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Alsharef</title> <meta name="description" content="Search results for: Jawaher F. Alsharef"> <meta name="keywords" content="Jawaher F. Alsharef"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Jawaher F. 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Alsharef"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Jawaher F. Alsharef</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Botulinum Toxin type A for Lower Limb Lengthening and Deformity Correction: A Systematic Review and Meta-analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20F.%20Alsharef">Jawaher F. Alsharef</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20A.%20Ghaddaf"> Abdullah A. Ghaddaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20S.%20Alomari"> Mohammed S. Alomari</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20A.%20Al%20Qurashi"> Abdullah A. Al Qurashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20S.%20Abdulhamid"> Ahmed S. Abdulhamid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20S.%20Alshehri"> Mohammed S. Alshehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Majed%20Alosaimi"> Majed Alosaimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Botulinum toxin type A (BTX-A) is the most popular therapeutic agent for muscle relaxation and pain control. Lately, BTX-A injection received great interest as a part of multimodal pain management for lower limb lengthening and deformity correction. This systematic review aimed to determine the role of BTX-A injection in pain management for during lower limb lengthening and/or deformity correction. We searched Medline, Embase, and CENTRAL. We included randomized controlled trials (RCTs) that compared the BTX-A injection to placebo for individuals undergoing lower limb lengthening and/or deformity correction. We sought to evaluate the following outcomes: pain on visual analogue scale (VAS), range of motion parameters, average opioid consumption, and adverse events. The standardized mean difference (SMD) was used to represent continuous outcomes while risk ratio (RR) was used to represent dichotomous outcomes. A total of 4 RCTs that enrolled 257 participants (337 limbs) deemed eligible. Adjuvant BTX-A injection showed a significant reduction in post-operative pain compared to placebo (SMD=–0.28, 95% CI –0.53 to –0.04). No difference was found between BTX-A injection and placebo in terms of range of motion parameters, average opioid consumption, or adverse events after surgical limb lengthening and/or deformity correction (RR= 0.77, 95% CI –0.58 to 1.03). Conclusions: Adjuvant BTX-A injection conferred a discernible reduction in post-operative pain during surgical limb lengthening and/or deformity without increasing the risk of adverse events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=botulinum%20toxin%20type%20A" title="botulinum toxin type A">botulinum toxin type A</a>, <a href="https://publications.waset.org/abstracts/search?q=limb%20lengthening" title=" limb lengthening"> limb lengthening</a>, <a href="https://publications.waset.org/abstracts/search?q=distraction%20osteogenesis" title=" distraction osteogenesis"> distraction osteogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=deformity%20correction" title=" deformity correction"> deformity correction</a>, <a href="https://publications.waset.org/abstracts/search?q=pain%20management" title=" pain management"> pain management</a> </p> <a href="https://publications.waset.org/abstracts/151436/botulinum-toxin-type-a-for-lower-limb-lengthening-and-deformity-correction-a-systematic-review-and-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Usage of Artificial Intelligence in Instagram</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alanod%20Alqasim">Alanod Alqasim</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasmine%20Iskandarani"> Yasmine Iskandarani</a>, <a href="https://publications.waset.org/abstracts/search?q=Sita%20Algethami"> Sita Algethami</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20alzughaiby"> Jawaher alzughaiby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the usage of AI (Artificial Intelligence) systems and features on the Instagram application and how it influences user experience and satisfaction. The aim is to evaluate the techniques and current capabilities, restrictions, and potential future directions of AI in an Instagram application. Following a concise explanation of the core concepts underlying AI usage on Instagram. To answer this question, 19 randomly selected users were asked to complete a 9-question survey on their experience and satisfaction with the app's features (Filters, user preferences, translation tool) and authenticity. The results revealed that there were three prevalent allegations. These declarations include that Instagram has an extremely attractive user interface; secondly, Instagram creates a strong sense of community; and lastly, Instagram has an important influence on mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI%20%28Artificial%20Intelligence%29" title="AI (Artificial Intelligence)">AI (Artificial Intelligence)</a>, <a href="https://publications.waset.org/abstracts/search?q=instagram" title=" instagram"> instagram</a>, <a href="https://publications.waset.org/abstracts/search?q=features" title=" features"> features</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a> </p> <a href="https://publications.waset.org/abstracts/167566/the-usage-of-artificial-intelligence-in-instagram" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Kiddo: Design and Prototype of a Useable Mobile Application for Kids to Learn under Parental Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albandary%20Alamer">Albandary Alamer</a>, <a href="https://publications.waset.org/abstracts/search?q=Noura%20Alaskar"> Noura Alaskar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Bukhamseen"> Sana Bukhamseen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Alkhamis"> Jawaher Alkhamis</a>, <a href="https://publications.waset.org/abstracts/search?q=Enas%20Alghamdi"> Enas Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Almaha%20Almulhim"> Almaha Almulhim</a>, <a href="https://publications.waset.org/abstracts/search?q=Hina%20Gull"> Hina Gull</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachid%20Zagrouba"> Rachid Zagrouba</a>, <a href="https://publications.waset.org/abstracts/search?q=Madeeha%20Saqib"> Madeeha Saqib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A good and healthy seed will always produce a nice fruit, whereas an infected seed will produce an infected fruit. The same concept applies to the children, and the healthier the environment in which the kids grow, the more likely they become valuable members of society. Kiddo project introduces us to a mobile application that focuses on enhancing the sense of responsibility from a young age and makes raising kids fun and easy. The application aims to enhance the communication between parents and their children and to enrich the good habits of the kid. Kiddo Application enables kids to share their accomplishments with their peers in an interactive environment full of enjoyment, followed by parental monitoring to handle what their kids are posting and friends following. Kiddo provides the kids' and parents’ society with a safe platform free of cyberbullying and inappropriate content with parents' fun engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kids%20social%20media" title="kids social media">kids social media</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20app" title=" educational app"> educational app</a>, <a href="https://publications.waset.org/abstracts/search?q=child-raising" title=" child-raising"> child-raising</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20control" title=" parental control"> parental control</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberbullying" title=" cyberbullying"> cyberbullying</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20relationship" title=" parent-child relationship"> parent-child relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20habits" title=" good habits"> good habits</a> </p> <a href="https://publications.waset.org/abstracts/149933/kiddo-design-and-prototype-of-a-useable-mobile-application-for-kids-to-learn-under-parental-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Tibyan Automated Arabic Correction Using Machine-Learning in Detecting Syntactical Mistakes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwag%20O.%20Maghraby">Ashwag O. Maghraby</a>, <a href="https://publications.waset.org/abstracts/search?q=Nida%20N.%20Khan"> Nida N. Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hosnia%20A.%20Ahmed"> Hosnia A. Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghufran%20N.%20Brohi"> Ghufran N. Brohi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20F.%20Assouli"> Hind F. Assouli</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20S.%20Melibari"> Jawaher S. Melibari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arabic language is one of the most important languages. Learning it is so important for many people around the world because of its religious and economic importance and the real challenge lies in practicing it without grammatical or syntactical mistakes. This research focused on detecting and correcting the syntactic mistakes of Arabic syntax according to their position in the sentence and focused on two of the main syntactical rules in Arabic: Dual and Plural. It analyzes each sentence in the text, using Stanford CoreNLP morphological analyzer and machine-learning approach in order to detect the syntactical mistakes and then correct it. A prototype of the proposed system was implemented and evaluated. It uses support vector machine (SVM) algorithm to detect Arabic grammatical errors and correct them using the rule-based approach. The prototype system has a far accuracy 81%. In general, it shows a set of useful grammatical suggestions that the user may forget about while writing due to lack of familiarity with grammar or as a result of the speed of writing such as alerting the user when using a plural term to indicate one person. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language%20acquisition%20and%20learning" title="Arabic language acquisition and learning">Arabic language acquisition and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20analyzer" title=" morphological analyzer"> morphological analyzer</a>, <a href="https://publications.waset.org/abstracts/search?q=part-of-speech" title=" part-of-speech"> part-of-speech</a> </p> <a href="https://publications.waset.org/abstracts/115685/tibyan-automated-arabic-correction-using-machine-learning-in-detecting-syntactical-mistakes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Production of Date Juice Infused with Natural Antioxidants from Qatari Herbs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahra%20ElObeid">Tahra ElObeid</a>, <a href="https://publications.waset.org/abstracts/search?q=Noura%20Al-Wahiemed"> Noura Al-Wahiemed</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Al-shammari"> Jawaher Al-shammari</a>, <a href="https://publications.waset.org/abstracts/search?q=Wedad%20Al-Asmar"> Wedad Al-Asmar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to utilize Qatari raw materials in the production of a date juice high in antioxidants. The antioxidants were extracted from five Qatari herbs: Caspian manna, Tetraena mongolica, Capparis spinosa, Ziziphus Vulgaris and Lycium shawii. The date juice was prepared in the lab and was infused with the polyphenolic extracts from the 5 different Qatari herbs. The date juice was then infused with the antioxidant containing the highest antioxidant activity and was within the acceptable range in sensory evaluation scale. The phenolic content for Lycium shawii, Alhagi maurorum, Ziziphus Vulgaris, Capparis spinosa and Tetraena mongolica was 4294 ppm, 3843 ppm, 804.59 ppm, 189.14 ppm and 226 ppm respectively, whereas their antioxidant capacity of was 6.21 %, 45.27 %, 69.81 %, 2.96 % and 8.63 % respectively. The highest antioxidant capacity was found in Ziziphus Vulgaris 69.8 % and the highest phenolic content was found in Lycium shawii 4294 ppm. Alhagi maurorum, Tetraena mongolica and Lycium shawii showed good results in terms of taste and aroma however Ziziphus Vulgaris exhibited bitter flavor. Alhagi maurorum antioxidant extract was used to be added to the date juice due to its high phenolic content, high antioxidant capacity, good taste and aroma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qatar" title="Qatar">Qatar</a>, <a href="https://publications.waset.org/abstracts/search?q=dates" title=" dates"> dates</a>, <a href="https://publications.waset.org/abstracts/search?q=herbs" title=" herbs"> herbs</a>, <a href="https://publications.waset.org/abstracts/search?q=antioxidants" title=" antioxidants"> antioxidants</a> </p> <a href="https://publications.waset.org/abstracts/40880/production-of-date-juice-infused-with-natural-antioxidants-from-qatari-herbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> A Self-Study of the Facilitation of Science Teachers’ Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20A.%20Alsultan">Jawaher A. Alsultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Feldman"> Allen Feldman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid switch to remote learning due to the COVID-19 pandemic, science teachers were suddenly required to teach their classes online. This breakneck shift to eLearning raised the question of how teacher educators could support science teachers who wanted to use reform-based methods of instruction while using virtual technologies. In this retrospective self-study, we, two science teacher educators, examined our practice as we worked with science teachers to implement inquiry, discussion, and argumentation [IDA] through eLearning. Ten high school science teachers from a large school district in the southeastern US participated virtually in the COVID-19 Community of Practice [COVID-19 CoP]. The CoP met six times from the end of April through May 2020 via Zoom. Its structure was based on a model of action research called enhanced normal practice [ENP], which includes exchanging stories, trying out ideas, and systematic inquiry. Data sources included teacher educators' meeting notes and reflective conversations, audio recordings of the CoP meetings, teachers' products, and post-interviews of the teachers. Findings included a new understanding of the role of existing relationships, shared goals, and similarities in the participants' situations, which helped build trust in the CoP, and the effects of our paying attention to the science teachers’ needs led to a well-functioning CoP. In addition, we became aware of the gaps in our knowledge of how the teachers already used apps in their practice, which they then shared with all of us about how they could be used for online teaching using IDA. We also identified the need to pay attention to feelings about tensions between the teachers and us around the expectations for final products and the project's primary goals. We found that if we are to establish relationships between us as facilitators and teachers that are honest, fair, and kind, we must express those feelings within the collective, dialogical processes that can lead to learning by all members of the CoP, whether virtual or face-to-face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=self-study" title=" self-study"> self-study</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/164997/a-self-study-of-the-facilitation-of-science-teachers-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Using Geographic Information Systems Techniques and Multi-Source Earth Observation Data to Study the Trends of Urban Expansion in Welayat Barka Sultanate of Oman during the Period from 2002 to 2019</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eyad%20H.%20R.%20Fadda">Eyad H. R. Fadda</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20K.%20Al%20Rashdieah"> Jawaher K. Al Rashdieah</a>, <a href="https://publications.waset.org/abstracts/search?q=Aysha%20H.%20Al%20Rashdieh"> Aysha H. Al Rashdieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban Sprawl is a phenomenon that many regions in the Sultanate of Oman suffer from in general and in Welayat Barka in particular. It is considered a human phenomenon that causes many negative effects as it has increased in the last time clearly, and this study aims to diagnose the current status of urban growth taking place in Walayat Barka. The objective of this study is to monitor and follow up on the most prominent changes and developments taking place in Barka in the period from 2002 to 2019 and provide suggestions to the decision-makers to reduce the negative effects of the phenomenon. The study methodology depends on the descriptive and analytical approach to describe the phenomenon and its analysis and knowledge of the factors that helped in urban expansion in the Barka, using a number of studies and interviews with the specialists, both in governmental and private institutions, as well as with individuals who own land, real estate, and others. Geographic Information Systems (GIS) and Remote Sensing (ERDAS software) have been used to analyze the satellite images that helped in obtaining results that reflect the changes Barka, in addition to knowing the natural and human determinants that stand on Urban Sprawl Expansion. The study concluded that the geographical location of Barka has a significant role in its urban expansion, as it is the closest state to the capital Muscat, as this expansion continues toward the southern and south-western directions, as this expansion has significant negative effects represented in the low number of agricultural lands due to the continuous change in land use. In addition, it was found that there are two types of natural determinants of urban expansion in Barka, which are consumed land from the Sea of Oman and from the western sands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GIS%20applications" title="GIS applications">GIS applications</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20sensing" title=" remote sensing"> remote sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=urbanization" title=" urbanization"> urbanization</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20sprawl%20expansion%20trends" title=" urban sprawl expansion trends"> urban sprawl expansion trends</a> </p> <a href="https://publications.waset.org/abstracts/150594/using-geographic-information-systems-techniques-and-multi-source-earth-observation-data-to-study-the-trends-of-urban-expansion-in-welayat-barka-sultanate-of-oman-during-the-period-from-2002-to-2019" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150594.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Influence of Emotional Intelligence on Educational Supervision and Leadership Style in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Bakheet%20Almudarra">Jawaher Bakheet Almudarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Educational Supervisor assists teachers to develop their competence and skills in teaching, solving educational problems, and to improve the teaching methods to suit the educational process. They evaluate their teachers and write reports based on their assessments. In 1957, the Saudi Ministry of Education instituted Educational Supervision to facilitate effective management of schools, however, there have been concerns that the Educational Supervision has not been effective in executing its mandate. Studies depicted that Educational supervision has not been effective because it has been marred by poor and autocratic leadership practices such as stringent inspection, commanding and judging. Therefore, there is need to consider some of the ways in which school outcomes can be enhanced through the improvement of Educational supervision practices. Emotional intelligence is a relatively new concept that can be integrated into the Saudi education system that is yet to be examined in-depth and embraced particularly in the realm of educational leadership. Its recognition and adoption may improve leadership practices among Educational supervisors. This study employed a qualitative interpretive approach that will focus on decoding, describing and interpreting the connection between emotional intelligence and leadership. The study also took into account the social constructions that include consciousness, language and shared meanings. The data collection took place in the Office of Educational Supervisors in Riyadh and involved 4 Educational supervisors and 20 teachers from both genders- male and female. The data collection process encompasses three methods namely; qualitative emotional intelligence self-assessment questionnaires, reflective semi-structured interviews, and open workshops. The questionnaires would explore whether the Educational supervisors understand the meaning of emotional intelligence and its significance in enhancing the quality of education system in Saudi Arabia. Subsequently, reflective semi-structured interviews were carried out with the Educational supervisors to explore the connection between their leadership styles and the way they conceptualise their emotionality. The open workshops will include discussions on emotional aspects of Educational supervisors’ practices and how Educational supervisors make use of the emotional intelligence discourse in their leadership and supervisory relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=directors%20of%20educational%20supervision" title="directors of educational supervision">directors of educational supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a> </p> <a href="https://publications.waset.org/abstracts/68314/influence-of-emotional-intelligence-on-educational-supervision-and-leadership-style-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Relationship between Leadership and Emotional Intelligence in Educational Supervision in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Bakheet%20Almudarra">Jawaher Bakheet Almudarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Saudi Arabian educational system shared the philosophical principles, in its foundation, which concentrated on the achievement of goals, thereby taking up authoritative styles of leadership. However, organisations are beginning to be more liberal in today’s environment than in the 1940s and 1950s, and appealing to emotional intelligence as a tool and skill are needed for effective leadership. In the Saudi Arabian case, such developments are characterised by changes such as that of the educational supervisor having the role redefined to that of a director. This review tracks several parts: the first section helps western reader to understand the subtleties, complexities, and intricacies of the Saudi Arabia education system and its approach to leadership system of education, history, culture and political contribution. This can lead to the larger extent understand if emotional intelligence is a provocation for better leadership of Saudi Arabian education sector or not. The second part is the growth of educational supervision in Saudi Arabia, focusing on the education system, and evaluates the impact of emotional intelligence as a necessary skill in leadership. The third section looks at emotions and emotional intelligence, gender roles, and contributions by emotional intelligence in the education system. The education system of Saudi Arabia has undergone significant transformation. To fully understand the current climate of Saudi Arabia, it is essential to review this process of transformation in terms of the historical, cultural, political and social positions and transformations. Over the years, the education system in Saudi Arabia has undergone significant metamorphosis. The Saudi government has instituted a wide range of reforms in an attempt to improve education standards and outcomes, facilitate improvements and ensure that high standards of education standards are upheld to keep pace with the global environment and knowledge economy. Leadership itself has become an increasingly prominent aspect of educational reform worldwide. Emotional intelligence is often considered a significant aspect of leadership, but it is in its early stages in Saudi Arabia. Its recognition and adoption may improve leadership practices, particularly among educational supervisors and contribute to national and international understandings of leadership in Saudi Arabia. Studying leadership in the Saudi Arabian context is imperative as the new generation of leaders need to cultivate pertinent skills that will allow them to become fundamentally and positively involved in the regions’ decision making processes in order to impact the progression of the Saudi Arabian education system. Understanding leadership in the education context will allow for suitable inculcation of leadership skills. These skills include goal-setting, sound decision-making as well as problem-solving within the education system of Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20supervision" title="educational supervision">educational supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20administration" title=" educational administration"> educational administration</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a> </p> <a href="https://publications.waset.org/abstracts/82209/relationship-between-leadership-and-emotional-intelligence-in-educational-supervision-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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