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Jerusalem, Israel

Ariel University , previously known as the Ariel University Center of Samaria, is an Israeli university located in the Israeli settlement of Ariel in the West Bank.Ariel University was founded in 1982 as a regional branch of Bar-Ilan University. Originally located in the settlement of Kedumim, it moved to Ariel where it built a larger campus and went on to become the largest Israeli public college. In the 2004–05 academic year, the affiliation with Bar Ilan ended and it became an independent college. Ariel University has 26 departments for B.A., B.Sc. and B.Arch. studies, in three faculties and three schools. In addition, Ariel University offers a Master's degree programs for M.A., M.B.A. and M.Sc. In 2014, Ariel University initiated a Ph.D. programs for Doctorate studies also. In 2011, it had a student population of 14,000, with a branch in Tel Aviv. All degrees are recognized by the Council for Higher Education in Israel.Ariel University cooperates with international organizations and universities all over the world. The university and its staff have been the target of boycotts, both in Israel and overseas, for its location beyond the Green Line, in the Palestinian territories.On 17 July 2012, the Council for Higher Education in Judea and Samaria voted to grant the institution full university status. This move was praised by the Prime Minister Benjamin Netanyahu, Minister of Education Gideon Saar, Foreign Minister Avigdor Lieberman and some Knesset members and Nobel Prize in Economics winning mathematician Robert Aumann. The Council of Presidents of Israeli Universities condemned the move. A survey in 2013 found that 65% of the public in Israel supported the recognition of Ariel University as Israel's eighth university. Wikipedia.

Hamama-Raz Y.,Ariel University
Psycho-Oncology | Year: 2012

Objective: Survival rates of cancer have significantly increased. However, cancer survivors face physical, psychological and social difficulties, while adjusting to post-illness status. We examined between-gender differences in the psychological adjustment (mental well-being, distress and subjective level of functioning), the putative origin of those differences, and the roles of cognitive appraisal, hardiness and attachment style in the psychological adjustment of melanoma survivors. Methods: Our sample included 300 malignant melanoma survivors (182 women and 118 men). Most were diagnosed in stages IA and IB of the disease, and had no evidence of disease for 5 years or more. Participants completed self-report questionnaires regarding personal data, adjustment measured by sense of well-being, distress and subjective functioning, cognitive appraisal (primary and secondary) and personal resources (hardiness and attachment style). Results: Between-gender differences were revealed in psychological adjustment and in various components of cognitive appraisal and attachment styles. Women revealed more distress, less secondary cognitive appraisal and were more secure in attachment styles. Men showed higher secondary appraisal and were more dismissing-avoidant in attachment. No between-group differences were found in mental well-being, subjective functioning, and primary cognitive appraisal or in the global measure of hardiness. Conclusions: We present social processes that seem to account for gender differences in behavior and response to stress, and psychological explanations for these findings. This study contributes to the field of psycho-oncology by identifying factors that promote adjustment among melanoma survivors. Copyright © 2010 John Wiley & Sons, Ltd. Source

Bormashenko E.,Ariel University
Advances in Colloid and Interface Science | Year: 2015

The abrupt change in the apparent contact angle occurring on a rough surface is called wetting transition. This change may be spontaneous or promoted by external stimuli such as pressure or vibration. Understanding the physical mechanism of wetting transitions is crucial for the design of highly stable superhydrophobic and omniphobic materials. Wetting regimes occurring on rough surfaces are introduced. Experimental methods of study of wetting transitions are reviewed. Physical mechanisms of wetting transitions on rough surfaces are discussed. Time and energy scaling of wetting transitions are addressed. The problem of the stability of Cassie wetting on inherently hydrophobic and hydrophilic surfaces is discussed. The origin and value of a barrier separating the Cassie and Wenzel wetting states are treated in detail. Hierarchical roughness increases the value of the energy barrier. The stability of Cassie wetting observed on re-entrant topographies is explained. The irreversibility of wetting transitions is explained, based on the asymmetry of the energy barrier, which is low from the side of the metastable (higher-energy) state and high from the side of the stable state. The critical pressure necessary for a wetting transition is introduced. The problem of "dimension" of wetting transition is discussed. Reducing the micro-structural scales enlarges the threshold pressure of a wetting transition. The roles of gravity and air compressibility in wetting transitions are treated. The dynamics of wetting transitions is reviewed. The results of molecular simulations of wetting transitions are presented. The trends of future investigations are envisaged. © 2014 Elsevier B.V.All rights reserved. Source

Bormashenko E.,Ariel University
Soft Matter | Year: 2012

Non-stick droplets, or the so-called liquid marbles, have attracted the attention of investigators during the last decade. This paper reviews the recent results in the field of liquid marbles, in particular the behavior of liquid marbles immersed in organic liquids, opening a way to manufacturing Pickering-like emulsions. The behavior of liquid marbles exposed to magnetic and electric fields is discussed. Biological applications of liquid marbles are reviewed. © 2012 The Royal Society of Chemistry. Source

Fridin M.,Ariel University
Computers in Human Behavior | Year: 2014

Kindergarten Social Assistive Robot (KindSAR) is an innovative tool that promotes children's development through social interaction. In this report we describe how KindSAR was introduced to a group of preschool children in a one-to-many setup, and how it engaged the children in play-like interactions. Ethical guidelines were successfully implemented. Children's (N = 11) reactions and performance were video-recorded for analysis. Most of the children interacted positively with the robot, exhibited heightened attention, performed motor and cognitive tasks, and reported a high degree of enjoyment of the interaction. A relationship was observed between children's poor social skills and their refusal to participate in interaction with the robot. A many-to-one setup was found to be preferable to a one-to-one setup. This study demonstrates the feasibility and potential benefit of incorporating KindSAR in preschool education. © 2013 Elsevier Ltd. All rights reserved. Source

Kindergarten Social Assistive Robotics (KindSAR) is a novel technology that offers kindergarten staff an innovative tool for achieving educational aims through social interaction. Children in a preschool setting have previously been shown to benefit from playing educational games with the KindSAR robot. The experiment presented here was designed to examine how KindSAR can be used to engage preschool children in constructive learning. The basic principle of constructivist education is that learning occurs when the learner is actively involved in a process of knowledge construction. In this study, storytelling was used as a paradigm of a constructive educational activity. An interactive robot served as a teacher assistant by telling prerecorded stories to small groups of children while incorporating song and motor activities in the process. Our results show that the children enjoyed interacting with the robot and accepted its authority. This study demonstrates the feasibility and expected benefits of incorporating KindSAR in preschool education. © 2013 Published by Elsevier Ltd. Source

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