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The Speaker identification process is not a new trend; however, for the Arabic Holy Quran recitation, there are still quite improvements that can make this process more accurate and reliable. This paper collected the input data from 14 native Arabic reciters, consisting of “Surah Al-Kawthar” speech signals from the Holy Quran. Moreover, this paper discusses the accuracy rates for 8 and 16 features. Indeed, a modified Vector Quantization (VQ) technique will be presented, in addition to realistically matching the centroids of the various codebooks and measuring systems’ effectiveness. Note that the VQ technique will be utilized to generate the codebooks by clustering these features into a finite number of centroids. The proposed system’s software was built and executed using MATLAB®. The proposed system’s total accuracy rate was 97.92% and 98.51% for 8 and 16 centroids codebooks, respectively. However, this study discussed two validation tactics to ensure that the outcomes are reliable and can be reproduced. Hence, the K-mean clustering algorithm has been used to validate the obtained results and discuss the outcomes of this study. Finally, it has been found that the improved VQ method gives a better result than the K-means method.

This paper examines the idea of the feminine memory and its role in re/establishing a new dimension of Palestinian history in Ibtisam Barakat’s Tasting the Sky: A Palestinian Childhood (2007). The article draws on several core concepts in postcolonial studies, including diaspora narrative, trauma, and memory as well as Fatma Kassem’s study of the oral narratives of Palestinian women who witnessed the events of the 1948 War. Instead of being a mere memetic text that reflects historical incidents in literature, Tasting the Sky sheds light on the impact of traumatic experiences on both memory and the writing/narrative process. This feminine memory, focusing on traumatic experiences, seeks to construct a healing narrative that comes to terms with the traumatic past of the individual and the collective, and as a result, creates new realities. The novel demonstrates how memory and narrative can be encapsulated in a literary-political project, not merely to represent reality but to recreate it, recreating history from a countless number of scattered, traumatic, not-yet-graspable moments about a lost Home. We argue that this feminine memory is manifested through three perspectives: The domestic sphere, the female body and the female language.

Internet-based tools and social media are greatly developed in the tech world. Today, technology is widely accepted and used by all generations. These tools are great and very useful for students in terms of learning, collaboration and information sharing. We aim to present a model for learning programming in social learning environments with the context of the Affinity Research Group (ARG) model. The proposed model is called “Learning Programming in Social Environments within Affinity Group (LPSEAG)”. We test the proposed model for two academic years. A comparative approach was used. In the experiment, we divide the students into two categories: (1) Learn programming in the context of using the LPSEAG model, (2) Learn programming in the context of social media groups. Qualitative and quantitative results are compared for the two categories. From the results obtained it was clearly found that the students’ satisfaction was high on working within a group using the LPSEAG model compared to the responses of students that use social media groups only. Moreover, the quantitative results supports the assumptions that the use of LPSEAG model in learning programming in the introductory programming courses enhances the learning outcomes. Learning programming in groups enhances the learning outcomes for students whatever the student’s programming level. Teachers are encouraged to create students’ programming groups and implement LPSEAG model to increase learning outcomes and facilitate learning environments for students over-distance. More researches are needed to develop CVLEs which encourage students to learn programming with teams over distance.

The COVID-19 pandemic increases the reliance on video conferencing applications for learning. Accessible video conferencing applications with good learning features can help people with visual impairment when they participate in online classes. This paper investigates the accessibility limitations and the available learning features of the top two current video conferencing applications, namely Zoom and MS Teams. A task-based expert review and a blind user evaluation are conducted using Web Content Accessibility Guidelines 2.1. In addition, the study identifies the application with the better learning features based on Universal Design for Learning guidelines. A set of recommendations are outlined for developing better inclusive video conferencing applications for people with visual impairment. The presented ideas can be applied to enhance the learning experience of people with visual impairment.