68 research outputs found

    An investigation of gender and generational differences in attitudes toward the importance of a college degree in the UAE

    Get PDF
    ยฉ 2017, Emerald Publishing Limited. Purpose: This study examines attitudes toward higher education for men and women among male and female students and parents in the United Arab Emirates (UAE) and demonstrates gender differences in parent and student expectations about the importance of higher education. Design/methodology/approach: This quantitative study examines attitudes toward higher education among 461 matched students and parents (total sample size 1442 respondents) in six higher education institutions in the United Arab Emirates (UAE) and demonstrates gender differences between parent and student perceptions. Findings: In general, attitudes about the importance of a college degree were high and stable, except that younger, more recent female graduates were more likely to disagree that family traditions were threatened by women completing a college degree. Socio-demographic variables were associated with more favorable attitudes about the value of education for global leadership, the importance of a college education for both men and women and gender equality. Research limitations/implications: Six higher education institutions were represented in the sample so external validity can be improved by studying these variables in other sample groups across the nation, region and globe. In addition, including additional types of universities, e.g. distance learning, technical, research and military, would indicate if the findings are generalizable to a broader range of institutions of higher education. There are opportunities for future comparative studies to examine the relevance of these findings across cultures and government initiatives to build national human resource capital and to consider other aspects of intergenerational relationships, attitudes and behaviors. Originality/value: The authors examine perceived implications of the value of higher education on different arenas of men and womenโ€™s lives among the Emirates. Additionally, we focus on whether their attitudes vary by gender and generation

    (ุงู„ุนุฑุจูŠุฉ ู„ู„ู†ุงุทู‚ูŠู† ุจุบูŠุฑู‡ุงุŒ ุฏูˆุฑุฉ ุถุจุงุท ูˆุฒุงุฑุฉ ุงู„ุฏูุงุน ุงู„ู…ุงู„ูŠุฒูŠุฉ (ุงู„ู…ุงุฏุฉ ุงู„ุชุนู„ูŠู…ูŠุฉ = Arabic for non-native speakers: course for officers of Malaysian Ministry of Defense (Curriculum)

    Get PDF
    ูŠูŽุณู’ุชูŽู‡ู’ุฏููู ู‡ูŽุฐุง ุงู„ูƒูุชุงุจู ุจูุฅุตู’ุฏุงุฑูู‡ู ุงู„ุฃูˆูŽู‘ู„ู ุถูุจูŽู‘ุงุทูŽ ูˆูุฒุงุฑูŽุฉู ุงู„ุฏูู‘ูุงุนู ุงู„ู…ุงู„ูŠุฒูŠูŽู‘ุฉูุ› ูŠูุนูŽู„ูู‘ู…ูู‡ูู… ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉูŽ ุงู„ูˆูŽุธููŠู’ูููŠูŽู‘ุฉูŽ ุงู„ูŽู‘ุชููŠ ุชูู…ูุฏูู‘ู‡ูู… ุจูุงู„ูƒููุงูŠุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุงู„ุงุชูู‘ุตุงู„ููŠูŽู‘ุฉู ูˆุงู„ุซูŽู‘ู‚ุงูููŠูŽู‘ุฉู ุงู„ู…ูู†ุงุณูุจูŽุฉู ุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ู ุงู„ุนูŽุณู’ูƒูŽุฑููŠูŽู‘ุŒ ูˆุชูุจู’ุฑูุฒู ุชูŽู…ูŽูŠูู‘ุฒูŽ ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉู ุงู„ููŽุตููŠู’ุญูŽุฉู ูˆุฎูŽุตุงุฆูุตูŽู‡ุงุ› ุงุจู’ุชูุฏุงุกู‹ ู…ูู†ู’ ุฃูˆูŽู‘ู„ููŠูŽู‘ุงุชูู‡ุงุŒ ูˆู„ูŽูŠู’ุณูŽ ุงู†ู’ุชูู‡ุงุกู‹ ุนูู†ู’ุฏูŽ ุงู„ุชูŽู‘ูˆุงุตูู„ู ุจูู‡ุงุ› ู„ุฃู†ูŽู‘ ู…ูู†ู’ ุฃู‡ู’ุฏุงููู‡ุง ุชูŽุญู’ูููŠู’ุฒูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ู ุฅู„ู‰ ุฃูƒู’ุซูŽุฑูŽ ู…ูู†ู’ ุฐูŽู„ููƒูŽุ› ุฃูŠู’ ุฅู„ู‰ ุชูŽู…ูŽุซูู‘ู„ูู‡ุง ู„ูุณุงู†ู‹ุง ุฌุงู…ูุนู‹ุง ุงู„ุซูŽู‘ู‚ุงููŽุฉูŽ ุงู„ุฅุณู„ุงู…ููŠูŽู‘ุฉูŽ ุนู„ู‰ ุงุฎู’ุชูู„ุงูู ู…ูŽุดูŽุงุฑูุจูู‡ุงุŒ ูˆู…ูู†ู’ ุซูŽู…ูŽู‘ ุญูŽุฑูŽุตูŽ ููŽุฑููŠู’ู‚ู ุฅุนู’ุฏุงุฏู ู‡ุฐุง ุงู„ูƒูุชุงุจู ุนู„ู‰ ุชูŽุญู’ู‚ููŠู’ู‚ู ุฌูŽู…ู’ุนู ู…ูู†ูŽ ุงู„ู…ูุฎู’ุฑูŽุฌุงุชู ุงู„ูŽู‘ุชููŠ ูŠูŽุณู’ุชูŽู‡ู’ุฏูููู‡ุงุŒ ูˆู…ูู†ู’ู‡ุง: ุงู„ุชูŽู‘ูƒุงู…ูู„ู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูŽู‡ุงุฑุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุนูŽู†ุงุตูุฑูู‡ุงุŒ ู…ูุฑุงุนุงุฉู ุงู„ุชูŽู‘ุฏูŽุฑูู‘ุฌู ููŠ ุนูŽุฑู’ุถู ุงู„ู…ุงุฏูŽู‘ุฉู ุงู„ุชูŽู‘ุนู’ู„ููŠู’ู…ููŠูŽู‘ุฉูุŒ ุชูŽู†ู’ูˆููŠู’ุนู ุงู„ู†ูู‘ุตููˆู’ุตู ูˆุงู„ุชูŽู‘ุฏู’ุฑููŠู’ุจูŽุงุชู ุจูุญูŽูŠู’ุซู ุชูู†ูŽุงุณูุจู ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ุŒ ู…ู„ุงุกูŽู…ูŽุฉู ุงู„ุงุฎู’ุชูู„ุงูู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงู„ู…ูุนูŽู„ูู‘ู…ููŠู’ู†ูŽุŒ ุงู„ุงุณู’ุชูุนุงู†ูŽุฉู ุจูุงู„ุตูู‘ูˆู’ุฑูŽุฉู ูˆุงู„ุชูŽู‘ุฑู’ุฌูŽู…ูŽุฉู ุฃุญู’ูŠุงู†ู‹ุง

    (ุงู„ุนุฑุจูŠุฉ ู„ู„ู†ุงุทู‚ูŠู† ุจุบูŠุฑู‡ุงุŒ ุฏูˆุฑุฉ ุถุจุงุท ูˆุฒุงุฑุฉ ุงู„ุฏูุงุน ุงู„ู…ุงู„ูŠุฒูŠุฉ (ุงู„ุชุฏุฑูŠุจุงุช = Arabic for non-native speakers: course for officers of Malaysian Ministry of Defense (Activity)

    Get PDF
    ูŠูŽุณู’ุชูŽู‡ู’ุฏููู ู‡ูŽุฐุง ุงู„ูƒูุชุงุจู ุจูุฅุตู’ุฏุงุฑูู‡ู ุงู„ุฃูˆูŽู‘ู„ู ุถูุจูŽู‘ุงุทูŽ ูˆูุฒุงุฑูŽุฉู ุงู„ุฏูู‘ูุงุนู ุงู„ู…ุงู„ูŠุฒูŠูŽู‘ุฉูุ› ูŠูุนูŽู„ูู‘ู…ูู‡ูู… ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉูŽ ุงู„ูˆูŽุธููŠู’ูููŠูŽู‘ุฉูŽ ุงู„ูŽู‘ุชููŠ ุชูู…ูุฏูู‘ู‡ูู… ุจูุงู„ูƒููุงูŠุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุงู„ุงุชูู‘ุตุงู„ููŠูŽู‘ุฉู ูˆุงู„ุซูŽู‘ู‚ุงูููŠูŽู‘ุฉู ุงู„ู…ูู†ุงุณูุจูŽุฉู ุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ู ุงู„ุนูŽุณู’ูƒูŽุฑููŠูŽู‘ุŒ ูˆุชูุจู’ุฑูุฒู ุชูŽู…ูŽูŠูู‘ุฒูŽ ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉู ุงู„ููŽุตููŠู’ุญูŽุฉู ูˆุฎูŽุตุงุฆูุตูŽู‡ุงุ› ุงุจู’ุชูุฏุงุกู‹ ู…ูู†ู’ ุฃูˆูŽู‘ู„ููŠูŽู‘ุงุชูู‡ุงุŒ ูˆู„ูŽูŠู’ุณูŽ ุงู†ู’ุชูู‡ุงุกู‹ ุนูู†ู’ุฏูŽ ุงู„ุชูŽู‘ูˆุงุตูู„ู ุจูู‡ุงุ› ู„ุฃู†ูŽู‘ ู…ูู†ู’ ุฃู‡ู’ุฏุงููู‡ุง ุชูŽุญู’ูููŠู’ุฒูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ู ุฅู„ู‰ ุฃูƒู’ุซูŽุฑูŽ ู…ูู†ู’ ุฐูŽู„ููƒูŽุ› ุฃูŠู’ ุฅู„ู‰ ุชูŽู…ูŽุซูู‘ู„ูู‡ุง ู„ูุณุงู†ู‹ุง ุฌุงู…ูุนู‹ุง ุงู„ุซูŽู‘ู‚ุงููŽุฉูŽ ุงู„ุฅุณู„ุงู…ููŠูŽู‘ุฉูŽ ุนู„ู‰ ุงุฎู’ุชูู„ุงูู ู…ูŽุดูŽุงุฑูุจูู‡ุงุŒ ูˆู…ูู†ู’ ุซูŽู…ูŽู‘ ุญูŽุฑูŽุตูŽ ููŽุฑููŠู’ู‚ู ุฅุนู’ุฏุงุฏู ู‡ุฐุง ุงู„ูƒูุชุงุจู ุนู„ู‰ ุชูŽุญู’ู‚ููŠู’ู‚ู ุฌูŽู…ู’ุนู ู…ูู†ูŽ ุงู„ู…ูุฎู’ุฑูŽุฌุงุชู ุงู„ูŽู‘ุชููŠ ูŠูŽุณู’ุชูŽู‡ู’ุฏูููู‡ุงุŒ ูˆู…ูู†ู’ู‡ุง: ุงู„ุชูŽู‘ูƒุงู…ูู„ู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูŽู‡ุงุฑุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุนูŽู†ุงุตูุฑูู‡ุงุŒ ู…ูุฑุงุนุงุฉู ุงู„ุชูŽู‘ุฏูŽุฑูู‘ุฌู ููŠ ุนูŽุฑู’ุถู ุงู„ู…ุงุฏูŽู‘ุฉู ุงู„ุชูŽู‘ุนู’ู„ููŠู’ู…ููŠูŽู‘ุฉูุŒ ุชูŽู†ู’ูˆููŠู’ุนู ุงู„ู†ูู‘ุตููˆู’ุตู ูˆุงู„ุชูŽู‘ุฏู’ุฑููŠู’ุจูŽุงุชู ุจูุญูŽูŠู’ุซู ุชูู†ูŽุงุณูุจู ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ุŒ ู…ู„ุงุกูŽู…ูŽุฉู ุงู„ุงุฎู’ุชูู„ุงูู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงู„ู…ูุนูŽู„ูู‘ู…ููŠู’ู†ูŽุŒ ุงู„ุงุณู’ุชูุนุงู†ูŽุฉู ุจูุงู„ุตูู‘ูˆู’ุฑูŽุฉู ูˆุงู„ุชูŽู‘ุฑู’ุฌูŽู…ูŽุฉู ุฃุญู’ูŠุงู†ู‹ุง

    (ุงู„ุนุฑุจูŠุฉ ู„ู„ู†ุงุทู‚ูŠู† ุจุบูŠุฑู‡ุงุŒ ุฏูˆุฑุฉ ุถุจุงุท ูˆุฒุงุฑุฉ ุงู„ุฏูุงุน ุงู„ู…ุงู„ูŠุฒูŠุฉ (ุงู„ู…ุนุฌู… ุงู„ู…ู„ุญู‚ = Arabic for non-native speakers: course for officers of Malaysian Ministry of Defense (Dictionary)

    Get PDF
    ูŠูŽุณู’ุชูŽู‡ู’ุฏููู ู‡ูŽุฐุง ุงู„ูƒูุชุงุจู ุจูุฅุตู’ุฏุงุฑูู‡ู ุงู„ุฃูˆูŽู‘ู„ู ุถูุจูŽู‘ุงุทูŽ ูˆูุฒุงุฑูŽุฉู ุงู„ุฏูู‘ูุงุนู ุงู„ู…ุงู„ูŠุฒูŠูŽู‘ุฉูุ› ูŠูุนูŽู„ูู‘ู…ูู‡ูู… ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉูŽ ุงู„ูˆูŽุธููŠู’ูููŠูŽู‘ุฉูŽ ุงู„ูŽู‘ุชููŠ ุชูู…ูุฏูู‘ู‡ูู… ุจูุงู„ูƒููุงูŠุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุงู„ุงุชูู‘ุตุงู„ููŠูŽู‘ุฉู ูˆุงู„ุซูŽู‘ู‚ุงูููŠูŽู‘ุฉู ุงู„ู…ูู†ุงุณูุจูŽุฉู ุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ู ุงู„ุนูŽุณู’ูƒูŽุฑููŠูŽู‘ุŒ ูˆุชูุจู’ุฑูุฒู ุชูŽู…ูŽูŠูู‘ุฒูŽ ุงู„ุนูŽุฑูŽุจููŠูŽู‘ุฉู ุงู„ููŽุตููŠู’ุญูŽุฉู ูˆุฎูŽุตุงุฆูุตูŽู‡ุงุ› ุงุจู’ุชูุฏุงุกู‹ ู…ูู†ู’ ุฃูˆูŽู‘ู„ููŠูŽู‘ุงุชูู‡ุงุŒ ูˆู„ูŽูŠู’ุณูŽ ุงู†ู’ุชูู‡ุงุกู‹ ุนูู†ู’ุฏูŽ ุงู„ุชูŽู‘ูˆุงุตูู„ู ุจูู‡ุงุ› ู„ุฃู†ูŽู‘ ู…ูู†ู’ ุฃู‡ู’ุฏุงููู‡ุง ุชูŽุญู’ูููŠู’ุฒูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ู ุฅู„ู‰ ุฃูƒู’ุซูŽุฑูŽ ู…ูู†ู’ ุฐูŽู„ููƒูŽุ› ุฃูŠู’ ุฅู„ู‰ ุชูŽู…ูŽุซูู‘ู„ูู‡ุง ู„ูุณุงู†ู‹ุง ุฌุงู…ูุนู‹ุง ุงู„ุซูŽู‘ู‚ุงููŽุฉูŽ ุงู„ุฅุณู„ุงู…ููŠูŽู‘ุฉูŽ ุนู„ู‰ ุงุฎู’ุชูู„ุงูู ู…ูŽุดูŽุงุฑูุจูู‡ุงุŒ ูˆู…ูู†ู’ ุซูŽู…ูŽู‘ ุญูŽุฑูŽุตูŽ ููŽุฑููŠู’ู‚ู ุฅุนู’ุฏุงุฏู ู‡ุฐุง ุงู„ูƒูุชุงุจู ุนู„ู‰ ุชูŽุญู’ู‚ููŠู’ู‚ู ุฌูŽู…ู’ุนู ู…ูู†ูŽ ุงู„ู…ูุฎู’ุฑูŽุฌุงุชู ุงู„ูŽู‘ุชููŠ ูŠูŽุณู’ุชูŽู‡ู’ุฏูููู‡ุงุŒ ูˆู…ูู†ู’ู‡ุง: ุงู„ุชูŽู‘ูƒุงู…ูู„ู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูŽู‡ุงุฑุงุชู ุงู„ู„ูู‘ุบูŽูˆููŠูŽู‘ุฉู ูˆุนูŽู†ุงุตูุฑูู‡ุงุŒ ู…ูุฑุงุนุงุฉู ุงู„ุชูŽู‘ุฏูŽุฑูู‘ุฌู ููŠ ุนูŽุฑู’ุถู ุงู„ู…ุงุฏูŽู‘ุฉู ุงู„ุชูŽู‘ุนู’ู„ููŠู’ู…ููŠูŽู‘ุฉูุŒ ุชูŽู†ู’ูˆููŠู’ุนู ุงู„ู†ูู‘ุตููˆู’ุตู ูˆุงู„ุชูŽู‘ุฏู’ุฑููŠู’ุจูŽุงุชู ุจูุญูŽูŠู’ุซู ุชูู†ูŽุงุณูุจู ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงุฎู’ุชูุตูŽุงุตูŽู‡ูู…ุŒ ู…ู„ุงุกูŽู…ูŽุฉู ุงู„ุงุฎู’ุชูู„ุงูู ุจูŽูŠู’ู†ูŽ ุงู„ู…ูุชูŽุนูŽู„ูู‘ู…ููŠู’ู†ูŽ ูˆุงู„ู…ูุนูŽู„ูู‘ู…ููŠู’ู†ูŽุŒ ุงู„ุงุณู’ุชูุนุงู†ูŽุฉู ุจูุงู„ุตูู‘ูˆู’ุฑูŽุฉู ูˆุงู„ุชูŽู‘ุฑู’ุฌูŽู…ูŽุฉู ุฃุญู’ูŠุงู†ู‹ุง

    Advancing hydrogen: a closer look at implementation factors, current status and future potential

    Get PDF
    This review article provides a comprehensive analysis of the hydrogen landscape, outlining the imperative for enhanced hydrogen production, implementation, and utilisation. It places the question of how to accelerate hydrogen adoption within the broader context of sustainable energy transitions and international commitments to reduce carbon emissions. It discusses influencing factors and policies for best practices in hydrogen energy application. Through an in-depth exploration of key factors affecting hydrogen implementation, this study provides insights into the complex interplay of both technical and logistical factors. It also discusses the challenges of planning, constructing infrastructure, and overcoming geographical constraints in the transition to hydrogen-based energy systems. The drive to achieve net-zero carbon emissions is contingent on accelerating clean hydrogen development, with blue and green hydrogen poised to complement traditional fuels. Publicโ€“private partnerships are emerging as catalysts for the commercialisation of hydrogen and fuel-cell technologies, fostering hydrogen demonstration projects worldwide. The anticipated integration of clean hydrogen into various sectors in the coming years signifies its importance as a complementary energy source, although specific applications across industries remain undefined. The paper provides a good reference on the gradual integration of hydrogen into the energy landscape, marking a significant step forward toward a cleaner, greener future

    Beyond the pandemic : COVID-19 pandemic changed the face of life

    Get PDF
    Funding Information: This work was supported by the Swedish Research Council Vetenskapsr?det (VR grant 2016?05885). Funding Information: Acknowledgments: H.R. El-Seedi is very grateful to the Swedish Research links grant VR 2016โ€“ 05885 and the Department of Molecular Biosciences, Wenner-Grens Institute, Stockholm University, Sweden, for the financial support. Publisher Copyright: ยฉ 2021 by the au-thors. Licensee MDPI, Basel, Switzerland.The COVID-19 pandemic is a serious challenge for societies around the globe as entire populations have fallen victim to the infectious spread and have taken up social distancing. In many countries, people have had to self-isolate and to be confined to their homes for several weeks to months to prevent the spread of the virus. Social distancing measures have had both negative and positive impacts on various aspects of economies, lifestyles, education, transportation, food supply, health, social life, and mental wellbeing. On other hands, due to reduced population movements and the decline in human activities, gas emissions decreased and the ozone layer improved; this had a positive impact on Earthโ€™s weather and environment. Overall, the COVID-19 pandemic has negative effects on human activities and positive impacts on nature. This study discusses the impact of the COVID-19 pandemic on different life aspects including the economy, social life, health, education, and the environment.publishersversionPeer reviewe

    The impact of generation and socioeconomic status on the value of higher education in the UAE: A longitudinal study

    Get PDF
    ยฉ 2017 This study explores the differences between student and parentsโ€™ value orientation for a college degree across a large sample in the UAE. The value of obtaining a higher education degree in the UAE is transgenerational. Salient benefits of a college degree can be categorized by economic, social and entrepreneurial factors and a model is set forth based on an intrinsic/extrinsic and self vs. other continuum. Education and income are related to valuing several educational outcomes. The most important factor identified across generations included both self-transcendence and self-enhancement values. From 2011โ€“2015, the importance of higher education\u27s social benefits has increased

    Diversity, distribution and conservation of the terrestrial reptiles of Oman (Sauropsida, Squamata)

    Get PDF
    All authors: Salvador Carranza , Meritxell Xipell, Pedro Tarroso, Andrew Gardner, Edwin Nicholas Arnold, Michael D. Robinson, Marc Simรณ-Riudalbas, Raquel Vasconcelos, Philip de Pous, Fรจlix Amat, Jiล™รญ ล mรญd, Roberto Sindaco, Margarita Metallinou โ€ , Johannes Els, Juan Manuel Pleguezuelos, Luis Machado, David Donaire, Gabriel Martรญnez, Joan Garcia-Porta, Tomรกลก Mazuch, Thomas Wilms, Jรผrgen Gebhart, Javier Aznar, Javier Gallego, Bernd-Michael Zwanzig, Daniel Fernรกndez-Guiberteau, Theodore Papenfuss, Saleh Al Saadi, Ali Alghafri, Sultan Khalifa, Hamed Al Farqani, Salim Bait Bilal, Iman Sulaiman Alazri, Aziza Saud Al Adhoobi, Zeyana Salim Al Omairi, Mohammed Al Shariani, Ali Al Kiyumi, Thuraya Al Sariri, Ahmed Said Al Shukaili, Suleiman Nasser Al Akhzami.In the present work, we use an exceptional database including 5,359 records of 101 species of Omanโ€™s terrestrial reptiles together with spatial tools to infer the spatial patterns of species richness and endemicity, to infer the habitat preference of each species and to better define conservation priorities, with especial focus on the effectiveness of the protected areas in preserving this unique arid fauna. Our results indicate that the sampling effort is not only remarkable from a taxonomic point of view, with multiple observations for most species, but also for the spatial coverage achieved. The observations are distributed almost continuously across the two-dimensional climatic space of Oman defined by the mean annual temperature and the total annual precipitation and across the Principal Component Analysis (PCA) of the multivariate climatic space and are well represented within 17 out of the 20 climatic clusters grouping 10% of the explained climatic variance defined by PC1 and PC2. Species richness is highest in the Hajar and Dhofar Mountains, two of the most biodiverse areas of the Arabian Peninsula, and endemic species richness is greatest in the Jebel Akhdar, the highest part of the Hajar Mountains. Omanโ€™s 22 protected areas cover only 3.91% of the country, including within their limits 63.37% of terrestrial reptiles and 50% of all endemics. Our analyses show that large areas of the climatic space of Oman lie outside protected areas and that seven of the 20 climatic clusters are not protected at all. The results of the gap analysis indicate that most of the species are below the conservation target of 17% or even the less restrictive 12% of their total area within a protected area in order to be considered adequately protected. Therefore, an evaluation of the coverage of the current network of protected areas and the identification of priority protected areas for reptiles using reserve design algorithms are urgently needed. Our study also shows that more than half of the species are still pending of a definitive evaluation by the International Union for Conservation of Nature (IUCN).This work was funded by grants CGL2012-36970, CGL2015-70390-P from the Ministerio de Economรญa y Competitividad, Spain (cofunded by FEDER) to SC, the project Field study for the conservation of reptiles in Oman, Ministry of Environment and Climate Affairs, Oman (Ref: 22412027) to SC and grant 2014-SGR-1532 from the Secretaria d'Universitats i Recerca del Departament d'Economia i Coneixement de la Generalitat de Catalunya to SC. MSR is funded by a FPI grant from the Ministerio de Economรญa y Competitividad, Spain (BES-2013-064248); RV, PT and LM were funded by Fundaรงรฃo para a Ciรชncia e Tecnologia (FCT) through post-doc grants (SFRH/BPD/79913/2011) to RV, (SFRH/BPD/93473/2013) to PT and PhD grant (SFRH/BD/89820/2012) to LM, financed by Programa Operacional Potencial Humano (POPH) โ€“ Quadro de Referรชncia Estrategico Nacional (QREN) from the European Social Fund and Portuguese Ministerio da Educaรงรฃo e Ciรชncia
    • โ€ฆ
    corecore