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As Andrew M. Gardner explains in The Fragmentary City , in Qatar and elsewhere on the Arabian Peninsula, nearly nine out of every ten residents are foreign noncitizens . Many of these foreigners reside in the cities that have arisen in Qatar and neighboring states. The book provides an overview of the gulf migration system with its diverse migrant experiences. Gardner focuses on the ways that demography and global mobility have shaped the city of Doha and the urban characteristics of the Arabian Peninsula in general. Building on those migrant experiences, the book turns to the spatial politics of the modern Arabian city, exploring who is placed where in the city and how this social landscape came into historical existence. The author reflects on what we might learn from these cities and the societies that inhabit them. In The Fragmentary City , Andrew M. Gardner frames the contemporary cities of the Arabian Peninsula not as poor imitations of Western urban modernity, but instead as cities on the frontiers of a global, neoliberal, and increasingly urban future.

This policy review overviews the Chinese path to sports modernization within the theoretical framework of the Chinese path to modernization, which is centered on the principle of Fitness-for-All. Over a century of endeavors, the modernization of sports in China has created a new and comprehensive sports civilization in a developing country with a large population and inadequate sports resources. The essence of the Chinese path to sports modernization can be summarized as a people-centered process of sports modernization led by the Communist Party of China that relies on a top-level design with universal participation and seeks to develop a diverse global sports governance. The development of Chinese sports will not only make a transformative contribution to China’s commitment to its second Century Goal, but it will also provide a renaissance for the ancient Chinese philosophy of health first into a people-centered modernization theory, and contribute a Chinese blueprint for the pursuit of the advancement of cross-cultural, diverse world sports civilizations and sustainable development goals.

Background: Harnessing digital technology for health service provision is inevitable, especially after the dramatic increase in demand during the COVID-19 pandemic and the observed global disruption of health services especially for People Living with Noncommunicable Diseases (PLWNCDs). Aims: To document and share experiences, challenges and lessons learned from the use of digital health interventions (DHIs) for noncommunicable disease (NCD) service delivery during the COVID-19 pandemic in the Eastern Mediterranean Region (EMR). Methods: We conducted a documentary research on the use of DHIs for continuity of NCD services during the COVID-19 pandemic in EMR. We collected our data using a questionnaire that was developed and administered by email to WHO NCD focal persons at the ministries of health of all EMR countries. Using the WHO classification of DHIs we then mapped the various interventions and the stakeholders involved. Results: Seven countries – Islamic Republic of Iran, Jordan, Oman, Qatar, Saudi Arabia, Sudan, and United Arab Emirates – shared their documentations. Documented DHIs used by countries to overcome the disruption of services during the pandemic were mostly on the use of client-to-provider telemedicine for NCD services. The level of implementation varied between countries. NCD and mental health helplines and COVID-19 prevention awareness campaigns for PLWNCDs were the most mentioned interventions. Conclusions: DHIs for NCD service provision were implemented during the COVID-19 pandemic in all settings: highmiddle- and low-income countries in the EMR. There is a high potential for incorporating DHIs within health systems to increase access to health services beyond the pandemic. Documentation, regulation and national capacity-building for mainstreaming DHIs in public health services in the EMR are strongly encouraged, based on each country’s needs.

Archaeology, Artifacts and Antiquities of the Ancient Near East follows the evolution of Oscar White Muscarella's scholarly work and interests and is divided into several categories of interrelated fields.

Western pedagogy and its preconceived notions of the non-Western world can limit scholars from developing accurate understandings of culturally different societies. Western academics teaching at foreign and Western institutions abroad must be mindful of how ingrained and subconscious Orientalist thinking can distort and hinder their interactions with local students.

\"Trajectories of Education in the Arab World\" gives a broad yet detailed historical and geographical overview of education in Arab countries. Drawing on pre-modern and modern educational concepts, systems, and practices in the Arab world, this book examines the impact of Western cultural influence, the opportunities for reform and the sustainability of current initiatives. The contributors bring together analyses and case studies of educational standards and structures in the Arab world, from the classical Islamic period to contemporary local and international efforts to re-define the changing needs and purposes of Arab education in the contexts of modernization, multiculturalism, and globalization. Taking a thematic and chronological approach, the first section contrasts the traditional notions, approaches, and standards of education with the changes that were initiated or imposed by European influences in the nineteenth century. The chapters then focus on the role of modern state-based educational systems in constructing and preserving national identities, cultures, and citizenries and concentrates on the role of education in state-formation and the reproduction of socio-political hierarchies. The success of educational reforms and policy-making is then assessed, offering perspectives on future trends and prospects for generating institutional and organizational change. This book will be of interest to graduate and postgraduate students and scholars of education, history, Arab and Islamic history and the Middle East and North Africa. This book is divided into three parts. Part I, Historical Perspectives, contains the following: (1) The Principles of Instruction are the Grounds of Our Knowledge: Al-Farabi's Philosophical and al-Ghazali's spiritual approaches to learning (Sebastian Gunther); (2) Between the Golden Age and the Renaissance: Islamic Higher Education in Eighteenth-Century Damascus (Stephen Tamari); (3) \"If the Devil Taught French\": Strategies of Language and Learning in French Mandate Beirut (Nadya Sbaiti); and (4) \"According to a Logic Befitting the Arab Soul\": Cultural Policy and Popular Education in Morocco Since 1912 (Spencer Segalla). Part II, Education and the Post-Colonial State, contains the following: (5) Public Institutions of Religious Education in Egypt and Tunisia: Contrasting the Post-Colonial Reforms of Al-Azhar and the Zaytuna (Malika Zeghal); (6) Palestinian Education in a Virtual State (Nubar Hovsepian); (7) Language-in-Education Policies in Contemporary Lebanon: Youth Perspective (Zeena Zakharia); and (8) Education as a Humanitarian Response as Applied to the Arab World, With Special Reference to the Palestinian Case (Colin Brock and Lala Demirdjian). Part III, Education and Socio-Political Development: Reform, Policy and Practice, contains the following: (9) Naming the Imaginary: \"Building an Arab Knowledge Society\" and the Contested Terrain of educational Reforms for development (Andre Elias Mazawi); (10) An Introduction to Qatar's Primary and Secondary Education Reform (Dominic Brewer); and (11) Observations from the Edge of the deluge: Are we going too far too fast in our Educational Transformation in the Arab World? (Munir Bashshur).