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The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

The present research paper aims to identify the level of creative leadership among university leaders in Riyadh, Saudi Arabia and its relationship to their thinking styles. It also reveals the differences between the level of creative leadership and thinking styles according to university type (public or private) and gender. Moreover, it adopted the analytical descriptive method. The sample comprised (60) university leaders. The field data was collected using the creative leadership scale and thinking styles scale. The results indicated a high level of creative leadership among educational university leaders in Riyadh. In terms of the thinking styles, the realist, pragmatist, idealistic, analyst, and synthesis were ranked first, second, third, fourth, and fifth, respectively. Moreover, there were statistically significant differences between the mean ranks of the participants on the flexibility domain according to university type (public or private) favoring educational leaders in public universities. There were no statistically significant differences among the other domains and total score of the creative leadership scale, as well as among the total score and domains of thinking styles scale according to university type (public or private) and gender.

Group work (GW) has been at the center of research for many years, and several positive attributes have been linked to its implementation in English language teaching (ELT) classrooms. This study explores Kuwaiti students' views on the benefits and difficulties of GW in their general English and English for specific purposes (ESP) courses. A mixed-method approach, involving both qualitative and quantitative data, was implemented, and 290 individuals responded to the questionnaire of which 22 were interviewed. All participants were students in one of the only two public higher education institutions in Kuwait: Kuwait University (KU) or the Public Authority for Applied Education and Training (PAAET). The findings revealed that the majority of students agreed that GW presented ample benefits for their learning journey, and some of those positive attributes surpassed the education realm into their social and professional realms. However, the findings also showed a few negative issues raised about GW implementation.

Knee osteoarthritis is often treated surgically (knee joint replacement) or non-surgically (physiotherapy, pharmacological treatment). However, interventional radiologists can also offer a number of image-guided percutaneous therapies, including pharmacological treatments (intra-articular steroid, local anesthetic, and hyaluronic acid injections), biological options (platelet-rich plasma or mesenchymal stem cell injections), and newer nonpharmacological therapies (neuroablation, neuromodulation, and genicular artery embolization). Intra-articular steroid injection is the most widely used radiologically guided therapy; it provides pain relief and can help confirm the joint as the source of pain. However, platelet-rich plasma injection may provide greater pain relief and functional improvement compared with other intra-articular injections. Mesenchymal stem cell injections may improve pain, function, and cartilage volume, but the therapy is still under clinical investigation. Neuroablation and neuromodulation achieve pain reduction by targeting the sensory nerves of the knee joint. Radiofrequency ablation has been shown to be more effective than intraarticular steroid injections at treating knee osteoarthritis pain and function. Potential advantages of neuromodulation over conventional radiofrequency ablation include less intraprocedural pain and lower risk of thermal damage to adjacent structures. Genicular artery embolization aims to downregulate inflammation and its downstream effects by altering synovial blood flow; it is considered a promising therapy for osteoarthritis-associated knee pain. [ABSTRACT FROM AUTHOR]

This paper covers type one and two educational obstacles in using technology in the classrooms, and considering those obstacles tries to find the answer to the following overarching research question which can help to gauge some obstacles for the educational technology integration for elementary and high school education: What obstacles do teachers identify when integrating technology with instruction? This paper examines the educational obstacles like time to prepare materials and lessons for quality technology-rich lessons, policies and security restrictions, access to resources, and the level of comfort to use technology. Based on examining the type one and two obstacles, the goal is to gain a greater understanding as to why there is a disconnect between the seemingly common educational belief, that technology can and must be used in the twenty-first century classrooms, and actual classroom practices through evaluating the mentioned obstacles.

This paper demonstrates the potential of Saudi schools for technology leadership provided by Learning Resource Centres (LRCs) to enhance the formation of a technology-motivated educational environment. Using the grounded theory methodology and the CBAM stages of concern and levels of use this study sheds light on Saudi LRCs and their leadership role within the framework of the ongoing ICT-related education reform. From the interviews of the participants in the training programme at Northern Borders University, Saudi Arabia, it is found that Saudi schools require standardized technology leadership to implement standardized uses of technology via networked LRCs. The Saudi teachers with little knowledge of technology can use LRCs.

This paper examines the effectiveness of using augmented reality (AR) with the ARCS (Attention, Relevance, Confidence, and Satisfaction) framework to improve student performance and motivation in primary schools in Saudi Arabia. A sample of 100 randomly selected primary school pupils from grades 4 to 6 were used in the study, and two motivational and learning use scales were used to collect data. The results of the study indicated that AR implementation using the ARCS framework significantly improved knowledge and motivation among the primary school students. The paper recommends that AR should be adopted in primary schools in Saudi Arabia, specifically for grades 4 to 6, as an effective method of enhancing student learning and motivation. [ABSTRACT FROM AUTHOR]

This study serves as a follow-up on a 2020 study by Wang and Lund that examined the policy changes and announcement information provided by American public libraries during the early weeks of the coronavirus (COVID-19) pandemic, using the same list of libraries as the 2020 study to examine how the COVID response evolved over the past two years. Seven types of information were collected from the public libraries' websites, with the help of the Internet Archive to collect specific dates: frequency of announcement updates, date of start curbside/pickup services, date of reopening libraries, dates of posting vaccine-related information, dates of removal of COVID-19 related information, and dates of reopening face-to-face programs. The findings indicate that the timing of COVID response updates varied based on factors including the size of the municipality in which the public library is located and the political leaning of the municipality's voters. [ABSTRACT FROM AUTHOR]

Introduction: C-shaped root canal anatomical variations cause challenges in endodontics treatment. This study investigated the prevalence of C-shaped root canals in mandibular second molars in the Kuwaiti population using cone-beam computed tomography (CBCT). Materials and Methods: CBCT images of sound mature mandibular second molars of 247 Kuwaiti patients were collected from government dental centers. An endodontist and radiologist examined the images to determine the presence of C-shaped canals. They were evaluated at four levels (canal orifice, coronal, middle, and apical thirds of root). Data were collected and statistically analyzed. Results: One hundred and forty-nine scans and 199 teeth belonging to 62 males and 87 females aged 16–56 years were included. C-shaped canals were found in 26 (13.07%) cases and were more common in females. Females were more likely to have bilateral C-shaped canals (P < 0.05). C2 was the most frequent morphology type at the orifice and coronal levels (53.9%) and apical levels (38.5%). An uninterrupted "C" shape was seen in 4 teeth (15.39%). A lingual longitudinal groove with the buccal notch (groove Type II) was seen in 14 teeth (53.85%). Conclusion: The prevalence of C-shaped canals in the mandibular second molars of a Kuwaiti population was higher than studies performed in the Middle-East population. The morphology type of C-shaped canal in mandibular second molars varied between the root levels. Radicular groove with buccal notches was most frequently located on the lingual side. [ABSTRACT FROM AUTHOR]