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Computerized accounting information systems (CAIS) are becoming more readily available to all types and sizes of business. The increased growth in real‐time and online data processing in CAIS has made access to these systems more available and easier for many users. Therefore, implementing adequate security controls over organisations, CAIS and their related facilities has become a necessity. The main objective of this article is to investigate the adequacy security controls implemented in the Egyptian banking industry (EBI) to preserve the confidentiality, integrity and availability of the banks' data and their CAIS through a proposed security controls check‐list. The security controls check‐list of CAIS was developed based on the available literature and the empirical results of previous studies. It includes many security counter‐measures that are empirically tested here for the first time. The entire population of the EBI has been surveyed in this research. The significant differences between the two respondent groups had been investigated. The statistical results revealed that the vast majority of Egyptian banks had adequate CAIS security controls in place. The results also revealed that the heads of computer departments (HoCD) paid relatively more attention to technical problems of CAIS security controls. This study has provided invaluable empirical results regarding inadequacies of implemented CAIS security controls in the EBI. Accordingly some recommendations were suggested to strengthen the security controls in the Egyptian banking sector.

Computer assisted instruction (CAI) is a powerful technology that librarians have been quick to discover. However, surprisingly little quality software exists for library applications. Librarians are faced by the necessity of designing their own software to support specific objectives. The design and production of CAI software involves numerous steps, which are discussed in this article.

Universitas Terbuka (UT) is a distance education institution that implements communication technology in various ways. In accordance with the implementation of this technology, UT uses both printed and non-printed materials designed as selflearning materials. These learning materials provide students not only with explanations of a subject but also with instructional learning purposes, examples, practices, summaries, formative tests, feedbacks, and learning instructions. Computer Assisted instruction (CAI) as a technology based learning material can be used as a supplement to the main learning material. For instance, Operation Research is mainly delivered to students through modules but it is completed by the CAI program. In order to improve the quality of the CAI program, an evaluation is needed, especially the evaluation that invites students' opinion. It is important to ask the students how the CAI program can help them comprehend a topic and which part of the program should be improved. The aim of this study is to figure out whether there are differences between students' expectation and students' perception toward the quality of the CAI program, namely the Operation Research. Some questionnaires were given to 41 respondents in Jakarta. Purposive sampling was chosen as a sampling technique with a criterion that each respondent has passed Operation Research Subject examination. From 30 questionnaires sent back and analyzed it can be concluded that there are some differences between students' expectation and students' perception toward the quality of the CAI program.

Discusses recent developments in employee assistance programmes, which have led to their being both proactive and reactive. Since the US Department of Labor decided that programmes should begin with education and prevention, the use of computer‐assisted instruction (CAIs) programmes has increased. Discusses the development of these programmes covering both advantages and disadvantages. Concludes that they are not a panacea, but are useful when used with other tools.

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was intended to provide remedial instructional support to re‐entry students in selected subjects. For this project, college algebra became the chosen subject because there appeared to be widespread local agreement that a number of adult students needed remedial instruction in college algebra. The question of the appropriateness of CAI in the library remains open. This service seems to be a viable one for academic libraries to offer. Success would be dependent on wide ranging cooperation involving the library, teaching faculty, computing staff, and instructional technologists.

Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.

This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.

11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on research-based effective practices in technological interventions for teaching specific academic skills, delivering content at the secondary level and using technology as a tool for assessment. The chapter concludes with a discussion on Universal Design for Learning and the promises this paradigm holds for educating not only students with special needs, but all learners. The chapter begins where parents and teachers typically begin: the consideration of technology.

The term computer‐assisted instruction, or CAI, may apply to all instructional uses of the computer. More specifically, CAI means using the computer as an instructional tool: to present new information to the user, test a user's knowledge of information previously presented, or allow her or him to discover new concepts. No instructor need be present, since the user interacts directly with the computer. All necessary directions are included within the lesson. The user is allowed to control the process by pressing keys to advance or review, all at his or her own pace. The lesson may require the user to answer questions periodically, and will react appropriately to the user's responses. Animation and graphics may be used to add visual interest and aid in the understanding of difficult concepts. Various modes of instruction and innovative design strategies help make CAI lessons stimulating for the user. Lessons may be done at any time, and the instructor may be spared many hours of time‐consuming or repetitious instruction.

The computer is every day looming larger on the professional horizon of every librarian. Instruction librarians, too, must confront the realities and potential of the computer in their efforts to bring the library into the pedagogical mainstream of their institutions. Reference Services Review takes this opportunity to offer three different perspectives on how the computer relates to library instruction. Carol Tobin, Princeton University, discusses the impact that access to online bibliographic databases has on the instructional program of a library; Harriet Tippet, Lawrence University, addresses word processing applications for producing instructional materials and the use of the computer as a management tool for library instruction data; and Patricia Culkin and Elizabeth Walker focus on computer assisted instruction.

The survival and sustainable growth of Cai Luong (Renovated Theatre) theatre companies as well as Cai Luong theatrical art in Vietnam necessitate the sharing of acting and singing skills between generations of actors. The purpose of this paper is to investigate the role of theatre members’ perception of psychological contract in predicting their sharing of knowledge. Another research purpose is to assess if corporate social responsibility (CSR) of theatre companies can activate the effect chain through psychological contract to knowledge sharing. The last research purpose sheds light on the moderating role of entrepreneurial orientation (EO) for the relationship between psychological contract and knowledge sharing among members of Cai Luong theatre companies in Vietnam setting.

Cross-sectional data for SEM-based analysis was collated from 226 respondents of Cai Luong theatre companies in Vietnam.

Research results unveil the predicting role that CSR played on the relationship between psychological contract and knowledge sharing among members in Cai Luong theatre companies. This relationship was also found to be moderated by EO.

Research results extend knowledge management literature through the inclusion of CSR and psychological contract as antecedents of knowledge sharing.