Wafa' A. Hazaymeh

Background Familial Mediterranean Fever (FMF) is the most common autoinflammatory disease worldwide, characterized by recurrent attacks of fever and polyserositis. Several studies have reported FMF cases with neurological conditions. As well as multiple neurological diseases have been reported in multiple studies in patients with FMF. Aims to summarize the frequency of neurologic manifestations reported among FMF patients. Methods PubMed, Web of Science, and SCOPUS were searched for studies that reported any neurological manifestation in FMF patients. Studies were screened first by abstract and then by full text, any conflict was resolved by a discussion. The JBI tool was used for assessing the risk of bias in studies. A meta-analysis of the proportions was performed for neurological manifestations in patients with FMF. A random effects model was indicated when I² was greater than 50%, and a fixed model was used otherwise. R version 4.3.2 for performing the analysis. Results Out of 787 citations, 36 studies (14 case reports, 22 others) were included with a total of 906 FMF patients (14 case reports, 892 others) with neurological manifestations. For case-report studies, the common manifestation was headache (42.9%) followed by Muscle weakness, diplopia (35.7%), Sensory disorders (35.7%) and facial nerve palsy (14.3%), The most common comorbid neurological condition was Multiple sclerosis (28.6%). Regarding Other study types, the Pooled prevalence of the most common manifestation was Neuropathy (0.45 [0.00; 0.99]), then Myalgia (0.27, 95%CI: [0.11; 0.47]), Headache (0.23, 95%CI: [0.12; 0.36]), and visual disorders (0.13 [0.01; 0.37]). The most common comorbid was ADHD (0.31, 95%CI: [0.25; 0.37]). Most studies were evaluated at a low risk of bias. Conclusion Nearly half of the patients in our review had Neuropathy in this review. ADHD was co-comorbid in 31% of patients. These findings underscore the importance of increased awareness and surveillance for these manifestations in patients with FMF. Further research is needed to better understand the pathogenesis of this manifestation.

This study looks into the succession of the UDL training for teachers and then how their implementation of the UDL principles for their classrooms could bring about better educational outcomes for the ELLs who are in addition to the special needs setting. The testing of the Asir region in Saudi Arabia in our research was done by pre-and post-training tests, trying to find changes in the teachers' knowledge, the ways they apply UDL and their views about inclusion. Findings indicate the level of efficiency achieved in all areas(post-training), which illustrates a strong connection between ULD principles’ improvement and their practical application in classrooms. The study shifts the focus to the key factor that professional development plays in obtaining, maintaining, and reforming educational processes, which are successfully able to answer the questions of diversity. Problems about inadequate resources and ongoing expertise support were seen to be the issues which further indicate the need for thoroughness in bringing UDL to education systems universally. These results confirm the importance of UDL training in teacher education, which in turn gives rise to the development of inclusive education along with further provision of equal courses for students with disabilities.

The aim of this study is to investigate how postgraduate English as a Foreign Language (EFL) students perceive the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective education for sustainable development (ESD). The study employed a descriptive approach, involving 228 participants. The study employed a 28-item questionnaire, and the data were analyzed using IBM SPSS Statistics software. The findings suggest that participants believe the program employs strategic actions and policies to achieve its long-term development goals for effective English teaching. The results also showed that participants place a high value on the program because it encourages innovative efforts to enhance the quality of learning, provides them with a range of assessment tools to help teach English effectively in the long term, and offers students opportunities to practice feedback techniques that enhance learning in the classroom. Furthermore, because participants were exposed to a pre-service training program in an effective manner, the results demonstrated statistically significant differences among participants regarding the program's impact on promoting effective ESD based on the study's variables. According to the study, it is also necessary to incorporate sustainable development concerns into English instruction and provide participants with information about the benefits of sustainable development.

The study investigates postgraduate students’ perspectives on the benefits and challenges of using artificial intelligence (AI) in teaching at Al-Ain University. A sample of 275 students was selected, and a questionnaire was created to assess these perspectives. The results showed that postgraduate students had a mean score of 4.01 for the benefits of AI in teaching, while a mean score of 3.90 for the challenges they faced in adopting AI. The study also found significant differences in experience among students, favoring those with higher experience. The findings suggest that teachers should be prepared for the rise of AI in education to bridge the gap between its rapid development and its application in the classroom.

The research had age-related basic English language learners with dyslexia drawn from Abha City, the Kingdom of Saudi Arabia. The researchers were pursuing the question of the effectiveness of multimodal methods in building the reading fluency and comprehension of ELLs. Researchers implemented a quasi-experimental study with a random-assignment approach: the sample was divided between the experimental group and the control group of sixty students. The control group experiences learning through conventional instructional schemes. We used the pre-and post-test of reading to measure the fluency and comprehension levels with additional feedback received from the students to evaluate our class’s effectiveness. Through the implementation of this research, there was a remarkable increase in both reading fluency and the ability to understand, by the children involved. Moreover, students of the experimental groups exhibited significantly better perceptions of the course compared to the control groups than the others. Numerical analysis of significance having t-tests, ANOVA, and regressive analysis showed that multimodal technique was significant and positive. A final correlation study showed a positive relationship between students' favourable appraisals of a multimodal teaching method and their reading skills. It may be implied that dyslexic English language learners (ELLs) should use multimodal treatment in multifaceted settings to learn all academic subjects. The foci are to lend weight to educational policies that endorse the approach of inclusive teaching methods with educators. The paper also focuses on the fact that there is a need for the provision of teachers with the needed resources and skills development through teacher training. Consequently, how students are taught must include several modes that are appropriate to the distinct needs of all learners, including those with dyslexia. That's because blending all those methods supports students with language-based learning difficulties.

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online...

This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.

The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence