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There is a significant literature on the value of journaling to support teachers in reflecting on their pedagogical practices as well as their duties and obligations as educators. Institutions of teacher education should therefore provide opportunities for pre-service teachers to develop their self-reflective skills. A mixed-method action research approach was used in this study to examine the perspectives of 71 teacher candidates in the occupied West Bank on reflective journaling (RJ). The development of professionals' reflective and critical thinking is one of the goals of higher education (Berger & Youkeles, 2000). The use of reflective journaling as a teaching tool may be of use to professionals learning the abilities required to lead a classroom. The key question this study addresses is: What are teacher candidates' experiences with RJ during their practicum course? A triangulated, mixed-method approach was employed and converging quantitative and qualitative data were collected through questionnaire responses and interviews. The study's findings suggest teacher candidates benefited significantly from writing reflective journals in developing motivation and self-confidence and strengthening their writing skills.

The present study investigates the effect of obesity and overweight on children's cognitive abilities and well-being using survey data from West Bank schools. The results show the significant adverse impact of obesity on a child's well-being by raising externalizing (behavioral) problems and increasing the probability of classifying a child with abnormal mental health difficulties, according to the Strength and Difficulties Questionnaire (SDQ), while no such impact was founded on the cognitive test results. The analysis further exposes that teachers' negative attitude toward obese students is an important factor that contributes to the association between obesity/overweight and higher SDQ scores.

During the COVID-19 pandemic, the academic world came into contact with a virtual learning environment that allows students and educators to leave the boundaries of space and time and maintain academic interactions at unrestricted times and sites. After three semesters of remote learning, there is a feeling that the return to universities and to closed spaces will deter students and that they will prefer remote learning. Studying from home spares valuable time, time otherwise wasted in traffic jams, as well as petrol and other expenses. Remote learning gives a feeling of freedom, comfort, flexible time, and a better sense of control over one's studies than in the classroom. The current study, conducted about one year after the outbreak of the pandemic, examined students' background variables: gender, years of schooling, marital status, financial and employment status -- with the goal of exploring the association between these variables and students' preference for either face-to-face or digital teaching. It is evident from the research findings that after this experience of e-Learning neither of these two methods shows a clear advantage over the other. Was the e-Learning experience during the crisis a one-time, incidental event? Or perhaps, in light of the crisis, academic institutions should prepare for a different type of learning, one that combines face-to-face with digital learning? The study illuminates an issue that is confronting educational institutions in general and academic institutions in particular, i.e., preparations for teaching and learning in the post-crisis world, after the considerable upheaval to which we were subjected.

Families of autistic children from underserved populations participate in support services at lower rates than other families. To better understand possible reasons for this inequity, we reviewed qualitative studies examining parent-reported barriers and facilitators to accessing and participating in support services. A systematic search identified 18 articles that met inclusion criteria. Resulting thematic analysis located three themes: (a) support service accessibility, (b) diversity of support services, and (c) community. Parents reported that financial pressures, geographic location, and service flexibility influenced their ability to obtain support services. Implications for service delivery and areas for future research are discussed.

The study aims to identify the effectiveness of distance learning of mathematics from the perspective of the public-school teachers during the COVID pandemic. Differences of statistical significances between the answers of the participants were registered. To achieve the desired goals, researchers employed the descriptive approach; a questionnaire was designed to collect the necessary information from the research sample (125) teachers. Results show that effectiveness of distance learning of mathematics from the teachers' point of view was average. Regarding the fields, the field of objectives of the activation of mathematics curriculum distance learning came first whereas the liabilities of distance teaching of mathematics occupied the last place. No variations of statistical significance emerged regarding the distance teaching of mathematics in relation to the study variables. The research is expected to contribute usefully to the scientific community as it handles a global incidence and its implications within a developing country with limited resources and capabilities. The gap that the paper attempts to address is one of great significance as it answers pivotal questions on how technology in education can be a real hope for educational achievement in a marginalised area of the world.

This study is a pioneer study examining the significance of retirement in terms of lost investments and outcomes. Research findings on the output of academic faculty and on measures of excellence in higher education indicate that upon retirement the academic institution as an organization loses not only faculty who are still capable of contributing both to research and to teaching, but rather also two other important products: valuable knowledge and experience accumulated by senior faculty in the academic system in light of the institution's investments in them. 107 questionnaires were collected from senior faculty members in a case study of one academic institution. A combined research method was utilized, consisting of qualitative and statistical analysis, with the aim of exploring the significance of retirement in terms of lost input and output, as perceived by academic faculty members. The research findings indicate that indeed, as perceived by the faculty, academic institutions as an organization lose faculty who are still capable of contributing to both research and teaching, as well as valuable knowledge and experience accumulated by senior faculty members within the academic system, after being nurtured by the academic institution.

To address the gap in locally driven mental health capacity strengthening initiatives in the occupied Palestinian territory (oPt), researchers from Birzeit University (BZU) and King's College London (KCL) developed a unique short course focusing on the intersection between methods, mental health, and conflict. The course was delivered in the West Bank at BZU, aiming to strengthen mental health research capacity among local researchers, health professionals and administrators. Twenty-eight participants from the West Bank and East Jerusalem completed the course. Participants accepted on the course from the Gaza Strip did not receive permission by the Israeli authorities to travel to the West Bank and were thus unable to attend. A pre-training assessment was completed before the start of the course and identified a gap in participants' key qualitative and quantitative research skills. The post-evaluation showed that all participants agreed that their qualitative research skills improved, and the majority agreed that their quantitative research skills improved. Several participants considered the quantitative part too intensive, requiring more training time. The majority of participants were highly satisfied with the course. Our initiative offers a model for strengthening the local research capacity required to tackle the burden of mental illness in conflict-affected areas. This annual course can be scaled up to other conflict settings.

This paper discusses a collaborative research project that aimed to explore approaches to creative practices and pedagogies by teacher education communities in the West Bank, Palestine, and North West England (Bethlehem and Chester). The project explored the values, attitudes and perceptions of teacher educators and student teachers in relation to creative pedagogies and the conditions under which they flourished in each community. We found that creativity was understood to take many forms, according to the cultural values and conditions present in each community, and that creative pedagogical forms emerged from the specificities of their cultural and political contexts. Creativity in education is a contentious issue in both cultures, but an area that both education communities wished to explore further. Despite the differences, there were surprising commonalities between the two communities about the value of creative practices and the relation of creativity to democratic and critical practices in the classroom.

This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the "multivocal review" as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.

The Palestinian information technology (IT) sector is growing. Meanwhile, an ongoing out-migration of IT professionals and graduates is taking place. Drawing on group, pair and individual interviews, as well as fieldwork observations, this paper investigates highly skilled IT students' intentions to stay in or to leave the West Bank. In particular, it examines their transition from university to employment or further education, including professional opportunities and factors affecting migratory and stay decisions. This paper shows how physical, legal, bureaucratic, professional, educational, cultural and personal factors shape professional plans and career trajectories. Particular attention is paid to the Israeli occupation and gender expectations. The students' mobility is facilitated by completed degrees and diplomas, acquired skills and scholarships, all of which are potential tools to overcome restrictions. However, this study reveals a clash between aspirations and reality, which often results in limited freedoms. We argue that a student's relative (un)freedom contributes to (im)mobile transitions from university to employment or further education, where migration could be a way to obtain freedoms or to escape the lack thereof.

This paper traces challenges faced by six Arab women from three different Arab localities -- Palestinian Arab society in Israel, Palestinian Authority territories, and Jordan -- on their path to appointment as school principals, investigating how they cope with the challenges involved in women's leadership in a patriarchal society. Qualitative methodology employed in-depth interviews to elucidate the life stories of six Arab women principals. Findings show that the women's professional careers were empowered by family support. They report various difficulties and obstacles that they needed to overcome, especially since they are expected to continue to fulfil their homemaker role while complying with the requirements of their demanding profession. It is concluded that Arab women who attain educational leadership posts employ their strong characteristics, their empowered agency, and the values they acquire and represent to improve their social status, transform their personal and professional identity, and improve their resources despite restrictive cultural norms. Enlisting support from their families and other resources, they overcome barriers on the path to principalship. It is recommended that government policy in the studied societies should encourage women to undertake senior roles in education and provide the necessary mentoring and support to ensure their success. Further implications of the findings are discussed.

Background: Organizational factors are considered to be the cornerstone in achieving psychological and professional security at work, which in turn are positively reflected in job performance both quantitatively and qualitatively. Aim of the Study: The study aimed to assess night shift and education/training developmental factors on performance of professional nurses in north West Bank governmental hospitals. Subjects and methods: A quantitative descriptive study utilized stratified random sampling of 185 nurses. A self administered questionnaire was developed with a response rate of 97%. The questionnaire was validated by experts, and reliability was obtained by Cronbach's alpha coefficient was (0.86) Data were analyzed using SPSS. Results: The overall level of night shift factor affecting performance of professional nurses was high (79.0%) and ; the education/training developmental factors moderate (68.8%) as perceived by nurses. It was found that there are significant differences at a = 0.05 between the total score of night shift and education/training developmental factors towards workplace in favor to Dr. Nazal Hospital. Conclusion and recommendation: The night shift and education/ training developmental factors affected the performance of the professional nurses. The findings of this study provide recommendations and suggestions to improve the performance of professional nurses in governmental hospitals such as: reduce the strain of long work hours on night shift and motivation. Providing continuous professional development of nurses in service training program.

Background: Organizational factors are considered to be the cornerstone in achieving psychological and professional security at work, which in turn are positively reflected in job performance both quantitatively and qualitatively. Aim of the Study: The study aimed to assess of selected organizational factors (workload, available recourses and manager support) affecting nurses performance in northern region of the West Bank governmental hospitals to improve its current and future performance of professional nurses. Subjects and Methods: A quantitative descriptive study utilized stratified random sampling of 185 nurses. A self administered questionnaire was developed with a response rate of 97%. The questionnaire was validated by experts, and reliability was obtained by Cranach's alpha coefficient was (0.863) Data were analyzed using SPSS. Results: The overall level of selected organizational factors affecting performance of professional nurses was high (74.6 %); the workload rated the highest (79.2 %) among the study dimensions as perceived by nurses, manager support (72.0%), and resources availability (69.8%). Also it was found that there are significant differences at a = 0.05 between the total score due to workplace between Thabet Thabet hospital and Rafedia hospital, in favor Rafedia hospitals. Conclusion and Recommendation: The findings of this study provide recommendations and suggestions to improve the performance of professional nurses in governmental hospitals such as: managers should ensure adequate number of staff and qualification according to work condition and sufficient number of professional nurses in the hospital at all times and shifts.

This study was designed to evaluate the dimensionality, internal consistency, and validity of scores on the Arabic Post-Traumatic Growth Inventory--Short Form (PTGI--SF). This brief 10-item form of the PTGI self-report measure was administered to a sample of Arabic-speaking professional helpers (N = 338) working in Israel, Gaza, and the West Bank. Scores were assessed using confirmatory factor analysis. The findings suggest that the psychometric properties of the Arabic version of the PTGI--SF make it appropriate for assessing posttraumatic growth in the broader Arabic-speaking population.

The study assessed the prevalence and predictors of post-traumatic symptomatology and emotional and behavioral difficulties in siblings of children who incurred war-related injuries. It was predicted that injury severity, gender and attributional style would account for a significant amount of the variance in post-traumatic stress symptoms and emotional and behavioral difficulties in those siblings. The sample consisted of 406 siblings of both genders with a mean age of 12.50 years. The results indicated that injury severity, gender and attributional style were related to emotional and behavioral difficulties and symptoms of post-traumatic stress, except for gender and post-traumatic stress .Siblings of children with severe injury appeared to be at greater risk for intrusive thoughts and avoidance as well as emotional and behavioral difficulties. Females exhibited more emotional and behavioral problems than did males. Siblings with more maladaptive attributional styles endorsed more emotional-behavioral problems and symptoms of post-traumatic stress. Techniques for strengthening coping abilities designed to enhance cognitive control may be used with siblings at risk, particularly females and siblings of children who sustained a severe injury. Treatments such as trauma-focused cognitive behavior therapy may incur positive results. (Contains 3 tables.)

Informed by a perspective centred on psychological health and well-being, the present research investigated whether teachers' overall well-being was influenced by their affect balance, as well as the extent to which both affect and well-being are influenced by social capital, in conflict-ridden areas such as the occupied Palestinian Territories (Gaza Strip and West Bank). The study involved three cohorts of Palestinian teachers working in Israel, Gaza and the West Bank, respectively (N = 153). Dynamics of social exclusion, religious difference, educational disparity, poor educational standards and a lack of opportunity are factors affecting Palestinian teachers in both Israel and the occupied Palestinian territories. The results supported the hypothesis that emotional balance directly influences teachers' well-being. Teachers with higher levels of positive affect reported greater personal well-being than those with higher levels of negative affect. Social capital also positively influenced teachers' personal well-being, both directly, and indirectly by fostering positive emotions. These results suggest that availability of community resources plays a key role in promoting teachers' well-being.

Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation for Palestinian liberation, which was particularly significant during the periods of 'Palestinian uprising', seems to be declining today in the present day context of oppression and structural violence. The growing disassociation among young refugees with Palestinian liberation, and with education as a means to this liberation, can be seen as a process of symbolic violence. Building upon these findings, we propose a new analytical framework for understanding the interrelationship between education, violence and struggle for social and political transformation in conflict-affected societies.

The purpose of this paper is to share the evolution of a sociological framework to investigate the experience of teaching and learning music in relation to the Edward Said National Conservatory of Music in the occupied Palestinian territories. The primary foundation of the framework is Christopher Small's (1998) theory of musicking, supported by the concept of third place from urban sociologist Ray Oldenburg (1999) and the reconceptualization of music education as cultural practice suggested by educational researcher Rubén Gaztambide-Fernández (2007, 2011). Preliminary findings suggest that Small's theory is particularly apt because of its focus on ideal relationships between infinite combinations of people, places, and sounds. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).]

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual system. Purpose: This study assessed post-instructional understanding of different aspects of density in a sample of seventh grade students, examined the effectiveness of the multi-dimensional approach in teaching density, investigated the relations between prior student characteristics and their post-instructional understanding, and investigated if the concept of density develops as part of a conceptual system. Program description: In the first part of the study, student understanding of density was assessed in regular classrooms. In the second part, the investigator and a science teacher co-taught the density unit over a two-week period emphasizing relations between density, mass, volume, part-whole relations, and a scientific particulate conception of matter. A conceptual change approach was used which emphasized multiple representations of knowledge and the use of analogies. Sample: The sample in regular classes consisted of 1,645 seventh graders in 51 schools in the West Bank, Palestine. The intervention group consisted of 29 students in one school. Design and methods: The post-instructional understanding of density in 51 regularly taught classrooms was assessed in the first part of the study using a pencil-and paper test. In the second part, a pre-test was used with the intervention group. Students in both parts of the study took the same post-test. Descriptive statistics were calculated to describe student performance. Comparison between pre-test and post-test performance of students in the intervention group was conducted using "t"-test and ANOVA. Correlations between pre-test sub-scores and post-test scores for students in the intervention class also were calculated. ?[superscript 2] was used to test for co-development of the density concept and other concepts using the different items of the post-test for all groups. Results: Student understanding of density was found poor after instruction, while the intervention had a moderate effect on understanding. Students who started with a basic understanding of some aspects of density gained more from the intervention. The density concept co-developed with the concept of volume and a particulate conception of matter. Conclusions: Teaching density as part of a conceptual system helps promote understanding of the concept. This requires the continuous development and refinement of a learning progression of density, volume, and the particulate nature of matter on the one hand, and an in-depth treatment while teaching the concept on the other hand.

We examined access to autism-related services among Palestinians (N = 24) raising children with autism spectrum disorder (ASD) in the West Bank. Using qualitative methods, we identified five primary interview themes. Poor screening, diagnostic, and psychoeducational practices were prevalent, as parents reported service providers minimized parental concerns and communicated ineffectively with the caregivers regarding treatment options. Geographic barriers and financial burdens prevented many families from seeking or maintaining services. Limited service availability was a dominant barrier: parents reported limited or denied access to education, community-based services, and ASD-specific interventions. Consequently, several families noted their children did not receive any services whatsoever. Research, practices and policies to address the shortage of services for children with ASD are urgently needed in the West Bank.

This article offers an ethnographic account of the professional activities of mental health practitioners, employed by the state's religious education system. I analyze various models implemented by practitioners for the purposes of preparing pupils for the state-mandated evacuation of Jewish settlers from Gaza and the West Bank. By focusing on the interaction between psychological and religious-national cultural frameworks I show how practitioners imbue familiar professional concepts with new meanings and create hybrid models of intervention.

Drawing on pictures, written sentences and interview contributions, this article explores some Palestinian children's perspectives in order to gain insights into some children's classroom fear in the light of its potential influence on learning. After presenting some existing research indicating a negative relationship between fear and young children's transformational learning, we explain the distinctions we make among different forms of authoritarian pedagogies and how all of these contrast with a transformational approach to schooling. We then report on the words and pictures of refugee Palestinian pupils as a starting point for reflecting on the associations between authoritarianism, coercion and fear in the classroom, how these might influence learning approached from a transformational perspective and what the implications for future practice might be.

In September 2011, I travelled to the Palestinian Occupied Territories to participate in an internship with the Al Kasaba Theatre in Ramallah. As part of my internship I was invited to attend rehearsals of "A Midsummer Night's Dream" with students of the Drama Academy Ramallah. Directed by Samer Al-Saber, with movement and choreography by Petra Barghouthi, the production premiered as a work in progress in Palestine before touring to Essen, Germany, where it was presented as part of an Intercultural Shakespeare Festival organised by Folkwang University. In this paper, I draw on post-colonial theory to offer some observations about the various strategies of syncretisation that the production seemed to employ in order to localise, indigenise or "Palestinian-ise" Shakespeare's text. My analysis will attempt to illuminate some of the Palestinian cultural specificity introduced by the syncretic approach as well as offer some assessment of the potential and unintended impact that this approach might have engendered.

Schooling is now considered the major factor underlying the development of cognitive abilities. However, most studies on the effect of schooling on cognitive development have been conducted in free and generally supportive western environments. The possible variability of schooling effects between educational systems differing in the quality of schooling they provide or in the ability of the student population to benefit from schooling has been neglected. This work contributes to the study of this variability by estimating the effect of schooling on cognitive development in an educational system characterised by particularly unfavourable circumstances, which combine poor schooling quality and low ability of the student population to benefit from schooling due to economic disadvantage, military occupation, and political oppression: the UN Relief and Works Agency Palestinian refugee camps of the West Bank. The results indicate a lower contribution of schooling to children's cognitive development, both relative to that found in western countries and relative to the effect of age. Schooling is not the major factor underlying children's cognitive development in the refugee camps in the West Bank. These results illustrate the between-system variability of the schooling effects and suggest that poverty and oppression negatively affect the effect of schooling on cognitive development.

Since the concept of nationalism first emerged on the world stage, universities have played a key role in its collective formation and dissemination to the masses. Established under challenging circumstances and subjected to the Israeli occupation of the West Bank and Gaza Strip in the wake of the 1967 war, Palestinian institutions of higher education have trodden a thin line between the training of human resources requisite to their national movement and compliance with the dictates of a military regime bent on curbing such aspirations. This research examines the various roles played by Palestinian universities in the ongoing struggle for national independence. Spanning from its inception to the establishment of the Palestinian Authority, this collection of first-hand accounts, historical documents and critical analysis explores the evolution and adaptation of Palestinian higher education amidst three decades of social and political turmoil.

The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic-speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic version of the Early Reading Screening Instrument (ERSI) along with tasks of phonological awareness and lexical fluency. Data are presented that can be used as guidelines for special educators in identifying Arabic-speaking children who are showing a weakness in one or more early literacy related skills, placing them at risk for future reading failure. (Contains 8 tables.)

Juliano Khamis was born in Nazareth to a Palestinian father and a Jewish mother who had lived in Jenin for many years and supported the Palestinian opposition to the Israeli occupation. Juliano's mother Arna Mer Khamis established Elhajar Theatre in Jenin Refugee Camp in the Occupied West Bank with money awarded to her as winner of the Right Livelihood Award from the Swedish government--a prize considered to be a form of alternative Nobel Peace Prize. Juliano worked as a director in this theatre. After the death of Arna in 1994, the theatre continued its activities until it was ruined during the 2002 invasion by the Israeli occupation army. In 2003, Juliano returned to Jenin to see what had happened to the children who had acted in Arna's plays, and made the documentary "Arna's Children." In 2006, Juliano started the Freedom Theatre with his colleagues Jonatan Stancyk and Zakaria Zubeidi in a new location in Jenin Refugee Camp. Juliano had been an active defender of freedom on all levels, and this probably made him some enemies. On 4 April 2011, Juliano was killed at the entrance of his theatre, the Freedom Theatre, in Jenin Refugee Camp. The Freedom Theatre worked to create change on a national and international level concerning Palestine, and this tragic death has inspired many people to write about the legacy of Juliano and his mother. This article is the authors' attempt to put words on paper so that that legacy will not be forgotten. Here, they discuss the work of Juliano in an attempt to learn about the interaction of the people of Jenin with his activities and how that work affected their lives. It is a very simple account of what he tried to do on the cultural, social, and political levels for the Palestinian people. In this article, the authors use written accounts focused on the Freedom Theatre in Jenin and, in addition, they conducted interviews with people who were trained and later worked with Juliano to learn about their experience.

Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centered pedagogies of engagement, like community-based service-learning (CBSL), have shown promise to motivate marginalized populations and provide space and roles for them to form individual identities while developing civic skills. Using data collected through focus group interviews, this paper reports how West Bank youth who participated in a non-governmental organization's CBSL leadership program were impacted.

Children in countries involved in violent national conflicts experience difficult and, at times, extreme events such as spending long hours in shelters, witnessing terror attacks, or having a family member absent or injured while participating in battle. This study explores the moderating effect of resilience factors, self-esteem, and self-control, on relations between political violence and children's difficulties. Children and mothers from 104 Jewish- and 108 Arab-Israeli families complete questionnaires assessing political violence exposure, self-esteem, self-control, and the child's social, psychological, and behavioral difficulties. Findings show that Israeli children exhibited heightened levels of psychological difficulties with high impact of political violence, a relationship that is partially moderated by self-control. In addition, significant ethnic group differences are found. First, political life events (PLE) are positively related to the child's social, psychological, and behavioral difficulties in the Arab group. Second, the relationship between political life events and the child's difficulties is moderated by self-control in the Jewish group and by self-esteem in the Arab group. Consequences of these results to understanding the impact of political violence and the role of individual resilience during conflict are discussed. (Contains 1 figure and 1 table.)

The present paper offers a reflection on school textbooks produced and introduced by the Palestinian Authority in the West Bank and Gaza Strip from the year 2000 onward. The aim is to examine the debates over these textbooks, by situating them over the backdrop of larger geopolitical dynamics and intra-Palestinian social and political struggles.

A total of 450 women were interviewed in Mother and Child Health Care Centers in three cities in West Bank, Palestine, to assess attitudes toward wife beating. Overall, women perceived wife beating to be justified if a wife insults her husband (59%), if she disobeys her husband (49%), if she neglects her children (37%), if she goes out without telling her husband (25%), if she argues with her husband (11%), and if she burns the food (5%). Sixty-five percent of women agreed with at least one reason for wife beating, but there were statistically significant regional differences: Wife beating was most accepted in Jenin (73% acceptance of at least one reason) and least accepted in Hebron (55%). Lower level of education, not being employed, having more than one child, being married for fewer than 10 years, and making few household decisions were all associated with women's acceptance of wife beating. The implications of these results are discussed. (Contains 3 tables.)

Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study lived in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings reveal that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provide positive results about the young children's inclusive views regarding peer interactions. Practice: These findings indicate that practitioners working with young children should focus on inclusion in peer contexts. Curricula, media, and social intervention programs must begin in early childhood before children begin to use stereotypes in peer situations, particularly when children from other cultural and ethnic backgrounds play together. (Contains 1 table and 3 figures.)

Rooted in graffiti culture and its attitude toward the world, street art is regarded as a postgraffiti movement. Street art encompasses a wide array of media and techniques, such as traditional spray-painted tags, stickers, stencils, posters, photocopies, murals, paper cutouts, mosaics, street installations, performances, and video projections displayed in urban streets. It represents the desire of humans to leave traces of their existence in the public sphere. As a vernacular art form, street art, such as the work of British artist Banksy, deals with activism, reclamation, and subversion and allows artists a platform to reach a broader audience than traditional art forms. Street art can serve to engage students in critical dialogue about art and visual culture while they collectively explore the issues it raises. This Instructional Resource describes a learning unit for high school students where they can address social and political issues by studying street art, specifically the work of Banksy. (Contains 5 figures, 3 online resources and 4 endnotes.)

For the past 7 years, the author has conducted qualitative research projects revolving around the experiences of West Bank settlers. The political situation in Israel in general, and the West Bank in particular, has undergone rapid and dramatic political, military, and social changes during this period. In highly politically sensitive situations such as this, the researcher is faced with physical, professional, emotional, and ethical threats. This article presents a conceptual discussion and case illustration of the use of four types of reflexive positioning: (a) identification with respondents, (b) emotional enmeshment, (c) personal associations, and (d) auto-ethnography. These reflexive positions reduce risks to the trustworthiness of the research and transform threats into opportunities to enrich qualitative data analysis.

This article describes the various capacity-building activities at the Institute of Environmental and Water Studies of Birzeit University during the past 10 years. It highlights the gained experience in advancing environmental science and engineering education and training programs as components of sustainable water and environmental management schemes. Furthermore, the major constraints faced, and future plans to sustain and enhance the capacity-building activities, are also introduced and discussed. Critical analysis of the past and ongoing educational and training programs provided clear evidence that environmental education and research capacity building in Palestine is still underutilized and threatened by a persistent lack of financial resources. The data presented should also be of interest to international agencies engaged in strengthening higher education. (Contains 2 tables and 2 figures.)

Purpose: The purpose of this paper is to present the evaluation results of a training initiative, undertaken in Palestine, that targeted fresh graduates in information and communication technology ICT disciplines. It describes the implementation and results of a practical training model where industry and academia cooperate jointly to develop, upgrade and enhance students qualifications prior to their entrance into the labour market. Design/methodology/approach: This paper presents the short-term results, one to two years from completion, of a newly implemented technology training program which targeted more than 450 students throughout West-Bank and Gaza Strip. The researchers traced the trainees endeavours and behaviours through their pursuit of jobs utilizing focus group meetings, individual interviews with stakeholders, and semi-structured interviews, as well as questionnaires, surveys, observations of on-going activities and interviewing staff, graduates and students. Findings: The training program attempted to promote practical training and develop entrepreneurial capabilities. The vast majority of the surveyed trainees felt that they gained valuable knowledge and experience in their field of specialization, and believed that the training was critical to their successful job search. They clearly agreed that the practical training they received via the training program was a necessary supplement to their theoretical technical education in university ICT programs. Practical implication: The initiative involves the establishment of ICT Centers of Excellence in close proximity to Palestinian universities, which annually graduate large numbers of ICT students. The program serves multiple purposes in that it enables the ICT training centres, the Centers of Excellence, to generate revenues while also providing a needed service within the community, to equip fresh graduates with state-of-the-art technical skills, thus increasing the chance of fresh graduates being hired into positions related to their university degrees, and shortening their job search. Originality/value: The model and program, presented in this paper describes a modern training framework, where students receive practical training through a third party institute that works in cooperation with universities and industry. The model, when adopted, relieves universities from the pressure of constantly modifying their curricula to comply with the ever-changing needs of the technology market, allowing them to pursue their stated goal of providing their students with a theoretical technical education. The training program also helps the market to differentiate the large number of ICT students and graduates from one another, based not only on area of study but also on concrete skill sets. (Contains 4 figures and 5 tables.)

This article assesses the potential of online news reporting to create discursive spaces for emphatic engagement--of bearing witness--at a distance, especially where human rights violations are concerned. Taking as its focus the emergent forms and practices of citizen journalism, it examines the spontaneous actions of ordinary people compelled to adopt the role of news reporter in order to bear witness to human suffering. Specifically, findings derived from three case studies of citizen journalism are presented: 1) the 2004 South Asian Tsunami; 2) human rights abuses in India's north-east region; and 3) the Palestinian Crisis in the Occupied Territories. In each instance, it is argued, citizen journalism engendered new approaches to eyewitness reporting, a process shown to have important implications for challenging familiar "us and them" dichotomies in news reports. (Contains 8 notes.)

Background: There is growing evidence of the impact on children's well-being of exposure to political conflict in such settings as the Palestinian territories. This study examined the impact of child-focused interventions involving structured activities, supported by provision of equipment and training of facilitators. The focus of interventions was participation in recreational, cultural and other non-formal activities supporting the development of resilience. Impacts were hypothesised on children's social and emotional well-being, relationships with parents and degree of future orientation. Methods: Two hundred and fifty children from the West Bank and 150 children from Gaza took part in the study. Of these 400 children, 300 comprised the intervention group. Fifty children from Gaza and 50 children from the West Bank comprised the comparison group. There were equal numbers of girls and boys in all groups, with similar proportions of children aged between 6 and 11 years, and between 12 and 17 years. Measures used were the Child Behavior Checklist (CBCL), the Parental Support Scale and the Hopefulness Scale: Youth Version. Assessment was made as children enrolled on the structured activity programmes (T1) and again twelve months later (T2). Results: There was no difference in the CBCL Total, Internalising or Externalising problem scores at baseline (Time 1) between the children who subsequently took the intervention and those who did not. Compared to children in the comparison group, children in the intervention group had lower CBCL total problem scores, externalising problem scores, and internalising problem scores at Time 2 compared to Time 1. Exposure to the intervention was not associated with changes in children's hopefulness, but those receiving the intervention in the West Bank did report improved parental support at Time 2. Conclusions: The intervention appeared successful in improving children's emotional and behavioural well-being but not hopefulness. It was also linked with increased parental support in some areas (those located in the West Bank).

Social scientists have explained the rise of suicide bombing since the early 1980s by focusing on the characteristics of suicide bombers, the cultural matrix in which they operate, and the strategic calculations they make to maximize their gains. The authors offer an alternative approach that emphasizes the interaction between Palestinian suicide bombings and Israeli government actions, analyzing the motivations, organizational rationales and precipitants for the 138 suicide bombings that took place in Israel, the West Bank and Gaza between October 2000 and July 2005. Using several sources, including Arabic newspapers, this study finds that much of the impetus for Palestinian suicide bombing can be explained by the desire to retaliate against Israeli killings of Palestinians; and that much of the impetus for Israeli killings of Palestinians can be explained by the desire to retaliate for suicide bombings.

This article addresses cultural adaptation of Western-Palestinian intermarried couples. Using in-depth interviews, information was gathered from 16 participants, 7 Western women and 9 Palestinian men, living in Palestinian cities in the West Bank. Adaptation strategies are typified by the extent to which each spouse embraces the partner's culture. The data suggest that intermarriage engenders a multidirectional adaptation process. Patriarchy and East-West power relations affect mainly the women, having to face marginalization on the basis of their gender and their foreignness. The men undergo a double process of cultural adaptation: to the Western culture and to their native culture after their return. Both the husbands' extended family and the Israeli-Palestinian conflict were found to affect both partners' adaptation.

Objectives: This study was designed to assess the prevalence of PTSD among Palestinian school-age children. Variables that distinguish PTSD and non-PTSD children were examined, including child characteristics, socioeconomic status, family environment, and parental style of influence. Method: Participants were 1,000 children aged 12 to 16 years. They were selected from governmental, private, and United Nations Relief Work Agency (UNRWA) schools in East Jerusalem and various governorates in the West Bank. Questionnaires were administered in an interview format with children at school, and with the available parent at home. Results: A substantial number of children experienced at least one lifetime trauma (54.7%). Post-traumatic stress disorder (PTSD) was diagnosed in 34.1% of the children, most of whom were refugees, males, and working. Although the expected association between family environment, parental style of influence and PTSD symptomatology was found in this study, family ambiance (child's experience of anxiety in home environment) was the only predictor in the final model. Conclusions: The results stress the importance of assessing PTSD in schools settings.

Making a career decision becomes a major priority for adolescents during the last year of high school. The present study examined the taxonomy of career decision-making difficulties among 1,613 Arab 12th-grade students attending schools in East Jerusalem, areas in the West Bank under the Palestinian National Authority, and Israel. No significant differences were found among the three locations; gender differences were found in the major category Lack of Readiness and in four scales (lack of motivation, general indecisiveness, lack of information about additional sources, and external conflicts). Implications for counseling high-school students are discussed.

Post traumatic stress disorder is the psychological reaction to various traumas. It is common among children living in war zones or conflict regions. This paper describes a field visit to train mental health professionals in the West Bank and Gaza Strip on how to help traumatised children.

Describes the introduction of an Education Management and Information System in the West Bank and Gaza Strip (led by the Palestinian Ministry of Education) in terms of educational goals targeted, usefulness of this system for rational organization and management of an educational system, and the impact of the availability and sound use of data on improving quality. Describes the political and educational circumstances of Palestine through September 2000. (SM)

Examines family role expectations of Palestinian adolescents from the West Bank and Gaza Strip, noting the impact of modernization and participation in intifada. Surveys of ninth graders and their parents indicate that students desire and anticipate having traditional families. Gender differences exist in perceptions of future gender roles. Participation in intifada does not relate to decreased support for traditional roles. (SM)

Presents an overview of libraries and related services for Palestinian Arab Children in the Haifa and Galilee regions of Israel and on the West Bank based on interviews with librarians and educators between 1993 and 1996. Covers funding, organization, collection development, censorship, staffing, and programming. (MMU)