Relevant bibliographies by topics / International Middle-Eastern students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'International Middle-Eastern students'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "International Middle-Eastern students"

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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "A Cross-Culture Study of the Opportunities and Challenges of International Students Attending Schools of Business at Western Universities and Higher Education Colleges: “Now, I Have Sufficient Self-Confidence to Seek Advice, and Act on It”." World Journal of Educational Research 9, no. 1 (December 2, 2021): p16. http://dx.doi.org/10.22158/wjer.v9n1p16.

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International students attending schools of business at Western universities encounter various interrelated academic, language, cultural and socio-emotional challenges that impact their educational performance and success in their respective study programs, thus, shape their future professional prospects. The purpose of this paper is three-fold. First, develop a better understanding of the cultural and socio-emotional experiences of international Middle Eastern students attending American, British, and Australian universities in 2018, 2019, and early 2020. Secondly, find ways in which American, British, and Australian higher education providers can enhance their efforts in meeting the cultural and social-emotional needs of their international Middle Eastern students. Thirdly, discuss the academic and language experiences of international Middle Eastern students attending schools of business at Western universities in the above mentioned three countries. To this end, case studies have been designed for this purpose, where data is collected through semi-structured in-depth interviews. Accordingly, this study is guided by a series of research questions, as opposed to hypothesis testing. The participants involved in this study are all full-time international Middle Eastern students (n=90), undertaking their programs of study at both the undergraduate, graduate, and doctoral levels at higher education institutions/providers in the three major world leaders in international education.
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Paczynska, Agnieszka. "Cross-Regional Comparisons: The Arab Uprisings as Political Transitions and Social Movements." PS: Political Science & Politics 46, no. 02 (March 28, 2013): 217–21. http://dx.doi.org/10.1017/s1049096513000164.

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The Arab uprisings, like the fall of the Berlin Wall more than two decades ago, are watershed events that have raised fundamental questions about our understanding of the processes of political change, the emergence and diffusion of contentious collective action, and the role of the international context in facilitating or hindering political change. The uprisings have further strengthened a growing focus within Middle Eastern studies on framing questions about the social, economic, and political dynamics in the region in ways that allow for more robust linkages with comparative theorizing about the dynamics of contentious collective action and the processes of political change. In other words, the Arab uprisings have injected new energy into the comparative study of contentious politics. In addition to new research agendas the uprisings have also provided opportunities for introducing students in survey and theory courses to the region's political dynamics, enriching students' engagement with theoretical concepts and honing their critical thinking and analytical skills while making the Middle East less “exceptional” for the students. Here, I focus on how incorporating of Middle Eastern cases allows instructors to raise questions and engage students in discussions about the emergence and diffusion of contentious collective action.
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Stiga, Kalliopi, and Evangelia Kopsalidou. "Music and traditions of Thrace (Greece): a trans-cultural teaching tool." DEDiCA Revista de Educação e Humanidades (dreh), no. 3 (March 1, 2012): 145–64. http://dx.doi.org/10.30827/dreh.v0i3.7094.

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The geopolitical location as well as the historical itinerary of Greece into time turned the country into a meeting place of the European, the Northern African and the Middle-Eastern cultures. Fables, beliefs and religious ceremonies, linguistic elements, traditional dances and music of different regions of Hellenic space testify this cultural convergence. One of these regions is Thrace. The aim of this paper is firstly, to deal with the music and the dances of Thrace and to highlight through them both the Balkan and the middle-eastern influence. Secondly, through a listing of music lessons that we have realized over the last years, in schools and universities of modern Thrace, we are going to prove if music is or not a useful communication tool – an international language – for pupils and students in Thrace. Finally, we will study the influence of these different “traditions” on pupils and students’ behavior.
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Fiddian-Qasmiyeh, Elena. "Education, migration and internationalism: situating Muslim Middle Eastern and North African students in Cuba." Journal of North African Studies 15, no. 2 (June 2010): 137–55. http://dx.doi.org/10.1080/13629380802532234.

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Yılmaz, Kasım, and Volkan Temizkan. "The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction." SAGE Open 12, no. 1 (January 2022): 215824402210783. http://dx.doi.org/10.1177/21582440221078316.

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The potential international university education market value is expressed in billions of dollars. Countries are trying to increase their competitiveness to attract international students and get a decent market share. Countries that can accurately analyze the factors affecting the country and school preferences of international students will be more advantageous in developing appropriate competitive strategies. The primary purpose of this study is to try to understand and explain the effects of the quality of university education service and socio-cultural adaptation difficulties factors on the satisfaction levels of international students. The research was carried out at Karabuk University, with the highest number of international students in Turkey. The data obtained through an online questionnaire using the convenience sampling method from 413 international students were analyzed with the “Structural Equation Model.” According to the analysis results, assurance and empathy from service quality dimensions, and cultural differences and religious belief variables from socio-cultural adaptation difficulties positively affect general student satisfaction. The research sample mostly consists of Syrian students who migrated to Turkey due to the war and bright students from low-income African, Asian and Middle Eastern countries. Turkish universities form attraction centers for international students flowing toward western countries. In this respect, the results of the research offer original contributions to the higher education literature.
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Schaap, Andrew. "Learning Political Theory by Role Playing." Politics 25, no. 1 (February 2005): 46–52. http://dx.doi.org/10.1111/j.1467-9256.2005.00228.x.

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Role playing is more likely to promote active learning amongst undergraduate students than a traditional university lecture. This teaching method has been employed effectively in disciplines such as history and in area-studies subjects such as Middle Eastern politics in which students assume the role of particular historical or political agents. However, it is not obvious how role playing might be used to teach political theory. In this article, I discuss a role-play exercise that I devised and consider how it helped to promote what Paul Ramsden calls a ‘deep-holistic’ approach to learning amongst undergraduate students in a second/third year subject in political theory.
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Borowski, Andrzej. "Hierarchy of Values of Students in Selected Countries of Middle-Eastern Europe in the Context of the Public Trust." International Letters of Social and Humanistic Sciences 38 (August 2014): 100–110. http://dx.doi.org/10.18052/www.scipress.com/ilshs.38.100.

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Social trust is related with phenomenon strictly, in Central Europe from over 20 years of social change getting. I have devoted problems of social trust in international investigative project 2009-2012 taking part concerning perception category social trust including country post-communist particular note and from these countries systems of values of young people. Values are declared present by students in daily life frequently definitely than in functioning social structure at the nature institutional-organizational.
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SAYRE, EDWARD. "J. W. WRIGHT, JR., ED., The Political Economy of Middle East Peace: The Impact of Competing Trade Agendas (London: Routledge, 1999). Pp. 288. $85.00 cloth." International Journal of Middle East Studies 33, no. 1 (February 2001): 141–43. http://dx.doi.org/10.1017/s0020743801341065.

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It is testimony to the sad state of the study of economics in the Middle East that a work such as The Political Economy of Middle East Peace: The Impact of Competing Trade Agendas, edited by J. W. Wright, Jr., could be produced. This collection of essays attempts to shed light on the relationship between international economic relations and the peace process. The sloppy scholarship included in this volume would be inexcusable when looking at any other region, but it appears to be acceptable when analyzing Middle Eastern economies. Although this description is not characteristic of all of the essays in the volume, it diminishes the overall quality of this work to such a degree that it detracts from the some of the more enlightening and important papers that are included. For example, Laura Drake's careful examination of “A New Middle East Order” in the first chapter lays out the potential stumbling blocks and hurdles as the process of normalization between Arab states and Israel continues. Unfortunately, the next chapter, by Wright, primarily examines the same topic but almost completely ignores relevant data and scholarship critical to his thesis. While some chapters examine key issues and analyze nuances in the political economy of the Middle East peace process, this uneven and incongruous group of essays is of little value to policy-makers, academics, or students of Middle Eastern political economy.
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Pitoyo, Agus Joko, and Kirana Putri Prastika. "Indonesian Students Intellectual Internship Overseas." Populasi 27, no. 1 (September 15, 2019): 46. http://dx.doi.org/10.22146/jp.49601.

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Indonesia is classified as developing country which still have low level of national education. One of the way to improve the level of education happening in this era is by studying abroad. There are lot of universities in Indonesia that already establish cooperation with foreign universities. This cooperation helps Indonesia student get the accessibility to join study abroad program. This paper has two objectives. The first one is to know the development of studying abroad program conducted by Indonesian student spatially and temporarily. The second one is to know Indonesian student’s perspectives about study abroad program from their level of satisfaction. This paper uses primary and secondary data to analyze this issue. This primary data was taken from questionnaire through 14 respondents and the secondary data was taken from UNESCO statistical data and news. The results of the paper show that the spatial distribution of Indonesian student international mobility varies from Asian, European, Middle Eastern, and American countries. Indonesian student tends to visit development economy countries rather than developing economy countries. According to the data collected from 14 respondents, Japan is the most visited country and also shows that the temporal development of this international mobility is growing from 2013 to 2019. This positive development is reinforced by the high level of satisfaction according to 14 respondents. These respondents had joined 23 program and only two programs were not satisfactory for two respondents.
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June, Sethela, and Asmat-Nizam Abdul-Talib. "Piping hot dogs: a case of a Malaysian franchise." Emerald Emerging Markets Case Studies 1, no. 1 (January 1, 2011): 1–10. http://dx.doi.org/10.1108/20450621111127421.

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Subject area Internationalization, entrepreneurship, franchising, international marketing. Study level/applicability First year undergraduate students of Management courses. Case overview This case is about a newly established fast food company that expands very rapidly in Malaysia. Growing from merely a single pushcart, the company has evolved into one of the most successful purely-local food franchise businesses with almost 100 franchises throughout the country and abroad. The company keeps on looking at bigger expansion plans abroad and eyeing the Middle Eastern markets. Expected learning outcomes After carrying out this exercise, students are expected to be able: to understand how a new business start up grows; to provide a simple illustration on how internationalization of small firms can took place; to analyze the various factors of considerations prior to internationalization; to identify the basic issues of international franchising and how the system works. Supplementary materials Teaching note.
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Dissertations / Theses on the topic "International Middle-Eastern students"

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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
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Alruwaili, Tahani Obaid M. "Self Identity and Community Through Social Media| The Experience of Saudi Female International College Students in the United States." Thesis, University of Northern Colorado, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266838.

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This study examined the role of social media in the lives of Saudi female international college students as they faced issues related to adjusting to living and studying in a culture vastly different from their own. Social media is an increasingly important consideration in literature on self-identity, education, and community. This study employed qualitative interview methods to explore this topic. Fourteen Saudi female international college students living in the United States for three to nine years answered questions about their personal identities in Saudi Arabia and in the United States, their social media use in Saudi Arabia and in the United States, their experiences with online communities, and their experiences with educational social media. Of the 14 participants, nine were married and five were unmarried, nine were graduate students and five were undergraduate students, and all ranged in age from 18 to 40. Major themes that emerged were identity as a Saudi, female, Muslim, and student; identity changes after arriving in the United States; social media and the expression of identity; the role of communities in the lives of Saudi female international college students; and educational social media and Saudi female international students. Recommendations developed from this study’s findings aimed to help U.S. professors better understand their male and female Saudi students, how Saudi cultural and religious factors impacted these males and females differently, and how to effectively use educational social media in a way that acknowledged Saudi culture but still encouraged participation by all Saudi students. Limitations of this study, recommendations for future research topics, and a conclusion are also provided. The findings of this research further point the need for educators to understand how to implement social media in the classroom in a way that serves students of all cultural backgrounds as the U.S. educational system continues to receive large numbers of Saudi international students each year. Overall, this study found the experiences of Saudi female international college students studying in the United States impacted their identities, their use of social media to connect with their communities, and how they interacted in a culturally diverse classroom through educational social media.

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Shelton, John Francis. "A phenomenological exploration : the voices of Middle Eastern 'A' level students and their teachers in a British curriculum International School in the Middle East." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15254/.

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Frequently it is assumed in developing countries that contemporary “Western” notions of teaching and learning are the role models to which education reform should aspire. It is often assumed that such models of education are the most up to date or “modern”, and as such are models of “best practice”. This thesis questions such assumptions and attempts to argue that “Western” models of education are increasingly subject to political influences and ideologies, distinct from being based on sound educational research. It is argued that such political agendas often lack a sensitivity of understanding toward differences in culture, learning expectations and preferences, compounded by western practitioners in developing countries who being immersed in their own cultural sensitivities, seek to project their ideas onto different cultures around the world, with little in depth understanding of the cultural norm into which they are transposing such ideas. As a consequence of this, it is suggested that there is a tension in the Kuwait context associated with the dissonance between attempts to modernise teaching and learning, and the local cultural expectations and preferences for teaching and learning. The purpose of this study is to investigate this suggested lived experience of tension, specifically associated with the implementation of How Science Works in the A-level Biology curriculum, as an example of a Western curriculum and teaching and learning intervention. The findings of this study suggest in this cultural context that student participants hold an examination performance driven perspective on education, and have a preference for traditional teacher centered information based learning, with little importance attributed to the notion of education for understanding. Student and staff participants consider How Science Works components of the curriculum to be culturally and environmentally biased creating a sense of disadvantage for students in the host culture. There is evidence to suggest that student participants experience a sense of tension through constraints placed on their ability and willingness to engage with aspects of the curriculum by virtue of a perceived conflict with their religious convictions. These four main emergent themes create a sense of tension for students and teachers in the implementation of both the curriculum and contemporary student centered teaching and learning pedagogy.
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Alabdali, Mariam. "I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS." UKnowledge, 2017. http://uknowledge.uky.edu/comm_etds/62.

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This study seeks to explore an understudied population, Middle Eastern students, in the area of instructional communication. Of particular interest, the study seeks to understand how Middle Eastern students’ view their Western instructors’ verbal and nonverbal immediacy. The literature review establishes a conceptualization for verbal and nonverbal immediacy and the relationship between immediacy and gender, and immediacy and culture. Expectancy violations theory is used to understand the phenomena from an expectancy violations perspective and Hofstede’s dimensions will be used in an instructional context to understand how Middle Eastern students’ culture may influence students’ expectations. This study uses a mixed method approach to create a holistic views of Middle Eastern students’ expectations and expectancy violations. The survey method seeks to understand Middle Eastern students’ expectation for instructor verbal and nonverbal immediacy, and email responses seeks to understand expectancy violations and cultural influence on student expectancies. The results of the study show that Middle Eastern students view verbal and nonverbal immediacy as important factors in the student-teacher relationship and cultural factors play a role in students’ expectations.
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(9777533), Dimitra Antonelou-Abusalem. "An exploration of cross-cultural interactions between international Middle Eastern students and Australian students." Thesis, 2011. https://figshare.com/articles/thesis/An_exploration_of_cross-cultural_interactions_between_international_Middle_Eastern_students_and_Australian_students/13459538.

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"The lack of the interactions between Australian and international students is an area of concern for the Australian Higher education institutions which hold the view that the major educationall goal of internationalisation of higher education, besides the economic gains, is to prepare citizens to operate in international and intercultural environments. There is documented research that many international students live in isolation from their Austaralian peers and even though for about five years live among Australians, they depart without having clear knowledge about Australians and their culture.This research explores the cross cultural interactions of international Middle-Eastern (IME) students from Arabic speaking countries in both educational and social contexts"--Abstract.
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(9712952), Yaser Saleh R. Almalki. "CAN STUDYING ABROAD CHANGE THE ATTITUDE OF SAUDI MALES ON SEX SEGREGATION?" Thesis, 2020.

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This study aimed at investigating the divergence in attitudes between Saudi students who have lived in the United States for four years or more compared to Saudi students who have not lived outside Saudi Arabia for more than a three-month period. A survey was designed based on the main aspects of Saudi culture for this study as surveys are found to be the most common means for measuring attitudes. Two samples of Saudi students were recruited, one sample included students who have lived in the United States for four years or more, and the other sample consisted of those who have not lived outside Saudi Arabia for more than three months. A statistically significant difference between the two samples was found; students who have lived in the United States for four years or more were found to be more tolerant than those who have not lived abroad for more than three months towards the issue of sex segregation in mixed environments.

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Books on the topic "International Middle-Eastern students"

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Ulrichsen, Kristian Coates. A Dictionary of Politics in the Middle East. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780191835278.001.0001.

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Over 300 entriesThis dictionary provides a useful overview of the wide array of political structures and systems that comprise the contemporary Middle East. From Turkey through Iraq and Iran, to the Arabian Peninsula and the states of North Africa, it includes up-to-date definitions of political organizations, key political figures, and important developments, as well as region-specific concepts such as Majlis, academic terms such as rentier state theory, and events such as the Arab Spring.It is an essential reference resource for students taking courses or modules in politics in the Middle East or broader subject areas such as politics, history, economics, and international relations with a specific focus on Middle Eastern politics.
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Kosstrin, Hannah. Honest Bodies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199396924.001.0001.

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Honest Bodies: Revolutionary Modernism in the Dances of Anna Sokolow argues that Sokolow’s choreography circulated American modernism among Jewish and communist channels of the international Left from the 1930s to the 1960s in the United States, Mexico, and Israel. Integrating archival materials, interviews, and theories from dance, Jewish, and gender studies, this book illuminates Sokolow’s choreography for social change alongside her teaching of Martha Graham’s technique. Tracing dances with her companies Dance Unit, La Paloma Azul, Lyric Theatre, and Anna Sokolow Dance Company, along with presenters and companies including the Negro Cultural Committee, the New York State Committee for the Communist Party, Nuevo Grupo Mexicano de Clásicas y Modernas, and Inbal Dance Theater, this book highlights Sokolow’s work among developments in ethnic definitions, diaspora, and nationalism in the United States, Mexico, and Israel. Critical reception documented Sokolow’s career from a leading proletarian choreographer to one of modernist alienation, and reflected the assimilation of her generation of Jews, children of Eastern European immigrants, from the marginalized working class to the American middle-class mainstream. Equally affected by the Holocaust and the Second Red Scare, Sokolow’s choreography evidences her political–aesthetic statements that resonate as clearly in today’s political climate as they did then. Sokolow’s kinesthetic imprints circulated American corporeality through modern dance training, as her students in New York, Mexico City, and Tel Aviv fit their bodies into Graham’s codified shapes. Honest Bodies details how cultural ideologies circulate internationally through choreography and dancers’ physicalities and how American modernism influenced and was influenced by this circulation’s physical residue.
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Book chapters on the topic "International Middle-Eastern students"

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Worden, Elizabeth Anderson, and Jeremy Browne. "Arabic Language Learning on US Campuses after 9/11: “Needs” and Challenges." In Middle East Studies for the New Milleniu. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9781479827787.003.0007.

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This chapter explores trends in Arabic-language learning during years before and after 9/11 to shed light on the relationship between the federal government's pressing need for regional specialists and the ability of federally funded Title VI area studies centers to meet this demand. It combines data from the US Department of Education's Evaluation of Exchange, Language, International and Area Studies database with findings from qualitative research of six Title VI-funded Centers for Middle East Studies across the country to analyze course enrollment, attrition rates, language instructor status, and work placement of students after graduation. It argues that there is a disconnect between the government's need for proficient speakers of Middle Eastern languages and the ability of Title VI centers to produce them, particularly at the MA level.
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Friedman, Jonathan Z., and Cynthia Miller-Idriss. "The Dual Logics of International Education in the Global University: The Case of Middle East Studies at New York University." In Middle East Studies for the New Milleniu. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9781479827787.003.0006.

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This chapter analyzes the position of the “area studies center” as a major institutional form in the context of a US university that seeks to transform itself into a global institution. It looks at the case of the Hagop Kevorkian Center for Near Eastern Studies at New York University (NYU). NYU is a compelling case for several reasons. First, it exemplifies well the recent efforts to refashion American universities as global entities. Second, the Kevorkian Center at NYU is a quintessential example of the area studies approach initiated during the Cold War. It is argued that two distinct logics of international education coexist at NYU and in the contemporary US university more broadly. These are the specialist logic and the cosmopolitan logic, which encompass divergent ways of thinking about the best way to educate students about the world. The chapter concludes with a discussion of the merits and challenges involved in each of these logics.
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Conference papers on the topic "International Middle-Eastern students"

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Iwata, Toshie. "Difference in Evaluation of Discomfort Glare from Windows between Middle-Eastern and Japanese Students." In ISES EuroSun 2018 Conference – 12th International Conference on Solar Energy for Buildings and Industry. Freiburg, Germany: International Solar Energy Society, 2018. http://dx.doi.org/10.18086/eurosun2018.06.14.

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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Taherdoost, Hamed, Mazdak Zamani, and Meysam Namayandeh. "Study of smart card technology and probe user awareness about it: A case study of Middle Eastern students." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234410.

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Zogheib, Bashar. "STUDENTS’ VIEW ON THE USE OF TECHNOLOGY: A COMPARISON STUDY BETWEEN TWO PRIVATE MIDDLE EASTERN AND NORTH AMERICAN UNIVERSITIES." In 32nd International Academic Conference, Geneva. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.032.045.

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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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Mihalech, Patrik, and Martina Košíková. "Cluster Analysis of the EU Banking Sector Based on EBA Risk Indicators." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.306-316.

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Banking sector plays a key role in financial system of every developed country. To know possible weaknesses proper risk management is necessary. European Banking Authority (EBA) is the arterial institution in attempt to consolidate risk management among different countries of European Union. EBA discloses on quarterly basis various Key Risk Indicators (KRIs) for all EU member countries. The goal of this paper is to analyze chosen KRIs of all EU countries and based on distances and similarities among them, insert them into homogenous groups. The purpose of the analysis is to seek insights into different countries bank’s sector and finding similarities among them, which might not be visible at the first glance. For the research, both hierarchical and non- hierarchical cluster analysis were performed. Results show that we could observe four groups of states which could be, with a little generalization, labeled as eastern countries, southern countries, northern countries and middle and core countries of EU, based on analyzed KRIs.
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Nagchaudhuri, Abhijit, and Harold M. Conway. "Teaching Tools for Teachers: An Engineering Design Project to Enhance Science and Mathematics Education for Middle/High School Students." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0638.

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Abstract With the approach of the new millennium and the emergence of the global market, significant restructuring of university education in general, and science and engineering education in particular, is taking place with the objective of preparing the students for the new social and economic order. The paradigm shift and emerging trends in engineering education demand a holistic integration of “soft” and “technical” skills. There is also an emphasis on “educational outcomes” as evidenced by student design projects and other outcome evaluation criteria. “Service-Learning”, an approach that endeavors to integrate “community service” and “student learning” has found wide acceptance in the Humanities and Social Sciences. Implemented in a novel and creative fashion, it may well provide an effective pedagogical tool consistent with the new paradigm of engineering education. The design project described in this paper integrates both “Service-Learning” and “Design Project” requirements in the first course in “Engineering Mechanics” offered at the University of Maryland Eastern Shore (UMES), Engineering Program. One of the desired “outcomes” of the course is that the student not only understands the theory as discussed in class but also learns to apply the knowledge to develop and design engineering products useful for the society. The project demonstrates the development of a device that visually reinforces concepts related to Newton’s laws of motion and mechanical advantage in simple machines (lever arms, pulley systems, and springs), in consultation with a science and mathematics teacher in a local high school. In the future, the device will be utilized in the school and benefit education efforts not only at the high school level but also in the elementary and middle schools. It is anticipated that it will also help introduce the field of Engineering to school students. During the implementation of the project, other learning outcomes were accomplished in concert with the demonstration of application of engineering mechanics and providing service to the community. The student has reflected that the project has helped him in realizing the “role” of the customer in engineering design, developing a clear perception of constraints in space, time and budget in implementing projects, and improving communication skills. It has also given him a better appreciation of the role of engineering in society and helped his inner growth as an individual and a citizen.
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8

Zogheib, Bashar. "A REGRESSION BASED ANALYSIS OF MIDDLE EASTERN COLLEGE STUDENT CHEATING BEHAVIOR." In 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.034.

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9

Ebaugh, Helen Rose, and Dogan Koc. "FUNDING GÜLEN-INSPIRED GOOD WORKS: DEMONSTRATING AND GENERATING COMMITMENT TO THE MOVEMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/mvcf2951.

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The projects sponsored by the Gülen-inspired movement are numerous, international and costly in terms of human and financial capital. Critics of the movement often question the fi- nancing of these initiatives – with some convinced of collusion with Middle Eastern govern- ments, others (within Turkey) suspicious that Western governments are financially backing the projects. Aware of these criticisms, in a recent comment to a group of visiting follow- ers, Fethullah Gülen indicated greater financial transparency must become a priority for the movement. This paper addresses the financing of Gülen-inspired projects, based on interviews with busi- ness leaders in Turkey, as well as local businessmen throughout Turkey who constitute the financial infrastructure of the movement. In addition, the paper presents data from one local Gülen movement organisation in Houston, Texas, that collects thousands of dollars annually from local members, mostly students on small educational stipends. The paper is framed sociologically in terms of organisational theories of commitment. Beginning with Kanter (1972;1977) and including subsequent major figures in the organi- sational field (e.g. Reichers 1985; Meyer and Allen 1991; Hall 2002; Scott 2003), scholars have demonstrated a positive correlation between sacrifices asked of members and degree of commitment to the goals of the organisation. Using this perspective, the paper argues that the financial contributions made by members in the Gülen movement both demonstrate commit- ment to the ideals espoused by Fethullah Gülen and generate commitment to the movement. The paper presents empirical evidence, based on interviews with financial supporters both in Turkey and the U.S., of how financial resources are generated, the initiatives being supported and the impact of financial giving on the commitment of supporters. The Gülen movement is a civil society movement that arose in the late 1960s in Turkey, initially composed of a loose network of individuals who were inspired by M. Fethullah Gülen. As a state-approved mosque preacher, Gülen delivered sermons in cities throughout Turkey, beginning with a handful of listeners and gradually drawing tens of thousands of people. His sermons focused not only on religious texts but included a broad array of such topics as religion and science, social justice, human rights, moral values and the importance of education. Gülen repeatedly stressed the importance of educating the youth of society by establishing first-rate schools that expose students to the latest scientific knowledge in an at- mosphere of moral values. The projects sponsored by Gülen-inspired followers today number in the thousands, span international borders and are costly in terms of human and financial capital (Woodhall 2005). These initiatives include over 2000 schools and seven universities in more than ninety countries in five continents (Yavuz and Esposito 2003; Baskan 2004; Tekalan 2005), two modern hospitals, the Zaman newspaper (now in both a Turkish and English edition), a television channel (Samanyolu), a radio channel (Burc FM), CHA (a ma- jor Turkish news agency), Aksiyon (a leading weekly news magazine), national and interna- tional Gülen conferences, Ramadan interfaith dinners, interfaith dialog trips to Turkey from countries around the globe and the many programs sponsored by the Journalists and Writers Foundation. In addition, the Isik insurance company and Bank Asya, an Islamic bank, are af- filiated with the Gülen community. In 1993 the community also established the Business Life Cooperation Association (ISHAD) which has 470 members (Baskan 2004). Questions regarding the financing of these numerous and expensive projects are periodically raised by both critics of the Gülen Movement and newcomers to the movement who are invited to Gülen related events. Because of the large amounts of money involved in these projects, on occasion people have raised the possibility of a collusion between the movement and various governments, especially Saudi Arabia and/or Iran, and including the Turkish government. There has even been suspicion that the American CIA may be a financial partner behind the projects (Kalyoncu, forthcoming). Aware of these criticisms, in a recent comment to a group of visiting followers, Fethullah Gülen indicated that a priority must be proactive financial transparency. In this paper, we address directly the issue of the financing of Gülen inspired projects based on the little that is available in published sources, including an interview with Gülen himself, and supplementing that information with interviews with business leaders in Turkey who constitute the infrastructure of the movement. In addition, we present data from one local Gülen organization in Houston, Texas, that regularly collects over half a million dollars from local members, mostly students on small educational stipends. Our analysis is framed socio- logically in terms of organizational theories of commitment. We argue that the contributions made by rank and file movement members, as well as by wealthier sponsors, both demon- strate commitment to the ideals of the movement and simultaneously generate commitment to the movement. An analysis of Gülen-inspired financial contributions must include the ideological and reli- gious motivations inherent in the concepts of hizmet, himmet, sohbet, istisare, and mutevelli. For an understanding of these concepts, we are most indebted to the superb work of Mehmet Kalyoncu whose study of the Gülen movement in Mardin, a city in southeastern Turkey, was very helpful both in understanding these ideas and in demonstrating their applicability to the financing of local projects in the city.
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10

Nawahdah, Mamoun, Dima Taji, and Tomoo Inoue. "Collaboration leads to success: A study of the effects of using pair-programming teaching technique on student performance in a Middle Eastern society." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386009.

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