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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 5 No. 4 (2011); pp. 50-51</text>
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                <text>In this paper a new assertion constraint model is proposed and implemented. The model is designed to enforce and maintain the integrity constraints in mobile database and object data model environments. It has an object assertion model for integrity constraints which it is used to create classes and collect attributes and their constraints that are derived from multiple composition or inheritance hierarchies. Also it has a compile-time model which keeps the derivation path along with the attributesâ?? relationships. Furthermore, the run-time model enforces integrity constraints, enforcing the logical integrity constraints during the run-time. And a new technique is designed to check the object metadata to detect the object violation before it occurs. However, the model is implemented and tested over set of definitions that check attribute values validity and objects for object-oriented and mobile databases.</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 2 (2012); pp. 39-46</text>
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                <text>Designing a New Assertion Constraints Model for Mobile Databases</text>
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                <text>ABSTRACT- This study uses Depth Interview as a research instrument to study users' perceptions and acceptance of the potential use of mobile phones in a prospective design for learning Medical English, a mandatory course in medicine. 
Almost all the respondents (93%) across graduates   and students were unanimous about the need to learn English through M-Learning. When respondents were asked to suggest ideas on how medical English can be taught through mobiles (unaided question), 49% suggested SMS and 27% suggested SMS &amp; Live Calls. 
The survey indicates that there is a unanimous demand to learn English amongst students and graduates of medicine in a new e-education setting called M-learning. Constraints imposed by oneâ??s occupation and available resources expose the limitations of traditional learning and opens up a huge opportunity for M-English learning. Irrespective of differences, potential learners accepted the credibility of M-learning and displayed willingness to be an active user of an M-learning module. Diversity of responses on potential frequency of usage for SMSs, preferences regarding listening to IVR, speaking to Live Callers, traditional classroom learning, M-learning and testing options will establish at a primary level that the means of â??engagementâ??, â??presenceâ?? and â??flexibilityâ?? can be significantly different â??betweenâ?? and â??withinâ?? different educational groups.</text>
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              <elementText elementTextId="19832">
                <text>Copyright (c) 2017 Jafar Asgari Arani</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 1 (2012); pp. 33-36</text>
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              <elementText elementTextId="19834">
                <text>1865-7923</text>
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                <text>Medical English M-Learning: Positioning a New Paradigm in E-Education</text>
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                <text>Scolari, Carlos Alberto</text>
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                <text>The paper is grounded in the idea that a theory of mobile media, like that of any other scientific discourse, must be built on solid conceptual and taxonomical bases. Within this context the paper brings together previous fragmented approaches to studying mobile media, analyses them, and develops a set of definitions and classifications of contents and applications in order to consolidate the construction of a robust mobile media theory. The paper finishes with a reflection on the ongoing mutations of this field and their implications, suggesting that scholars need to rethink the basic concepts behind their theories.</text>
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                <text>Copyright (c) 2017 Carlos Alberto Scolari, Juan Miguel Aguado, Claudio Feij</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 2 (2012); pp. 29-38</text>
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              <elementText elementTextId="19857">
                <text>1865-7923</text>
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                <text>In this paper we pursue the context-aware paradigm in a distributed mobile environment. Context-awareness plays a significant role in the domain of implicit human computer interaction and we present an intelligent context-aware meeting room application. The distributed mobile application consists of multiple mobile operating system clients, a Google Android based presenter that, through proximity technology, communicates with a server in the meeting room, and a Google Cloud backend server. Over 40 users have evaluated the application. Results show that the context aware meeting room was well received by users who displayed a strong positive bias towards cloud integration and, in particular, automatic meeting-note push. We conclude that our context-aware meeting assistant can provide valuable assistance to end users and that there is promise for such use of heterogeneous mobile context-aware platforms.</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 2 (2012); pp. 13-22</text>
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                <text>This research attempted to find out how the characteristics of outdoor activities carried out with the mobile phone influence students' emotions. The research findings point at the following components related to the activity as influencing students' emotions: The activity novelty, the activity theme (related to everyday life, related to a new subject related to the students themselves or to an issue or a subject that the students like to do, etc.), the activity conditions (its physical part is easy/uneasy to perform, resources are available, etc.), the outer environment conditions (hot, warm, cold, etc.), the roles which the activity enables (these roles may or may not satisfy a student), the learning method enabled in the activity (exploring mathematical ideas independently, exploring mathematics collaboratively, etc.), the challenge or competition associated with the activity (it needs persistence, attention, etc.).  These components show that taking care of students' leaning emotions in outdoor mathematical activities can be achieved through paying attention to different aspects of the activity which are outlined above.</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 2 (2012); pp. 4-12</text>
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