scholarly journals Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Ahlam A. Alghamdi ◽  
James M. Ernest
Keyword(s):  
Saudi Arabia ◽  
Q Methodology ◽  
Best Practice ◽  
Preschool Teachers ◽  
Middle Eastern ◽  
Developmentally Appropriate ◽  
Principal Component ◽  
The United States ◽  
Main Components ◽  
Appropriate Practices

Abstract Since the first release of NAEYC’s guidelines, DAP has received a lot of attention from childhood professionals in the United States. Internationally, many countries have also shown a growing interest regarding DAP, yet interest in DAP is new to the Saudi educators. Thus, the purpose of this study was to explore preschool teachers’ subjective beliefs toward NAEYC’s guidelines of DAP in Saudi Arabia, one of the most conservative Middle Eastern countries. Q Methodology, as a mixed methods approach, was used to study 37 preschool teachers randomly selected from five preschools in Mecca city. The participants sorted 50 cards with examples of DAP and developmentally inappropriate practice (DIP) or “In Contrast” statements which represented perceived importance of the practice to the sorter. To analyze the data, a Principal Component Analysis (PCA) with Varimax rotation indicated four main components regarding the beliefs of Saudi preschool teachers as they relate to DAP’s guidelines. Each component represents a unique perspective (viewpoint) on how Saudi preschool teachers view DAP and contrasting items based on their subjective points of view. The four main perspectives that emerged from the analysis show a dominance consensus among perspectives that fit equitably within the DAP framework regarding the best practice of early childhood education. Findings from this study provide evidence that many aspects of developmentally appropriate practice can be appropriate in different cultures and countries.

Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

2019 ◽  
Vol 101 (1) ◽  
pp. 12-17
Author(s):  
R. Clarke Fowler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Appropriate Practices ◽  
Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

scholarly journals Non-Hodgkin Lymphoma in the Middle East Is Characterized by Low Incidence Rates With Advancing Age

2019 ◽  
pp. 1-10
Author(s):  
Rafil T. Yaqo ◽  
Sana D. Jalal ◽  
Kharaman J. Ghafour ◽  
Hemin A. Hassan ◽  
Michael D. Hughson
Keyword(s):  
United States ◽  
Saudi Arabia ◽  
Middle East ◽  
Hodgkin Lymphoma ◽  
Middle Eastern ◽  
B Cell Lymphoma ◽  
Cancer Registries ◽  
The United States ◽  
Incidence Rates ◽  
Non Hodgkin Lymphoma

PURPOSE In the Middle East, incidence rate ratios (IRRs) of non-Hodgkin lymphoma (NHL) to Hodgkin lymphoma (HL) are more than 50% lower than the United States. MATERIALS AND METHODS Age-specific incidence rates (ASIRs), age-adjusted incidence rates (AAIRs), and IRRs of NHL:HL were compared using the cancer registries of Iraq, Jordan, Saudi Arabia, and US SEER. RESULTS The NHL AAIR (95% CI) per 100,000 population was 4.4 (4.1 to 4.7) for Iraq, 5.4 (4.6 to 6.2) for Jordan, 4.7 (4.4 to 5.1) for Saudi Arabia, and 13.2 (13.0 to 13.4) for the United States. The HL AAIR was 1.8 (1.6 to 2.0) for Iraq, 1.8 (1.4 to 2.2) for Jordan, 2.1 (1.9 to 2.2) for Saudi Arabia, and 2.3 (2.2 to 2.4) for the United States, with respective NHL:HL IRR of 2.4 (2.2 to 2.7), 3.0 (2.4 to 3.8), 2.2 (2.0 to 2.5), and 5.7 (5.5 to 6.0). NHL ASIRs for the Middle East and the United States were similar until 30 to 39 years of age. Thereafter, ASIR of NHL peaked at 20 to 33 per 100,000 at age 70 years in the Middle East regions, all much lower than the US age 70 years rate of greater than 100 per 100,000. Diffuse large B-cell lymphoma (DLBCL) represented 52% of NHL in Sulaimaniyah Province of Iraq and 51% of NHL in Saudi Arabia. Both regions had AAIR for DLBCL less than 42% of DLBCL in US SEER. Pediatric Epstein-Barr virus–related Burkitt’s lymphoma at 8% was the second most frequent NHL in Sulaimaniyah but made little contribution to overall NHL rates. CONCLUSION The incidence of HL was slightly lower than in the United States, but it was the markedly lower rates of adult NHL with advancing age, including the predominant DLBCL, that accounted for the low NHL:HL IRR in these Middle Eastern countries.

Story Cubing Strategies

2021 ◽  
pp. 735-750
Author(s):  
Michelle L. Amodei ◽  
Laura J. Strong
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Developmentally Appropriate ◽  
Educational Expectations ◽  
The United States ◽  
Pedagogical Practices ◽  
Dual Language Learners ◽  
Appropriate Practices ◽  
Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

Middle Eastern Entanglements

2020 ◽  
pp. 119-156
Author(s):  
Daniel S. Markey
Keyword(s):  
United States ◽  
Saudi Arabia ◽  
Middle East ◽  
Middle Eastern ◽  
The United States ◽  
Regional Role ◽  
Strategic Value ◽  
Energy Trade ◽  
History Of ◽  
Trade And Investment

This chapter discusses the intersection of Chinese, Iranian, Saudi (and to a lesser extent, American and Russian) interests in the Middle East. It introduces a brief history of China’s links with the Middle East and explains how Beijing’s regional role has, until recently, tended to be relatively limited. But China’s ties to the region have grown significantly, especially in terms of energy trade and investment. The chapter explores how Iranians perceive economic and strategic value in China as a means to sustain the ruling regime, resist pressure from the United States, and compete with Saudi Arabia. It explores Saudi-China ties as well, finding that the monarchy sees China as essential to its strategy for economic development. The chapter concludes that both Tehran and Riyadh will continue to court Beijing and that the Middle East is primed for greater Chinese involvement, less reform, and more geopolitical competition.

Story Cubing Strategies

2019 ◽  
pp. 93-108
Author(s):  
Michelle L. Amodei ◽  
Laura J. Strong
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Developmentally Appropriate ◽  
Educational Expectations ◽  
The United States ◽  
Pedagogical Practices ◽  
Dual Language Learners ◽  
Appropriate Practices ◽  
Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

Supervision

2020 ◽  
pp. 298-312
Author(s):  
Katrina Evette Miller
Keyword(s):  
Saudi Arabia ◽  
Middle Eastern ◽  
The United States ◽  
Cultural Dynamics ◽  
American University ◽  
King Saud University ◽  
Standard American English ◽  
Bachelor Of Science ◽  
Science Degree

This chapter addresses the cultural diversity of supervisees encountered by supervisors. This case study addresses the cultural dynamics of a clinical fellow from Saudi Arabia who is completing her clinical fellowship in the United States. Aneshia is a clinical fellow who received her Bachelor of Science degree from King Saud University in Saudi Arabia and then earned her Master's degree from an American university. As a Muslim woman such topics as dress, religion, and culture are described and addressed as it relates to Aneshia and her interaction with patients, coworkers, and caregivers. Areas such as appropriate communication distance, appropriate greetings, and physical interactions (oral motor examination, etc.) are discussed along with strategies for addressing these challenges. Areas including documentation as it relates to Arabic syntax and morphology versus standard American English are described. Strategies for working with professionals from Middle Eastern and Arabic countries are also discussed.

scholarly journals TRANSFORMATION OF THE SAUDI MODEL OF HISTORICAL DEVELOPMENT IN THE CONTEXT OF MODERN CHALLENGES

2020 ◽  
pp. 72-74
Author(s):  
V. Shved
Keyword(s):  
Saudi Arabia ◽  
Historical Development ◽  
Current Model ◽  
The United States ◽  
Global Center ◽  
The World ◽  
Steep Decrease ◽  
Vision 2030 ◽  
Main Components ◽  
Crown Prince

The article deals with the main features of the Saudi model of historical development transformation. It analyzes a number of factors which forces the process of fundamental updating of the current model of development, which is led by the royal family of Saudi Arabia. The current model of development was based on the extraordinary profits from the oil trade and a fundamentalist Islam, generally known as Wahhabism, is mentioned. Among these factors we should take into account: the steep decrease in the world oil market during 2015–2016; partly replacement of Saudi Arabia by the United States on this market caused by the shale revolution; the significant increase in tensions with Iran for hegemony in the Middle East and because of connection with its military intervention in Yemen. The research shows that the current Crown Prince of Saudi Arabia Mohammed bin Salman, who united the team of young revolutionists – Young Saudis, was the main inspirer and organizer of the "White Revolution". The program of the Kingdom's modern strategic development is reviewed. It determines the new main measures of the historical development, known as "Saudi Vision 2030", and connected with its project "NEOM". The author argues that the principal tasks of "Saudi Vision 2030" and the project "NEOM" are the denial of rent model of economy, becoming Saudi Arabia's transformation into the world biggest investment hub and global center of the meeting of civilizations. The author shows, that deep changes in the economy, finance and investments are accompanied by the huge transformation in the mindsets of society. One of the main components of these changes is the waiver of Wahhabism and transition to the moderate Islam, as well as hasty establishment of the new Saudi identity on the base of active promotion of nationalism that focuses not on religious, but on the state-building aspect of the modern Saudi nation development. The researcher proposes to take into account these new changes in Saudi reality during development of Ukraine-Saudi Arabia relations more carefully and to study this experience in the course of the formation of modern Ukrainian model of historical development.

Business: The Electronic Health Record: Front Line Experience

2011 ◽  
Vol 21 (1) ◽  
pp. 18-22
Author(s):  
Rosemary Griffin
Keyword(s):  
Health Care ◽  
Information Technology ◽  
Electronic Health Record ◽  
Financial Incentives ◽  
Best Practice ◽  
Health Care Systems ◽  
The United States ◽  
Health Record ◽  
Health Trends ◽  
Electronic Health

National legislation is in place to facilitate reform of the United States health care industry. The Health Care Information Technology and Clinical Health Act (HITECH) offers financial incentives to hospitals, physicians, and individual providers to establish an electronic health record that ultimately will link with the health information technology of other health care systems and providers. The information collected will facilitate patient safety, promote best practice, and track health trends such as smoking and childhood obesity.

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