Nowadays remote laboratories suffer the absence of reusability. In addition, their construction and maintenance require time, money and skills. The system implementation of a specific remote lab is neither generic nor reusable. In this paper, a solution for a reusable remote lab dedicated for disparate types of scientific and engineering experiments is presented. The experiment designer needs only to connect the experiment components and equipment such as capacitors, resistors, transistors, function generators with a switch system of a lab server, then, she/he has to map this connection structure in a configuration data structure. Once a student starts the Web-based client user-interface and logs-in into the lab server, the menu structure of the graphical user-interface builds and initializes itself automatically, using information stored in a configuration data structure. This contribution discusses some hitherto used lab servers, some of their drawbacks, the desirable requirements on a universal remote lab, which simplify the building process of newer lab experiments consisting of experiment components and equipment as well as a client user-interface that could enable students to remotely access the experiment.
This study aimed to investigate the required training needs for school librarians to posses the essential technology competencies in the light of their importance from their perspectives. The study also sought to identify if there were any statistical differences at )α≤0.05) in the level of these needs in light of different variables (sex, academic qualification, experience, and training courses(.To achieve this purpose, a questionnaire consisting of ( 42) items was prepared to estimate both the importance of these competencies and the required training needs from the librarians' viewpoints. The questionnaire was distributed to the population of school librarians in Russaifa District. A total of (53) completed surveys out of (56) were received; representing a (94.6%) return rate.The findings of the study revealed that: (29) Competencies were rated as very important, and the other (13) were rated as of medium importance. None of the statements was considered as of little importance.Analysis of the results showed that the respondents considered their needs for training on twenty six competencies as of medium importance. Required training for the other sixteen competencies was of little importance.There were no statistically significant differences in the librarians' estimating of their training needs regarding the (42) competencies due to gender, specialization, educational level, experience, and training courses. The study offered some recommendations in the light of the findings.
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