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With the economic expansion and globalization, there are several disputes raging over how to enhance education quality. Conventional education systems do not give students the necessary information and skills; hence, there has been a shift in the education industry with customized learning, in which schools and universities build teaching models adapted to students' learning preferences. In general, each institution has its own framework for growing student competency; so, the research reveals how UAE educational institutions are enhancing learning elements for students as part of the quality education process. Quality assurance and the notion of continuous improvement are inextricably linked since both are associated with outcome-based education in the academic sphere. As a result, the chapter comprehensively explores the measures utilized by UAE educational institutions to ensure academic excellence. In addition to this, the research sheds light on the steps being implemented by the UAE government in regard to enhancing the quality of education for kids.

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.

One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private schools. The paper focuses on TPD in the following areas: early childhood, special education, educational leadership, health and physical education. The resulting shifts in the UAE educational landscape as a function of the pandemic across these specific disciplines are discussed. The impact on field experiences among preservice teachers and the continuous professional development opportunities for in-service teachers are further explored. Moreover, the authors will touch on some best practices and challenges in providing TPD in the UAE, in light of stringent quality assurance systems in teacher education. It is argued that there is a lack of centralization by way of a cohesive framework that effectively structures the implementation of a TPD model that is aligned and customized to the needs of its stakeholders. This provides a unique opportunity for educators to chart their own roadmap and collectively define the evolving educational landscape. Keywords: teacher professional development in UAE, teacher training in the UAE

This study explores how teachers visualize educational change at schools in the United Arab Emirates (UAE). Teachers’ experiences are crucial in understanding their adherence to educational reform implementation and reducing inconsistent behaviors which might occur during the process. Randomized sampling was used to select and interview 19 teachers. The study validated the obtained data using Colaizzi’s phenomenological data method analysis. Six themes emerged from the analysis of 64 statements. The mental representations included imaging educational change as a maze, transplanted organ, and a roller coaster. Clarifying a teacher's image of educational change may help school principals identify appropriate coping strategies and enhance principal–teacher relationships.

After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.

Thermal Resistance for gold (Au)–water and silver (Ag)–water interfaces are calculated using a reversed non-equilibrium molecular dynamics simulation. Temperature and heat flow dependence of Interfacial thermal resistance (ITR) based on a solid–liquid–solid nano channel system are explained. The results are compared with existing literature to investigate the effect of different force fields for both metal atoms and water molecules, and also to demonstrate the application of the molecular dynamics (MD) simulation to different systems.

The coronavirus disease 2019 (COVID-19) is spreading globally having a profound effect on lives of millions of people, causing worldwide economic disruption. Curbing the spread of COVID-19 and future pandemics may be accomplished through understanding the environmental context of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and adoption of effective detection tools and mitigation policies. This article aims to examine the latest investigations on SARS-CoV-2 plausible environmental transmission modes, employment of wastewater surveillance for early detection of COVID-19, and elucidating the role of solid waste, water, and atmospheric quality on viral infectivity. Transmission of SARS-CoV-2 via faecal-oral or bio-aerosols lacks robust evidence and remains debatable. However, improper disinfection and defected plumbing systems in indoor environments such as hospitals and high-rise towers may facilitate the transport of virus-laden droplets of wastewater causing infection. Clinical and epidemiological studies are needed to present robust evidence that SARS-CoV-2 is transmissible via aerosols, though quantification of virus-laden aerosols at low concentrations presents a challenge. Wastewater surveillance of SARS-CoV-2 can be an effective tool in early detection of outbreak and determination of COVID-19 prevalence within a population, complementing clinical testing and providing decision makers guidance on restricting or relaxing movement. While poor air quality increases susceptibility to diseases, evidence for air pollution impact on COVID-19 infectivity is not available as infections are dynamically changing worldwide. Solid waste generated by households with infected individuals during the lockdown period may facilitate the spread of COVID-19 via fomite transmission route but has received little attention from the scientific community. Water bodies receiving raw sewage may pose risk of infection but this has not been investigated to date. Overall, our understanding of the environmental perspective of SARS-CoV-2 is imperative to detecting outbreak and predicting pandemic severity, allowing us to be equipped with the right tools to curb any future pandemic., Graphical abstract Unlabelled Image, Highlights • Environmental knowledge on SARS-CoV-2 can be beneficial in establishing effective policies for curbing future pandemics • Robust evidence is needed to validate SARS-CoV-2 transmission via aerosol and faecal-oral routes. • SARS-CoV-2 surveillance by wastewater-based epidemiology can be effective in early detection of COVID-19 within a population. • Robust evidence is needed to assess COVID-19 spread as impacted by air pollution and sewage contamination of water bodies.

International audience; We report a new water‐ice cloud feature observed during the Mars year 34 global dust storm: twilight cloud bands that routinely formed just past the evening terminator. We use images taken by the MAVEN/IUVS instrument. These bands were often latitudinally‐continuous, spanning over 6000~km and were present between 18:00 and 19:00 local time. They were present for nearly the entire time IUVS imaged the evening terminator and often reached altitudes of at least 40 to 50~km during the mature phase of the storm. We compare these observations to LMD global climate model simulations. The simulations generally contain the temporal and spatial extents of the bands seen in IUVS data throughout the storm, but there are some discrepancies. We infer these clouds formed as a result of semidiurnal thermal tides.

Low salinity water flooding has shown great promise due to its cost-effectiveness and low environmental impact for improving and sustaining oil production. It is believed that injecting water with ionic strength lower than that of the reservoir changes the reservoir from less to more water-wet and enhances oil recovery. This alteration phenomenon is not well understood, due to complex interactions between oil, water, and rock. Here we use molecular simulations to characterize the wettability of the 10.4-face of calcite in a calcite/brine/oil system, and address how wettability is altered by changing ionic strength and salt type (NaCl vs. CaCl2). Using the test area method we calculate the superficial tension of the fluids against the solid and the surface tension between the two fluid phases. As the salinity is decreased, the wetting of calcite by brine is progressively less favored, contrary to what might be expected based on low salinity flooding. However, as salinity is decreased, forming the oil-brine interface is more favored. On balance, it is the latter effect that leads to the enhanced wetting of calcite by brine in the oil-brine-calcite system, and it is suggested as an important element in the physics underlying low-salinity flooding.

The interfacial tension (IFT) between oil and water impacts many industrial operations. For example, in low salinity flooding, water with optimal salinity is injected into an oil reservoir, to change the oil/water interfacial tension and fluid/rock interfacial energy to mobilize trapped oil and enhance the displacement of oil. Theoretical and experimental studies have shown that different ions can enhance or inhibit the production. To develop a fundamental understanding of IFT in these systems, particularly in the context of salinity and the ion-type effect, molecular dynamics simulations were used to probe the change in IFT with the salt types and concentrations. In agreement with experimental measurements, our results show that the oil/water IFT increases with increasing salt concentration, with the increase dependent on the salt species. The results revealed that the presence of divalent anions at the interface increases the electrostatic interactions, which leads to a smaller increase in the IFT compared to other salts. Moreover, the analysis showed that the increase in IFT is due to ion depletion near the interface. The water orientations at the interface and the bulk explain why this depletion occurs.