Desde a formação do Sistema Árabe de Estados, na esteira do processo de descolonização, a retórica do nacionalismo árabe tem sido o pano de fundo sobre o qual as relações políticas intra-árabes se desenvolveram. Contudo, as relações que se estabelecem entre os Estados árabes estão muito aquém da unidade, tendo se caracterizado mais pela desintegração. A literatura sobre a integração política no Mundo Árabe aponta diversos fatores envolvidos no aparente contra-senso representado pelo discurso unificador nacionalista árabe e a ausência de integração na região, dentre eles a ingerência externa, a dependência econômica externa, os problemas relacionados ao equilíbrio de poder intra-árabe, as tensões entre soberania estatal e o discurso pan-arabista e a ausência de complementaridade econômica regional. Esses fatores foram analisados nesse trabalho, em diferentes períodos selecionados para estudo, a saber: 1954-1973; 1973-1990; e 1991-2004; tendo como referencial teórico o Realismo Estrutural, conforme proposto pela Escola Inglesa de Relações Internacionais. Na tentativa de responder ao questionamento que guiou essa pesquisa – o que condiciona o Mundo Árabe a viver uma permanente fragmentação, a despeito de todo o discurso unificador do arabismo? – buscou-se identificar quais desses fatores apontados pela literatura sobre integração no Mundo Árabe tiveram um peso relativo maior para o fenômeno não integrativo intra-árabe, no que concluiu-se que apenas a falta de complementaridade econômica regional não teve um papel relevante para a ausência de integração política intra-árabe entre os anos de 1954 e 2004.

This exploratory, interpretive study investigates the attitudes towards and experiences of English-medium instruction (EMI) within higher education (HE) on the part of female students completing an intensive foundation programme at a major federal tertiary institution in the United Arab Emirates (UAE). Two data collection procedures were employed in this study, a 21-item questionnaire, and in-depth, face-to-face, semi-structured interviews. Content analysis was performed on transcriptions of the latter, a procedure which gave rise to recurring, emergent themes. Such themes included the belief expressed by some participants that having the second language (L2) of English as the medium of instruction (MI) can act as a barrier to learning, and that it would be preferable to study in their first language (L1) of Arabic. Additionally, it was found that some students believed their secondary school education had failed to afford them adequate preparation for EMI HE, a disturbing finding given that the government of the UAE appears to have stated a desire to achieve universal HE for females, whilst also signalling its intention to eliminate university-based foundation programmes. In addition to such academic-related findings, it emerged that there exists significant ambivalence towards the place and standing of English in contemporary Emirati society, with a recurring theme being that whilst knowledge of and proficiency in English is required for the globalised economy, and thus for the future of the country, the pervasive spread of the English language in the UAE poses a threat not only to Arabic, but also to the religious identity and cultural integrity of the indigenous Emirati population. The findings of this study lead to the recommendation that the UAE implement a paradigmatic shift in its language policy within federally-sponsored HE by reverting to Arabic as the primary MI, with English as a foreign language (EFL) or English as a second language (ESL) as a subject replacing EMI.

Desde a formação do Sistema Árabe de Estados, na esteira do processo de descolonização, a retórica do nacionalismo árabe tem sido o pano de fundo sobre o qual as relações políticas intra-árabes se desenvolveram. Contudo, as relações que se estabelecem entre os Estados árabes estão muito aquém da unidade, tendo se caracterizado mais pela desintegração. A literatura sobre a integração política no Mundo Árabe aponta diversos fatores envolvidos no aparente contra-senso representado pelo discurso unificador nacionalista árabe e a ausência de integração na região, dentre eles a ingerência externa, a dependência econômica externa, os problemas relacionados ao equilíbrio de poder intra-árabe, as tensões entre soberania estatal e o discurso pan-arabista e a ausência de complementaridade econômica regional. Esses fatores foram analisados nesse trabalho, em diferentes períodos selecionados para estudo, a saber: 1954-1973; 1973-1990; e 1991-2004; tendo como referencial teórico o Realismo Estrutural, conforme proposto pela Escola Inglesa de Relações Internacionais. Na tentativa de responder ao questionamento que guiou essa pesquisa – o que condiciona o Mundo Árabe a viver uma permanente fragmentação, a despeito de todo o discurso unificador do arabismo? – buscou-se identificar quais desses fatores apontados pela literatura sobre integração no Mundo Árabe tiveram um peso relativo maior para o fenômeno não integrativo intra-árabe, no que concluiu-se que apenas a falta de complementaridade econômica regional não teve um papel relevante para a ausência de integração política intra-árabe entre os anos de 1954 e 2004.

Magister Scientiae (Nutrition Management) - MSc(NM) / Acute lymphocytic leukemia (ALL) is the most common type of childhood cancer accounting for approximately 25% of cancers diagnosed in children less than 20 years of age. It originates in the bone marrow and prevents the normal manufacture of red blood cells, white blood cells and platelets. A poor nutritional status is frequently observed in children with ALL at the time of diagnosis and during treatment which may result in protein energy malnutrition if nutrition intervention is delayed. This retrospective study aims to assess the nutritional status of children newly diagnosed with Acute Lymphoblastic Leukemia (ALL) using 20 case studies between 1 January 2013 and 31 December 2014 from Sheikh Khalifa Medical City (Abu Dhabi, UAE), in order to develop an appropriate nutritional support protocol for pediatric ALL patients treated at this institution. Study Design: A retrospective descriptive case study design was used. The study population consisted of 20 electronic medical records of patients aged between 1-14 years who were newly diagnosed with Acute Lymphoblastic Leukemia (ALL) and admitted to Sheikh Khalifa Medical City for treatment during the period 1 January 2012 and 31 Dec 2014. Data Collection: Identification of suitable participants began through a review of each potential study participant`s electronic medical record. Data was collected and recorded on a data collection form (Appendix III) from the electronic medical record for each suitable participant for the following at admission and during the full duration of all phases of cancer treatment namely induction, consolidation, interim maintenance, delayed intensification and maintenance. The data collected comprised of the following: age, gender, date of diagnosis, symptoms on diagnosis, the cancer diagnosis (type and subtype), anthropometric measurements (weight, length/ height, head circumference), biochemical values (visceral proteins, blood glucose levels, hemoglobin, hematocrit, lymphocyte count), clinical assessment (stomatitis, anemia, mucositis), diet history (home feeding regimes; consumption of daily requirements; food preferences – types, textures; food allergies, food intolerances; food aversions; use of oral nutritional supplements; treatment-related side-effects; systemic related side-effects (nausea; vomiting; diarrhea; anorexia; appetite changes; taste changes; physical activity level; depression), dietary requirements (age and gender related nutritional requirements for energy, protein, fat and fluids) and indications for nutritional support (oral feeding; enteral feeding; parenteral feeding). Analysis of Results: The weights and length/ heights of participants recorded in the electronic medical records were converted to z-scores on the World Health Organization growth charts. The diet prescription of nutritional intervention was interpreted in comparison to the biochemical indices, anthropometric status and dietary intake of each participant. All the data involving changes in anthropometrics, biochemistry, diet history and nutritional interventions from each case study (from diagnosis and through all stages of treatment) was screened and compared with reference values in the context of the age and sex of the child. Evidence based nutritional guidelines were used to document the outcomes of the medical nutrition treatment provided in order to develop a nutrition support protocol for children with Acute Lymphoblastic Leukemia at Sheikh Khalifa Medical City. Results: The results showed that weight loss expressed as a percentage of body weight provided a more accurate estimate of the true significance of weight loss in subjects undergoing cancer treatment (chemotherapy) for ALL. A weight loss of greater than 5% of body weight over a period of one month is considered a sign of nutritional deprivation even if the subject is not classified as undernourished by anthropometric parameters. Subjects experienced the highest weight loss during the consolidation phase and interim maintenance phases of treatment. Conclusion: It can therefore be concluded that pediatric subjects on cancer treatment for ALL at SKMC and receiving nutritional support underwent changes in nutritional status as manifest by a reduction in more than 5% of their body weight during three phases of treatment namely induction, consolidation and interim maintenance. An appropriate nutrition support protocol was developed based on the results and experience obtained from this study for pediatric ALL patients treated at SKMC.

Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. All of these courses are mandated to be taught in English. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. While previous studies in multiculturalism explore how faculty members engage, know and understand a multicultural student population, one focus of this thesis is to explore how an international faculty affects a monocultural student body (Brown-Glaude, 2009). Speaking specifically to the students who study in a second language, Badger & MacDonald (2007) argue that there is a difference of culture between learners and educators and acknowledgement of that difference is crucial in understanding students’ needs and academic progress. Often what occurs in the classroom is the students bring with them their own cultural assumptions, ideas, tendencies and expectations while the teacher comes in with what may be completely differing sets of each. This idea is noted by Mughan (1998) who states “In order for language learners to apply the language skills fruitfully and effectively, a knowledge of the cultural environment is essential” (p.124). The aim of the research is to shed light on the effects that an international faculty have on a monocultural student body and vice versa. Specifically, it will look at how divergent attitudes and practices, directly attributable to culture, impact the educational practices in the daily operations of the faculty members and the students. Through this research, I seek to better understand the how the dynamic of having an international teaching faculty differs from what one might call a more traditional cultural education setting in which both the faculty members and students are of the same national culture. The research questions address three themes. First explored are the benefits and pitfalls of having an international faculty with a monocultural student population. Included in this are perceptions of the necessity for such an international faculty, what advantages it offers to students as well what real and potential problems it creates. Secondly, the perceived levels and development of intercultural competence in both faculty members and students is looked at. I examined the perceptions of my participants as to the need for this as well as including why and how this skill set is so important within such an international education environment. Additionally explored was how the significance of that skill set might differ from an educational setting which is not so diverse in culture. Lastly, I wished to have a better understanding of the differences of ontology and epistemology at the University of the Emirates between the international teaching faculty members and their students. Considering the wide spectrum of worldviews that may exist from faculty member to faculty member and how these worldviews may differ from Emirati culture, I felt the practices and operations of such diversity warranted further discussion and exploration. Data were collected via structured interviews with faculty participants and focus groups with student participants. Data were then coded using NVIVO and analyzed through the lens of the literature on multiculturalism in education, development and measurement of intercultural competence and the sociological issues in the contemporary UAE. Findings suggest experience and time served in a multicultural environment remain significant factors in the development of one’s intercultural competence and this should be recognized and better utilized. Also questioned by myself and the participants is the readiness of the UAE as a country and a people for such multiculturalism considering the expedited development and diversity of the current demographics. Results suggest that there is a variance in attitudes regarding the need for multiculturalism in the context of the UAE. Contentions are made regarding the perceived necessity and effectiveness of several aspects of multiculturalism in teaching faculty, as well as the effectiveness or lack thereof of the institution’s preparation of newly-arrived teaching faculty and new students for the cultural diversity they will encounter while teaching and learning at the U of E and in Dubai. The honed-skill of intercultural competence serves as an influential factor throughout the research. Findings presented exemplify how and why it serves as a central skill set to have not only as a globalized member of an international teaching faculty but how and why it is a significant skill fresh graduates must develop during their undergraduate careers at the U of E. Further implications are presented regarding the missed opportunity by the institution to prepare both newly-arrived teaching faculty and students alike for the multicultural education they are to encounter. Aspects of such a multicultural approach include the rationale for having it as well as the mandate of English as a medium of instruction. Examples such as these and others are explored from multiple viewpoints. Additionally, the content which orientation programs include need to be revisited and scrutinized by the institution. The growing field of international education and the implications that effectiveness or ineffectiveness of employment of an international teaching faculty serve as exigencies as to why this research is pertinent to modern education systems. All parties involved, being an international teaching faculty, any student who encounters multiculturalism in education and any administration that employs such multiculturalism in education are stakeholders for whom such findings are relevant.

Abstract The transformation of many universities to corporate-style governance impacts working conditions, work practices, academic work contracts and the autonomy of faculty. Faculty commitment to university business schools is closely associated with faculty members’ perceptions of organizational life and relationships with institutional managers. Commitment oriented behavioral traits of faculty are related to the design of administration structure, workplace setting, job definition and role expectations. It is important to better understand how these factors relate to faculty commitment in business schools, particularly in multicultural and transitional employment economies. This study utilizes the classic 1991 Meyer and Allen three-component model of organizational commitment to understand how expatriate and national faculty perceive their levels of organizational commitment in the United Arab Emirates (UAE). The research interprets qualitative data collected through interviews with business school faculty at six institutions across private and public education sectors in UAE. Five factors emerged as central to faculty commitment in the sample group: economic compensation, organizational values, autonomy, organizational support and justice, and leadership. This study makes three important contributions to organizational commitment literature, both augmenting and challenging received notions of faculty commitment: (1) the study introduces a new student-related dimension to account for how organizational failures to support student quality significantly impact faculty commitment; (2) the study determines that academics in a transitional economy tend to commit to profession, area of discipline, or country, rather than to the business school in which they work; and (3) the study finds that economic compensation is a secondary issue for expatriate faculty working in academic institutions characterized by lack of tenure, threats to faculty career futures linked to contradictions between levels of research support and institutional expectations for research productivity, and a divisive environment where faculty are deeply frustrated by unfair treatment by institutional management. / Tiivistelmä Monissa yliopistoissa hallintotavan muuttuminen yritysmäisemmäksi vaikuttaa työoloihin, työkäytäntöihin, työsopimuksiin ja henkilöstön autonomiaan. Henkilöstön sitoutuminen yliopistojen kauppakorkeakouluihin liittyy läheisesti tiedekuntien henkilöstön näkemyksiin organisaatioelämästä ja suhteista institutionaalisiin johtajiin. Henkilöstön sitoutumiseen suuntautuneet käytöspiirteet liittyvät hallintorakenteen malliin, työympäristöön, työmääritelmään ja rooliodotuksiin. On tärkeää ymmärtää paremmin, miten nämä tekijät liittyvät kauppakorkeakoulujen henkilöstön sitoutumiseen, erityisesti monikulttuurisissa siirtymätalouksissa. Tämä tutkimus hyödyntää Meyerin ja Allenin (1991) klassista kolmen komponentin mallia organisaatioon sitoutumisesta ymmärtääkseen, kuinka ekspatriaatit ja paikalliset tiedekunnan henkilöstön jäsenet kokevat sitoutumisensa tason suhteessa omaan organisaatioonsa Yhdistyneissä arabiemiirikunnissa. Tutkimus tulkitsee laadullista aineistoa, joka on kerätty haastattelemalla kuuden sekä yksityistä että julkista koulutussektoria edustavan kauppakorkeakoulun henkilöstöä Yhdistyneissä arabiemiirikunnissa. Aineistosta nousi viisi henkilöstön sitoutumisen kannalta keskeistä tekijää: taloudellinen kompensaatio, organisaation arvot, autonomia, organisaation tuki ja oikeudenmukaisuus sekä johtajuus. Laajentamalla ja haastamalla yleisiä näkemyksiä yliopiston henkilöstön sitoutumisesta tämä tutkimus kontribuoi organisaatioon sitoutumista käsittelevään kirjallisuuteen kolmella tavalla. Ensinnäkin tutkimus tuo uuden opiskelijoihin liittyvän näkökulman selittämään, kuinka organisaation epäonnistumiset opiskelijoiden laadun tukemisessa vaikuttavat huomattavasti henkilöstön sitoutumiseen. Toisekseen tutkimus määrittää, että siirtymätaloudessa akateemikoilla on taipumus sitoutua ammattiin, tieteenalaan tai maahan ennemmin kuin kauppakorkeakouluun, jossa he työskentelevät. Lisäksi tutkimuksessa havaitaan, että taloudellinen kompensaatio on toisarvoinen asia akateemisissa instituutioissa työskenteleville ekspatriaateille, joiden työympäristölle ominaista on vakinaisten virkojen puuttuminen, uratulevaisuuden uhat liittyen ristiriitoihin tutkimuksen tuen tasossa ja instituution tutkimustuotteliaisuuden odotuksissa sekä erimielisyyttä aiheuttava ympäristö, jossa henkilöstö on syvästi turhautunut institutionaalisen johdon epäoikeudenmukaiseen kohteluun.

This thesis is about the economic development of the UAE with a focus on the real estate market and tourism. The first chapter deals with macroeconomic indicators and foreign trade. The second chapter describes the development of the real estate market in the UAE. The third chapter focuses on the tourism market of the UAE. The fourth chapter examines the trade relations of the Czech Republic and the UAE and explores prospects for cooperation.

Inclusion of children with special education needs into public classrooms in United Arab Emirates applied in 2006. The application of inclusion programs started in high schools, and followed by elementary schools and preschools. Teachers' attitudes toward inclusion evaluated among high school and elementary teachers but not among preschool teachers. The effect of the cultural background of teaching staff on inclusion education not evaluated in a UAE preschool. The purpose of this quantitative study was to examine the effect of educational specialty and culture on teachers' attitudes toward an inclusion education system in United Arab Emirates. The theory of planned behavior of Ajzan (1991) used in this study to explain teachers' attitudes. This quantitative study evaluated teachers' attitudes toward inclusion education through a distributed questionnaire, including a demographics form and a STATIC scale for evaluating teachers' attitudes. A two-factor ANOVA used to test the effects of teachers' specialty and cultural background on STATIC scores. Findings showed a main effect of preschool teachers' cultural identity on their attitudes toward inclusion education. Teachers with Asian identity showed better attitudes toward inclusion education than Gulf identity or African identity teachers. No differences found between preschool teachers' specialty (general and special education teachers) on their attitudes toward inclusion education. This study will contribute to social change by providing valuable knowledge about UAE preschool teachers' attitudes toward the application of inclusion education to improve the inclusion classrooms settings and environment.

No description available.

The United Arab Emirate's (UAE) economic diversification efforts, both positive and negative, actual and proposed, should be used as a model for the other Gulf Cooperation Council (Oman, Saudi Arabia, Kuwait, Bahrain, Qatar and the UAE) members. A majority of the GCC countries rely heavily on oil and have underdeveloped non-oil sectors, the exception is the United Arab Emirates. The UAE began diversifying its economy long ago, and though oil is still the backbone of its economy, the non-oil sector is starting to successfully take shape. The other GCC members should use the UAE's economic program as a model so economic stability will not falter when the oil reserves are depleted.