Using of Some Cognitive Load Strategies in Teaching Psychology for Developing Futuristic Thinking and Successful Cognitive Academic Administration to Secondary Stage Students

The researcher prepared materials and tools for his study , he prepared guide for teachers to guide them how they teach with some cognitive load strategies and developed a lot of dependent variables and behavior in various domain such as cognitive and affective and psychomotor domain , researcher prepared too two tools to measure two dependent variables , he prepare test in skills of futuristic thinking , and also prepare questionnaire to measure successful cognitive academic administration , he used secondary student , the sample of study contained 30 student. The researcher had controlled the tools of his study he used various statistical methods , he used co efficient for measure validity and used alpha crookback to measure stability of tools of its study , study used one sample experimental design , study due to that there effective of using of some cognitive load strategies in teaching psychology for developing skills of futuristic thinking and successful cognitive academic administration to secondary stage students, and study due to that there was different between pre and post application for post one in developing skills of futuristic thinking and successful cognitive academic administration

Improving Numerical Reasoning Skills in the Modular Approach for Complex Question Answering on Text

Numerical reasoning skills are essential for complex question answering (CQA) over text. It requires opertaions including counting, comparison, addition and subtraction. A successful approach to CQA on text, Neural Module Networks (NMNs), follows the programmer-interpreter paradigm and leverages specialised modules to perform compositional reasoning. However, the NMNs framework does not consider the relationship between numbers and entities in both questions and paragraphs. We propose effective techniques to improve NMNs' numerical reasoning capabilities by making the interpreter question-aware and capturing the relationship between entities and numbers. On the same subset of the DROP dataset for CQA on text, experimental results show that our additions outperform the original NMNs by 3.0 points for the overall F1 score.

Meta-Reinforcement Learning for Mastering Multiple Skills and Generalizing across Environments in Text-based Games

Text-based games can be used to develop task-oriented text agents for accomplishing tasks with high-level language instructions, which has potential applications in domains such as human-robot interaction. Given a text instruction, reinforcement learning is commonly used to train agents to complete the intended task owing to its convenience of learning policies automatically. However, because of the large space of combinatorial text actions, learning a policy network that generates an action word by word with reinforcement learning is challenging. Recent research works show that imitation learning provides an effective way of training a generation-based policy network. However, trained agents with imitation learning are hard to master a wide spectrum of task types or skills, and it is also difficult for them to generalize to new environments. In this paper, we propose a meta reinforcement learning based method to train text agents through learning-to-explore. In particular, the text agent first explores the environment to gather task-specific information and then adapts the execution policy for solving the task with this information. On the publicly available testbed ALFWorld, we conducted a comparison study with imitation learning and show the superiority of our method.

Listening Comprehension Skills and Levels in the Arabic Language Textbook for the Seventh Grade in the Syrian Arab Republic

The research aims to find out the extent of availability of the Listening Comprehension Skills and levels in the texts of listening from the book Language Arabic Grade Seventh Basic in the Republic of the Arab Syrian. To achieve the goal of the research, the researcher prepared a list of listening comprehension skills and levels, consisting of (29) listening comprehension skills fall under five levels: literal, deductive, critical, gastronomic and creative. He then analyzed the questions of the four listening texts (64 units of analysis). The research concluded the following results:  The skills of listening comprehension in the questions of listening texts from the Arabic language textbook for the seventh grade (20) skills, eight of which skills in the literal level, five skills in the deductive level, and three skills in the critical level, and two skills for both gastronomic and creative level.  The literal level came first with (30) iterations and (46.88%) of the (64) iterations. Followed by the deductive level in the second place with (14) iterations and a percentage of (21.89%). The level of gastronomic ranked third with (13) again and the proportion of (20.31%). The cash level comes in fourth place with (4) iterations and (6.25%). Followed by the last level ranked creative b (3) recurrences and the percentage of (4.69%).  There were statistically significant differences in the frequency of skills and levels in listening text questions , in favor of higher-frequency skills and levels, and the distribution of these skills and levels was not balanced.  Listening texts included only (72%) of the listening comprehension skills contained in the National Standards of Education document. This somewhat low percentage indicates that the Arabic language textbook for the seventh grade does not adequately include the criteria in which it was designed. Based on the research results of the researcher presented a set of recommendations and suggestions regarding the need for the introduction to the Listening Comprehension Skills and levels when choosing educational texts, and the need for further studies in this area.

A proposed program based on the interests theory for the development of some self-learning skills among the female teachers in the specialization of kindergartens - Baath University

This research sought to illuminate the skills of self-learning as one of the requirements of the knowledge society today. A fundamental aspect is that the student of Riyadh must be able to form the personality of the researcher, reader and evaluator to make them achieve their objectives and solve their concerns towards the experience of change and innovation.

The Extent Of The Practice Of Some Self-Learning Skills Among Female Kindergarten Teachers At Al-Baath University

The purpose of the research is to find out the extent to which female teachers in the specialization of kindergartens at Al-Baath University have some self-learning skills, and differences in their degrees of practice are defined according to the variable of the school year. The sample of the study consisted of 67 female students and the fourth year (28) female students and the first (39) students, randomly selected from the original community. The research sample includes a measure of some self-learning skills and includes skills: preparation and planning for learning - research and reading - active reading - review and memorization, where the final form of the (25) item distributed in the skills mentioned, after adjusting in accordance with the views of a number of arbitrators in Faculty of Education, Baath University, see Appendix (1). The results showed that there were significant differences between the female students in the exercise of these skills according to the variable of the academic year for the fourth year students. The study suggested conducting further studies On the self-learning skills of students of faculties of education

Communication Skills with Attention Deficit Hyperactivity Disorder Children Comparative Study between who are under the control of Behavioral Therapeutic and Behavioral & medicinal Therapeutic with Attention Deficit Hyperactivity Disorder children

This study aimed at comparative in Communication Skills between who are under the control of Behavioral Therapeutic and Behavioral & medicinal Therapeutic with Attention Deficit Hyperactivity Disorder children. A random sample were selected consist of 34 children with ADHD, who visit the psychoclinics : 14 for first group and 20 for second group aged 6-9 years old. Children with ADHD scaled by DSM-5, C. Kconners and Vineland Adaptive Behavior scales (Communication). The results didn’t reveal statistically significant differences in total score of Communication between both groups. Besides there weren't statistically significant differences in branch dimensions of Communication (the Expressive language, the Receptive language, the Reading and writing) for children with ADHD between both groups.

The Effect of Dialogue and Debate Strategy in the Development of speaking skills of the Jordanian fourth Grade students in North eastern Badia Directorate of Education

This study aimed at investigating the effect of dialogue and debate strategy in the Development of speaking skills of the Jordanian fourth Grade students in North eastern Badia Directorate of Education. This study used the qusai - experimental design along with the descriptive method in term of using pre_ post tests and a questionnaire Male and female teachers. The sample of the study consisted of (108) Jordanian fourth grade students and (68) male and female Arabic language teachers who teach the fourth grade in north eastern Badia directorate of education in the academic year 2017_2018. to achieve the purpose of study the researcher distributed the sample of the study into tow experimental groups and two control groups. to achieve the purpose of the study descriptive statistics and MONCOVA were used. The results of the study showed that the experimental groups out performance and it was in favor of females also.

Differences in some skills of emotional expression for simple mentally retardation pupils who are integrated and those who are nonintegrated in Hama

This study aims at recognizing the differences in some skills of emotional expression from teachers’ and parents’ perspectives between the simple mentally retardation pupils integrated in first stage in basic learning and those who are nonintegrated. The population consisted of 20 pupils of simple mentally retardation (8-12 years) integrated in public schools in first stage in basic learning, and 20 peer pupils in private centers. Whereas the teachers were selected (15 male/female) in public schools and (10 male/female) in private centers. Parents (80 )are the fathers and mothers of (20) pupils in public schools and (20) pupils in private centers. The study used the descriptive approach by designing a questionnaire to measure the differences in some skills of emotional expression between the simple mentally retardation pupils who are integrated in public schools and nonintegrated pupils who are in private centers. This questionnaire was distributed to teachers and parents. Then the data were analyzed statistically by SPSS. The results were as follows: - There are statistically significant differences between integrated and nonintegrated pupils on all dimensions of the scale for the sake of integrated pupils. - There are statistically significant differences between the means of some skills of emotional expressions (joy, love) according to the variable of gender for the sake of females. - There are statistically significant differences in (anger)for the sake of males.

Coping strategies among cancer patients during chemotherapy

Background: cancer patients experience large physical and emotional challenges related to side effects of chemotherapy drugs, which make coping and adaptation essential issue for coping with disease. Aim: this study was conducted to identify coping strategies among cancer patients during chemotherapy and its relation with patient's age and gender Methods: data were collected from 150 patients from Tishreen university hospital by using brief coping questionnaire in addition to demographical sheet Results : the results revealed that cancer patients tend to use various coping strategies which are problemfocused and emotional- focused, reflected positive and negative coping. The most used coping strategies were active coping strategy (78.66%), followed by seeking social support for instrumental reasons strategy (76.66%), followed by planning strategy (76%), then focus on and venting of emotions (75.33%), followed by acceptance strategy (70.66%), then seeking social support for emotional reasons (68%), then turning to religion (58%). Also results showed that coping strategies changed according to age and gender changing (p < 0.05) where women tend to use emotional- focused coping strategies while aged patients prefer emotional social support and acceptance. Conclusion: emotional issues for cancer patients during chemotherapy require more concern with ongoing assessment for adaptation and coping strategies, for designing appropriate interventions agreed with coping behaviors which cancer patients demonstrate during treatment.