This paper highlights the impact of financial inclusion on individuals’ borrowing and saving decisions in the United States and the United Arab Emirates. It does so, using data from the 2014 Global Financial Inclusion database, and an empirical strategy consisting of first testing the significance of the joint bivariate model over its binary conterparts using the Lagrange multiplier test, followed by a contrast between the fully-parametric and semi-parametric specifications of the saving and borrowing equations. Based on model performance measures, the semi-parametric bivariate probit specification is identified as a better framework for describing the two processes of saving and borrowing, with a correlation coefficient of 12.3%. Although no significant difference exists between UAE and US residents in borrowing behavior, we find that US residents are 31.4% more likely to save than their UAE counterparts. In addition, and in line with the Permanent Income Hypothesis, the results reveal the absence of an income based saving or borrowing gradient in the two countries. Conversely, we found the prevalence of a gender based saving (12.4%) and borrowing (13.8%) inequality in favor of the male gender. Furthermore, access to a bank account and a debit card, companies policy of direct wage and salary transfer, and government transfer programs with direct deposit options are all financial inclusion strategies that are found to significantly raise the likelihood of saving and borrowing. As such, companies with payroll practices based on cash or physical paycheck issuing, especially in the US, should revise such policy to create more financial inclusion, and thereby more saving potential which in turn would contribute to further borrowing, investment and growth of the national economy.

The transition to sustainability requires major behavioural changes. This requires a complete rethinking of ecosystems and their interconnections, reassessing environmental issues, and a behavior change manifesting. Thus, understanding how sustainability Knowledge, Attitudes, and Practices (KAP) change is essential to sustainability as they shape human behaviour. The main aim of this study was to investigate the constructs of sustainability KAP among university and non-university populations. Data were collected using a structured questionnaire of items measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire was distributed to diverse participants, ensuring a broad representation of views on sustainability. There are ten sociodemographic variables, 344 respondents in UAE where the female (28.5%) and male (13.7%), (58.1%) participants did not belong to the UAE university and their age fall into the 18-24 years old. The mean scores indicate a positive orientation towards sustainability, with Knowledge (M = 4.2272), Attitudes (M = 4.2650), and Practices (M = 3.8198) all above the midpoint and the UAE university students showed more knowledge, attitude and practices scores ‎than others population. Associations between KAP were significant at a significant level of p < 0.05. This indicates that the next generation will have more environmentally KAP.

This study proposes a structure for companies to use when implementing human resource practices in open innovation. Despite the fact that open innovation has received a lot of attention in the innovation management field as companies open their doors to information exchange in an effort to spur creative thinking, there are very few empirical articles that connect this trend to the human resource management literature. Our findings are the result of an extensive qualitative investigation into Julphar Gulf Pharmaceutical Industries Manufacturers in the United Arab Emirates (UAE) and its open innovation program. Internal, external, and combined are the three primary pillars of human resource management. We also demonstrate how the evolution of the open innovation initiative is linked to the state of the art in HRM and open innovation literature. The framework identifies HRM practices for both internal and external participants in the open innovation effort. Much of this HRM is done off the books, in a setting separate from the host company. By providing actual evidence of how firms use HRM to manage open innovation projects, our research adds to the scant and mostly theoretical literature linking open innovation and HRM.

Artemia franciscana, native to America, has recently colonized non-indigenous populations in Eurasia, Mediterranean regions and Australia. In present we sought to evaluate the potential effects of colonization of A. franciscana on genetic differentiation in the new environments in UAE. We used the COI marker to determine population genetic structure and identify the origins of exotic populations in UAE. Our findings have confirmed the colonization of both localities by A. franciscana. Genetic variation of invasive A. franciscana were exclusively lower than native population in Great Salt Lake and San Francisco Bay. Results have showed the studied population could not possibly have colonized directly from natural American localities, perhaps resulting from secondary introduction events from other non-indigenous populations. Genetic analysis have yielded different demographic patterns for invasive studied populations. Al Wathba Wetland Reserve (AWWR) population have represented demographic expansion. In contrast, Godolphin Lakes (GL) population was at demographic equilibrium. Neutrality tests have documented the excess of both recent and historical mutations in the COI gene pool of invasive AWWR Artemia throughout establishment in the new environment.

Globalization has had an impact on the education system in the UAE, where increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation of The Little prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

This research paper aimed to explore the impact of childhood and adolescent experiences on the leadership development of Emirati women in the United Arab Emirates (UAE). Using a qualitative research methodology, the study utilized in-depth narrative semi-structured interviews, document analysis, and diary writing to understand the complex issue of leadership development. Findings indicate that childhood and adolescent experiences, including family upbringing, education, culture, and societal expectations, have significant impacts on the leadership development of Emirati women. Specifically, family upbringing and cultural values shape Emirati women's leadership aspirations and behaviors, while education and societal expectations provide opportunities and barriers for women's leadership development. The implications of these findings for policymakers and practitioners seeking to promote women's leadership development in the UAE are discussed.

Women have been leading organizations and communities for centuries, but their journeys in leadership have sometimes been challenging. This paper aims to reflect on women's positive and negative experiences in leadership roles and understand the factors contributing to their successes and challenges.To explore these issues, we will draw on various academic literature, including studies on gender and leadership and case studies of women in leadership positions. We will also examine the cultural and social factors that affect women's experiences in leadership, including bias and discrimination, societal expectations, and work-life balance challenges.One key theme from this analysis is the importance of role models and support networks in helping women succeed in leadership roles. Women with access to mentorship, sponsorship, and peer networks are more likely to thrive in their roles and overcome the challenges they may face. However, lacking female role models and mentors can make it difficult for women to advance in their careers and contribute to feelings of isolation and imposter syndrome.Another important theme is the need for organizations and society to address systemic biases and discrimination that prevent women from reaching their full potential. This can include initiatives such as unconscious bias training, flexible work arrangements, and policies that support gender diversity and inclusion.In conclusion, this paper highlights women's positive and negative experiences in leadership roles and emphasizes the need for ongoing efforts to support and empower women in leadership. By addressing the challenges women face and building a culture of inclusion and support, organizations and society can help unlock the full potential of women leaders and create a more equitable and just world.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.