scholarly journals Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

2020 ◽  
pp. 135-167
Author(s):  
Faten F. Kharbat ◽  
◽  
Riham Muqattash ◽  
Keyword(s):  
Middle East ◽  
Formal Education ◽  
Critical Role ◽  
Arab Countries ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Accounting Information System ◽  
Course Content ◽  
Wide Range ◽  
The Status

Technology is becoming a major pillar in many professions. It plays a critical role in developing and enhancing the quality and accuracy of tasks. Because the formal education system is the first place where future employees are educated, it is very important to ensure that educational institutions offer continuously updated technology-related courses that cover a wide range of new and emerging topics. This research has two objectives. First, it explores the validity of the claim that AIS education is of low quality in the Middle East, as stated in some studies. This is conducted through highlighting the status quo for AIS courses in Arab countries within the Middle East by focusing on a representative case study. This part of the work was conducted through a thorough exploration of the universities’ websites and by distributing and analyzing a survey for faculty members in a number of universities. Second, the research performs a deep analysis to develop new, up-to-date, aligned objectives, contents, resources, and assignments in order to create a new, comprehensive syllabus in the higher-education sector that will serve stakeholders from universities to accounting communities. The output of this research identified suitable learning objectives based on current literature and faculty responses. This was followed by designing new course content and assessment tools that are aligned with learner- and competency-centered approaches.

Events in Northern Africa and Middle East: Causes and Consequences

2011 ◽  
pp. 11-25
Author(s):  
I. Labinskaya
Keyword(s):  
Middle East ◽  
North Africa ◽  
Large Scale ◽  
Arab Countries ◽  
Northern Africa ◽  
External Factors ◽  
Wide Range ◽  
The Usa ◽  
Oriental Studies

Political developments in North Africa and the Middle East that have begun in January 2011 are gaining strength and involve an increasing number of Arab countries. The participants of the Roundtable – experts from IMEMO, Institute of Oriental Studies (RAS), Institute of the USA and Canada (RAS) and Mrs. E. Suponina from “Moscow News” newspaper analyzed a wide range of issues associated with these events. Among them are: 1) the reasons for such a large-scale explosion, 2) the nature of the discussed developments (revolutions, riots?) and who are the subjects of the current “Arab drama”, 3) the role of Islam and political Islamism, 4) the role of external factors.

A Situational Analysis of the Status of Midwifery in North Africa and the Middle East

2014 ◽  
Vol 4 (2) ◽  
pp. 69-76 ◽  
Author(s):  
Atf Ghérissi ◽  
Judith Marie Brown
Keyword(s):  
Middle East ◽  
United Arab Emirates ◽  
Arab Countries ◽  
Situational Analysis ◽  
Mena Region ◽  
Midwifery Education ◽  
Challenges And Opportunities ◽  
The Status ◽  
Strategic Goals ◽  
First Time

Midwives from the Middle East and North African (MENA) region convened in Dubai, United Arab Emirates in 2012 to engage for the first time ever in a discussion concerning regional strategic interventions to strengthen midwifery and the work of midwives in the Arab countries. The workshop was an opportunity to establish a culture of positive and balanced collaboration and mutual understanding among midwives and between midwives and other maternity care professionals including nurses and obstetricians. Key challenges and opportunities in midwifery in the MENA region were identified. Participants agreed on strategic goals to strengthening midwifery education, regulation, and associations in the MENA region.

Social Changes within Insurgent Groups as a Result of Collective Punishment during National Crises

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Efrat Silber
Keyword(s):  
Arab Countries ◽  
Educational Institutions ◽  
Social Changes ◽  
Long Run ◽  
Educational Alternatives ◽  
Palestinian Society ◽  
The Status ◽  
Short Run ◽  
Out Of School ◽  
Collective Punishment

AbstractDuring the Intifada (1987–1993) Israel has closed educational institutions in the Territories as part of its coping with the rising violence. This paper analyses the ramifications of closing those institutions, on Palestinian society, its reaction to it and the changes which occurred as a result. In the short run, the Palestinian society has tried to find educational alternatives to the official frameworks; classrooms were opened out of school area and new curriculums were produced. But in the long run, the ramifications were most severe: a decrease in the academic levels and achievements brought universities in Arab countries to refuse to admit students from the territories; students dropped out of schools; and above all, changes in students’ behavior led to significant changes in the Palestinian society. Among them: a decrease in the status and influence of traditional figures, a rise in the level of violence among teenagers and religious radicalization amidst the youth.

scholarly journals The 43rd Annual Session of St Petersburg Arabists

2021 ◽  
Vol 5 (3) ◽  
pp. 200-202
Author(s):  
N. G. Antonova
Keyword(s):  
Middle East ◽  
Arabic Language ◽  
Associate Professor ◽  
Arab Countries ◽  
Spanish Language ◽  
Scientific Conference ◽  
Annual Session ◽  
Saint Petersburg ◽  
Wide Range ◽  
History Of

On April 19–21th, 2021, Institute of Oriental Manuscripts (Saint-Petersburg) hosted the 43rd Annual Session of St Petersburg Arabists in tribute to professor O. G. Bolshakov (1929 – 2020). The conference was held for two days under the chairmanship of Associate Professor S. A. Frantsuzov and included morning and afternoon sessions, which covered interesting reports by Arab scholars from St. Petersburg, Moscow and Kazan in person and online. Arabic messages were accompanied by scholarly discussions on various topics on the history of the Middle East and cultural linguistics. More than 35 speakers from different countries including Canada and Switzerland took part in the conference and were able not only to meet their colleagues, but also to take advantage of a spare day between the sessions and to visit unique sights St. Petersburg has to offer. MGIMO University was represented at the scientific conference by N. G. Antonova, lecturer of the Department of Middle East Languages, with a report on the topic The History of Arabisms in the Spanish Language devoted to the analysis of words borrowings, their introduction into the Spanish language, main groups and levels at which the linguistic process took place. A. O. Bolshakov and F. A. Asadullin delivered their reports about a prominent historian and Arabist O. G. Bolshakov who dedicated his life to the study of the history of Caliphate and Islam. Researchers in the field of linguistic cultural studies spoke about Moscow Arabs, development of the theory of jihad, and various aspects of the Arabic language. A lot of speakers touched upon the topic of religion, including pre-islamic beliefs, and the Quran, its translations and editions kept in the museum collections. The representatives of Saint Petersburg State University gave reports on a wide range of linguistic, historic and ethnographic issues. A. A. Mokrushina made an interactive presentation on the special aspects of commercials in Arab countries. Participation in the session of St. Petersburg Arabists served as a valuable opportunity to make a presentation of one’s current research to colleagues-Arabists, to carry out professional and scientific communication, to hold scientific discussions and to gain a deeper understanding of the history and culture of the Arabic language.

scholarly journals PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL

2018 ◽  
Vol 19 (2) ◽  
pp. 225
Author(s):  
Risvia Vahrotun Nisa’
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Arab Countries ◽  
Educational Institutions ◽  
Public Places ◽  
International Language

Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages ​​in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.

scholarly journals Internet Revolution or Just Fitna: Towards the Tenth Anniversary of the Arab Spring

2021 ◽  
Vol 21 (3) ◽  
pp. 529-542
Author(s):  
Aleksey Mikhailovich Vasiliev ◽  
Natalia Aleksandrovna Zherlitsina
Keyword(s):  
Middle East ◽  
Arab Spring ◽  
The United States ◽  
Arab Countries ◽  
African Countries ◽  
Mena Region ◽  
The Past ◽  
Wide Range ◽  
Arab States ◽  
The Arab Spring

The article is dedicated to the analysis of the tenth anniversary of the revolutionary events in the Middle East and North Africa (MENA), called the Arab Spring. The relevance of the study of the consequences of political transformations in Arab countries is due to the incompleteness of the modernization processes in such areas as public administration, justice and human rights, which gave rise to the discontent of the active part of society, which had initiated the protests. The idea of the research was to compare the causes of popular uprisings, the methods of political struggle, the main actors and the results of the Arab Spring for most of the countries affected by this process. Particular attention has been paid to the growing popularity of Islamist political forces, which have given their answers and pseudo-answers to acute societal issues. With the help of comparative and typological analysis, the peculiarities of different models of political development in the Middle East and North African countries have been studied. Over the past decade, world science has accumulated a significant layer of research on the Arab Spring phenomenon. The authors have taken into account a wide range of opinions of scholars from Europe, the United States, Turkey, Israel, and the Arab states. Aiming to assess the political transformation of the MENA region over the past 10 years, this study analyzes changes in the position of external actors such as Russia and the USA. The authors conclude that the influence of the US as a whole in the region has decreased, while the influence of Russia, Turkey, Iran, and Saudi Arabia has increased. Israel has managed to strengthen its own security by establishing normal relations with a number of Arab states in the region. The popular unrest that erupted again in Iraq, Lebanon, Sudan, Algeria, and Tunisia in 2018-2021 was objectively caused by the same conditions that had given rise to the Arab Spring and with the same uncertain results so far.

scholarly journals Respecting young people’s informal learning: Circumventing strategic policy evasions

2017 ◽  
Vol 16 (2) ◽  
pp. 144-155 ◽  
Author(s):  
Jocey Quinn
Keyword(s):  
Social Justice ◽  
Working Class ◽  
Informal Learning ◽  
Formal Education ◽  
Educational Institutions ◽  
Political Debate ◽  
The Status ◽  
Strategic Policy ◽  
White Working Class ◽  
Research And Policy

This paper explores experiences at the interface of research and policy through the lens of informal learning. The paper contends that in order to further social justice it is essential to value the informal learning that takes place outside the confines of educational institutions. However, it also demonstrates the difficulties in getting policymakers to take this issue seriously. Formal education, in its fixity around the neo-liberal human subject, will inevitably reproduce the values and assumptions that have created an unequal society in the first place. To achieve social change, what constitutes learning and where and how it happens must be rethought. The paper reflects on three research studies – two achieved, one imagined – which help to reveal the extent and nature of young white working-class informal learning. These findings challenge their positioning as abject, deficit and hating learning. It discusses the policy interest in these studies and the current move of white working-class masculinity to the centre of political debate. It argues that despite the nominal attention to such working-class lives, their informal learning was and is deflected and ignored by policymakers. It is not a question of educating policymakers better, but that policy actively chooses this blinkered stance because a shadow body of unrecognised informal learners helps to shore up the status of their privileged qualified peers. The paper concludes that rather than pursuing familiar research pathways, partnership working and micro levels of research combined with alternative forms of communication and agitation may better serve to support young people’s own fight for social justice.

scholarly journals French “Mirages” in Libya in 1970 as a symbol of “new Arab” policy of France

2020 ◽  
pp. 18-26
Author(s):  
Evgeny Aleksandrovich Osipov
Keyword(s):  
Middle East ◽  
The United States ◽  
Arab Countries ◽  
Industrial Complex ◽  
Fifth Republic ◽  
Wide Range ◽  
The Mediterranean ◽  
French Foreign Policy ◽  
The 1960S ◽  
The Third World

The relations with Arab countries have always been an intrinsic component of French foreign policy, predominately in the de Gaulle's Fifth Republic. Namely in the 1960s the General de Gaulle laid the groundwork for the so-called “new Arab” policy of France, intended for consolidation of the country's role in the Middle East and the Mediterranean, as well as for overcoming issues in the relationship with Arab countries caused the colonial past of France. Leaning on the wide range of scientific literature and sources, including the documents from the Archive of the Ministry of Foreign Affairs of France, the author reviews the circumstances of signing a major contract by France for delivering arms to Libya in 1970, few months after the Libyan Revolution and assumption of power by Muammar Gaddafi. The signed in 1970 Franco-Libyan agreement was congruent with the overall context of “new Arab” policy of Gaullist France, and can be regarded as its symbol. Special attention is given to the factors that prompted French leadership to military cooperation with Libya, although France was aware that it could aggravation relations not only with Israel, but also with the United States. Along with the interests of French military-industrial complex, oil factor, and, prospects for the development of Franco-Libyan cooperation, an important role played rivalry between France, USSR and the countries of socialist camp, the activity of which increased in the third world countries during the 1960s – 1970s. In a way, namely the concerns about the growing influence of Moscow in the Middle East and the Mediterranean accelerated the “new Arab” policy of France.

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