Search results

The purpose of this paper is to investigate whether age plays a role in the acquisition of construct state (CS) constructions in Arabic by 14 children with autism spectrum disorder (ASD). It also examined the challenges faced by children with ASD in producing different types of CS constructions. Finally, the study analysed the sources of difficulties children with ASD encounter during the learning process of the CS.

For the purposes of this study, the participants were asked to orally complete short sentences with the help of illustrative pictures.

Results revealed that the age of the 14 children with ASD plays a role in the acquisition of CS constructions. Children of age 12–15 performed better than those of age 8 and 10. Results also showed that children with ASD performed better in producing phrases rather than compounds. Moreover, the participants performed better on endocentric compounds as opposed to exocentric ones. Finally, analysing the errors produced on the text revealed that the acquisition of head direction precedes definiteness.

The topic of the study has not been investigated yet and the study concluded with some important findings concerning teaching Arabic CS to children with ADS.

Despite the fact that the gender-based violence (GBV) term has different interpretations, leading to the assumption that all types of harmful acts against all gender identities and either sex will be addressed under the GBV umbrella, in reality, GBV remains to be synonymous with violence against women (VAW). Thus, this paper aims to assess the accountability and transparency of GBV policies and interventions in addressing the suffering of GBV victims other than women.

The paper presents two main arguments; firstly, the authors explore the understanding and the capacities of humanitarians and protection International Non-Governmental Organizations staff in GBV response and prevention, and the reliability of the data that is mobilized to build policies and frameworks for addressing GBV. Secondly, they argue that in addition to gender being a main factor in violence, age, disabilities and other factors of vulnerability can also cause being subjected to different types of violence.

The adaptation of such holistic approach when addressing the causes behind violence will result in protecting the most vulnerable from all ages, genders and people with disabilities by applying an inclusive, cross-cutting response to GBV survivors in general.

This paper paves the way to research studies that shed light on violence against men and boys at war zones and conflict areas especially in the Middle East where this type of violence is strongly stigmatized, and the survivors have limited access to needed services.

The purpose of this paper is to examine the effectiveness of using colors and learner’s intelligence quotient (IQ) in teaching new vocabulary in Arabic (L1) and English (L2) to children with autism spectrum disorder (henceforth, ASD).

To this end, 12 autistic children whose ages ranged between 7 and 12 were observed while they were being taught ten new words. The children were divided into two groups based on their IQ: Low (70–74) and High (76–79). The children were also divided into two groups: Group 1 studied the words written in a black font, whereas Group 2 studied the same words, but written in colors (each letter in the word in a different color), and an illustrative picture was provided with each word for both groups. The pictures were also different in color in the former group, while the picture was in black and white in the latter. The children involved in the study have a relatively slight ability to read letters based on an annual language assessment conducted by the center, and they learn a new word by learning its shape and by repetition. The experiment took place over a two-week period that involved teaching, revising and testing.

The results of the study showed that the children’s IQ played a crucial role in learning L1 and L2 vocabulary. The results also demonstrated that using colors had no significant impact on the children’s performance in the test. Finally, the results showed that teaching new words to children with ASD through repetition and drilling could be regarded as a useful technique. The study concludes with some recommendations for further studies.

The study shows that using pictures is a very useful tool in teaching L1 and L2 vocabulary to children with ASD.

Due to the high expense of obtaining and accessing scientific research, readers with diverse financial abilities are not offered equal opportunities. This study investigates the preferences for journal access types among Arab university academics and explores the implications of publishing research articles in open access vs closed access journals in low- and lower-middle income countries.

An online survey and an in-person focus group consisting of 74 scholars from Arab institutions throughout the Arab World were conducted.

Findings show that most professors at Arab universities favour open access publication without author fees. The results also show that this method of publishing research will help these nations advance by giving all citizens equal access to information and providing researchers with a good opportunity to be read and cited, which contributes to the overall progress of science.

This topic has not been investigated yet, and it is of great importance to university professors and stakeholders in higher education institutions in the Arab world.

This study aims to discuss the impact of the physical environment on the quality of distance education from the viewpoint of a number of teaching staff in Jordanian universities during the COVID-19 pandemic.

A total of 308 lecturers were selected using a snowball sampling method from different social media websites. The researcher used a descriptive analysis method by conducting social surveys.

The results reveal that there is a negative impact of the physical environment on the quality of distance education from the perspective of the teaching staff in Jordanian universities during the COVID-19 pandemic. The results also show that there are statistically significant differences between males and females in terms of the quality of distance education in favor of males. In addition, there are no statistically significant differences in the quality of distance education based on the place from which the lecture is given and the faculty type.

The study recommends improving teaching staff’s performance in the teaching process, boosting their comfort level and reducing stress and anxiety which may be caused by the surrounding physical environment during distance education.

The topic of the study is of great significance to quality assurance in education, i.e. online learning and teaching.