The Development of a Measure of Orthographic Processing in the Arabic Language: A Psychometric Evaluation

Although Arabic is an official language in 27 countries, standardized measures to assess Arabic literacy are scarce. The purpose of this research was to examine the item functioning of an assessment of Arabic orthographic knowledge. Sixty novel items were piloted with 201 third grade Arabic-speaking students. Participants were asked to identify the correctly spelled word from a pair of two words. Although the assessment was designed to be unidimensional, competing models were tested to determine whether item performance was attributable to multidimensionality. No multidimensional structure fit the data significantly better than the unidimensional model. The 60 original items were evaluated through item fit statistics and comparing performance against theoretical expectations. Twenty-eight items were identified as functioning poorly and were iteratively removed from the scale, resulting in a 32-item set. A value of 0.987 was obtained for McDonald’s coefficient ω from this final scale. Participants’ scores on the measure correlated with an external word reading accuracy measure at 0.79 (p \u3c .001), suggesting that the tool may measure skills important to word reading in Arabic. The task is simple to score and can discriminate among children with below-average orthographic knowledge. This work provides a foundation to develop Arabic literacy assessment

Adaptation of the Basic Empathy Scale among a Portuguese sample of incarcerated juvenile offenders

The main aim of the present study was to examine the psychometric properties of the Basic Empathy Scale (BES) and of its adapted short version among a forensic sample of incarcerated male juvenile offenders (N = 221). The Portuguese validations of the BES and its adapted short version demonstrated good psychometric properties, namely in terms of the two-factor structure, internal consistency, convergent validity, discriminant validity, and concurrent validity that generally justifies its use among this population. Statistically significant associations were found with callous– unemotional traits and social anxiety. Findings are discussed in terms of the use of the BES and its adapted short version with juvenile offenders.This research was supported by the Portuguese Foundation for Science and Technology (FCT) with co-financing of the European Social Fund – POPH/FSE [grant number SFRH/BPD/86666/2012]

Limitations of rupture forecasting exposed by instantaneously triggered earthquake doublet

Earthquake hazard assessments and rupture forecasts are based on the potential length of seismic rupture and whether or not slip is arrested at fault segment boundaries. Such forecasts do not generally consider that one earthquake can trigger a second large event, near-instantaneously, at distances greater than a few kilometers. Here we present a geodetic and seismological analysis of a magnitude 7.1 intra-continental earthquake that occurred in Pakistan in 1997. We find that the earthquake, rather than a single event as hitherto assumed, was in fact an earthquake doublet: initial rupture on a shallow, blind 2 reverse fault was followed just 19 seconds later by a second rupture on a separate reverse fault 50 km away. Slip on the second fault increased the total seismic moment by half, and doubled both the combined event duration and the area of maximum ground shaking. We infer that static Coulomb stresses at the initiation location of the second earthquake were probably reduced as a result of the first. Instead, we suggest that a dynamic triggering mechanism is likely, although the responsible seismic wave phase is unclear. Our results expose a flaw in earthquake rupture forecasts that disregard cascading, multiple-fault ruptures of this type

Social anxiety symptoms in young children:Investigating the interplay of theory of mind and expressions of shyness

Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety

The humanistic roots of Islamic administration and leadership for education : philosophical foundations for cross-cultural and transcultural teaching

For a number of decades, a humanistic approach has been a minor but persistent one in the Western field of administrative and leadership studies, and only recently has been broadening to include other humanist traditions (Dierksmeier et al., 2011) and has yet to be fully explored in educational administration and its pedagogy and curriculum although some foundational work has been done (e.g., Samier, 2005). The focus in this chapter is on the Islamic humanist tradition as it relates to the teaching of educational administration and leadership in a Muslim context, with implications for cross-cultural and transcultural use. The second purpose of the chapter is to show the correspondences that exist between the Islamic and Western humanist traditions in terms of human values, knowledge and educational ideal, which in this chapter are argued to be close to the Western Idealist tradition and the German Bildung conception of education as well as the strong interpretive and hermeneutic foundations that originated in the Islamic tradition and which influenced the foundations of many relevant European schools of thought, particularly in the Enlightenment.The initial section of the chapter is a comparative examination of the central principles of the Islamic humanist tradition from the classical through to contemporary times with the Western humanist tradition as they relate to conceptions of the good, ethics, the construction of meaning and a set of higher order values predicated upon human dignity, integrity, empathy, well-being, and the public good (Goodman, 2003) covering a number of important scholars like Al Farabi, al Isfanhani, and Edward Said (e.g., Kraemer, 1986). In both, professions are viewed as meaningful work that allow for large measures of decision making, and are grounded in human qualities and needs including autonomy, freedom and emancipation balanced with responsibilities, obligations and duties to society. These are compared with the corresponding principles of knowledge in Western humanism which includes a strong constructivist view of reality (Makdisi, 1990). Secondly, the chapter examines the principles of good or ideal leadership and administration that humanism aims at in its preparation of officials, including those in the educational sector in both the classical Islamic tradition (Hassi, 2012) and Western approaches to humanistic administration and leadership (Czarniawska-Joerges & Guillet de Monthoux, 1994; Gagliardi & Czarniawska, 2006; Leoussi, 2000). The third section focusses on close correspondences that exist between the Islamic (Afsaruddin, 2016; al-Attas, 1980; Yasin & Jani, 2013) and Western (Aloni, 2007; Veugelers, 2011) humanist education traditions in terms of educational ideal as well as the kind of teaching practices that distinguish these traditions (Daiber, 2013; Dossett, 2014) as they apply to educational administration and leadership (Greenfield & Ribbins, 1993). The chapter concludes with a discussion of how the Islamic humanist tradition can contribute to cross-cultural and transcultural graduate teaching in international educational administration (Khan & Amann, 2013)

Receiver function study in northern Sumatra and the Malaysian peninsula

International audienceIn this receiver function study, we investigate the structure of the crust beneath six seismic broadband stations close to the Sunda Arc formed by subduction of the Indo-Australian under the Sunda plate. We apply three different methods to analyse receiver functions at single stations. A recently developed algorithm determines absolute shear-wave velocities from observed frequency-dependent apparent incidence angles of P waves. Using waveform inversion of receiver functions and a modified Zhu and Kanamori algorithm, properties of discontinuities such as depth, velocity contrast, and sharpness are determined. The combination of the methods leads to robust results. The approach is validated by synthetic tests. Stations located on Malaysia show high-shear-wave velocities () near the surface in the range of 3.4-3.6 km s attributed to crystalline rocks and 3.6-4.0 km s in the lower crust. Upper and lower crust are clearly separated, the Moho is found at normal depths of 30-34 km where it forms a sharp discontinuity at station KUM or a gradient at stations IPM and KOM. For stations close to the subduction zone (BSI, GSI and PSI) complexity within the crust is high. Near the surface low of 2.6-2.9 km s indicate sediment layers. High of 4.2 km s are found at depth greater than 6 and 2 km at BSI and PSI, respectively. There, the Moho is located at 37 and 40 km depth. At station GSI, situated closest to the trench, the subducting slab is imaged as a north-east dipping structure separated from the sediment layer by a 10 km wide gradient in between 10 and 20 km depth. Within the subducting slab ≈ 4.7 km s. At station BSI, the subducting slab is found at depth between 90 and 110 km dipping 20° ± 8° in approximately N 60° E. A velocity increase in similar depth is indicated at station PSI, however no evidence for a dipping layer is found