Emirati Students Research Articles

The prevalence, risk factors, and screening measure for prediabetes and diabetes among Emirati overweight/obese children and adolescents.

BackgroundThe aim of the study was to estimate the prevalence of prediabetes and type 2 diabetes (T2D) among overweight/obese children and adolescents using different diagnostic/screening methods in comparison.MethodsWe recruited overweight/obese Emirati students; grade 6–12 (age 11–17 years) from 16 government schools in Sharjah (UAE). Anthropometric, demographic, and clinical history data was measured by standard methods. Body mass index (BMI) was categorized according to BMI percentile charts for age and sex – CDC. Capillary fasting blood glucose (FBG) and glycated hemoglobin (HbA1c) were measured by finger prick test, followed by confirmatory oral glucose tolerance tests (OGTT) and venous HbA1c for students with abnormal capillary FBG and/or HbA1c.ResultsOf a total of 1034 participants (45 % females) median age 14.7 years, 443 (43 %) students had abnormal screening results. The prevalence of prediabetes and T2D was 5.4 % and 0.87 %, respectively, based on OGTT (gold standard). HbA1c showed a considerable discrepancy regarding the prevalence of prediabetes (21.9 %), but not diabetes. There was a statistically significant difference in the BMI Z-scores between the three different groups of students showing normal glycemic testing, prediabetes and T2D (p = 0.041). Univariate logistic regression analysis showed that glycemic status was significantly associated with family history of T2D first-degree relatives [OR 1.87: 95 % CI: 1.04–3.36; P = 0.036], parents employment [OR 1.79: 95 % CI: 1.06–3.02; P = 0.029] and levels of triglycerides [OR 2.28: 95 % CI: 1.11–4.68; P = 0.024].ConclusionsThe prevalence of prediabetes and diabetes was high among overweight/obese Emirati children and adolescents. The numbers for prediabetes were considerably higher when using HbA1c as compared to OGTT. Overall adiposity, family history of T2D, employment and high levels of triglycerides were risk factors associated with abnormal glycemic testing.

Explanatory models of mental illness: a qualitative study with Emirati future mental health practitioners

Cultural traits have an influence on the person's interpretation of mental illness, the expression of distress and help-seeking attitudes. UAE has a unique sociological context where Eastern and Western traditions coexist. Given that there is a scarcity of mental health studies and no study on the explanatory models (EM) of mental illness, it is important to examine the connections between Western biomedical approaches and traditional Emirati illness explanations and how those affect the Emirati EM. In order to explore the influence of those connections on Emirati future clinicians, the present study focuses on young Emirati psychology students in a Western-oriented university. In-depth interviews were performed regarding their EM. The results highlighted the influence of cultural traits on the EM formulation, the importance of family in the Emirati society and the impact of the UAE socio-economic and religious reality in forming the participants’ beliefs on mental illness.

Piety, Glamour, and Protest: Performing Social Status and Affiliation in the United Arab Emirates

This article focuses on the fashion choices and performances that female Emirati students attending public university in the UAE create across different social and physical spaces, as well as the ways in which these feed into dynamic and fluid presentations of self. Particular attention is paid to the ways in which these self-presentations are constructed in relation to on-campus social interactions, as well as the novelty of many of these interactions and performances. The university campuses allow forms of socializing, performative interactions, and body adornment to develop that often could not be replicated in other physical spaces, off-campus. In the process, women assess and re-craft important sociocultural values, forms of reciprocity, and ways of being in the world that dominate other areas of their lives.

Mental Health Beliefs Amongst Emirati Female College Students.

Recent epidemiological data from Arabian Gulf nations suggest that mental health problems such as depression and anxiety have a relatively high prevalence, particularly amongst women. However, despite the widespread morbidity, treatment seeking for mental health problems is low. Mental health beliefs amongst female Emirati college students were explored. A questionnaire exploring perceptions about the causes, consequences and best forms of intervention for mental health problems was administered to 70 participants. Data revealed that social and environmental factors were given the most weight in terms of etiology. Social stigma was the most frequently identified barrier to help seeking. Religious practices were commonly reported as an approach to cope with mental health problems and to maintain good psychological health. Most participants reported willingness to seek help from a healthcare professional. Results are discussed in terms of their implications for improving the quality and accessibility of mental health services in the gulf region.

A comparative study of the lifelong learning propensities of English language learners: nationality, gender and length of study

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

Happiness in the United Arab Emirates: conceptualisations of happiness among Emirati and other Arab students

How happiness is defined depends on who is asked. The prevailing views of happiness currently found in the literature tend to be Western and individualistic and shape what is viewed as normative. In this descriptive exploratory study, based in the United Arab Emirates, Emirati and other Arab expatriate students were asked to define happiness and describe how it is viewed by their cultures. Both groups defined happiness as a collective state generated through relationships with family and social groups, rather than through the self. It was also defined as an emotion and approach to life and involved religion and goal setting. Emiratis noted the presence of good governance as a contributor to happiness while other Arabs noted its absence. The findings enrich the current understanding of happiness and provide a preliminary view of what other cultures may consider to be happiness.

Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending

This study was aimed at identifying the attitudes of the students of Khalifa University towards mathematics .The sample of this study consisted of 88(out of 216) students distributed evenly according to gender. 56.9% of the sample were Emiraties and 53.1% were expatriates. The Attitude Towards Mathematics Inventory (ATMI) was implemented in collecting the data. The results of this study indicated that there were slight statistically significant differences between students’ attitudes towards mathematics and mathematics achievement scores, age, the course they are attending, students’ high school type, gender and their academic level. Additionally, the results indicated that there were statistically significant differences between self-confidence, enjoyment and value with and students’ nationalities. Expatriates students showed higher positive attitudes towards mathematics than the Emirati students. Also, the results showed that there was a slight statistical relationship between enjoyment and students’ academic level. Finally, this study revealed that 62.67% of the sample have self-confidence in dealing with mathematics, 84.4% felt that mathematics has a great value to them, and 75.49% showed enjoyment in dealing with mathematics.

Emirati students encounter Western teachers tensions and identity resistance

This paper discusses tensions and identity resistance in a cross-cultural educational context in the United Arab Emirates. It focuses on how Emirati students, living and socialised in a conservative Arabic-Islamic society and shaped by Islamic values and epistemologies, construct their cultural identities while learning English with their Western-trained teachers, who are influenced by liberal ideologies and secular epistemologies. To understand the complex engagement between Emirati students and their Western-trained teachers this article uses both phenomenography and reflection on critical incidents to explore, investigate and interpret Emirati students’ intercultural experience with their Western-trained teachers and to highlight the tensions and identity resistance that arise from this educational encounter.

The Cultural Border Crossing Index: implications for higher education teachers in the UAE

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

Preparing Emirati students to meet the English language requirements for higher education: a pilot study

Purpose – The purpose of this paper is to report on an applied research project that was conceived in response to the low number of Emirati high school graduates entering directly into undergraduate programmes in higher education institutions mainly due to lack of adequate academic English proficiency. Performing well in international standardised testing such as the International English Language Testing System (IELTS) is of primary importance in preparing non-English speaking learners for higher education delivered through the medium of English. Design/methodology/approach – Three hundred ninety-one secondary education Emirati students were involved in an intervention study. The study was cross-sectional, and it used a pre/post-design to measure change and impact on the students’ IELTS scores with comparisons between different experimental groups by gender, region and overall. Additional attitudinal data were collected using a survey with students, teachers and principals involved in the intervention programme. Findings – Results showed a statistically significant and educationally meaningful pre/post-improvement for the students who attended the IELTS preparation programme and a positive attitude towards the intervention programme. Research limitations/implications – A limitation of the study is that it used a quasi-experimental design with some threats to the validity of the design, so some caution is suggested in drawing conclusions which are too strong. Originality/value – This project is the first of its kind in the United Arab Emirated as it endeavoured to raise secondary education Emirati students’ awareness of the knowledge and skills involved in succeeding in the IELTS exam and provided evidence of the kind of programme that could have a positive impact on student learning.

The Impact of American Students and Teachers on Gulf Students’ Academic Success

The study explores the impact of students’ and teachers’ support on Emirati and Saudi students at U.S. Universities. Based on a sample of 219, a mixed methods approach was used to analyze responses from participants who responded to a questionnaire. The results of the questionnaire instrument reveal that almost half the number of Emirati students felt “comfortable” associating with students from the same region. Also, the survey shows that most Emirati and Saudi students were “very comfortable” and “comfortable” to discuss their challenges with their professors. The interviews results indicate that different communication skills might influence students’ relationships especially if they come from different cultures. For instance, an Emirati student experienced ignorance from American students and a Saudi student emphasized the American students’ preference to work with their American peers. However, Emirati and Saudi students try to get involved in group work with American students to get assistance.

Emirati, Omani and Saudi students’ Academic Literacy Socialization

The study investigated the academic literacy socialization of students at U.S. universities from the Gulf Region—Oman, Saudi Arabia, and United Arab Emirates (UAE). International students were contacted and asked if they would participate in the project. Fifty three students responded to the survey and interview, 77% of the respondents were male and 23% were female. The results of the study found that the Gulf Coast students studying in the U.S. shared similar experiences in how they socialized academically, however, noticeable differences appeared between linguistic abilities and grammar challenges. When the students were asked if their linguistic abilities prevented them from participating in classroom discussion, the Saudi participants were the only group that said ‘Never’. Likewise, when the researchers inquired about grammar challenges, an interesting dissimilarity revealed itself. The Saudi sample indicated it was very easy while the UAE participants specified that it was somewhat difficult and each group had the same percentage of respondents. Although differences between the students were observed, similarities were also revealed. For instance, all the students did not mind working academically with the opposite sex. The results of this study help in the understanding on how to help students from the Gulf Coast academically assimilate into the American educational system.

Emirati and Saudi Students’ Writing Challenges at U.S. Universities

The study examines writing challenges Emirati and Saudi students face at U.S. universities. Based on a sample of 219, a mixed methods approach was used to analyze responses from the participants. The results of the questionnaire reveal that Less than 31% Emirati and Saudi students feel “comfortable” in completing written assignments. The interviews results indicate that Emirati and Saudi students have different opinions regarding writing difficulties. An Emirati student, stated: “I am worried a lot because writing is not easy. Writing is very difficult for us.” However, a Saudi student expressed the easiness of her writing assignments. Emirati students stated that grammar, word choice and sentence construction are “somewhat easy”; however, Saudi students indicated that grammar, word choice and sentence construction are “Somewhat difficult.” An Emirati student, stated: “Most Arabs students are told that we do not have vocabulary or grammar. For me, grammar is okay but my difficulty is how to choose the appropriate word for a sentence. A female Emirati student expressed her worry for grammatical mistakes, which she tries to correct: “When I write my reports, I have to reread my report again because I am sure I will have some grammatical mistakes because English is not my first language. The study implies that the students need more coursework in academic writing to prepare them for their academic writing in their disciplines. U.S. universities need to increase the visiting hours of writing centers and design more workshops that teach the students about writing in various genres.

Participation challenges of Emirati and Saudi students at US universities

The purposes of this study are to explore speaking, presentation, participation and socialization challenges in their classrooms. The theoretical orientations framing this study are language and academic socialization, and language adjustment, etc. The study combined quantitative and qualitative strategies involving surveying 250 students followed by interviewing three Emirati and three Saudi students. The interview responses were coded to themes. Content analysis is used to interpret the data. Some major findings of the survey are that Emirati students “rarely” feel that native English speaking students are more competent than they are in classes. Emirati and Saudi students feel “less comfortable” participating in large group discussions and completing presentations assignments, and “comfortable” participating in small group discussion in classes. However, the interview results indicate several factors that influence the cultural adjustment of international students such as language differences and skills (Klineberg & Hull, 1979). As a Saudi student; Khalifah, indicated his experience with silence upon arriving in the US language preparation program due to language differences. He is fluent in his native language “Arabic” and trying to improve his English proficiency. The study implies that Emirati and Saudi students’ sponsors should prepare students to learn new skills and adjust to the educational system of the American universities, which is different from that in their native countries. This study is important for retention programs and for educators and policymakers in the UAE, Saudi Arabia and US.

Family Involvement in Emirati College Student Education and Linkages to High and Low Achievement in the Context of the United Arab Emirates

In the United Arab Emirates (UAE), and other Gulf Cooperation Council (GCC) countries, tribal familial affiliations form the basis of society with opinions and viewpoints of parents and other family elders heavily influencing the decisions of younger Emiratis. Social transitions caused by rapid and progressive economic development have affected each consecutive generation with a vastly different set of social circumstances than the preceding generation. This paper presents results of a study investigating the types and extent of family involvement in Emirati students’ college education using an online bilingual survey with 1173 participants and telephone interview with 30 randomly selected guardians. Findings of the study indicate the presence of a generational gap in education and experience between Emirati students and family elders. The generational gap may lead to ineffective academic support and career preparation.

Married Emirati Students Pursuing Teaching Careers from the Perspective of their Spouses

Women's enrollment in higher education in the United Arab Emirates (UAE) has increased dramatically over the years. In this paradigm of change, gender role delineation and the repercussion this has on values, thinking and priorities in life can be problematic but has been neglected in terms of research. One of the aims of the research study was to find out how spouses of female Emirati students enrolled in a Bachelor of Education teaching degree perceived the challenges their wives faced while undertaking tertiary level studies and the types of support they needed to succeed. Individual interviews with spouses were conducted and the themes discussed in this paper pertain to spouses' perception of teaching as a career for women, challenges their wives faced while undertaking higher education, and support factors contributing to degree attainment within the socio-cultural context of the UAE. The United Arab Emirates is passing through a period of rapid change and transformation to evolve into a developed society with high standards of living and a secure way of life. Traditionally, the UAE society is part of the larger Arab-Moslem society characterized by close interpersonal relationships emphasizing obedience, closeness and loyalty to parents in accordance with Islamic instructions. The family, not the individual, is considered the primary unit with communal interests usually overriding individual ones. Gender role delineations and shifts have implications in orientations towards family life and family processes (1). A. The status of Women in the Changing Emirati Society The Emirati society, though introduced to various foreign influences, preserves its cultural and religious traditions as it adapts to changing identities. The government has made notable strides in improving several aspects of womens rights over the last few decades. Certain steps in the right direction came into effect and became obvious to the observer. Article 20, according to which women are officially permitted to include stipulations concerning the right to continue education and work in the marriage contract, is just an example of the significant assurance of womens rights (2).

A student-centered approach to vocabulary building using Popplet, Pages and Puppet Pals

This article reflects on a tried and tested workflow for vocabulary building using the iPad apps Popplet, Pages and Puppet Pals. It will outline how these apps can be used together to help students brainstorm related lexical items, draw from this vocabulary to create dialogues with guidance from the teacher, and finally to act out these dialogues by choosing characters, props and backdrops, and recording their voices using the unique movie-making app Puppet Pals. This workflow has proven to be successful with female Emirati students completing the Academic Bridge Program at Zayed University, and its student-centered approach to learning is also transferable to other subject areas. Survey results are presented which indicate that this workflow is a motivating and memorable way to develop vocabulary/ concept knowledge.

Developing intercultural intelligence: Dubai Style

Purpose – This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing Emirati students' intercultural intelligence. Design/methodology/approach – The paper outlines the socio-cultural conditions of the United Arab Emirates as a backdrop to the investigation; establishing the pressing need for intercultural intelligence. The paper provides a theoretical framework to situate the course based on King and Baxter Magolda's trajectory of intercultural maturity (2005) and Davies' theory of “interruptive pedagogy” (2006). Guiding principles for the teaching of intercultural intelligence are given. Findings – Informal feedback through post-course interviews demonstrates a positive self-perceived change in intercultural understanding having taken the course. Research limitations/implications – The paper concedes that due to socio-cultural constraints the authors are unable to deliver a course with as much practical experience as the authors would like. As a result, students gain more cultural self-awareness and theoretical understandings of intercultural intelligence than practical engagement. Originality/value – This paper provides a meaningful contribution to the limited body of knowledge on intercultural intelligence training at a tertiary level in the Arabian Gulf and breaks new ground in three ways: first by demonstrating the link between the UAE socio-cultural and political factors on intercultural intelligence training; second by providing a link between intercultural intelligence theory and practice and third by providing practical suggestions as guiding principles and creative ideas for classroom use. The paper will be of value to teachers and trainers teaching in multi-cultural, international contexts and to those providing organizational training in a variety of business contexts.

School improvements in Abu Dhabi, United Arab Emirates: Asking the ‘expert witnesses’

Government schools in Abu Dhabi, as part of wide-scale educational reforms undertaken in the whole of the United Arab Emirates, have undergone massive school improvement developments over the past seven years. Over the course of these years, the reality of student life for those in government schools has been widely altered. This research explores Abu Dhabi government secondary school students’ perceptions of the school improvements, and whether these are influencing their ideas about what it means to be a teacher today. Perceptions of Emirati students were compared to those of non-Emirati students. A total of 471 students were surveyed in order to answer the questions: what are their perceptions of the educational reform in Abu Dhabi and what are the implications of these to teacher recruitment?

Exposure to environmental smoke and cigarette smoking among youth

Exposure to environmental smoke and cigarette smoking among youth: a double whammy 1Laila Bano , 2Syed M Shah Department of Earth and Environmental Science, Punjab University, Lahore Pakistan University, Al Ain, UAE Objective: Few data is available to environmental exposure to tobacco (secondhand smoking) and its sourcesamong youth in United Arab Emirates. We conducted this study to estimate the prevalence of secondhand smoking and cigarette smoking in youth aged 12 to 19 years. Methods: We selected a random sample of 1585 youth 9 schools in Al Ain. Information on tobacco use was determined from self-administered questionnaire. Height and weight were measured and body mass index (BMI) was calculated as kg/m2 and BMI >=85thand <95th percentile were used to define overweight and obesity according to the 2000 Centers for Disease Control and Prevention growth charts. Results:Among the participants 905 reported exposure to secondhand smoke. A high proportion of girls (54%) reported exposure to secondhand smoke compared to boys (33%) and this difference was significant statistically (p<0.05). The source of exposure to secondhand smoke included friends (66%), family members (17%) and public places (17%).Out of the total participants 1586, a majority (1576) responded to the question about cigarette smoking. Of those respondents 290 (18.3%) reported use of cigarettes. Six percent were current smokers while 12% smoked cigarettes in the past. There was no significant difference in use of cigarettes between local Emirati students (18.2%) and non-locals (18.5%). A high proportion (31%) of boys reported use of cigarette compared to girls (4%). The prevalence of smoking was 15% among youth who were overweight and 23% in obese. Conclusion: Cigarette smoking particularly exposure to secondhand tobacco is major health hazard in youth.