A critical insight into the Gulf Higher Education landscape

2021 ◽  
pp. 32-46
Author(s):  
Malak Hamdan ◽  
Cameron Mirza
Author(s):  
A. S. CohenMiller

Text messaging has become a standard form of communication between students. However, how texting can be used in higher education as a pedagogical practice has not been fully explored or articulated. This chapter provides critical insight into the value of text messaging as formal and informal communication both between faculty and students and also messaging led by students. Juxtaposing literature on the use of texting in educational environments with practical examples of university teaching in the United States and post-Soviet Kazakhstan, the chapter outlines challenges, benefits, and suggested methods of texting with students in higher education. Framed within concepts of 21st-century learning, multilingualism, and multiliteracies, the author suggests clear benefits for utilizing technology that students commonly use, while also creating an environment valuing students' changing modes of communication which puts less pressure on the traditional academic discussion, and gives a voice to the individual.


Author(s):  
Hannah Lee

This paper is the attempt to show how system theory could provide critical insight into the transdisciplinary field of library and information sciences (LIS). It begins with a discussion on the categorization of library and information sciences as an academic and professional field (or rather, the lack of evidence on the subject) and what is exactly meant by system theory, drawing upon the general system theory established by Ludwig von Bertalanffy. The main conversation of this paper focuses on the inadequacies of current meta-level discussions of LIS and the benefits of general system theory (particularly when considering the exponential rapidity in which information travels) with LIS.


2018 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Kym Maclaren

“To consent to love or be loved,” said Merleau-Ponty, “is to consent also to influence someone else, to decide to a certain extent on behalf of the other.” This essay explicates that idea through a meditation on intimacy. I propose, first, that, on Merleau-Ponty’s account, we are always transgressing into each other’s experience, whether we are strangers or familiars; I call this “ontological intimacy.” Concrete experiences of intimacy are based upon this ontological intimacy, and can take place at two levels: (1) at-this-moment (such that we can experience intimacy even with strangers, by sharing a momentary but extra-ordinary mutual recognition) and (2) in shared interpersonal institutions, or habitual, enduring, and co-enacted visions of who we are, how to live, and what matters. Through particular examples of dynamics within these layers of intimacy (drawing upon work by Berne and by Russon), I claim that we are always, inevitably, imposing an “unfreedom” upon our intimate others. Freedom, then, can only develop from within and by virtue of this “unfreedom.” Thus, what distinguishes empowering or emancipating relationships from oppressive ones is not the removal of transgressive normative social forces; it is rather the particular character of those transgressive forces. Some transgressions upon others’ experience—some forms of “unfreedom”—will tend to promote freedom; others will tend to hinder it. This amounts to a call for promoting agency and freedom not only through critical analysis of public institutions, practices and discourses, but also through critical insight into and transformation of our most private and intimate relationships.


Coronaviruses ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 49-56
Author(s):  
Gaurav M. Doshi ◽  
Hemen S. Ved ◽  
Ami P. Thakkar

The World Health Organization (WHO) has recently announced the spread of novel coronavirus (nCoV) globally and has declared it a pandemic. The probable source of transmission of the virus, which is from animal to human and human to human contact, has been established. As per the statistics reported by the WHO on 11th April 2020, data has shown that more than sixteen lakh confirmed cases have been identified globally. The reported cases related to nCoV in India have been rising substantially. The review article discusses the characteristics of nCoV in detail with the probability of potentially effective old drugs that may inhibit the virus. The research may further emphasize and draw the attention of the world towards the development of an effective vaccine as well as alternative therapies. Moreover, the article will help to bridge the gap between the new researchers since it’s the current thrust area of research.


2021 ◽  
Vol 168 (3) ◽  
Author(s):  
Kevin C. Olsen ◽  
Will H. Ryan ◽  
Ellen T. Kosman ◽  
Jose A. Moscoso ◽  
Don R. Levitan ◽  
...  

AbstractMany benthic marine invertebrates resemble plants in being modular and either sessile or sedentary, and by relying on an external vector to disperse their gametes. These shared features, along with recent evidence of inbreeding in these taxa, suggest that theory and practice bearing on the evolutionary costs and benefits of inbreeding for plants could advance our understanding of the ecology and evolution of invertebrate animals. We describe how the theory for the evolution of inbreeding and outbreeding could apply to benthic invertebrates, identify and compare techniques used to quantify inbreeding in plants and animals, translate relevant botanical concepts and empirical patterns to their zoological equivalents, and articulate predictions for how inbreeding might be associated with major axes of variation in sessile and sedentary marine invertebrates. The theory of inbreeding and outbreeding provides critical insight into major patterns of life-history variation in plants and holds similar promise as a complementary perspective on the evolution of reproductive traits, lifespan, ecological strategies, and dispersal in marine invertebrates. Extending what we have learned from plants to marine invertebrates promises to broaden the general study of mating systems.


2017 ◽  
Vol 214 (2) ◽  
pp. 269-283 ◽  
Author(s):  
Stuart G. Tangye ◽  
Umaimainthan Palendira ◽  
Emily S.J. Edwards

The mammalian immune system has evolved over many millennia to be best equipped to protect the host from pathogen infection. In many cases, host and pathogen have coevolved, each acquiring sophisticated ways of inducing or protecting from disease. Epstein-Barr virus (EBV) is a human herpes virus that infects >90% of individuals. Despite its ubiquity, infection by EBV is often subclinical; this invariably reflects the necessity of the virus to preserve its host, balanced with sophisticated host immune mechanisms that maintain viral latency. However, EBV infection can result in various, and often fatal, clinical sequelae, including fulminant infectious mononucleosis, hemophagocytic lymphohistiocytosis, lymphoproliferative disease, organomegaly, and/or malignancy. Such clinical outcomes are typically observed in immunosuppressed individuals, with the most extreme cases being Mendelian primary immunodeficiencies (PIDs). Although these conditions are rare, they have provided critical insight into the cellular, biochemical, and molecular requirements for robust and long-lasting immunity against EBV infection. Here, we review the virology of EBV, mechanisms underlying disease pathogenesis in PIDs, and developments in immune cell–mediated therapy to treat disorders associated with or induced by EBV infection.


2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>


2018 ◽  
Vol 32 (7) ◽  
pp. 1278-1292 ◽  
Author(s):  
Huong Le ◽  
Jade McKay

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.


First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.


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