Assessment of organic and inorganic pollutants in the offshore sediments, Dubai, UAE.

The investigated area covers the maximum fragments of Dubai offshore in the Arabian Gulf. The sediment samples were collected from fifteen stations starting by Al-Mamzar mouth and ending by Ras Ghantoot in order to assess the organic and inorganic pollutants affecting the coastal region in Dubai. The textural class was determined through grain-size analysis and the mineral composition was identified by X-Ray diffraction. The organic pollutants were characterized through the determination of Total Organic Carbon (TOC), Total Kjeldahl Nitrogen (TKN), Total Petroleum Hydrocarbons (TPH), Polycyclic Aromatic Hydrocarbons (PAHs), Polychlorinated biphenyls (PCBs) and individual polychlorinated biphenyls. On the other hand the inorganic pollutants were carried out by determination of some major oxides and trace elements concentrations, including heavy metals. The present study indicates that most of the investigated area is covered by unpolluted sediments except for the northeastern part of the investigated area, which reflects a heavy polluted case. High levels of TOC, TKN, TPH, PAHs and PCBs, in addition to Cu, Pb and Zn were reported at station 6 (Al Hamriya St 3). Al-Hamriya St 3 represents the most contaminated station. But the highest values of TKN, Fe, Mg, Cr, Ni and V were reported at stations located in the southwestern part (Dewa and Dubai). High positive correlation between TPH and TOC suggests that TOC could be used as an indicator of oil pollution in heavily oiled sediments. The frequency distribution of pollutants in the study area and the high relative S.D suggest an anthropogenic source. The association of copper, lead and zinc, with TPH and TOC in absence of V and Ni suggests that these pollutants are not related to crude oil and can be attributed to the presence of other contaminants. The negative correlation between Na and each of TPH, TOC, TKN, CU, Pb and Zn may give evidence of freshwater inpu

Power optimization for a hydrocarbon industrial plant using a genetic algorithm

In this paper, a genetic algorithm (GA) is considered for optimizing electrical power loss for a real hydrocarbon industrial plant as a single objective problem. The subject plant electrical system consists of 275 buses, two gas turbine generators, two steam turbine generators, large synchronous motors, and other rotational and static loads. The minimization of power losses (J1) objective is used to guide the optimization process, and, consequently, the injected power into the grid (PRInject) is increased. The results obtained demonstrate the potential and effectiveness of the proposed approach to optimize the power consumption. Also, in this paper a cost appraisal for the potential daily, monthly and annual cost saving will be addressed

Language mirrors gender preference

The following piece of research will look at certain aspects of contemporary usage of Arabic and English. The aim is to reveal prejudicial attitudes in the language use that demean women while on the other hand glorify and honor men. The paper will not only try to describe a linguistic phenomenon and its social context, but will also attempt to show how linguistic differentiation and usage reflect social structure i.e. it is a direct consequence of the structural social inequality found in the community. Data from Arabic, mainly Qatari Arabic, and English in the fields of names, insults, word ordering and titles is presented to provide evidence that sex-related bias in language usage is evident everywhere, albeit in different forms and fashions, and to different degrees

Literacy and Children’s literature: Evidence from Actual Classroom Practice

This qualitative study aims at detecting areas that requires to be developed in the EFL reading program in elementary stages in Kuwaiti public schools by using children’s literature. It also examines the reading program in the public elementary curriculum. The participants were six English language major students from the College of Basic Education in Kuwait. Those six students were in their senior year and have just recently finished with the micro- teaching course followed by their practicum and then as independent EFL teachers. The findings revealed that young learners should be encouraged to use books at an early stages which will later bring pleasure to these students. Furthermore, environment plays an important role in reading pleasure

The relationship between attitudes and achievemet in SL ( a case study of students at the University of Qatar)

Attitudes and motivation are considered important factors in Language Acquisition (LA). Learners' attitudes towards speakers ofTarget Language (TL) and the TLitselfhave been the subject of intensive research in applied linguistics and related disciplines. However, the results are not clear. Spolsky (1969), Gardner and Lambert (1972)1 ,De-klerk and Bosch (1193) and Abu-Rabia (1995) have found that integrative attitude is positively related to achievement in language proficiency. An integrative motive is employed when learners wish to integrate themselves within the culture of the second language group, to identify themselves with and become a part ofthat society. The conclusion we may draw from the studies noted above is that integrative attitudes may indeed be an important requirement for successful language learning. Moreover, some teachers and researchers have even gone so far as to claim that integrative attitude is absolutely essential for successful SLL. However, Oller et al (1977) find instrumental attitude to be the best predicator of language of proficiency in an SL setting. Lukmani (1972), and Gardner (1991) suggest that there are conditions under which instrumental motivation leads to more successful SLL than integrative motivation does. Gardner and Lambert have introduced the concept of instrumental motivation in which the learner is motivated to learn an L2 for utilitarian purposes, (e.g. furthering a career, improving social status or meeting an educational requirement). More research on the interrelationships of these factors seems to be needed

Teachers' Perceptions on Authentic Materials in Language Teaching in Kuwait

This research paper was conducted to find out the effects of authentic materials on students learning at elementary level. This study provides basic and comprehensive information to assist teachers in developing effective communication among teachers and students. It was carried out during fall semester 2013. The researcher used qualitative method approach in which simultaneously collected data using a non- participant observation, artifacts, and face-to face interview. The objectives of the study were to determine the teachers perceptions towards the use of one or many types of authentic materials in teaching English as a foreign language, their effective way in integrating the English language skills, and to determine whether the use of authentic materials is more effective than traditional methods of teaching. The results of data shows that the authentic materials are a good and useful tool for learning a second language toward examination purposes because they lead the learner into drawing out language from their own knowledge and personal experiences through exposure to, immersion to the stimuli presented before them. Keywords: Authentic material, ESL/ EFL, teacher preparation, Listening/Viewing Materials, Visual Materials, Printed Materials, Realia, elementary stage.

“…they feel that they have a voice and their voice is heard”: Towards Participatory Forms of Teachers’ CPD in Oman

The area of teachers’ continuing professional development (CPD) is of growing interest internationally. In Oman, where this issue is given a lot of attention, the Ministry of Education spends a lot of money each year to provide many CPD opportunities for in-service TESOL teachers. However, the effectiveness of these initiatives and the impact they have on teaching and learning is questionable. This has been reflected in a number of research studies which have been conducted locally and which focus on various issues relating to teachers’ CPD but these studies have not addressed the issue critically. Given this, the current study attempts to critically examine the CPD system in the in-service TESOL context in Oman, and to improve the Government’s applied CPD strategy through suggesting a participatory model of CPD in Education. The study is situated in the critical paradigm and followed a multi-methodology transformative design using mixed methods to develop an understanding of the investigated issues from a macro and micro level. The study started with a quantitative phase using an online questionnaire and 331 English teachers and Senior English teachers responded to it. Phase two of the study was comprised of a case study to look in detail at the CPD system in Oman. Three schools were chosen for the case study with 18 participants/teachers. Semi-structured and focus group interviews as well as observations were used to collect data at this stage. The same 18 participants joined the action research (phase three) stage of the study to introduce them to the participatory model of CPD. This phase included three workshops and online discussion sessions, following this one focus group interview and 6 individual semi-structured interviews were conducted to see teachers’ reaction to the intervention; the participatory model. The findings showed that in-service TESOL teachers in Oman who participated in this study hold different beliefs about teaching as a profession and have different reasons for becoming teachers. The findings revealed that a key source influencing teachers’ CPD participation is their beliefs, and that participants’ hold a wide range of beliefs about CPD. Moreover, the findings disclosed that participants have experienced different types of activities which were mostly offered to them through the Ministry of Education in structured ways (e.g. INSET courses); yet, these did not respond to teachers’ individual needs.The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The study recommends that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession. Furthermore, the evaluation of the participatory model of CPD adopted in this study showed that this model has positively impacted on participant teachers’ CPD and three aspects of change were noticed: teachers’ beliefs, their practices about CPD, and change in students (e.g. their reading habits). The findings revealed that this model has enabled participant teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as prepared them to be future transformative intellectuals. Therefore, recommendations include the need for more informal, participatory and collaborative forms of CPD to be added to the current CPD system in Oman. The study further calls for new policies and practices to improve the teaching force in the country. These include stringent criteria for teachers’ selection and recruitment, developing strong educational policies regarding the initial teacher formation, considering teachers’ beliefs in any in-service CPD initiative, and raising teachers’ awareness to become responsible for their life-long career development. Most significantly, on the basis of the study findings, there is a need to reform teachers’ CPD in Oman to include dedication to building character, community, humanitarianism and democracy in young people