United Arab Emirates University Research Articles

Correlates of Dietary Behaviors Among Young Emirati Males Completing Compulsory Military Service.

It is important to understand the correlates of different dietary behaviors in a military context in the United Arab Emirates (UAE) to guide intervention development to prevent and treat obesity as it has a significant impact at the country and regional level. This study aimed to assess different dietary behaviors and their association with potential correlates including age, marital status, educational level, smoking status, screen time, dietary knowledge, eating self-efficacy, and general self-efficacy. The study used a cross-sectional design and included 153 (M = 25.9 years, SD = ± 3.2) military recruits completing their basic training at a single military camp in the UAE. Dietary behaviors of these recruits were measured using the Arab Teens Lifestyle Study. Other potential correlates included dietary knowledge, general self-efficacy, and eating efficacy. The ethical approval was obtained from the research ethics committee in the UAE university. Daily intake of fruits, vegetables, and breakfast was reported by 14.4%, 25.5%, and 22.9% of the military recruits, respectively. Almost half of the recruits (46.4%) consumed sugar-sweetened drinks more than 3 times a week, 39.2% consumed fast food more than 3 times a week, and 37.3% consumed sweets/chocolates more than 3 times a week. Bivariate regression analyses revealed that eating self-efficacy was positively associated with breakfast and dairy food consumption, although it was inversely associated with sugar, fast-food, and French fries intake. Age was significantly and inversely associated with sugar, fast-food, and energy drink intake. Moreover, nutrition knowledge was significantly and positively correlated with vegetable intake and negatively correlated with energy drink consumption. Multiple regressions showed that lower age and lower eating self-efficacy were found to be the main predictors for sugar-sweetened drinks (adjusted R2 = 0.112) and fast-food intake (adjusted R2 = 0.084). Also, a higher dietary knowledge score was a predictor of vegetable intake (adjusted R2 = 0.093), although age and smoking predict energy drink intake (adjusted R2 = 0.225). The results show that unhealthy eating patterns are common among new recruits in the UAE military. The study suggests that age, eating self-efficacy, and nutrition knowledge are the main correlates of selected dietary behaviors. Interventions are advised to target these correlates to achieve healthier dietary habits inside the military.

Exploring Reasons for Choosing Psychiatry Among Psychiatrists in the United Arab Emirates

AimsThe global burden of mental disorders continues to grow with significant health, social and economic consequences. Unfortunately, the gap between the need for mental health care and its provision remains wide all over the world. The recruitment and retention of psychiatrists is a long-standing concern in the United Arab Emirates (UAE), with social stigma playing a potential role. This study aimed to investigate the factors that affect the choice of psychiatry as an area of practice by psychiatrists in the UAE. A secondary aim was to assess differences in the factors which affected career decisions among those participants with different backgrounds to establish any cultural and generational differences in choosing psychiatry as a career.MethodsWe conducted correlational research using an anonymised 30-item online questionnaire. We recruited qualified psychiatrists currently working in the UAE. The structured questionnaire assessed the participants’ sociodemographic factors and reasons for choosing psychiatry. Ethical approval was received from the Social Sciences Research Ethics Committee (SS-REC) at United Arab Emirates University. Statistical analysis, including Pearson correlations and chi-square tests, was performed using the statistical package for the social sciences (SPSS) version 26.ResultsOut of 70 participants approached, 54 completed the questionnaire with a response rate of 77%. 69% of the participants were female, with a mean age of 38 years. 46% were UAE citizens. We found that the doctors trained in the UAE were statistically more likely to face opposition to specialising in psychiatry (p-value <0.001). Participants with a family member or friend as a psychiatrist were more likely to choose psychiatry as a first choice (p-value 0.01). Psychiatrists below the age of 35 were more statistically likely to face opposition to their decision to specialise in psychiatry (p-value 0.006). Psychiatrists who regretted their decision to specialise in psychiatry were statistically more likely to feel this way in their first year of residency (p-value <0.001). This study had its limitations, including the generalisability of findings and the sociodemographic factors of participants. The self-reported methodology could have subjected findings to bias, including social desirability bias.ConclusionMultiple sociodemographic factors influence the decision to specialise in psychiatry in the UAE. These findings would be helpful to identify hurdles faced by the young UAE clinicians in choosing psychiatry, partly explaining the dearth of UAE-trained psychiatrists in the country. Further research is required to study these reasons in detail, helping to improve the recruitment and retention of UAE psychiatrists in the future.

An Online Management System for Streamlining and Enhancing the Quality of Learning Outcomes Assessment

Learning outcomes assessment is an effective academic quality assurance tool that enables educators to review and enhance the alignment between planned, delivered, and experienced curricula. Accurately assessing what students know and are able to do after completing a learning module is the first step to decide on the strategies to implement and the proper actions to take in order to ensure the continuous improvement of the student learning experience. Nonetheless, learning outcomes assessment processes in higher education are still facing major challenges that affect their proper and effective implementation. Hence, faculty do not usually experience noticeable improvement in the students’ performance over several assessment cycles, which causes their frustration and reluctance to continue participating in the assessment process. This paper discusses the main issues that affect the implementation of the assessment process and prevent the closure of the assessment loop. It also introduces a unified assessment process and an online management system that have been developed recently to address the discussed issues. The online management system streamlines the assessment process, while providing administrators and quality assurance officers with valuable infographics and reports to effectively oversee the implementation of the assessment process. The system has been deployed at the United Arab Emirates University since fall 2018, and has been successfully used by faculty to assess the learning outcomes for more than 1000 courses each semester. Moreover, collected statistics showed that the online features provided by the system allowed faculty to continue their assessment tasks seamlessly during the COVID-19 pandemic.

APSA Partners with Zayed University in UAE to organize Workshop on Machine Learning for the Social Sciences

APSA Partners with Zayed University in UAE to organize Workshop on Machine Learning for the Social Sciences

Prevalence of Bullying Behaviors Among Students From a National University in the United Arab Emirates: A Cross-Sectional Study

BackgroundThis study aims to investigate bullying behaviors among college students at one of the national universities in UAE, and also to examine the psychological characteristics of those who were exposed to, or have experienced bullying.MethodsA cross-sectional study was conducted on 839 undergraduate students at one of the national universities in the UAE. Students from all colleges participated in this study and were selected by using stratified random sampling. Participants completed a bullying survey designed for the study, in addition to three psychological measures [i.e., Aggression Questionnaire, Buss and Perry, 1992; The Primary Care Anxiety and Depression, El-Rufaie et al., 1997; and the Post Traumatic Stress Disorder (PTSD) for Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (PCL-5), Weathers et al., 2013].ResultsThe prevalence rate of students being exposed to or engaged in bullying was 26.3% (221 out of 839). Of those, 72 students (8.7%) reported being bullied, 29 (3.6%) reported bullying others, and 185 (22.8%) reported witnessing friends being bullied. The most common types of bullying reported were traditional bullying (e.g., face-to-face bullying, verbal, and physical). Cyberbullying was not very common. More females reported being bullied in comparison to males and most of the aggressors were peer students. Overall, moderate level of aggressive personality traits and low levels of symptoms of depression, anxiety, and PTSD were reported for the total sample. T-tests revealed significant differences in the three psychological measures between those who did not experience bullying and those who did. The mean scores on the Aggression Questionnaire for those who bullied others were significantly higher than those who did not experience bullying.ConclusionExperiences of bullying seem to impact college students’ mental health in the UAE. Therefore, efforts need to focus on developing preventive programs to increase students’ awareness of bullying and its negative impact on campus environment. Offering psychological help for those who were exposed to bullying would help them to deal effectively with this trauma.

Analyzing COVID-19 Vaccine Hesitancy among University Students in UAE: A Cross-Sectional Study

Introduction: While vaccines may be a key measure in overcoming the pandemic, their hesitancy among the population may impede the ongoing efforts of governments and health authorities in a country. Universities are considered the hubs of the transition of individuals to young adults, understanding the hesitancy of this population stratum and addressing apprehensions that may exist is of utmost importance. This study aims to explore the attitude and hesitancy of students in UAE universities toward the COVID-19 vaccines along with comparing two particular demographics to see if there exists a difference in outcomes-medical and nonmedical students. Methods: A web-based self-administered questionnaire was sent following Ethics Committee approval, to students at various universities in the UAE containing questions regarding general demographic data, COVID-19 related anamnestic characteristics as well as questions on motivational factors and refusal factors regarding the vaccine. Using Statistical Package for the Social Sciences version 28, descriptive analyses were performed for the demographic variables and inferential statistics were carried out using Pearson’s Chi-squared (χ²) test. Results: A total of 385 participants consented to the survey, with a majority of female respondents (76.6%). In our demographics which included respondents of an average age of 21 years, 91.4% were expatriates, and 48.1% were based in Dubai. Approximately 67% of those surveyed had been vaccinated, with Sinopharm being the most commonly taken vaccine (70.4%). “Concerns over side effects” seems to be the most common reason for vaccine refusal (58.7%) among all demographics whether vaccinated or not. Our sample included a majority of students with a medical and health sciences background (58.7%), who disagreed more often with the belief that they were completely protected by receiving the COVID-19 vaccine as compared to the nonmedical students. Conclusion: COVID-19 vaccination rates among university students in UAE are lower than the national average, demonstrating the importance of integrating a specific awareness program for this group. Preparing medical students for the future is a beneficial long-term strategy, and hence, further research regarding vaccine hesitancy must be done focusing primarily on them to ensure their future patients receive the best vaccine-related recommendations.

Faculty perceptions of the implementation of the United Arab Emirate's qualifications framework (QF Emirates) in federal higher education institutions

PurposeThe purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.Design/methodology/approachThe study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.FindingsThe study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.Originality/valueThe outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.

Best Practice in Teaching General Physics Courses

General Physics I & II are a requirement for both Science and Engineering students, and approximately 1000 students are taking this course every year at United Arab Emirates University (UAEU). In the Department of Physics at UAEU we have introduced the course by using a coursemanagement software "the Blackboard (BB)". Besides putting the regular lecture power point slides and continuous communication with students through BB, we have established a very elaborate database of assignments for students to take at the end of each chapter. Using the embedded technology in BB, students are allowed to take the test more than once with varying questions so that the students learn in each trial of the test. In this paper, we present an accumulated data showing the effect of this method on the students’ learning, students'-instructor interaction, and we propose an optimum way of students’ assessment for courses of this size and type.

Knowledge, Awareness, and Practices of University Students Toward the Role of Dietary and Lifestyle Behaviors in Colorectal Cancer: A Cross-Sectional Study from Sharjah/UAE.

Background:The incidence of colorectal cancer (CRC) has risen worldwide, with increasing prevalence in the UAE and GCC during the last few decades. Dietary and lifestyle behaviors play a pivotal role in the development and prevention of sporadic, with knowledge and awareness considered the first line of defence. Knowledge, awareness, and practices have been examined in different parts of the world, with scarce research have been conducted in the GCC countries and the UAE in particular. This study explored the UAE university student’s knowledge and awareness toward the role of dietary and lifestyle behaviors in CRC. Methods:A cross-sectional study was conducted, using an online multi-component self-reported questionnaire. Descriptive and analytical statistics were used. Results:A total of 1213 students participated in the study, with the vast majority (92.7%) of the surveyed students reported good knowledge scores toward CRC risk factors. Significant differences (P<0.05) were found between the two sexes regarding dietary and lifestyle factors associated with CRC. Females consumed more vegetables compared to males, had lower intakes of red and processed meats, and were found to be fewer smokers. Being single (P= 0.0001), undergraduate (P=0.005), with medium to low income (P=0.026) all were significantly associated with increased risk of having poor knowledge about CRC, while being a medical student was significantly associated (P= 0.0001) with a 55% lower risk of having poor knowledge. Conclusion:Despite the good knowledge, university students’ dietary and lifestyle behaviors necessities improvement, with barriers that require to be addressed.

Carbon Footprint at a United Arab Emirates University: GHG Protocol

Background: University campuses can be leaders of change by tracking carbon footprints and establishing strategies for reductions. The American University of Sharjah (AUS) has led this effort in the United Arab Emirates (UAE), establishing an Office of Sustainability to address energy consumption on its campus, resulting in a reduction of 30% by 2015. AUS campus uses the Greenhouse Gas Protocol to annually track carbon footprint. The purpose of this paper is to stablish a framework that institutions can use to calculate the carbon footprint (CF) on their university campuses. Methods: The GHG Protocol, which categorizes emissions into three scopes; 1: direct, 2: indirect, and 3: other indirect emissions, was used as a guideline. This paper covers the following: Scope 1: emissions from university fleet, Scope 2: emissions from electricity and water consumption, Scope 3: emissions from the university commute, limited business air travel and waste. The data for each category are analyzed and recommendations to reduce the carbon footprint are presented. Results: The total CO2 emissions for the AUS campus in 2018–2019 were 94,553.30 tCO2e. Additionally, the percentage contribution of total emissions for Scope 1, 2 and 3 were 0.37%, 61.12% and 38.51%. Conclusions: The two highest contributors of CO2 emissions at the AUS campus are electricity consumption (60.91%) and university commute (36.54%). AUS has hosted numerous educational campaigns and awareness programs to try to reduce carbon emissions, which helped in reducing electricity consumption throughout campus; however, these are still insufficient; hence, the importance of quantifying the CF of the AUS campus. Based on the results obtained, recommendations can be made to reduce overall CO2 emissions for AUS and other higher education institutions in the region and internationally.

Assessing prevalence, knowledge and use of cognitive enhancers among university students in the United Arab Emirates: A quantitative study.

BackgroundCognitive enhancers (CE) are often used to improve memory, alertness and cognitive capacity. These products are commercially and pharmaceutically available. Due to high academic pressure, university students are at risk of CE misuse. However, data regarding this issue are limited, especially in the United Arab Emirates (UAE).AimsTo assess the prevalence of CE intake; evaluate students’ knowledge of these substances; and identify student characteristics associated with CE usage.MethodA cross sectional study based on a validated online survey that was distributed using university-licensed software (Qualtrics) as a direct web link via email and social media to all Medical, Pharmacy, Dentistry, Nursing and Engineering students enrolled in six UAE universities. Associations between student characteristics and CE use were investigated using the chi-squared test and multiple logistic regression. Reasons for CE use, temporal patterns of use, details regarding purchase and types of CE used were compared by gender.ResultsOne quarter of students had used CEs. There was a clear difference between users and non-users in terms of gender (p<0.001). CE users were disproportionately represented by students from either UAE or other Arab countries (p<0.001), and by students of Medicine, followed by Pharmacy, Dentistry, and Engineering (p<0.001). CE use increased with year of study, reaching the highest level in the fourth year (p<0.001), which for most programmes is the final year. Modafinil was self-administered, especially in males, for concentration and alertness; B12 was typically taken by female students for academic performance and concentration; and high-dosage caffeine compounds were ingested to improve alertness levels. Use of the internet for both obtaining information and purchasing CEs was frequently reported. Multiple logistic regression analysis showed that gender, nationality, and year of study were associated with CE use among UAE university students.ConclusionsUniversities need to address the prevalence of CE use amongst their students by providing effective support programs.

Exploring the Factors challenging Virtual Internships during the COVID-19 Pandemic: An insight on students’ perspective in the United Arab Emirates universities

The COVID-19 pandemic health restriction for almost two academic years brought considerable conditions to higher education learning methods and shifted to e-learning. Internships course is one of the courses where University students are obliged to shift the course attendance and accomplishment to be virtually or remotely. It still limited study about the factors that influence virtual internships conduction. The study aims to explore from students' perspectives the factors that influence virtual internships' conduction and their impact on students' academic achievement. A total of 214 surveys were distributed to university students in the United Arab Emirates who attended virtual internships during the COVID-19 pandemic. The study reveals that internships' flexibility, knowledge, quality, and collaboration are factors that significantly influence students' academic achievement in internships/training courses during the COVID-19 pandemic.

Impact of English Language Lecturers’ leadership styles on Educational Student Satisfaction, a case study on a private university in UAE

Teacher leadership style, quality of teaching and students’ satisfaction are considered the keys to produce high-quality graduates and to enhance teaching-learning experiences in higher education. The purpose of this study was to examine the relationships between English language lecturers` leadership styles and student satisfaction. The quantitative method was used in data collection. The study population was students of undergraduate university programs and a sample of 196 was drawn. A total of two sets of instruments were used for collection of data and analyzed by using the correlation and regression statistics.&nbsp; This study used an adapted form of Bass and Avolio’s (1995) Multifactor Leadership Questionnaire 5x-Short (MLQ) to measure the Transformational and Transactional leadership styles and a questionnaire proposed by the researcher to identify and measure educational student satisfaction. This study has provided some of the key determinants of educational student satisfaction. The results of the study indicated that there was a positive and significant relationship between lecturers` transformational leadership and student satisfaction. However, there was a negative significant relationship between transactional leadership style and student satisfaction. Based on the findings, it is recommended that the lecturers display transformational practices to enhance the satisfaction of the students.

The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity

With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities, aiming to incorporate teachers' voices and practices in the research process. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. Teachers experienced changes related to their pedagogical, managerial, and social roles and practices.

Research on factors affecting smart choices regarding to a good place to study: A case of young students

Today, university is more than just a place to transmit aspirations; it is also where Generation Z (Gen Z) decides to establish themselves and follow their ambitions. Over the years, the emergence of Gen Z as a new wind has had a significant impact on the evolution of civilization. As a result, the trend of industry selection is altered to varying degrees. Gen Z choose a school that wants to demonstrate its capability by taking new and daring steps in the process of learning and working. For today's gen Z, attending to school is about growing skills as much as learning. Soft skills will be the most useful subject to teach oneself in a variety of areas, FPT University is usually a forerunner in terms of extracurricular activities. The new staff have quickly noticed the dynamic learning atmosphere and numerous practical experiences. Experience seminars and contests tailored to each business. This is an opportunity to acquire a range of skills from successful people in each area. studies with training programs comparable to several colleges throughout the world each major at FPT Univerity is created in accordance with a different standard from industrialized nations. All textbooks for FPT University students are bought from overseas. The multilingual - international atmosphere here becomes one of the draws for applicants, as Gen Z wants to discover new regions and may visit many nations across the world through student exchange programs. English is viewed as a tool rather than a topic at FPT University. Students must achieve English proficiency requirements in order to enroll in. This study also identified four elements that impact Generation Z's decision to attend university, which are as follows: Knowledge in practice, technology, the environment, and gender equality References Abbas, J., Alturki, U., Habib, M., Aldraiweesh, A., &amp; Al-Rahmi, W. M. (2021). 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Research Data Management: A review of UAE academic library experience

Abstract Purpose: This paper is a review of the status of Research Data Management (RDM) efforts in UAE public university libraries. Approach: The investigation is through examining available literature about the topic using region-specific articles when available, librarian comments, and the information provided by UAE university library websites. Existing lessons and policy documents are sought, and plans suggested for local solutions, suggesting avenues for progress. Findings: Though not a new concept, findings indicate that local RDM activities are emerging, but knowledge of their importance of exists. Research limitations: This review is limited to public university libraries though the results and experiences could be generally relevant to more research establishments. Practical implications: Taking advantage of the existing awareness to organize tangible RDM efforts can facilitate retrieval and availability of data relevant to the region. Value: An intricate range of activities involved in the organization of RDM services is revealed.

Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education?

Past studies have shown the efficacy of flipped classrooms and gamification learning approaches. However, we know little about the blend of these learning approaches. This study compares the effectiveness of gamified flipped classrooms (GFC) to traditional classroom (TC) learning approaches. We study two different undergraduate cohorts over six-week course delivery in management and IT in a university in UAE. We collected data through an online survey from 105 students (control and experimental) and performed interviews with two focus groups of students. We identified the GFC learning approach as more efficient in terms of complexity of the technique, task orientation, student engagement, satisfaction, knowledge, and learning motivation. We also found a slight difference between the two approaches in terms of student skill development. Surprisingly, the control group achieved better course learning outcomes through TC than the experimental group using GFC because of perceived content relevance. The study provides additional evidence on the relevance of employing mixed learning approaches in classrooms, not to rely on one approach of university lecturers and learning enhancement units solely.

Public management in the education sphere: Prospects for realizing human capital in the development of knowledge management technologies

The study aims to form and test a knowledge management model for universities, which made it possible to identify the most influential factors and their relationship with knowledge management processes. The sample of the study (N = 100) included members of the administrations of the United Arab Emirates universities, senior students (graduate students) and teachers. The data were collected based on a Google Forms questionnaire (65 questions). The model includes 6 main factors: leadership, organizational culture, organizational structure, human resources, information technology, measurement and control. It is assumed that the favourable influence of these factors will contribute to the effective implementation of the knowledge management process. Statistical analysis of the collected data was performed in SPSS and EViews. The model was verified with the help of the root-mean-square error of approximation. The factors "organizational culture", "human resources", "organizational structure", as the processes of creation, storage and use of information demonstrate the highest degree of compliance (value is 0.5 and below). Internal consistency was checked by calculating Cronbach's alpha (total Cronbach alpha is 0.97). To assess the existing relationships between the processes and factors of knowledge management, an analysis of Spearman's ρ correlation was performed (confidence level is 99%). The findings of the study show that the factor "organizational culture" has the greatest impact on the process of creating knowledge, and the factor of the organizational structure considerably affects knowledge management. It has been concluded that information technology is the least influential factor in the knowledge management process. The model demonstrates that the greatest influence of the “leadership” factor can be observed in the context of the process of applying knowledge. The validity of the model makes it possible to argue that it can be used as a public policy tool for the implementation of knowledge management initiatives in universities. The practical significance of the research lies in the fact that on the basis of the model described in the study, it is possible to perform a preliminary assessment of the knowledge assets of universities in order to improve the process of knowledge transfer in education and research. The model will provide university administrations with an opportunity to identify areas for improvement in order for the knowledge management process to be more effective, which ultimately should result in the creation of human capital that meets modern needs.

Japanese Anime Fandoms in the UAE: An Exploratory Study on Media Accessibility, Habits and Cultural Perceptions

The satellite TV revolution in the United Arab Emirates (UAE) in the early 1990s precipitated the proliferation of foreign media broadcasts. Japanese anime dubbed into Arabic became the most-watched content in Emirati households, a trend that continues to date because the Japanese entertainment and digital media industry offers youngsters easy access to and diverse options for anime. This paper provides an overview and analysis of the growing popularity of anime fandoms in the UAE to ascertain the level of commitment, involvement and the moral perceptions of Emirati fans vis-à-vis Japanese pop culture. A focus group discussion was conducted in a leading UAE university among the otaku or aficionados of Japanese anime (males and females). The participant responses offered comprehensive insights into the fandom trends of the region and articulated interesting opinions on Japanese pop culture and digital media accessibility. Notably, the findings of this study suggested that the enthusiasm of this fan following is often obstructed rather than celebrated and thus cannot achieve its potential. Therefore, the study finally contemplates how Emirati otaku and their practices may be better supported in UAE.

Reviewer Acknowledgements for English Linguistics Research, Vol. 10, No. 4

English Linguistics Research (ELR) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether ELR publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 10, Number 4 Alina Andreea Dragoescu Urlica, University of Life Sciences, RomaniaGhadah Al Murshidi, The United Arab Emirates University, UAENaom Nyarigoti, United States International University-Africa, KenyaWin Whelan, St. Bonaventure University, USAYuemin Wang, University of Chinese Academy of Sciences, China Best Regards,Camille SuEditorial Assistant, English Linguistics ResearchSciedu Press*************************************Add: 9140 Leslie St. Suite 110, Beaver Creek, Ontario, L4B 0A9, CanadaTel: 1-416-479-0028 ext. 210E-mail 1: elr@sciedupress.com E-mail 2: elr@sciedupress.org Website: http://elr.sciedupress.com