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Background: In low and middle-income countries (LMICs), individuals suffer from a disproportionately higher number of musculoskeletal (MSK) injuries compared with those living in a high-income setting. However, despite the higher burden of death and disability from MSK injuries in LMICs, there has been little policy, research, and funding invested in addressing this distinctly overlooked problem. Using a consensus-based approach, the aim of this study was to identify research priorities for clinical trials and research in MSK trauma care across sub-Saharan Africa. Methods: A modified Delphi technique was utilized; it involved an initial scoping survey, a 2-round Delphi process, and, finally, review by an expert panel with members of the Orthopaedic Research Collaboration in Africa. This study was conducted among MSK health-care practitioners treating trauma in sub-Saharan Africa. Results: Participants from 34 countries across sub-Saharan Africa contributed to the 2 rounds of the Delphi process, and priorities were scored from 1 (low priority) to 5 (high priority). Public health topics related to trauma care ranked higher than those focused on clinical effectiveness, with the top 10 public health research questions scoring higher than the top 10 questions for clinical effectiveness. Ten public health and 10 clinical effectiveness questions related to MSK trauma care were identified; the highest-ranked questions in the respective categories were related to education and training and to the management of femoral fractures. Conclusions: This consensus-driven research priority study will guide health-care professionals, academics, researchers, and funders to improve the evidence on MSK trauma care across sub-Saharan Africa and inform funders about priority areas of future research.

This study investigates the role of supervisory support for assisting the EFL student teachers to perform better during practicum. It also aims at identifying the barriers of effective supervision during teaching practicum. The study adopts the qualitative research design using a multiple case study. Semi-structured interviews are developed to collect data from four student teachers and their supervisors during their teaching practices at local secondary schools in Yemen. Four emerging themes are developed from the thematic analysis of the data including the supervisory support on lesson planning, teaching strategies, classroom management and the number of observations. The findings reveal that the participating student teachers received insufficient support and guidance from their panel supervisors which limit their pedagogical practices during practicum. The findings also highlight some barriers to effective supervision due to some restrictions. The study provides practical implications for EFL teacher education program administrators and developers to reconsider the supervision plan so as to contribute towards professional teaching practices at schools during practicum in Yemen.

This study investigates the meaning of the Qur'ānic near-synonyms الإفك al-'ifk and الكذب al-kadhib (lie) and their English translation. It aims to identify the contextual meaning of these Qur'ānic near-synonyms based on the exegeses of the Holy Qur'ān. Then, it explains the nuances that exist between these two lexical items in terms of denotative meaning. This study also examines how the semantic differences between these Qur'ānic near-synonyms are reflected in the English translation of the Holy Qur'ān by Ali (2006). This study adopts the RC-S approach by Murphy (2003) as a theoretical framework for data analysis. It also employs the qualitative approach to collect and analyze the data of the study. The exegeses of the Holy Qur'ān are consulted to identify the semantic differences between the Qur'ānic near-synonyms. The findings reveal that there exist some differences in meaning between these Qur'ānic near-synonyms in terms of denotative meaning and that the semantic differences between these Qur'ānic near-synonyms are not reflected in Ali's English translation of the Holy Qur'ān. The study provides recommendations for readers and translators especially the translators of the Holy Qur'ān.

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

Teacher education programmes (TEPs) promote unique experiences that involve a deep understanding of teaching needs, advanced strategies, preparation and training at universities or schools. The main objective of this study is to investigate the English teacher education programme (ETEP) in order to reform and develop current teaching practices in a rapidly developing area of research. The present study aims to look at three main areas which include the university preparation strategy, classroom teaching and supervisory support of an ETEP in Yemen. The data were collected through a questionnaire emailed to all the fourth-year student teachers of the English Department, Faculty of Education, at a public university in Yemen. The results reveal several issues concerning university courses, pedagogical practices, planning lessons, methodologies, and approaches. They disclose some inconsistencies between the proposed strategies at the university and the actual classroom implementation. The results also indicate that the present teaching duration is insufficient to realize the real benefits of the program for sustainable growth. The study provides some recommendations for student teachers, teachers, supervisors, curriculum designers, and policymakers.

This qualitative single case study focuses on the reflective practice experience of a university student teacher while doing her practicum at a secondary school in an EFL teaching context in Yemen. It addresses the steps and strategies followed by the student teacher to examine her teaching practice for professional development. The data were mainly collected from interviews with the student teacher and her supervisors during practicum. The results revealed that the student teacher made some attempts to examine her teaching practice, especially parts she faced difficulty in. Also, the findings showed a limited guidance from the supervisors to encourage the student teacher to reflect on her teaching practice. Based on the findings, it is suggested that EFL student teachers should be first trained to systematically reflect on their teaching practice during their preparation stage and then encouraged and engaged in reflective practice during practicum to enhance their reflective practice experience.

Energy-constrained behavior of sensor nodes is one of the most important criteria for successful deployment of wireless sensor networks. The medium access control (MAC) protocol determines to a large extent the time a sensor node transceiver spends listening or transmitting, and hence the energy consumption of the overall node. Moreover, transmitted-reference (TR) modulation as the underlying physical layer provides new opportunities to be explored in the MAC layer.

Recent advances in the underlying technologies of wireless sensor networks (WSNs) have led to its use in different applications, from fields as diverse as battlefield applications to temperature control to healthcare. Research in the different aspects of WSNs is therefore in full swing, in both academia and the industry. In the Wireless Ad-hoc Links using robust Noise-based Ultra-wideband Transmission (WALNUT) project, modulation concepts (and relevant MAC protocols) are intended to be explored which allow for robust ad-hoc radio links with radio nodes implemented on a single CMOS chip.