Dr. Ahmed Taha

Field experiments was conducted to determine the best irrigation scheduling and the proper period for injecting fertilizers through drip irrigation water in a sandy soil to optimize maize yield and water productivity. Four irrigation levels (0.6, 0.8, 1.0 and 1.2) of the crop evapotranspiration and two fertigation periods (applying the recommended fertilizer dose in 60 and 80% of the irrigation time) were applied in a split-plot design, in addition to a control treatment which represented conventional irrigation and fertilization of maize in the studied area. The results showed that increasing the irrigation water amount and the fertilizer application period increased vegetative growth and yield. The highest grain yield and the lowest one were obtained under the treatment at 1.2 and of 0.6 crop evapotranspiration, respectively. The treatment at 0.8 crop evapotranspiration with fertilizer application in 80% of the irrigation time gave the highest water productivity (1.631 kg m−3) and...

A field experiment was conducted at Ismailia Research Station (30 35' N latitude, 30 26' E longitude, 20.0m above mean sea level), Egypt during the 2016 and 2017 growing seasons to study the effect of three irrigation treatments (125, 100 and 75%ETo) on forage yield and its attributes of Sudan-grass crop. The effects of irrigation levels on the amounts of applied irrigation water, water consumptive use, water productivity on forage yield and its components, as well as its yield quality were studied. Results indicated that distribution uniformity values were 76 and 78% in 1 and 2 seasons, respectively. Average amounts of applied irrigation water under 125, 100, and 75% ETo irrigation levels treatment were 4450, 3710 and 2980 m ha, respectively. While the average water consumption were 3675, 2879 and 2140 m ha, respectively. The percentages of saved water were 20 and 50% for the 100 and 75 ETo, respectively as compared with the 125% ETo treatment. Average water use efficiency ...

PurposeThis paper aims to focus on how the e‐library interoperates with the e‐learning process within the academic computing environment (ACE) at the United Arab Emirates University (UAEU).Design/methodology/approachThis paper is inspired by the existing findings of a questionnaire survey conducted by the Laptop Project at the UAEU (2002‐2003) and sequel research (2004‐2005) on the acceptance and adoption of the Blackboard, a web‐based instructional platform, by the students. Personal interviews were conducted with the instructors who were involved in the e‐learning initiative to find out the appropriate e‐information services that should be provided to support their respective Blackboard‐aided courses.FindingsThe paper finds that the instructors have viewed e‐learning as a sound instructional tool and an evolving genre capable of providing more than just textual information. According to their viewpoints, the e‐library could support e‐learning courses with a bundle of networked e‐information services such as development of course‐related electronic collections, virtual reference help, current awareness and SDI, online document delivery, etc. E‐literacy was found to play an essential role in fostering adoption and acceptance of e‐learning, whereas the language barrier has constrained e‐learning initiative in the colleges where Arabic is the teaching language, i.e. Blackboard does not support creation of Arabic contents and interface so far.Practical implicationsThe capabilities of the e‐library in providing networked e‐information services have made the integration with the e‐learning process a highly urgent requirement.Originality/valueA model representing the integration of the e‐library functions with the e‐learning process is presented in the paper. The proposed model could be applicable in learning settings within an academic computing environment.