Emirates College for Advanced Education

This paper presents a quantitative and comparative risk analysis examining the relative safety of the United Arab Emirates (UAE) in the context of two concurrent threat dimensions: hostile aerial attacks and routine road traffic incidents. Drawing on open-source defense data published by Al Khaleej and confirmed by UAE military authorities, and official road traffic statistics released by the UAE Ministry of Interior (MoI, 2024), this study demonstrates that the probability of civilian harm from hostile military projectiles—drones, cruise missiles, or ballistic missiles—is statistically negligible when compared to the demonstrably higher risk posed by daily road traffic. Over a one-week operational window, UAE air defense systems intercepted 1,397 total threats, yielding an overall interception rate of approximately 93.5%, with three (3) confirmed civilian casualties attributable to hostile action — a figure that, while deeply mourned, is extraordinary in the context of 1,397 projectiles launched. In the same temporal reference, road traffic data indicates approximately 7.4 fatalities and 123 injuries per week nationwide. This evidence-based analysis establishes a compelling statistical argument that the UAE remains an exceptionally safe destination for citizens, residents, tourists, and investors—a testament to its state-of-the-art integrated defense architecture and robust governance framework.

Remote cochlear implant (CI) programming is increasingly used to expand access to follow-up care. This systematic review evaluated the clinical effectiveness and implementation outcomes of synchronous, asynchronous and hybrid remote CI programming in adults and children. PubMed, Embase, Scopus, CINAHL and the Cochrane Library were searched from January 2010 to July 2025. Eligible studies were randomised or observational designs reporting clinical outcomes (speech perception, aided thresholds, impedances, threshold/comfort levels) and/or implementation outcomes (feasibility, satisfaction, technical performance). Two reviewers independently screened, extracted data and assessed risk of bias. Given heterogeneity in design and outcomes, a narrative synthesis was conducted. Eleven studies (n = 356 CI recipients) met inclusion criteria. Across comparator studies, remote programming produced no clinically meaningful differences relative to in-person programming for speech perception (7/7 studies) or aided thresholds (5/5), and programming parameters remained stable (5/5). Feasibility was high, with session-completion rates typically ≥ 85%. CI recipients and clinicians reported favourable satisfaction, citing reduced travel burden and increased flexibility. Key challenges included intermittent connectivity, need for additional preparation or troubleshooting, limited digital literacy among older adults, and caregiver dependency in paediatric sessions. Remote CI programming yields clinical outcomes comparable to in-person programming and is feasible and well accepted across delivery models. However, small sample sizes, limited paediatric evidence, inconsistent technical reporting and a lack of cost-effectiveness data limit confidence in large-scale adoption. Standardised technical endpoints and rigorous multicentre evaluations are required to support scalable and equitable implementation.

This mini review asks how to orchestrate guidance, assessment, and student agency so that inquiry reliably yields durable understanding and inclusion, moving beyond the inquiry vs. direct instruction debate. It draws on twenty-six peer-reviewed studies from 2017 to 2025 spanning classroom interventions, video studies, large-scale secondary analysis, discipline-specific and teacher-education reviews, flipped and other technology-mediated inquiries, and AI. Studies were coded for inquiry phases, forms of guidance, assessment practices, and outcomes and were synthesized configuratively across four strands: learning and affect, enactment quality, assessment literacy, and technology/AI. The findings revealed that guided, discourse-rich inquiry supported conceptual understanding, higher-order thinking, and motivation, whereas the raw frequency of “inquiry activities” related inconsistently to achievement when quality and guidance were ignored; assessment literacy for scientific practices remained a key bottleneck; and flipped structures and AI copilots helped when they scaffolded prediction-evidence-explanation sequences and preserved learner agency. The review concludes that systems should prioritize phase-specific orchestration; build assessment capabilities for modeling, data analysis, and argumentation; instrument classrooms to capture process quality; and evaluate AI as formative infrastructure rather than as an answer engine.

Concern over pupils’ lack of interest in mathematics is growing. In the past, bright and high performers in mathematics received little attention while the focus was on researching low achievers. Thus, this study aimed to determine how a mathematical literacy program affected the drive of talented and accomplished students to learn mathematics. This study used non-equivalent pre- and post-tests in a quasi-experimental research design. 102 advanced stream tenth-grade students from two public high schools in Al Ain, United Arab Emirates (UAE), participated in a motivation survey. The experimental and control groups’ motivation to learn mathematics results showed strong levels of extrinsic and intrinsic drive. However, the students’ extrinsic motivation in the experimental group improved after the implementation of the Mathematical Enrichment Program (MEP), while both intrinsic and extrinsic motivation improved significantly among the students in the control group. Male students were slightly more motivated than female students, but the two groups had no statistically significant differences. The findings’ pedagogical and policy ramifications have been examined in the conclusion.

This phenomenological study explores the multifaceted impacts of earthquakes on families, drawing on the critical theory of healing and the pedagogy of hope. Conducted through semi-structured interviews with 30 parents and supplemented by home-environment observations of 9 families, we aim to understand the lived experiences of those who have endured the aftermath of earthquakes. Three core themes were identified through the thematic analysis of the effects of earthquakes on families and young children’s needs. First, the findings highlight the profound impact of earthquakes on families’ physical, psychological, and emotional well-being. Second, the research uncovers the changes in daily routines and daily lives caused by earthquakes, such as adapting to new living conditions and facing changes in children’s behaviors and familial relationships. Finally, the study reveals a theme of resilience and hope, described as “removing the wreck to uncover hope.” Despite the overwhelming destruction, families demonstrated a desire for healing and a shift in priorities. Based on our findings, the study offers critical insights into the complex interaction between disaster, family life, and healing and recovery processes, providing a framework for understanding how communities can foster resilience and hope in the face of adversity.

Fathers’ positive involvement in their children’s lives is linked to their greater academic, social, and emotional prowess, as well as fathers’ own well-being. In our study set in the United Arab Emirates (UAE), we report a mixed-methods study in which children aged between five and eight years (n = 41) were asked to draw a picture showing how they spent time with their father when he came home from work, triangulated with fathers’ (n = 49) own accounts of how they spent time with their children. We present data which suggests a picture of high levels of paternal involvement, particularly with recreational or ‘fun’ activities and less so with more banal, care-related aspects of childcare. The drawings showed strong evidence of positive attachments between father and child, and a high frequency of outdoor and leisure activities depicted. The fathers’ interview data corroborated this, but also frequently mentioned key roles in supervising educational activities which were not represented in the drawings. Several drawings contained symbols of their fathers’ working lives (such as laptops, briefcases, work attire) suggesting that the delineation between work and home was not always clear. The positive attachments and pleasure indicated underline that fathers, as well as mothers, act as nurturers and care-givers, and serve to remind employers to be mindful of fathers’ work-life balance.

corrupted by Big Pharma and have laws and regulations requiring only pharmaceuticals to be used in medicine with total ignorance of biophysics and the electrical properties of body cells that are controlled by the mind.CellSonic clinics are praised by their customer patients and feel threatened by regulators who are an ignorant bunch not interested in helping fellow humans.Nevertheless, we have gathered some reports and placed them here.Much of it has to be made anonymous to protect the clinic.If you want to talk to the clinics and can assure me you are

Is the excitement about computerized thinking that is called artificial intelligence (AI) using synthetic brains more about the value of companies developing AI than the invention of a tool to help humanity?This article doubts that a computer program that only uses what already exists can move forward to an invention.It requires imagination and disobedience to break into new territory and only a real, not synthetic, brain can do that. The next big thingWe are being told by all sources of information that Artificial Intelligence (AI) is a benefit and as important now as was steam power that led to the industrial revolution.For sure, augmenting muscle power, be it human or other animals, was useful.Eventually the quest for more power led to atomic power and that too has been used a lot, especially to kill.Something new always fascinates me.I was one of the first to have a mobile phone, a cumbersome item in the car with a bigger box in the boot (trunk to American readers).Now, I do not have a smartphone.Supposed advantages are not to me advantages.I do not want to carry a location device.If I get stuck as I might when out cycling and suffer a puncture then I have a repair kit and have to fix the puncture at the roadside, not call for help.I also do not want to be impacted by a continuous electrical field and bombarded by stories on a smart screen composed by humans or synthetic brains producing artificial intelligence.One of my best customers, Jette Breitenstein in Denmark, has written a book about the success of her medical clinics which could well be published about the time you read this article.She honored me with the task of writing the Forward and then sent me a version she got from Chat GPT expecting that it would help me or save me from mental exertion.

Abstract A considerable body of research on student-led learning focuses on approaches such as inquiry learning in science education. However, the effectiveness of such approaches for developing conceptual understanding is less than certain. One concern is that student-led practices can overload students’ working memory and impede their ability to learn new concepts. This study investigated how students’ science lesson learning experiences (as described by items in the PISA 2015 student background questionnaire) relate to their scientific literacy levels to address gaps in understanding optimal instructional combinations. Science lesson learning experience profiles were identified from the 2015 PISA data for Singapore, the UK, and the UAE using latent profile analysis. The profiles were classified using constructivist and objectivist frameworks, and cognitive load theory was used to explain differences in scientific literacy scores across profiles. The scientific literacy score for members of a profile was estimated for all profiles (N = 34,349). The findings of this study indicate that, across all three countries, students who experienced “strong teacher-led instruction” had higher scientific literacy scores, likely due to reduced extraneous cognitive load. The implications of these findings are discussed, and recommendations for practice for managing the cognitive burden on students when they are exposed to new knowledge are made.