German Jordanian University Research Articles

Georeferencing of Personal Exposure to Radiofrequency Electromagnetic Fields from Wi-Fi in a University Area.

In the last two decades, due to the development of the information society, the massive increase in the use of information technologies, including the connection and communication of multiple electronic devices, highlighting Wi-Fi networks, as well as the emerging technological advances of 4G and 5G (new-generation mobile phones that will use 5G), have caused a significant increase in the personal exposure to Radiofrequency Electromagnetic Fields (RF-EMF), and as a consequence, increasing discussions about the possible adverse health effects. The main objective of this study was to measure the personal exposure to radiofrequency electromagnetic fields from the Wi-Fi in the university area of German Jordanian University (GJU) and prepare georeferenced maps of the registered intensity levels and to compare them with the basic international restrictions. Spot measurements were made outside the university area at German Jordanian University. Measurements were made in the whole university area and around two buildings. Two Satimo EME SPY 140 (Brest, France) personal exposimeters were used, and the measurements were performed in the morning and afternoon, and on weekends and weekdays. The total average personal exposure to RF-EMF from the Wi-Fi band registered in the three study areas and in the four days measured was 28.82 μW/m2. The average total exposure from the Wi-Fi band registered in the ten measured points of the university area of GJU was 22.97 μW/m2, the one registered in the eight measured points of building H was 34.48 μW/m2, and the one registered in the eight points of building C was 29.00 μW/m2. The maximum average values registered in the campus of GJU are below the guidelines allowed by International Commission on Non-ionizing Radiation Protection (ICNIRP). The measurement protocol used in this work has been applied in measurements already carried out in Spain and Mexico, and it is applicable in university areas of other countries.

The necessity of teaching Intercultural Communication in higher education

PurposeThe purpose of this paper is to analyze how Intercultural Communication is a necessary course for students to learn how to communicate in a healthy, tolerant and respectful manner when pursuing higher education, for miscommunication can result from ethnocentric behavior when dealing with people from various cultural backgrounds.Design/methodology/approachA survey method of research was adopted and questionnaires were administered to two sets of students: those who have taken Intercultural Communications and those who have not. A total of 192 valid responses from students were received from the School of Basic Sciences and Humanities, German Jordanian University. The first survey falls under the nominal analysis of a dichotomous questionnaire, and the results were measured with Cronbach’s α to test the reliability of the its consistency. The second questionnaire’s items were uni-dimensional, and so the Guttman chart was used to conduct students’ comprehension of global communication.FindingsThe results of this study have shown that the first questionnaire has a strong consistency (0.86); students have successfully understood the dynamics of cross-cultural communication, and used that knowledge to aid and prepare them for future careers. As for students who have not taken IC, they have answered the second questionnaire with great confidence in the first category of personal expectations, but fluctuated in their answers when answering the category of self-development and cultural appreciation. ZPD1 and ZPD2 have proven that students need their teacher to learn new knowledge and insights which they can gain from an IC course.Research limitations/implicationsApart from the valuable contributions of the study, this study is performed at one public university, and the students, despite their diverse cultural backgrounds and majors, restrict the findings of this research from generalizing the results. Hence, future studies in this area are deeply encouraged, especially when comparing between private and public universities, and how IC is interrelated to other courses in the humanities; moreover, IC as an academic course can bridge the gap between student–teacher relationships.Originality/valueThe scarcity of a diverse course that teaches intercultural skills in communication has become a growing necessity in this day and age, especially in the Middle East and particularly in Jordan. Due to globalization and informatization, Jordanian students are constantly exposed to cultural and religious differences, and to have them engage in a healthy, well-respected conversation is the core aim of this paper, for tolerance and understanding are constantly on high demand. Students learn these skills in IC, and this course reflects how essential a course like this can play a great role in a student’s development.

Perceptions of Chemical Safety in Laboratories

This study investigates the state of the perceptions of chemical safety in laboratories among undergraduate students of the Biomedical Engineering and Pharmaceutical and Chemical Engineering departments at the German Jordanian University in Jordan. A cross-sectional survey was conducted anonymously with a random sample size of 174 students. A questionnaire of 32 questions was designed with five sections: demographic data, familiarity of chemical hazard signs, attitude towards chemical laboratory safety, safety practices, and familiarity with emergency equipment and procedure. The descriptive statistics showed that students demonstrated fair to good familiarity and understanding of chemical hazard warning signs. Most students had poor to fair attitudes towards chemical laboratory safety; but the assessment of students’ chemical laboratory safety practices revealed fair to good practices. While students safety awareness and practices, but not attitude, at this university were acceptable, safety procedures need to be implemented within a more professional safety education and coherent risk and safety climate management.

Internationalization Context of Arabia Higher Education

Internationalization in Arabia higher education space is expanding rapidly. It has taken different shapes with no systematic approach to evaluate its success and impact. By analysing patterns of mobility; trends; and forms of academic cooperation in Arabia, a framework for internationalization is introduced. The purpose is to guide efforts towards a strengthened position of higher education in the international dimension. Internationalization promotes the idea of making the university a dynamic cross-boarder educational environment. The higher education space in Arabia is analysed mainly in the internationalization perspective. The German Jordanian University is presented as an illustrative example. The objective is to draw on its experience as a benchmark for devising a workable scenario for implementing internationalization as an important dimension of higher education. The results show the importance of the derived benefits of study abroad, program cooperation, partnership, internship, and research collaboration as essential ingredients of internationalization in higher education systems.

Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study

This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English.

Reviewer Acknowledgements for Journal of Mathematics Research, Vol. 10, No. 1

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 10, Number 1 Alan Jalal Abdulqader, Al-Mustansiriyah University, IraqArman Aghili, University of Guilan, IranGane Sam Lo, Universite Gaston Berger de Saint-Louis, SenegalIvan Drazic, University of Rijeka, CroatiaKong Liang, University of Illinois at Springfield, USAMeltem Erden Ege, Manisa Celal Bayar University, TurkeyMohammad A. AlQudah, German Jordanian University, JordanMohammad Sajid, Qassim University, Saudi ArabiaN. V. Ramana Murty, Andhra Loyola College, IndiaOmur Deveci, Kafkas University, TurkeyÖzgür Ege, Celal Bayar University, TurkeyPaul J. Udoh, University of Uyo, NigeriaRami Ahmad El-Nabulsi, Athens Institute for Education and Research, GreeceSanjib Kumar Datta, University of Kalyani, IndiaSergiy Koshkin, University of Houston Downtown, USAVinodh Kumar Chellamuthu, Dixie State University, USAZhongming Wang, Florida International University, USA Sophia WangOn behalf of,The Editorial Board of Journal of Mathematics ResearchCanadian Center of Science and Education

Materials Science: Academic Laboratory Experiments

This document presents an overview of academic laboratory experiments in the field of materials science. It summarized the physical principles, setting up, results and conclusions of lab experiments that were conducting at the German-Jordanian University in the summer semester 2009. The experiments cover the following topics: tensile testing of metals, hardness testing, the behavior of metals under high strain rate loading (impact test), bending test, the preparation of metallic specimens for micro‐examination, scanning electron microscope, corrosion principles, hardening steel using different quenching media, hardenability and Jominy test, tensile testing of plastics, and melt mass flow rate of thermoplastics.

Reviewer Acknowledgements for Journal of Mathematics Research, Vol. 9, No. 6

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 9, Number 6 Cinzia Bisi, Ferrara University, ItalyGuy Biyogmam, Georgia College & State University, USAJalal Hatem, Baghdad University, IraqKong Liang, University of Illinois at Springfield, USAKuldeep Narain Mathur, University Utara Malaysia, MalaysiaMaria Alessandra Ragusa, University of Catania, ItalyMaria Cecília Santos Rosa, Instituto Politecnico da Guarda, PortugalMohammad A. AlQudah, German Jordanian University, JordanN. V. Ramana Murty, Andhra Loyola College, IndiaRami Ahmad El-Nabulsi, Athens Institute for Education and Research, GreeceSanjib Kumar Datta, University of Kalyani, IndiaShenghua Ni, Vanderbilt University Medical Center, USAXinyun Zhu, University of Texas of the Permian Basin, USAYaqin Feng, Ohio University, USAYifan Wang, University of Houston, USAYoussef El-Khatib, United Arab Emirates University, United Arab Emirates Sophia WangOn behalf of,The Editorial Board of Journal of Mathematics ResearchCanadian Center of Science and Education

A practical three‐phase ILP approach for solving the examination timetabling problem

AbstractA practical mathematical programming based approach is introduced for solving the examination timetabling problem at the German Jordanian University (GJU), whereby the complex process of acquiring a feasible examination timetable is simplified by subdividing it into three smaller sub‐problems (phases). Accordingly, the exams are initially allocated to time slots in phase one, the time slots are then allotted to days in phase two, and finally in phase three the exams are assigned to rooms based on the number of students taking each exam and capacities of the rooms. The solution for each phase is acquired based on an integer linear programming (ILP) formulation, while satisfying a set of hard constraints that ensure comfortable exam timetables for all students and meet the desired requirements set by GJU administrative staff. Furthermore, the solver can be controlled and launched from a student information system named MyGJU Admin, which enabled registrars at the university to easily, quickly, and accurately generate final exam timetables in several standard formats. Moreover, the approach was validated based on recent GJU registration information as well as real‐world benchmark data.

Analysis and Design of an Accounting Information System

Abstract—This paper discusses an Accounting Information System (AIS) that is developed in-house by the German Jordanian University (GJU). The AIS is a web-based distributed application that is comprised of three separate tiers: the client, web (application), and business (data) tiers. The three tiers are designed and developed such that the system is easy to use, effective, fast, accurate, reliable, and scalable. The AIS mainly enables accountants to manage (i.e., record, view, edit, and delete) the daily financial transactions such as payments, refunds, and adjustments. Furthermore, it allows managing fees (e.g., services and tuition fees) and student data (e.g., academic information, schedules, transcripts, holds, registration invoices, and statement of account). Moreover, it allows specifying sponsors and supports the definition of complex scholarship tuition fees coverage combinations related to the GJU as well as most of the Jordanian universities. Besides that, it enables the quick generation of financial statements and accounting reports (e.g., daily summary, daily journal, and student balances) at the click of a button. The generated reports can be used by the staff and management of the financial department for auditing, financial accounting, and decision making purposes. The system was successfully deployed in the first 2015/2016 academic semester and since then it accurately recorded and processed thousands of accounting transactions.
 
 Index Terms: software engineering, student information system, web applications, accounting,scholarships, tuition fees.

The software engineering of a three‐tier web‐based student information system (MyGJU)

ABSTRACTThis paper discusses how the software development team at the German Jordanian University (GJU) adopted the project management and software development processes in the ISO/IEC 29110 series to implement a complex Student Information System (SIS). Specifically, it identifies the key points to be taken into consideration in the analysis, design, implementation, testing, and deployment phases during the iterative and incremental SIS development process. The SIS is a distributed three‐tier web‐based application that enables registrars to perform various tasks such as system setup, admission, registration, grades processing, graduation, and reporting. It was launched in the first 2015/2016 semester and enabled administration to maintain a comfortable learning environment, assess instructor performance, enhance teaching practices, and improve course content. The results of the system measurements and user survey assert that the SIS is feature rich, easy to use, fast, reliable, stable, highly available, and scalable. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:242–263, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21794

Effects of Structural Context Integration on Ambiguity Elimination for Students of Translation

Linguistic ambiguity causes translation students to be confronted with several problems in the translation process from Arabic into English. This causes their translation to be inconsistent with the professional standards of translation. Thus, this study is concerned with the effects of structural context integration on ambiguity elimination for the students of translation. It aims to identify the negative effect of the ambiguity aspects in Arabic by answering the questions of the study. These questions are: What is the effect of the modes of structural context integration on improving the translation of undergraduate Translation students? Does each way of structural context integration have the same effect on ambiguity aspects? The instrument used in this study to answer these questions was a diagnostic test. This test gauged the performance of two groups (15 each) of undergraduate Translation students at the German-Jordanian University. They were asked to translate (24) sentences that included an ambiguity at one of the four levels of the Arabic Language. The (t-test) was utilized to test the statistical significance of the differences between the two groups. Results showed statistically significant differences in mean scores between the experimental group and control group to the reference of the experimental group. It was found that the phenomenon of ambiguity in Arabic has negatively affected the performance of translation students, while the structural context integration has significantly contributed to the enhancement of students’ performance, probably due to the study plans of Translation Department which do not include any study materials that contribute to increase the students’ awareness of significant Arabic language details related to phonology, morphology, syntax and lexical items.

The Enhancement of Background Radiation as A Result of Using Natural Building Materials

People living and working in buildings constructed from natural materials such as sandstone, concrete, calcite, gypsum, marble and granite are exposed to a surplus of background radiation from naturally occurring radioactive materials. The above materials contain naturally occurring radioactive elements such as potassium, radium, uranium, thorium and their progeny, which enhance the contribution to the ambient background radiation levels, consequently increasing the health risk. The unstable and hazardous radionuclides contribute remarkably to the level of background radiation in houses, schools and many other national institute buildings. Radiation levels at various locations were measured on the main campus of the German Jordanian University (GJU), in the area of Mushaqar, South Amman, Jordan. Thermal Lithium Dosimeters (TLD) were placed in 22 offices in different buildings. Subsequently, the radiation doses from the TLDs were estimated, then, the weekly averages and annual doses were calculated. The results indicated that the total background radiation levels ranged between 2 mSv/year to 10.58 mSv/year with an average of 4.62 mSv/year. This average is higher than the background radiation averages for the city of Amman, the Royal Scientific Society (RSS) buildings and the worldwide average dose of 2.4 mSv/year for a human being (ICRP 1990). Furthermore, radiation levels at GJU were higher in the ground floor offices, which is consistent with natural background radiation behaviour in a multi-storey building.

Effects of Structural Context Integration on Ambiguity Elimination for Students of Translation

Linguistic ambiguity causes translation students to be confronted with several problems in the translation process from Arabic into English. This causes their translation to be inconsistent with the professional standards of translation. Thus, this study is concerned with the effects of structural context integration on ambiguity elimination for the students of translation. It aims to identify the negative effect of the ambiguity aspects in Arabic by answering the questions of the study. These questions are: What is the effect of the modes of structural context integration on improving the translation of undergraduate Translation students? Does each way of structural context integration have the same effect on ambiguity aspects? The instrument used in this study to answer these questions was a diagnostic test. This test gauged the performance of two groups (15 each) of undergraduate Translation students at the German-Jordanian University. They were asked to translate (24) sentences that included an ambiguity at one of the four levels of the Arabic Language. The (t-test) was utilized to test the statistical significance of the differences between the two groups. Results showed statistically significant differences in mean scores between the experimental group and control group to the reference of the experimental group. It was found that the phenomenon of ambiguity in Arabic has negatively affected the performance of translation students, while the structural context integration has significantly contributed to the enhancement of students’ performance, probably due to the study plans of Translation Department which do not include any study materials that contribute to increase the students’ awareness of significant Arabic language details related to phonology, morphology, syntax and lexical items.

Teaching New Technologies and Life-Long Learning Skills: A Sample Approach and Its Evaluation

Christina. B. Class studied Business Informatics at the University of Mannheim, Germany, and made her PhD in the Computer Engineering and Networks Laboratory at the Swiss Federal Institute of Technology in Zurich, Switzerland. From 1999 to 2008 she was professor for computer science at the Lucerne University of Applied Sciences and Arts in Switzerland. In 2008 she joined the computer science department at German Jordanian University in Amman, Jordan. Dr. Class has several certificates and degrees in computer science didactics. (Christina.Class@gju.edu.jo)

A Biomechanical Assessment of Isometric Handgrip Force and Fatigue at Different Anatomical Positions

The present work examined the handgrip force at different anatomical positions for both hands. Anthropometrics, handgrip force, and fatigue were obtained from a representative sample of 20 males randomly selected from the German Jordanian University students. The hand dynamometer first was calibrated with respect to the volunteer's maximal grip strength, and he was then asked to squeeze maximally until the grip force decreased to 50% of its maximal due to fatigue; this test was performed for both hands at different anatomical positions with 2 min of rest for recovery of muscle function. The results showed differences in the handgrip force between subjects of the same anatomical positions and for the different anatomical positions, differences in the time for 50% of the force maximal for both right hand and left hand, higher time required to achieve 50% of maximal handgrip force for the nondominant hand, and maximal handgrip force was obtained when arm adduction with 90 degrees forward at the elbow joint. Recommendations for future work are to measure fatigue time at different percentages, 25%, 50%, 60%, and 75% of maximal force and to investigate the factors affecting handgrip force over a larger sample.