EFFECTS OF A TAEKWONDO-INSPIRED INTERVENTION PROGRAM ON CHILDREN WITH ADHD

Exercise and physical activity are beneficial for individuals with ADHD, potentially improving physical and cognitive functioning (Kadri et al., 2019). The main aim of this study is to investigate the effect of a Taekwondo-inspired intervention program on children with ADHD in the UAE context. The research utilized a mixed methods/quasi-experimental design approach, consisting of two phases. Within the first phase, a promising intensive intervention for children with ADHD has been implemented for five weeks, four sessions weekly. The sample of the first phase consisted of four children aged 8-10 years diagnosed with ADHD. Three assessment instruments were used to collect data in phase one and explore the effect of the intervention program: the Motor Behavior Checklist (MBC), the Conners` Teacher and Parent Rating Scales; )CTRS-28(, and the )CPRS-48(. The second phase consisted of semi structured interviews with the mothers of the participants who reflect their experiences and perceptions on their children`s participation. Results: the participation of children with ADHD in a Taekwondo-inspired physical activity intervention supported the improvement in attention, reduction in impulsivity, and improvement in overall symptoms related to ADHD. It is also suggested that the program improved executive functioning and social functioning as perceived by parents. The study’s findings contribute to the broader understanding of how physical activity can support children\u27s behavior and well-being for children with ADHD. Limitations and implications of the study are discussed

The Use of Technology to Continue Learning in Palestine Disrupted with COVID-19

This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education\u27s digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning

Perceptions of Using Smart Mobile Devices in Higher Education Teaching: A Case Study From Palestine

Smart mobile devices (SMDs), especially smartphones and tablets, are becoming increasingly ubiquitous among educators and students in Palestine. While their use is on the rise, many academics are not effectively incorporating this technology into their teaching, which may be attributable to their negative perceptions of these devices. This study therefore examined academics’ perceptions of the value of integrating SMDs into their teaching activities. A questionnaire survey collected data from 56 academic staff of the Palestine Technical University - Kadoorie, eliciting perceptions of the physical attributes of SMDs, participants’ self-efficacy, the pedagogical affordance of mobile devices and challenges to their use in teaching. The findings show that participants were still at the stage of actively experimenting with smartphones and iPads, trialing their use at different levels and for different purposes. In general, although participants were unaware of the full potential of their functionalities, they viewed positively the various pedagogical affordances of integrating these devices into their teaching activities. The most important affordances were linking formal and informal learning spaces by providing anywhere-anytime learning opportunities, and developing interest in the subject matter, thus making learning experience more enjoyable, meaningful, and accessible. The results also identify various challenges including lack of experience and knowledge, finding the time to design and implement such integration, and selecting appropriate apps for the content being taught. Participants also expressed concerns with the limited connectivity and unreliability of Wi-Fi and 3G/4G networks in Palestine

Perceptions of Pedagogical Affordance of Smart Mobile Technology

Smart mobile devices are becoming ubiquitous among educators and students in Palestine. Mobile devices can be used to provide learning that is contextualized, personalized and unrestricted by location and time. Although these device capabilities are available, many faculty in higher education are not effectively incorporating this technology into their teaching. This study therefore examined academics’ perceptions of the value of integrating mobile devices into their teaching activities. A questionnaire survey collected data from 56 academic staff of the Palestine Technical University - Kadoorie, eliciting perceptions of the pedagogical affordance of mobile devices and challenges to their use in teaching. The findings show that participants were still at the stage of actively experimenting with smartphones and iPads, trialing their use at different levels and for different purposes. In general, although participants were unaware of the full potential of their functionalities, they viewed positively the various pedagogical affordances of integrating these devices into their teaching activities. The most important affordances were linking formal and informal learning spaces by providing anywhere-anytime learning opportunities, and developing interest in the subject matter, thus making learning more enjoyable, meaningful, and accessible. The results also identify various challenges including lack of experience and knowledge, finding the time to design and implement such integration, and selecting appropriate apps for the content being taught. Participants also expressed concerns with the limited connectivity and unreliability of Wi-Fi and 3G/4G networks in Palestine

Comparison between Quality Traits of Solar-Dried and Freeze-Dried Origanum syriacum L. (Za’atar)

There is growing interest in Origanum syriacum due to attractive culinary applications and functional properties. Solar drying is the most common conventional method for drying Origanum syriacum L. (Za’atar) in Mediterranean region. This study aimed to evaluate the quality traits of solar dried za’atar in comparison to freeze dried za’atar. Proximate composition (moisture, protein, fat, fiber, carbohydrates, and ash), color index (L*a*b*), macro and microstructure, sensory, and microbiological characteristics were evaluated. Solar dried za’atar exhibited significantly lower fat content (1.10 vs. 1.64%, p < 0.05) than freeze dried za’atar. Solar drying led to severe changes in color values compared to freeze drying. Solar drying exhibited loss in the structural integrity and leave hairs more than freeze drying. Moreover, freeze-dried za’atar exhibited significantly lower total aerobic count (4.92 vs. 5.23, p < 0.05) and yeasts and mold count (4.59 vs. 5.36, p < 0.05) than solar-dried za’atar. Panelists were able significantly to differentiate between solar-and freeze dried za’atar. Freeze-dried za’atar had significantly lower hedonic score of color, odor, taste, and overall acceptance than solar dried za’atar. In conclusion, using freeze drying achieved good improvements in some quality traits for za’atar while solar dried za’atar showed better sensory perception

Technologies to Enhance and Extend Children\u27s Understanding of Geometry: A Configurative Thematic Synthesis of the Literature

Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided to geometry learners - visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking

Rice is a potential dietary source of not only arsenic but also other toxic elements like lead and chromium

Rice is a staple food and a good source of nutrition for half of the earth’s population including Middle Eastern countries. However, rice may accumulate hazardous levels of toxic elements. In KSA, rice is imported from many countries; some of which suffer from arsenic contamination in their groundwater and soil. Despite the large daily consumption of rice in KSA, no investigations on the contamination of rice sold there are published so far. Additionally, reports on the contamination of rice with other toxic elements are rare in the literature. To investigate this issue, a total of 84 rice samples were collected from local markets in Almadinah Almunawarah, KSA (n = 70) and Brisbane, Australia (n = 12) and analyzed for arsenic and other elements by ICP-MS. The mean concentrations (mg kg−1) for the KSA samples with concentrations >LOQ were 0.136 for As (range 0.026–0.464, n = 70); Cd: 0.017 (0.003–0.046, n = 64); Pb: 0.029 (0.003–0.218, n = 40); Ni: 0.064 (0.042–0.086, n = 5); Mg: 157 (51.8–777, n = 70); Mn: 4.28 (0.960–10.9, n = 70); Fe: 7.07 (1.9–55.1, n = 70); Zn: 6.19 (1.15–13.5, n = 70); Cu 1.28 (0.508–2.41, n = 70); Se 0.202 (0.007–0.574, n = 70); Cr: 0.057 (0.010–0.184, n = 19); and Co: 0.012 (0.001–0.116, n = 56). Several samples were found to contain at least one element in excess of the Chinese MCL (0.2 mg kg−1for Cd, Cr, Pb, and iAs each). A large variation in element concentration was observed for samples of different origins. In comparison, the American rice accumulated the highest arsenic concentration (mean 0.257 mg kg−1) followed by the Thai rice (mean 0.200 mg kg−1), the Pakistani rice (mean 0.147 mg kg−1), the Indian rice (mean 0.103 mg kg−1), and finally the Egyptian rice (mean 0.097 mg kg−1). Additionally, 3 individual samples from Surinam, Australia, and France contained arsenic concentrations (mg kg−1) of 0.290, 0.188, and 0.183. The findings of this investigation indicate that some of the rice varieties sold in KSA contain hazardous levels of arsenic and other toxic elements. For a better public health protection, concerned authorities are highly recommended to regularly monitor the concentrations of not only arsenic, but also other toxic elements (e.g. Cr, Cd, Pb) in rice grains.This research was funded by the Deanship of Scientific Research Taibah University (Project No. 432-107). The National Research Centre for Environmental Toxicology (EnTox) is a joint venture of the University of Queensland and Queensland Health.Scopu

Ability of Mental Motivation to Predict Academic Achievement among a Sample of Qassim University Students

This study aimed to explore the predictive ability of mental motivation for academic achievement, and test whether mental motivation among students vary with gender. The study sample consisted of 381 students from three faculties: education, science and Sharia from Qassim University. The California Measure of Mental Motivation was used. Student's cumulative rate was used as an indicator of academic achievements. The results showed a significant positive relationship between mental motivation and GPA with correlation coefficient = 0.54. Mental motivation proved to be a good predictor of the GPA with an explained variance of 19%. Significant differences in mental motivation were found between different specializations. However, there were no significant differences between males and females or interaction between specialization and gender