nurses through the film media, attempts should be made to work closely with career counselors and parents to refute the myths and misconceptions about nursing and to promote the vast array of opportunities available in nursing.

Keywords: Male Nurse, female nurses, Attitude, nursing

[1]. Abushaikha, L., Mahadeen, A., AbdelKader, R., & Nabolsi, M. (2014). Academic challenges and positive aspects: perceptions of male nursing students. International Nursing Review, 61, 263-269. Retrieved from Wiley Online Library.
[2]. American Hospital Association. (2006). Trend Watch. Retrieved June 5, 2006, from http://www.ahapolicyforum.org/ ahapolicyforum/ trendwatch/chartbook2006.html
[3]. Anderson, J. Understanding Male Nursing Student Perceptions of I. . e. Influence of Gender: A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program. Doctoral thesis, Portland State University, 2014
[4]. Andrews, K. E. Perceptions of high school boys toward nursing as a career choice (Doctoral dissertation, University of Missouri, 2005). UIM number 3167305.

[5]. Andrews, M. E., Stewart, N. J., Morgan, D. G., & DArcy, C. (2012). More alike than different: a comparison of male and female RNs in rural and remote Canada. Journal of Nursing Management, 20 (4), 561-570. http://dx.doi.org/10.1111/j. 1365-2834.2011.01195.x.

Abstract: Technological developments of recent years can provide the ability to use innovative techniques and tools in education. One of these useful tools is Augmented Reality, a technology that enables users to enrich the real world with virtual content. This paper presents the development of a mobile augmented reality application for primary education in order to make history course a more interactive and joyful experience. By combining the traditional school book with AR technology, physical images come to life and give more information about specific historical events or figures related to the Persian Wars, accompanied from a Quiz test that each student has to answer. Furthermore, a pilot study was conducted, in order to examine the educational performance of the application under real conditions. Further research may be focused in examining the expansion of such technologies in secondary and higher education situations (e.g. physics, biology), where traditional teaching methods do not manage to create a concrete base of knowledge due to the low level of experiential learning..

[1]. Abelson, H., & MIT. (2014). MIT App Inventor 2: MIT. Retrieved from http://ai2.appinventor.mit.edu/
[2]. Anthony, M. Cognitive Development in 8-10 Year Olds. Retrieved 20/11/2015, from http://www.scholastic. com/parents/resources/ article/stages-milestones/cognitive-development-8-10-year-olds
[3]. ARToolKit. Retrieved 12/2/2015, from http://www.hitl.washington.edu/artoolkit/
[4]. Aurasma. (2015). Aurasma. Retrieved 15/2/2015, from http://www.aurasma.com/#/whats-your-aura
[5]. Aurasma. (2012). Augmented Reality in Education: Shaw Wood Primary School uses Aurasma. Retrieved 8/2/2015, from https://www.youtube.com/watch?v=5qRcIek4NY0

Abstract: We focus on how linguistic attitudes influence in the increase of lexical competence depending on two constructs: the sex of the student and the link between the affective component and lexical learning. Using a mixed research approach, we investigated the effect of two instructional approaches on lexical learning among 12-13 year old students, learning Catalan as a L2. Specifically, a quasi-experiment involving three groups was implemented: two treatment groups that received vocabulary instruction with active creation of a lexical corpus along with a strategic use of music as a boost for positive attitudes towards Catalan (group A), or as just an additional recreational resource, peripheral to the instruction (group B)........

Keywords: linguistic attitudes, lexicon, semantic learning, secondary education, gender studies.

[1] Ayora, M. C. (2007). Los estudios de disponibilidad léxica: ámbitos de aplicación. In Cano López, P. (coord.). Actas del VI Congreso de Lingüística General, vol. 2, t. 2 (Las lenguas y su estructura - IIb) (pp. 2367-2378). Madrid: Arco Libros.
[2] Ayora, M. C. & Chaib, F. M. (2014). El valor predictivo de las actitudes lingüísticas en la Educación Primaria en una comunidad de habla: el caso de los hablantes de dariya en Ceuta. Tonos digital: Revista electrónica de estudios filológicos, 26. http://go.uv.es/1o8IkB5
[3] Baldaquí Escandell, J. M. (2011). Relations between formal linguistic insecurity and the perception of linguistic insecurity: a quantitative study in an educational environment at the Valencian Community (Spain). Journal of Multilingual and Multicultural Development, 32(4), 325-342. doi:10.1080/01434632.2011.579129
[4] Choi, J. K. (2003). Language Attitudes and the Future of Bilingualism: The Case of Paraguay. International Journal of Bilingual Education and Bilingualism, 6(2), 81-94. doi:10.1080/13670050308667774
[5] Eckert, P., & McConnell-Ginet, S. (2003). Language and gender. Cambridge University Press.

Abstract: This study was designed to assess the correlation between teachers professional identity and some aspects of teachers quality in Republic of Serbia. The research goal was to determine the structure of professional identity of teachers and connection with indicators of the teacher quality (N=221).The obtained results show statistically significant correlation between the elements of professional identity of teachers and the indicators of the quality of teachers. The research results confirmed the general hypothesis of our research: it is possible to determine the interpretable and plausible factorial structure of professional identity and teacher quality and there is a statistical significant and positive correlation between professional identity of teachers and teacher quality.

Keywords: professional identity of teacher, teachers quality, correlation, professionalization..

[1] Bastick, T. (2000). Why teacher trainees choose the teaching profession: comparing trainees in metropolitan and developing countries. International Review of Education, 46, 343-349.
[2] Beara, М., Okanovic, P. (2010). Spremnost na profesionalni razvoj nastavnika: kako je izmeriti? [Readiness for Professional Development of Teachers: How to Measure It?] Аndragoške studije [Andragogical studies], No.1, pp.47-60.
[3] Beijaard, D. (1995). Teachers' prior experiences and actual perceptions of professional identity. Teachers and Teaching:Theory and Practice, 1, 281-294.
[4] Beijaard, D. (2000). Teachers‟ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
[5] Bennett, N., & CarreH, J. C. (1993). Learning to teach. London:Routledge.