Qatar Foundation Annual Research Conference Proceedings Volume 2016 Issue 1

Those teaching in the area of “Islamic law” (however imprecise that term is) can appreciate the difficulty in conveying information on sources and major principles. People unfamiliar with the Arabic language have enough struggles with the new lingo and could benefit from an overview of the main sources, principles and methodologies in pictorial form. This flowchart is a very basic representation or big picture of “Islamic law.” It is best viewed as a digital document where you can adjust the size. It is only an attempt to give some perspective to the introductory student in this area, but nevertheless a caveat is in order at the outset. Any endeavor that attempts to provide a simple overview of a complex system always runs the risk of oversimplification. Clearly, it is an impossible task to set out detailed discussions of the Islamic system's principles, institutions and their interactions and permutations in such a static fashion. For a more detailed and nuanced explanation of most of what is set out on the flowchart, you may wish to download and read Part 5 of Faisal Kutty, The Myth and Reality of Shari'a Courts in Canada: A Delayed Opportunity for the Indigenization of Islamic Legal Rulings, 7 U. St. Thomas Law Journal 559 (2010), available at http://ssrn.com/abstract = 1749046. The idea is to demystify Islamic law and allow for people to see the involvment of human agency in the process with the objective of making it easier to reform Islamic rulings to address contemporary realities and challenges.

يهدف البحث الى تبيان أثر نواتج الابحاث الطلابية الممولة من مؤسسة قطر والتي يمكن تطويرها الى تطبيقات علمية لخدمة بقية طلاب الصف الدراسي وعلية فان هذا البحث يهدف الى عرض نموذج تطبيقي لأستاذ المادة والذى يمكن استخدامه في تدريس التاريخ بطريقة تدرب الطالب على التفكير الناقد والاتصال ومهارات التعلم التعاوني من خلال اشراك الطالب في تدريب لطرح تساؤلات بحثية في التاريخ مثل اين؟ وكيف؟ وماذا؟ ولماذا؟ ومن؟ من خلال المصادر الاولية والتي تساهم في تفسير المصدر. ولعل من بين المشاريع البحثية التي اشرفت عليها د. شيرين المنشاوي كباحث رئيسي هو مشروع بحثى بعنوان «قطر كملتقى طرق: طلاب يكتبون تاريخهم الشخصي ≫ UREP08-049-6-004والذى فاز بمنحة ممولة بدورته الثامنة. سعى هذا البحث الى زيادة قدرة الطلاب على التفكير النقدي و تنمية مهارات الكتابة لديهم وذلك عن طريق كتابة تاريخهم الشخصي و ربطة بتاريخ المنطقة وايضا ربطة بأحداث محلية او دولية. وقد تم تقديم نفس التجربة في الفصول الدراسية التي اقوم على تدريسها بقسم العلوم الانسانية بجامعة قطر وخاصة في المقررات المختصة بتعريف التاريخ وكيف يكتب التاريخ، في الفترة ما بين عام 2011 وحتى الان فنادرا ما طلب من طالب من قبل ان يكتب عن تاريخه هو او تاريخ ثقافته او هويته أو حضارته والاحداث التي شكلت تلك الثقافة أو تلك الهوية، ويقوم النشاط على ثلاث منهجيات. المنهج النظري: يقوم الطلبة بتجميع كل المصادر الاولية والدالة على تاريخهم مثل: (1) وثائق: شهادات الميلاد، شهادات المدارس، شهادات تقدير، شهادة زواج الوالدين، أسماء شجرة العائلة، مذكرات، خطابات، ختم على وثقيه السفر، اوراق حكومية، بطاقات سفر... الخ (2) صور: صور شخصية، رسم فنى، صور لحيوانات اليفة...الخ (3) أثار: سيارات قديمة، مباني قديمة مملوكة للعائلة ، ملابس قديمة، اثاث، نقود قديمة، مجوهرات قديمة، ماكينة خياطة قديمة...الخ. ويتبادل الطلاب المعلومات مع عائلتهم بالمنزل لكى يقموا بمساعدتهم بالمصادر التي تدل على حياتهم وحتى يمكن التوثيق لتاريخهم الشخصي. المنهج التطبيقي: أقدم كأستاذ للمادة ورشة عمل للطلاب عن أنواع المصادر الاولية ومدى قوتها او ضعفها وكيفية استخدامها في التاريخ. وكذلك انواع المصادر الثانوية وكيفية التحقق منها و كيفية التوثيق لها. وكيف يمكن الجمع بين المصادر المختلفة لتوثيق تاريخهم الشخصي. وعلية يقوم الطلاب بفحص المصادر الاولية مستخدمين عدد من الاسئلة البحثية مثل أين ومتى وكيف وبتحليل هذه المصادر يتم الكشف عن كثير من المعلومات المفيدة والتي تسجل تاريخهم. وفى محاولة لتوسيع دائرة البحث تعرض ادلة خاصة بالطلاب للبحث فاذا ادعى طالب انه فنان جيد فعلية ان يقدم الاسكتش الفني والجوائز التي حاز عليها واذا ادعى انة ادار حلقات للنقاش عديدة فعليه ان يقدم شهادات تثبت ذلك. ان الوثائق الخاصة بالطالب هي مصدرا غنيا للاستفسار فعلى سبيل المثال فان طالب ولد في الخليج قد يحمل وثائق سفر من الكويت ، وشهادة ميلاد من قطر وهوية الأسرة المصرية. وفى هذا السياق يختبر الطالب الوثائق مع الرواية الشفهية من خلال الاسرة للوصول الى التفاصيل. ان رحلة شتوية لطالب قطري مثلا مع جدة في مخيم للعائلة في الصحراء يمكن أن يسفر عن قصص متقاربة او مختلفة عن سابقتها في المشهد المتغير والسريع في دولة قطر والتي قد تفسر المسارات الاجتماعية إلى للحياة الحالية بدولة قطر. المنهج المقارن: وفى هذه المرحلة يقوم الطلاب بمقارنة خبراتهم التي اكتسبوها وهذه المرحلة تتيح للطلاب العمل سويا لكى يتبادلون الافكار حول المصادر ولكى يعمقوا تحليلاتهم الأولية والمبنية على حجج سليمة (مصادر) و الحجج المضادة ايضا. وفيما يلى نتائج موجزة للتجربة الصفية: -يعتقد كثير من الطلبة أن مادة التاريخ هي عبارة عن تجميع بعض الأسماء والتواريخ، التي يجب تذكرها وكتابتها في الامتحان، لكنهم لم يدركوا أنه، من خلال قراءة المصدر وتفسيره، يمكن التفكير بأنفسهم في الحقائق التاريخية المختلفة، ويكون الأمر ممتعًا عند طرح عدد من الأسئلة البحثية ومحاولة الإجابة عنها باستخدام أدلة تدعمها. لذلك اظهر هذا النشاط و المنقول عن المشروع البحثي الممول من مؤسسة قطر أن التاريخ أصبح أكثر إثارة عندما يتم دراسته وكتابته من مجموعة من المصادر الأولية ومقارنتها ببعضها البعض للوصول الى الحقيقة حتى اذا كان هذا التاريخ هو كتابة تاريخهم الشخصي. -من أهم المخرجات التعليمية لهذا النشاط هو تغيير طريقة تفكير الطلبة في كتابة التاريخ و من خلال التعمق في فهم المصادر والتحقق منها. -لاحظت كأستاذ للمقررات التي تم تطبيق هذا النشاط فيها تفاعل الطلاب مع عائلاتهم لكتابة تاريخهم الشخصي ومن ثم ادماج العائلات في تعليم ابنائهم وإعطائهم فرصة كتابة تاريخهم من ابعاد اجتماعية تاريخية واقتصادية و جغرافية حيث اثبت هذا النشاط ان اشراك الاهل مع الطلبة في عملية التعلم هي نقطة هامة حيث لا يجب ان يتوقف دعم الاهل للطلبة بمرحلة الثانوي بل لابد و ان يتعدى للمرحلة الجامعية بشكل المشاركة. -سعى هذا النشاط الى فتح دوائر أوسع للطلاب لكتابة تاريخهم الشخصي لاكتشاف أثر الحركات السياسية والتاريخية ، والاجتماعية ، والحروب و الهجرات التي أثرت في حياتهم هو وسيلة لهم لفهم التاريخ وبشكل اعمق وهو ما اتاح لهم الاطلاع على قواعد بيانات وموارد المكتبة الأرشيفية والخرائط، وغيرها من المصادر الأولية ذات الصلة، وما إلى ذلك ليتم دراستها. -هذا التطبيق هو ناتج مشروع بحثى بعنوان «قطر كملتقى طرق: طلاب يكتبون تاريخهم الشخصي ≫ UREP08-049-6-004وممول من برنامج خبرة الابحاث للطلبة الجامعيين والذى اضحى اداة تعليمية فعالة من حيث فهم عميق للتاريخ عن طريق كتابة الطلاب لتاريخهم الشخصي مستعينين بعدد من المصادر الاولية. ونهاية فقد عرضت في هذا البحث لنموذج تطبيقي بحيث يمكن استخدام فكرة كتابة التاريخ الشخصي مستندا على مصادر أولية في تطبيق منظم للتفكير الناقد في مقررات التاريخ. والهدف هو ان يستخدم القائمين على تدريس مادة التاريخ والمعلمين هذا النموذج لتدريب الطلاب علية والاستفادة منة. وعلية يكون عناصر تصميم النموذج هي: مصدر اولى بحيث يمكن استخراج المعلومات التي نحتاجها منة لكتابة التاريخ الشخصي و قائمة من الادلة المتاحة، للإجابة على قائمة من الاسئلة البحثية. وسنتأكد من تحقيق هذا التصميم التعليمي للغرض الذى صمم من أجلة عندما يستطيع الطالب ان يربط بين المصدر والادلة المتاحة ليستنتج الاجابة الصحيحة والتي تتطلب مجهود عقلي ليصل لاستنتاج هذه الاجابات. ان مثل هذا التطبيق التعليمي يدمج كل من التفكير الناقد والاتصال ومهارات التعليم التعاوني لإيصال المعلومات التاريخية عن طريق اشراك الطلاب في التساؤلات البحثية التاريخية من المصادر الاولية. وعلية تقترح الباحثة ان يعطى اساتذة المادة مساحة اوسع لتدريس المصادر من خلال كتابة الطلاب لتاريخهم الشخصي حيث يتيح هذا التطبيق الفرصة للطلاب بان يجمعوا معلومات من مصادرها الاولية ومن ثم التفكير في تفسيرها والتركيب والتحليل وهو اتجاه تعليمي جديد وفعال واستراتيجية تكمل الأشكال التقليدية في تدريس التاريخ مع الدروس والقراءات الأسبوعية والتي تنجح ولكن بشكل جزئي وعلية يقترح تبنى هذا التطبيق من قبل أساتذة التاريخ خلال تدريس مادة التاريخ.

The uneasy relationship between religion and politics is a dominant feature of many post- colonial Muslim majority states. Two most prominent cases in this regard are Egypt and Pakistan. This paper does a comparative analysis of the two countries under the regimes of Anwar Sadat in Egypt (1970–1981) and Zia-ul-Haq in Pakistan (1978–1988). The analysis takes into account the changed role and status of the state in context of public and private life, construction of the new and modification of existing institutional structures to implement Islamic visions of the two leaders. It is noteworthy that even though both leaders tried to Islamize the polity the trajectory followed was radically different. The paper argues that this difference can be attributed to the lack of a universal understanding of the notion of an Islamic State. Furthermore, because of the lack of coherence in defining an Islam state, the question of achieving an Islamic government is also addressed which does aim to seek a universal form of governance. In most cases, Islam is used as a tool to gain legitimacy by the ruling regime. This legitimacy then translates into a political catalyst for governance. State and society relations also played a factor in establishing some form of government whose relationship was classified by the authoritarianism of the regime. The conclusion emphasizes the current situation in both countries. One of the question raised in this paper is can religion and state coexist? Based on the cases of Pakistan and Egypt, religiosity harms society's trust with the state. As religiosity increases, radicalism increases and the Jammat-i-Islam and Muslim Brotherhood movements prove radicalism is the product of a divided, constructed state. The same question is raised in terms of Islamic laws and instiutions. Because there in no universal set of laws or institutions in the imagined Islamic state, one is left wondering how to create a state bearing in mind the need of the ummah, or Muslim community. Islam thus served as the legitimizing principle to govern and in order for Islam to be the political catalyst for change, devout Muslims were chosen to represent the people. Having pre-existing government structures allowed both leaders to achieve a path of Islamic revivalism more fluently. The post-colonial nature of the state impacted the cultural and national identity of both states as many did not know where they came from or what group to identify with. Both leaders raised the question of whether or not to resort back to one's colonial heritage or create a new sense of universalism within the state. In Pakistan, one's ethnic background was important when defining one's personality whereas in Egypt it was one's level of religiosity created their identity. Catering to the needs of a diverse and population became more difficult for each state to achieve. More institutions were created as a result even if some groups were completely marginalized from the process. Once independence was achieved, a new government structure was created in order to meets the demands of the society. With two governments moving in the direction towards a ‘theocracy in its purest form’, power became the authoritative. In terms of institutionalism, Zia believed governance was the knot which tied his Islamization program together whereas Sadat believed text was the same knot. Under different names, both states adopted institutions which ensured Islamic and Shari ’a law were compatible with every functioning institution. Therefore, Pakistan and Egypt fell under the category of a sue do theocracy. Even leaders who came after Zia and Sadat envied them for their dedication towards their missions. What both leaders did so well was manipulate the society in which they were the authority by convincing that whatever they did politically was justified. Even though much of both societies were marginalized, they eventually became convinced that in the long-run they would be better off. In terms of the current situation in both countries, data suggests Pakistan falls under the category of a democracy while Egypt a closed anocracy. Such a situation can be attributed to the Islamization policies adopted in the 1970’s. The only way such decision were defended was by claiming God had chosen who had the right to govern and establish an Islamic state. Believing one was chosen by God to rule was the first miscalculation, the second being believing religion and politics are inseparable. Both leaders became obsessed with the idea of Foucault's bio-politics, that they forgot what Islam was really all about. If Zia and Sadat had understood what the Quran said about governance, they would realize no one form of government exists and it is up to both the leader and its citizens to decide how they wish to be governed. It is up to Islamic scholars and those qualified to speak and interpret Islam to recommend laws and institutions to govern a society. If governments continue to regulate one's religious practices and behaviors, the freedom to practice faith decreases, with state legitimacy rising from the leadership point of view. To conclude, the changing nature of Muslim-majority states can be rendered to the rise of Islamic movements after the post-colonial era. Both Anwar Sadat and Zia ul-Haq felt their respective states were moving in the wrong direction because of the lack of religious fervor. Because of the lack of understanding of Islamic law and jurisprudence, two different visions for an Islamic state were created in the minds of both leaders. This resulted in two radicalized states whose approach to governance differed. Although the trajectory towards Islamizing was different, the desire for power and need to be accepted by society was similar in both cases. Overall, this comparative analysis takes into account all of the aforementioned factors while coming to the conclusion there is no concrete definition of Islamic governance and the impact of these Islamization programs will always exist unless a radical shift in ideologies occurs.

Qatar has gone through an educational reform in year 2000; its educational and particularly schooling system went through a major overhaul from K-12 reaching higher education providers. The major reasons for the educational reform were to increase the level of student academic achievement. Concomitantly, the rapid growth of Qatar's economy over recent decades has created a situation in which the demand for skilled labor far exceeded the supply of qualified Qatari nationals. The Qatar National Development Plan identified acute needs for highly educated and skilled Qatari nationals in the areas of health and biomedical sciences, engineering, energy and environment, and computer and information technology (Qatar National Development Strategy, 2011). Two significant higher education providers' serve post-secondary students, being Qatar University (QU) and American Branch Universities at the Qatar Foundation have grown tremendously over the years. Understanding the factors that affect Qatari students' post-secondary persistence and achievement is crucial for achieving the country's human capital growth. Tinto (1975) deposited his theory about student integration into the academic and social system of the higher education providers, Tinto suggested a multidimensional component which underlined the higher education community engaging students in all aspects of higher education including academic and non-academic. Tinto's theory basically hypothesizes that persistence is determined by the match between an individual's motivation and academic ability and the institution's academic and social characteristics. A second and major model is Bean's (1986) student's intention to stay or leave into the attrition model, derived from psychological theories and based on attitudinal research of Ajzen and Fishbein (1972) which later developed by Bentler and Speckart (1981). Key ideas from the model suggest that a strong association was related to intentions and behaviors and that an undergraduate student decision to persist or dropout was strongly related to affect. One conclusion about student engagement was students need to be satisfied and academically prepared especially those in the first years to achieve success and maintain continuous enrollment in higher education (Astin, 1985; Tinto, 2005; Kuh, 2001, 2007). Tinto's integration theory has received considerable validation of non-academic factors and impacting student continuation (Pascarella & Terenzini, 1977; Terenzini & Pascarella, 1977; Chapman & Pscarella, 1983; Pascarella & Chapman, 1983). The latter model has received empirical validation and support based on a large number of studies that looked at background information as the socioeconomic levels of students' families and its effect on postsecondary continuation in higher education (Astin & Oseguera, 2004; Sewell & Shah, 1968). With the large number of studies coming from the United States (US) and other western countries (Kenny & Stryker, 1994; Dekker & Fischer, 2008) have underlined the differences on how students develop and internalize beliefs, needs, and wants that in turn impact academic motivation to persist and succeed in higher education. While few studies have emerged from the Middle East, the recent establishment of the Middle East and North Africa Association of Institutional Research has prompted many researchers in this area to seek the understanding and experiences of students in higher education. In Qatar for instance, the first year experience study and National Association of Colleges and Employers Survey have just recently been implemented at Qatar's national public university. Faced with the danger of students dropping out from the university, and a large number of students who are likely to remain in the first years for longer years reflects the dangers of higher education being a bottleneck to economic development and human resource development (Qatar University Fact Book, 2011). One clear indication and dangers of Higher education completion rates as anywhere in the world is disparaging. It has been reported that in the US for instance 55% of undergraduates who begin study at a 4-year institution complete a degree at that same institution within 6 years of their initial enrollment and another 7% completed baccalaureate degrees within six years after attending two or more institutions (Lotkowski, Robbins & Noeth, 2004; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). Pascarella (1985) and Adelman (2006) came to the conclusion that continuous enrollment is the most powerful variable in explaining degree completion and time to degree. There are several factors academic and non-academic likely to affect students as they make the transition to post-secondary institutions. Many students may experience stress, anxiety, withdrawal, and even depression (Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004; DeStefano, Mellott & Peterson, 2001; Feldt, Graham, & Dew, 2011; Wie, l & Zakalik, 2005). There are also a variety of non-academic challenges that have bearing on the likelihood on academic persistence and success of students. A fairly large body of research undertaken in a number of countries have examined the experiences of international students, and compared their experiences to those students of native to the host country. Academic factors (i.e., secondary preparation) appear to influence postsecondary success (see Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004). But also a range of non-academic factors, influenced by culture and values, thus may contribute to challenges faced by students in higher education in their local context. This study attempts to address Qatari student challenges in their lives in the higher education in Qatar. The study draws on student, perceptions, beliefs, outlook and context; we approach the study through grounded means by leading interview questions through exploration and probing. The approach is grounded in ways that no specific theory drives the questions rather the responses from the interview often call upon theory to justify the findings. The sample will be made of 35 students who were interviewed through probing and questioning techniques. The questions will probe and guide students with converging responses leading to themes. The long-term goal of this line of research is to provide the Qatari society with mush needed scientific information regarding the challenges that its students face in completing their university education at the competence needed to build Qatar's human capital to support its rapidly expanding economy. Finally, we believe that is a broader regional need for specific and focued information on this topic as the study findings are directly applicable to students from several other countries in the region.

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By how the brain works for the Very young child's mind when they are born to be his mind Loader with operational program acquired genes text of this operational program is to pay attention to what is repeated, pay attention to visual and auditory stimuli. The basis of learning is repetition and stimulate the senses Comes from the interaction, in order for this program works must interact with the child to stimulate the child's mind and its cells nerve The most important year of the child is the first year then the second and child neglect in the first two years whether to let him watch TV or maid or not to interact with it leads to stop some senses and stop the mental and linguistic age of the child in the event that a child has been neglected in the first months or that the brain did not stimulate becomes less active in subsequent years. To answer questions from parents of children autism spectrum more than 300 children from various Arab countries as well as Arab expatriates residing in the foreign and Arab countries and found that 90% of children have been exposed to neglect inadvertently leaving them in front of children's channels in the first year for a long time or screens devices in the first year or Second – The majority of them left by parents to watch the channels that repeat content and songs. We also found more cases that lead to leaving the child of the TV is 1. Working mother 2. Expatriate mother or traveling 3. Pregnant another child early 4. Busy father 5. Ignorance of the seriousness of the TV. We also found the answer from the mothers of the children and some of the videos that the child's behavior after the birth and to the pre-watch TV normally be in terms of sounds, movement and visual communication, hearing, especially in the first 6 months. We also found symptoms of autism spectrum emerged after the child's addiction to watch these channels which - Lack of eye contact - Lack of attention to the appeal - Link TV or screens - Age-stop linguistic and stop mental age where he does not fit the true age - Non-participation of children playing - Trouble sleeping and eating Repetitive movements - problems in some senses such as smell - touch - taste - and the sensitivity of sound. We have reached the symptoms depend on several factors and varies from child, including 1-In any month of the child's age began to watch TV for a long time in the first year it led to a mental age and freeze them know mental age of a child. 2-how much the period that lasted for Child Show TV screens or devices and the way parents interact with the child and that will affect the senses And by how the brain works and the impact of television addiction children how we came to cause these symptoms TV and how it works to freeze the mind and the senses. The child is born and all the memory empty for the senses and the sense of each storage and retrieval program It must be filled to the age of 18 months and the formation of memory for each sense. Repetition is the basis of learning, The basis for the work of the senses is the interaction What happens when you watch the child to repeat content channels and songs and cartoons. First, the sense of sight To operate the sense of sight must be watched repeated things and stores it in memory of sight colors, sizes and shape as well as the normal speed stored in memory in order to be considered and very young children learn best by relating to real live people. In the case that the child was TV it stores the two-dimensional images without the size without touching without smell. What happens in a child's memory - will not be storage size and shape and the smell will not prolong the consideration of the fact things Because he used to watch Photos shown great speed and two-dimensional resulting in lack of eye contact of the child things really are not two-dimensional 2. Example hearing Natural that a child hears different intensity, size and level far and close sounds and different directions And heard his name many times and pay attention to the call and stores voice his name and repetition soon be named in memory of hearing When you call it retrieves the sound of the voice memory and quickly analyze the mind and pay attention to the call quickly In the case of watching TV heard voices and one level - from one direction - will store specific sounds like what you watch from songs and animation films - Due to the channels repeating the content of the songs and songs will be stored these sounds in the audio memory and where the child spends a long time without having heard the sound of his name or Call it will become the voice of his name store down memory because the foundation is repetition will lose the sound of his name and therefore will not respond to the call of his parents, although he pay attention to the voices of the TV - also cause sensitivity of the hearing because the ear will be used on a one-level sounds also happen speech problems Because child labor channels to repeat songs, therefore the child tends to happen almost addictive frequencies songs to find that the child does not respond to the call of his father, but as soon as the employment of children are attracted to channel quickly even if the child was in another room 3. The lack of movement and sitting in front of the TV for a long time Problem will happen in the system estimate distances, balance and touch 4. Eating natural person is an important topic when watching TV in a mind will not eat cares tastings - this is what happens to the child while watching TV will be attentive to the TV will weaken the sense of taste and also in the future and also will not be digested without eating has swallowed digest TV addiction will lead to feelings and not to freeze the growth of social relations and do not care even in the absence of the mother in some cases 5. Speech and becomes a child receives only laziness happens to think and speak weaken the speech where language acquisition results from the interaction with others and not to watch TV and weaken the sense of touch, smell, at least in this moment of interaction depends mental age As the American Academy of Pediatrics recommended preventing children less than two years of watching TV and that our recommended weaning in two years and we recommend that leaving the child less than two years, is television crime.

We demand from channels that repeat content and songs put a warning on the channel to prevent viewing of less than two years for the prevention of the spread of autism spectrum Recommendation prevent children less than two years to watch TV once, especially in the first year of interaction with the child as much as possible with sound and movement and smile and touch. There are some people messages, most of which prove that the child is exposed to neglect is intentional to leave him in front of children's channels, especially with a nanny does not speak baby language was the mother is busy with work or pregnancy in the most important months needed for the child to interact and evolve and also busy mothers to the Internet and social networking sites and it is clear that children channels a major reason for the increased prevalence of autism spectrum leaving the child who is less than two years, is to watch TV screens is a crime.

*Channels of the most influential in the children come to the fore Channel Toyyour aljannah TV by 70% and it shares Space Toon – BRAAEAM TV - Tom and Jerry. Message from one of the mothers of children born harmony boy and girl Posted says that the child has a lack of eyes contact - do not pay attention to the appeal - does not realize what around following orders - the child likes to eat only cake and yogurt An inquiry was made of them Does the child and the girl child and how much TV they been seen an hour and why his sister was not affected The answer is as follows: From the age of 6 months, the child watches TV more than 7 hours per day Is his sister was watching TV a period equal to the period of her brother or less? The answer is that the mother of his twin sister was watching TV a period of not less concerned with road a lot - and always come out with me and leave the other child sits at home with his grandmother. The findings of the researcher:

1. For the prevention of autism spectrum prevents a child less than two years, is to watch TV once and interaction with the child as much as possible with sound and movement and smile and touch and play and that leaving the child less than two years for a maid or TV crime.

2. A children's channels must repetitive writing a warning on its screen to prevent children less than two years of viewing because they cause symptoms of autism spectrum.

3. Can restart the mind and the senses again by reverse engineering and without medication starts to work the mind and the senses notice of appeal identifying himself and prolong the matter and get ready to learn and make up for lost and begin the appearance of improvement in the first week.

The world is experiencing serious water and energy challenges. The growing world's population is one of the factors that contribute to shortage of resources and make them on top of the global future challenges. The current world's population is 7 billion and it is expected to grow to be 9 billion in 2050. In view of this fact, and if the current consumption rate of water and energy continued, the need for new resources will be increasing. These facts demand the cooperation and coordination of all parties, researchers, policy makers and stakeholders. The latter here means all those who are affected in a way or another by water and energy challenges, the suggested solutions, and results of any newly developed approaches. Stakeholder engagement has been gaining in popularity in water and energy industries for better governance of resources. There is a trend of involving stakeholders in public policy decisions; citizens should know how those decisions are taken. Involving citizens in decision making and in governing the water and energy supply will help governments bring to light the challenges more effectively and manage resources more successfully. At global level, numerous case studies have been carried out to bring stakeholders engagement precisely; this is how the process of engaging stakeholders began to take serious steps towards practice rather than staying in the theoretical stage. However, decision makers need to know with evidence; the best principles that work and the working area of stakeholder's contributions. So far, careful assessments for evaluating the effectiveness of stakeholder engagement are still needed. Such experienced evaluations are essential for understanding how far engaging stakeholders helps in inclusive governance of resources, in both water and energy sectors. This research assesses and evaluates the effectiveness of stakeholder engagement in policy implementation and decision making. It is an evidence-based assessment that helps policy makers know the best working principles and the perfect areas where stakeholders contribute efficiently. Before the assessment stage, the research sheds light on some must- to- study areas: Motives of Stakeholder Engagement Numerous factors flag the necessity of sustainable development of how the resources are governed to better face the future challenges. The main four motives are: demographic and economic trends that push the demand of new resources and limit the ability of governments to respond efficiently; climate change that plays a critical role in scarcity of resources; socio-political issues including new policy, regulations, standards, and sustainability goals, all call the need of adaptive governance; and technologies that accelerate communication and boost relationships. Listing down stakeholders at all levels and the power of each party. The research categorizes stakeholders under three groups: marginalized groups (citizens, poor, youth, and women); novice stakeholders (long-term institutional investors and property developers); and prime stakeholders (governments, suppliers, service providers, involved business and organizations, civil community, lawmakers, and farmers) Barriers Hinder Effectiveness of Engagement: Stakeholders engagement is a somehow complicated process and affected by a verity of factors; it differs from place to another, and from individual or organization to another. However, barriers are common and identifiable. Addressing those barriers help in overcoming them. The following are examples of common barriers and the reasons behind them: Absence of public awareness and concern. The engagement is complicated process. Fuzziness of the topic of how to use stakeholder leads to difficulty of consultation limitation of funding, staff and time lack of leadership and political will lack of strong legal statements that support the case Irregularity of the information Reluctance to give up power and resistance to change lack of sufficient capacity getting consultation from prim categories is not easy Stakeholders Engagement Approaches Engagement of stakeholders comes with a wide range of different approaches. Public information programs, citizens' referenda, workshops, and taskforces, are just a few examples. These approaches are based essentially on objectives, time, and place. The diversity of approaches and its dependency on several factors makes the engagement principle complicated for decision makers. Stakeholders can be engaged through two main approaches: formal and informal. These approaches based essentially on web applications. The research shows the upsides, as well as, the downsides of each approach. The comparison is combined with on-the-ground experiences and case studies. After shedding light on each approach, the research suggests which approach is working for each kind of stakeholders, stage of policy, objectives, and governance level. Key principles and a Checklist for Public Action Providing decision makers with a supportive guide of how to use stakeholder engagement successfully is very useful. This research outlines the necessary requirements for having effective engagement that results in benefits at both short and long term. The offered principles along with Checklist for Public Action, self-assessment tools, and indicators help decision makers discover the defect areas that need improvements. For formal principles, the research discusses the importance of the following systematic, comprehensive approaches for decision makers. It is the way for obtaining far better results and outputs for both the time involved and the required resources. Thus, any issues related to stakeholders, or any rising risks can be managed in more efficient ways. Know your stakeholders very well: address all stakeholders who will be subjected to outputs. Define what motivates them, how will they interact, and the responsibilities they can take over. Answer some questions like who will be affected by the results? Map the objectives of stakeholder's involvement. Put limits to decision making engagement. Depict how their inputs will be used. Share information: distribute the required information and provide stakeholders with suitable resources for both financial and human levels. Put assessment frameworks. The process of engaging stakeholders requires a type of assessment at different stages. These assessments help give feedbacks that are essentials for improvement and adjustment. Outline the process of stakeholders' involvement with precise and transparent policy and legal frames. Surround the process with responsible authorities and organizational principles is necessary. Customize the type and level of engagement to meet the requirements. Add flexibility to the engagement process, so that it adapts any unexpected changes. The Assessment stage of stakeholder engagement There is still a persistent question: How effective is the system of engaging stakeholders? The lack of sufficient evaluation of the system with regard to the cost, benefits and effectiveness calls the need of carrying out efficient analyses and assessments. The research offers an assessment which carried out to evaluate how the contribution of stakeholders in decision making is effective. It then addresses the challenges of efficient evaluation, and finally evaluates the assessment tools to underscore their strengths and weaknesses. The research reviews the procedures and results of the available assessment tools to propose models of expected costs, benefits and risks. When stakeholders do engage successfully, it can be a win-win for decision maker and society. Stakeholders engagement is an absolute necessity for facing the current and future global challenges. The only decision for decision maker is not whether to engage stakeholders, but it should be when and how to effectively engage them. The decision makers need an evaluation of stakeholders engagement that discloses the key principles and the perfect areas where stakeholders contribute efficiently. This research helps them know which approach is perfect for which stakeholder, objective, policy, and governance level.

Introduction

Speech is a complex process requiring intellectual and physical capabilities. At times, this process can become compromised making the verbalization of thoughts difficult, therefore other methods of communication may be required. Alternative and augmentative forms of communication (often known as AAC) can help individuals with a wide range of speech and language such as Autism, Downs' Syndrome, Cerebral Palsy and Aphasia. Examples of alternative means of communication include the use of symbols to convey a message often with synthesized text to speech. This has proven to be an effective alternative and can allow people to hold conversations, participate (Light & McNaughton, 2012) and enhance their quality of life (Hill, 2012). However, there have been some challenges in achieving this in the Arab region due to the lack of Arabic symbol inventories and reliance on Westernized symbols (Hock & Lafi, 2011), and as a result, uptake and the positive outcomes of using AAC have been limited. The Arabic symbol dictionary research team has endeavored to create a new freely available resource that will be the first of its kind and is focused on creating culturally, environmentally, religiously and linguistically appropriate symbols for the Arab AAC community. Through engagement with AAC users, teachers, therapists and parents using a participatory approach, the team have found that current Westernized symbols are not appropriate for the region's culture and lifestyle. This paper aims to discuss what factors the team has taken into account to ensure the symbols are appropriate for the Arabic AAC population. Considerations to be discussed include; cultural adaptations, religious sensitivities, linguistic factors and suitable portrayal of the environment.

Method

At the outset of the project an expert group of advisors advised against the creation of a brand new symbol set and suggested the development of symbols that could complement existing symbol sets. As the research team adopted a participatory approach to solve design and developmental processes, a self-selecting AAC forum of teachers, therapists and parents was introduced to a choice of freely available symbol sets to compare to those they already used. Their choice would form the basis for the symbol dictionary development. The choice having been made, it was then essential to develop a set of criteria in collaboration with the AAC forum that would inform the adaptations made to any symbols that were felt to be culturally inappropriate or lacking in linguistic correctness. Criteria used to review the symbols included; flipping symbols especially those with arrows to follow Arabic sentence orientation from right to left, adapting dress to be modest and in line with Qatari and the modern general Arab dress code, adding darker physical features to characters, changing symbols which contained affection and/or mixing with the opposite gender, reducing greenery in the environment, consideration of social hierarchy, including nanny/maid in symbols related to the family unit, the inclusion of religious holidays and customs, local landmarks and food. Based on these criteria, the graphic designer would adapt the symbols and post them to the team's closed Google+ group for internal review. Once the symbol was reviewed by 3 team members, the symbol was uploaded to the Arabic Symbol Dictionary Symbol Manger where the AAC forum would later vote on a batch of adapted symbols. Symbols accepted as culturally suitable were then uploaded to the ‘Tawasol’ website for download for free by the public. Comments were analyzed and adaptations were made accordingly to the symbols that were voted as culturally inappropriate by the AAC forum and were re-voted on with the next batch of symbols.

Results

In the first round of voting where participants were asked to select their preferred symbol set, the ARASSAC symbol set was chosen. However only 3.4% of symbols were marked as ‘good’ due to the symbols being culturally sensitive. A number of symbols (‘batch 1’) were then adapted by the graphic designer and were voted on by 63 voters. The symbols' cultural acceptability increased to an average scoring of 4.14 out of 5 due to the cultural, religious, linguistic and environmental changes. 16.5% of comments were in relation to changes that needed to be made to the representation of culture (6.8%), religion (7.2%), language (2.4%) and environment (0.1%). A much smaller group of 21 voters voted on the second batch of newly developed symbols and the symbols' average cultural acceptability rating was 4.03 out of 5. 16.8% of comments were in relation to changes that needed to be made to the representation of culture (14%), religion (1.4%), language (1.4%) and environment (0%). The main comments regarding culture included ensuring women were wearing a black Abaya and Shayla and if they were in colored clothing that they did not “look like a maid”. There were mixed comments about whether children should be represented in the symbols as wearing traditional Qatari dress or non-traditional dress. Physical features also were commonly commented on with requests for darker skin tones and facial hair for older male Figs. (e.g. father). Concerns were also raised about some hand gestures used in the symbols that did not agree with the Qatari culture (e.g. hand over chest to indicate ‘thank you’ is not used in Qatari culture). Symbols with Qatari foods such as those with rice and meat/chicken needed to have whole joints of lamb/chicken on the rice rather than small pieces. In terms of religious feedback this included ensuring women's hair was covered, symbols related to eating showed the character eating with the right hand, the five daily prayers showed the correct position for the sun and that women's feet were covered during prayer. Linguistic feedback suggested that symbols for pronouns needed to include the dual form as well as including male and female versions of each symbol, both features of the Arabic language. Environmental feedback included reducing greenery.

Discussion

The results showed a steady improvement in voters' rating of the cultural appropriateness of the symbols. The majority of comments were related to the representation of attire in the symbols and this has been discussed in detail internally within the team and also with participants. Many therapists and teachers requested that characters should be dressed in traditional Qatari dress and many others suggested this would only serve the needs of the Arabic Gulf AAC users and would not appeal to the general Arab population. Through conducting a survey the team came to the conclusion that it was best to create symbols with general Arab clothing and traditional Qatari dress to serve the needs of the widest Arabic AAC population. The differences in results between voting session two and three could be attributed to a number of factors. In the third session, voters were strongly encouraged to provide detailed comments about the suitability of the symbols and this may have caused them to be more critical in their feedback. Furthermore, the second round of voting was primarily on symbols of nouns where their representation tended to be universally accepted compared to those voted on in the third round of voting, which were predominantly actions, interactions and concepts that were less concrete and difficult to convey. It is also possible that voters were more confident with the voting process in the third round of voting and this affected the way they voted, giving them the confidence to be open with their opinions.

Conclusion

The contribution of the AAC forum and AAC users to this project has yielded ample feedback that is essential to making the Arabic Symbol Dictionary relevant and useful. The Arabic Symbol Dictionary team has made an active effort to maintain open communication lines with participants to guarantee, where possible, that the symbols are culturally, religiously, linguistically and environmentally appropriate. It is for this reason, and the lack of freely available culturally appropriate symbols, that participants have requested access to these symbols much earlier than their official release date. Participants also regularly contact the team with lists of words which they require adapted symbols for, that do not exist in available symbols sets or are inappropriate for the Qatari setting. Any symbols that have been designed and voted on have been added to the Tawasol website on a share alike creative commons license (CC BY-SA 4.0 license)[1] so they can be used by the community and companies providing communication devices. The team is also concurrently seeking feedback from other GCC and Arabic speaking countries to ensure this resource is utilized and made available to a widespread audience. With the majority of Arab countries having between 4–5% of disabilities attributed to speech impairments and numerous Arab countries showing between 13 and 15% of all disabilities related to communication, (Disability in the Arab Region, 2014) the need for such a resource is becoming increasingly apparent.

References

Hill, K. (2010). Advances in augmentative and alternative communication as quality-of-life technology. Physical medicine and rehabilitation clinics of North America, 21(1), 43–58.

Hock, B. S. & Lafi, S., M. (2011). Assistive Communication Technologies for Augmentative Communication in Arab Countries: Research Issues. UNITAR e-Journal, 7(1), 57–66.

Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24(1), 34–44.

Economic and Social Commission of Western Asia (ESCWA) League of Arab States, (2014). DISABILITY IN THE ARAB REGION AN OVERVIEW. Retrieved from http://creativecommons.org/licenses/by-sa/4.0/

The development of mega sports events over the last thirty years has been underpinned by the case of urban regeneration or national developments. The literature on urban policy and planning highlights the interplay between mega-sporting events and notable transformation in urban development (Gratton and Henry 2002, Hiller 2000, Chakley and Essex 1999). As cities and nations have sought to bid competitively for major sporting events (e.g., the World Cup, the Olympics, Asian Games, and regional sports competitions) to both showcase achievement as well as create opportunities for the development of new physical infrastructure. They also provide a potential forum from which to enhance the tourist industry towards the host cities or countries. The issue of urban regeneration through sporting events has become a major theme for urban policy and planning. The impacts of seemingly ongoing economic restructuring, technological as well as policy change has meant that the basis for many urban economies has undergone fundamental shifts within which certain areas have high levels of social exclusion and deprivation (Hall 2004). The concept of urban regeneration through sporting events includes both physical and social dimensions (Page and Hall 2003). The physical component of urban regeneration is primarily concerned with architecture and image, whereas the social dimensions of urban regeneration are concerned with improving the quality of life of those who already live in target areas. Only rarely, if at all, have the implications of mega-sporting events been promoted for their social or cultural significance. The London 2012 case for the Olympics, for example, was predicated on the importance of London as capital which promoted and valued social, ethnic and religious diversity of an increasingly cosmopolitan society (Fussey, Coaffee, Armstrong, Hobbs 2011, Raco and Tunney 2010). The value of sport to further enhance such social change should not under-estimated, whether it is at the level of the city or a nation. Although some of the literature on urban planning has stressed the potential sociological transformation that emerges from hosting major sporting events, primarily through the construction of a national identify (Tomlinson and Young 2006, Horne and Manzereitter 2006), there is a major gap in the literature on the impact of sporting events on inter-religious relations. The Qatar World Cup of 2022 offers a major opportunity to rethink the implications using sport as way of facilitating better cultural and inter-religious relations in one of the most conflict torn regions in the world. This particular event will allow for the assessment of the impact of hallmark events on a social fabric that is maintained though abidance by specific religious norms. Some research has attempted to explore the potentially disruptive social transformation that participation by female athletes and spectators in sporting events could have on sociocultural sensitivities in Muslim countries (Amara and Brown 2008, Jahromi 2011). In contrast, this paper will outline the potentially constructive social transformation that a major sporting event could have on enhancing inter-religious relations. This paper will map out the areas of potential analysis for such a project. The paper will examine the institutional resources available for such an exercise and evaluate the policy effectiveness of the promotion activities associated with the Qatar World cup bid and the organisational process which aim to encourage better social diversity and interactions. The paper will outline details of a major project which will develop a framework of working with the key stakeholders to develop policy effective initiatives that can further strengthen a better understanding of inter-religious and inter-cultural relations. Our paper will draw upon analysis based on social survey research conducted in countries where large sporting events have been held in countries with significant religious heterogeneity. The findings from these surveys will be linked to future survey research in Qatar.

Introduction

Museum Personalization was identified as one of the six most important emerging trends for museums in 2015 by the Center for the Future of Museums.[1] It is an approach that focuses on the individual visitor rather than generic visitor groups and can be applied to a range of work areas including exhibit experiences, operations, marketing/communications and retail. The commonly perceived benefit of this approach is that visitors enjoy an enhanced or ‘tailored’ museum experience and museums/institutions gain longer-lasting and more meaningful relationships with their audiences. Simple forms of personalization have been employed by museums since the early days of digital experimentation in the 1980s, however, as priorities have increasingly shifted towards understanding and building audiences, this approach is offering exciting new opportunities and more sophisticated applications are now being explored. The potential for personalization has been significantly expanded by advances in technology over the past five years, especially in mobile phones, e-commerce, social media and wearable tech. Context two recent examples of museum personalization can be found at the Cooper Hewitt Design Museum in New York City and the Dallas Museum of Art. The Cooper Hewitt Design Museum reopened to the public in December 2014 with its ‘Smart Pen’, allowing visitors to collect their favorite objects and chart their activities over repeat museum visits. Within the first five months of operation the museum had recorded almost 1.4 million digitally collected objects and more than 54,000 new ‘visitor made designs’.[2] This has provided fascinating new insights into their collection. In 2012, the Dallas Museum of Art scrapped admission fees and introduced an innovative membership program that rewards individual visitors for participating in museum activities with digital badges and points. These can be redeemed for special rewards such as free parking, workshops, VIP events and film screenings. After two years of the membership program, overall attendance figures have increased by 29? and financial donations have risen by 19?.[3] Museums are not alone in developing personalization approaches and much inspiration has been taken from other industries such as e-commerce (personal retail recommendations), theme parks (wearable personalization devices), communications (social media aggregation), education (personalized learning e.g. Khan Academy and ClassDojo) and healthcare (customized health plans).

Research Purpose

Qatar Museums is the lead body for museums in Qatar with two open museums[4], three gallery spaces[5] and several new museums in development. The stated core purpose of the organization is to be ‘a cultural instigator for the creation generation’[6]. One of the key challenges to achieving this ambitious goal is the development of regular museum visiting habits in local audiences. This requires Qatar Museums to provide engaging museum experiences that attract visitors and cultivate long-lasting and meaningful relationships with those visitors. This paper explores the potential impact of museum personalization as a tool for achieving these goals.

Methodology

In evaluating the potential impact of museum personalization to museums in Qatar, this paper looks at three areas of research: An extensive review of international museums that use personalization approaches or techniques, focusing on both the benefits that they bring to museums and audiences as well as the challenges that they present. An evaluation of Qatar's technology landscape and how well suited this is to facilitate the introduction of personalization approaches in museums. An analysis of ongoing qualitative and quantitative audience research commissioned by Qatar Museums, focusing on Qatar-specific perceptions towards the use of technology. Summary of Key Findings International Review Summary – Through the extensive review of international museums using personalization techniques, the key benefits and challenges of museum personalization have been identified. These can be split into two categories: benefits for visitors; and benefits for museums/institutions. Main benefits for museum visitors: An increased sense of control and ownership Tailored content delivered at the best place and time. The ability to record and chart ongoing personal experiences and achievements Greater awareness of the ‘museum community’. A more comfortable and convenient visit Main benefits for museums/institutions: An enhanced reciprocal relationship between the museum and visitors Greater ability to identify changing audience needs Strengthened relationships with education professionals and community leaders Enhanced operational effectiveness Innovative new income generation streams. The research has also exposed some of the most common challenges and shortcomings of museum personalization – Over-complicated and unintuitive personalization systems. Creating unwanted distractions from other museum experiences. Unsustainable technical infrastructure Privacy and data protection concerns Qatar's Technology Landscape Summary – Technology is a key part of Qatar's 2030 National Vision and transformation into a knowledge-driven economy. Qatar's comparatively small population and geographic size has enabled the rapid development of cutting edge technology infrastructure such as fiber optic internet, 4G mobile phone networks and WIFI enabled public parks. There has also been considerable effort to develop e-government with 547 new digital services introduced since 2013 in areas such as healthcare, utilities, education and Islamic Affairs[7]. Qatar's advanced technology infrastructure is coupled with a healthy appetite for the consumption of technology goods and services. A 2013 survey revealed that the average household in Qatar owned three mobile phones, two computers and one smart phone[8]. Today's figures will undoubtedly be higher. Broadband internet penetration rates are at 85? placing Qatar alongside highly advanced economies such as South Korea and the United Kingdom.[9] Qatar's youth are leading the way with 98? of citizens aged between 15 and 24 using smartphones.[10] The advanced technology infrastructure in Qatar, together with the healthy appetite for technology goods and services, provide fertile conditions for the application of personalization approaches in Qatar's museums. Museum Audience Research Analysis Summary – Qatar Museums has an ongoing program of audience evaluation research that looks into a wide range of issues including general perceptions towards the use of technology. The research has indicated that there are positive links made between technology and creativity. ‘Everything creative now has something to do with technology’ – Qatari Mother[11]. However, it has also revealed some important concerns, particularly from parents regarding their children's perceived over-exposure to technology. Some also link this over-exposure to a general lack of physical exercise. ‘Our children do not have this energy and vitality, they are sitting at the computer all the time, they sit 8 hours, 5 hours, it is too much. When we were their age we would jump and hop and play, they do not do anything.’ – Qatari Mother[12] ‘I have to provide them with an education that benefits them. It cannot be play all the time; be it in malls, or using a Play station or a computer. Computers can be a means of distraction, of learning and of leisure’ – Arab Non-Qatari Mother[13] ‘I have a technology problem at home. All my children have laptops; even the 4 year old boy. My children spend all their time using this equipment, to the extent that my son of 4 refuses to go out because he prefers to complete his laptop session.’ – Jordanian Father[14] Although museum personalization is often presented as a way of counteracting the alienation created by technology, these genuine concerns of over-exposure will have to be carefully considered for any future development in Qatar.

Conclusions and Significance of the Research

This research provides strong evidence that museum personalization has the potential to have a significant and positive impact on the development of regular museum visiting habits in Qatar. It also exposes some important challenges that will have to be overcome through careful planning and extensive audience testing. Findings from this research will provide ideas and inspiration for Qatar's operational museums as well as opportunities to embed museum personalization into the development of new museum projects and audience engagement programs.

References

[1] Elizabeth Merritt, Trends Watch 2015, 2015, American Alliance of Museums.

[2] http://labs.cooperhewitt.org/2015/5-months-with-the-pen/

[3] https://www.dma.org/press-release/dallas-museum-art-s-dma-friends-program-home-100000-members.

[4] Museum of Islamic Art and Mathaf Museum of Modern Arab Art.

[5] Al Riwaq Gallery, QM Gallery 10 (Katara Cultural Village) and the QM Fire Station Artist in Residence Centre.

[6] QM Website – http://www.qm.org.qa/en/our-purpose.

[7] Qatar Digital Government, Executive Highlights, p. 1, 2015, ICT Qatar.

[8] Qatar's ICT Landscape, p.5, 2013, ICT Qatar.

[9] Ibid (p.10).

[10] Ibid (p.22).

[11] QM Future Audience Evaluation: Phase 2, Part 2, p.74, 2012, Qatar Museums.

[12] QM Future Audience Evaluation: Phase 2, Part 3, p.48, 2012, Qatar Museums.

[13] QM Future Audience Evaluation: Phase 2, Part 3, p.60, 2011, Qatar Museums.

[14] QM Future Audience Evaluation: Phase 1, p.25, 2011, Qatar Museums.

From the moment in 2010 when the World Cup was awarded to the tiny oil-rich nation with little soccer history, the event had been shrouded in controversy. Allegations of corruption abounded and investigations commissioned. But FIFA have repeatedly insisted that the competition would not be taken away from Qatar, even if that meant moving it from its traditional summer spot in the calendar. As things stand, the first ever World Cup in the northern hemisphere winter is a go, but that decision is only the start of a complex few years ahead for everyone involved. Since the controversial decision for Qatar to host the tournament, the opinions of both fans and those in the footballing community at large have mostly been against the decision. The president of the German football association said that the decision is “a burden for all of football.” Various writers have called the decision “FIFA's folly,” a “farce,” and a “disaster.” Others have said the award “make[s] no sense” and “you might as well hold the World Cup on Mars.” The plan is troubled by more than mere unpopularity—allegations of bribery and corruption have surfaced repeatedly over the five years since the vote was taken. The situation worsened when FIFA admitted it was likely that the tournament would have to be moved from its traditional June–July timeslot to sometime during the winter months due to the extreme summer heat in the region. This proposed move would have massive effects, both logistical and financial, on professional football leagues throughout the world. Shifting the 2022 Qatar World Cup to winter would be financially detrimental to professional football leagues and the many businesses that depend on them. The study employed a mixed descriptive – method design combining both content analysis of 1246 Qatari media items (including Qatari newspapers, television news and editorial material from 11 December 2010 till 30 September 2015) plus field study via semi structured interviews with 100 senior level experts and surveying 500 as a stratified random sample from diversified Qatari respondents. The study depended on well structured scales to measure media interest capacity and respondent's exposure and interaction. Qatar struggled to host this event either in the preparation stage or after winning the bid and the Qatari media concentrated only on the external aspect of hosting this event as reactive action instead of being proactive. The study depended on “issue attention cycle model” as a theoretical framework. The cycle has five stages as follows: (The pre-crisis stage, alarmed discovery, euphoric enthusiasm, realizing the true costs, declining interest and the post-crisis stage). The study wondered that Qatari media didn't cover the Qatari society internal challenges of hosting the world cup such as the cultural and social issues that contradict with Qataris religion, values and traditions. As Qatar is not accepting homosexuality, (LGBT) (Lesbian, Gay, Bisexual, Transgender/Transsexual community) or selling beer in the stadiums, it is expected to witness cultural conflict. In a very small country like Qatar, as there are no World Cup-ready stadiums, and entire cities that are necessary to host the event don't exist yet, all of the venues and stadiums need to be built from scratch. As we saw with the record $50-billion Sochi Olympics, building these things from scratch is an incredibly expensive and unpredictable enterprise. This will require massive infrastructure, up to $200 billion — four times the amount Russia spent on the historically expensive Sochi Olympics. Costs are already getting so out of control that Qatar will only build eight stadiums, as opposed to the 12 that were originally planned. This will impose certain challenges either in allocating fund for social, educational and infrastructure services or in creating terrible traffic jam in the preparation and hosting stages. The result of this traffic jam could lead to prevent or limit fans turnout. This of course will weaken the championship. The study hypothesized that there is a significant relationship between Qataris exposure to passive news about the world cup and their reluctant or refusal attitude toward hosting this event. The study suggested a comprehensive integrated communication strategy that Qatari media must adopt via issue attention cycle model in qualifying and orienting the Qatari society to deal with ethical, social and cultural challenges of hosting this event. The internal public opinion is vital not only in supporting the Qatari institutional efforts but also in guaranteeing the event success. Overcoming the internal challenges will enable Qatar from maximizing the social impact of a global event as equal as the economic benefits. This would be reflected positively on Qatar's Nation Branding Strategies as an extension to the Qatari extensive efforts in emerged mediating, peacemaking and humanitarian role all over the world.