Medina, as the second holy city for Muslims around the world and a place where the Prophet (peace be upon him) lived and is buried, has a distinctive identity. On the contrary, however, the central part of the city, the area where the old city was located, has lost its traditional identity in favour of globalization and modernization. One major factor that affects a location’s sense of place is the absence of public space and green space. In other words, the negligence of the public space’s role in reviving and restoring the identity of a place results in a sense of non-place. For many visitors to Medina, the current state (the contemporary urban setting) of the central city fails to match their expectations. Inserting an urban park (public space) within the area will enhance and help conserve the place’s identity, meet visitors’ visions, and allow more social interactions among visitors and locals. My design proposal is to create an urban park and a public space located at the periphery of the Prophet’s Mosque. The park will offer visitors a quiet place of refuge within the busy surrounding urban context and will demonstrate the location’s identity through shading structures. The program will consist of shading structures, mobile eateries, seating areas, public space, and vegetation.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Kadhim, Abbas ; Russell, James. "December 2009." Author(s) subject terms: Saudi Arabia, Bahrain, Oman, Oil Rentier, Foreign policy, Wahhabism, domestic policy. Description based on title screen as viewed on Jan. 27, 2010. Includes bibliographical references (p. 59-62). Also available in print.

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A great expansion is underway in the Saudi higher education system as it moves from an elite to a mass form of higher education. The number of universities, for example, has jumped from eight universities in 2000 to more than 24 in 2011. Given the scale of investment called for, questions are being increasingly asked about the effectiveness of the higher education system. As a contribution to those processes of greater scrutiny, the present study explores the perceptions of Saudi students of learning and teaching in translation studies. The broad aim of the study is to throw some light on how students learn and regulate their learning in translation studies, and how they are influenced by the course design. While the strongest emphasis of this study was on students’ self-regulation of their learning, this is presented as one aspect of their approaches to learning, and in order to illuminate these self-regulated approaches to learning, students’ perceptions of the teaching and learning environments (TLEs), and their orientations to learning were examined as well. Three contrasting undergraduate courses were examined using a mixed method approach combining Likert-style questionnaires and semi-structured interviews. A total of 352 students were surveyed using an adapted version of Vermunt’s Inventory of Learning Styles (ILS). This was complemented by interviews with 34 students. Six case studies were drawn out from the interview data for indepth analysis of students’ experience of studying in this particular context. In order to capture the richness and distinctiveness of the learning in translation studies, it was necessary to distinguish two contrasting approaches; one of them is a deep self-regulated approach, and the other is a surface unregulated approach to studying. Each of these approaches is contextualised within the learning in translation studies. There were some important environmental influences on these approaches including: course characteristics, classroom teaching, and feedback and assessment. In addition to this, four types of orientations were discerned among those group of students; academic, personal, vocational, and social. All of these types have intrinsic and extrinsic forms except the personal and the social which had intrinsic forms only. The study concludes with conceptual, methodological, and practical implications drawn from the findings. Perhaps the most important implication is the need to improve students’ skills in self-regulation over the course of their studies. This research provides insights into the experience of learning of this group of students, at the same time it emphasises the need for more studies on this under-researched group of students.

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