Digital libraries support the transition of academic

institutions towards digital universities, and introducing ETD digital

repositories is believed to be a step in this process. This paper

describes an ETD Digital Library project at the Libyan Academy of

Graduate Studies. The project aims to build digital library for theses

and dissertations (ETD). This work is a project for the first

institutional ETD digital library in the Libyan country. The

researchers developed a system based on Greenstone open source

system for building ETD digital library. A metadata for theses and

dissertations was developed in this research. The paper addresses

issues related to project design, development and user satisfaction.

Conclusions highlighted some important lessons learned to date.

Learning is an understanding of how the human brain is wired to learning rather than to an approach or a system. It is one of the best and most frequent approaches for the 21^st century learners. Micro learning is more interesting due to its way of teaching and learning the content in a small, very specific burst. Here the learners decide what and when to learn. Content, time, curriculum, form, process, mediality, and learning type are the dimensions of micro learning. Our paper will discuss about micro learning and about the micro-content management system. The study will reflect the views of different users, and will analyze the collected data. Finally, it will be concluded with its pros and cons.

This work is a continuation of a design of a phase radio navigation system for aircraft blind landing in case of nonequipped runways proposed in [1], where, the proposed system is based on measuring the phase shifts of signals received from four ground transmitters (antennas), placed on corners of the runway strip, which provide distance measurements accuracy in millimeters. However, there are two important points that need serious consideration. First, the phase measurement is going to give the total phase () ϕ ρ−

0, while the actual phase shift of interest is ‘ϕ’, 0 ρ is the transmitter initial phase. The second problem is that, the measured phase angle () ϕ ρ− 0 between the transmitted and the received signal can only be measured in the interval from 0 to π 2 radians, this problem is called phase ambiguity. The answer of these problems lies in the use of more than one frequency (signal). Two sinusoidal signals with different frequencies (1f and 2f) but the same initial phase can be used. Taking the difference of the measured phases, the initial phase 0 ρ can vanish. To get around phase ambiguity would be to make sure that the actual phase difference 12 ϕ∆ does not exceed π 2, this technique called equivalent or synthetic wavelength.

A new radio navigation system for aircraft blind landing is proposed. This system is based on measuring the phase shifts of signals received from four ground transmitters (antennas), placed on corners of the runway strip. The received signals phase shifts provide distance measurements accuracy in millimetres. The reception of these signals is made on the onboard antenna located on the aircraft. Three ground antennas out of the four will be sufficient for determining the location of the aircraft. As a result of the analysis, the coordinates of the onboard antenna, the coordinates of the centre of mass of the aircraft, and axis coordinate of the aircraft determined with respect to the runway coordinate system.

This work describes the architecture and design of an onboard digital receiver of the phase radio-navigation system for aircraft blind landing proposed in [1]. The proposed onboard digital receiver is a special case of a multi-channel narrowband digital receiver concept. The purpose of this receiver is to receive eight different RF frequencies (in four pairs) range from 960 MHz to 963.003749941 MHz, carry on them the required analogue and digital signal processing techniques to evaluate their phase shifts and then the difference phase shifts between each pair of them. The phase measurements lead to determination of the location of the aircraft with respect to the touch point on the runway with accuracy in millimetres.

Mobile augmented reality is growing rapidly because of the growth of smartphones. Due to the portable

nature of smartphones, mobile augmented reality devices have become the most widely deployed consumer

augmented reality display device and show promise for becoming the first commercial success for augmented

reality technologies. The role of the user is identified and forwarded to the respective module. Cognitive

engagement and interactivity are the main two factors of influenced learning where the engagements are focused in

Learnability identification module. When a common, single optical tracking platform is available the reachability

and performance can also be increased without affecting the efficiency, which will be done in AllinoneAR Module.

An integrated framework consisting of three above stated modules is proposed in this paper

The continuous call on the increase of the quality of teaching put more pressure on academics to

draw on students experiences and propose new approaches for delivering information and increasing the

standards of teaching excellence. There are several generalized approaches to the scholarship of teaching and

learning such as continuous professional development and learning by developing, however cooperative

learning combined with project-based learning can be used in a range of disciplines in graduate studies such

as Information Technology. From our experience in teaching: e-commerce subject and web application

security course we found that such a strategy encourages lecturer to continue improve the curriculum and

delivery process leading to better learning experience for the students. This paper reports on the practical

nature of cooperative learning and how to use it to bridge Teaching and Learning as well as Theory and

Application. Our purpose is to report on cooperative learning in graduate studies using Project-based learning

strategy. It demonstrates the value of student empowerment and leadership in autonomous project groups.

The strategy is designed primarily to increase student engagement and improve the learning process. We

evaluate the success of the strategy by evaluating student attendance and active participation in classroom

discussions, learning outcomes, and student results. The success of the strategy encourages us to incorporate

the project-based approach on more than one course