SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted EXPLORING HOW MEDIA AND FILM PORTRAY THE SOCIAL LIFE OF AUTISTIC PEOPLE(University of Essex, 2024-09-13) Alowa, Rayan; Busfield, JoanThis research highlights gaps in literature by exploring how fictional and non-fictional media portray the life trajectories of autistic people by examining the primary objectives in movies, TV shows, and documentaries. This research uncovers contradictions and stigmatization of autistic individuals, comparing these portrayals to existing literature. It highlights topics such as autistic adults navigating university life, transitioning to work, and forming intimate relationships. This research fills a gap within the literature, as this type of objective analysis has not been previously conducted in an academic setting. Through discourse analysis, the research explores how both fictional and non-fictional media shape social norms and generate stigma toward the autistic community. Unlike current literature, which focuses on why people on the autism spectrum1 are portrayed stereotypically, this research evaluates how they are depicted in fictional media using DSM-5 diagnostic criteria. Nine movies, TV shows, and documentaries were selected based on specific criteria, including representing at least one autistic character, to evaluate how they are depicted on TV. The research follows themes of a pre-established formula by Dr Baker (2008) known as “The Autistic Formula” to guide the evaluation of autism depiction of stereotypes in fictional media. Thus, by understanding how autistic individuals are portrayed in fictional media, this research sheds light on the social life experiences of autistic people.20 0Item Restricted Using the Concept of Work Alienation as a Lens to Explore Academic Females’ Experiences at King Saud University(University of Leeds, 2024-01-16) Alothaim, Dunya Mohammed A; Grugulis, Irena; Umney, CharlesThe purpose of this research was to explore the experience of Saudi women working in academia by using the concept of alienation as a lens. With this aim, there were three research questions: • To what extent, and in what ways, are dimensions of alienation relevant in understanding the situation of women in academia in the Kingdom of Saudi Arabia? • How do women working in academia in Saudi Arabia experience gender segregation? • How are these dynamics affected by the new ways of working (notably, Saudi Vision 2030) and the technological innovations introduced as a result of the Covid-19 pandemic? The paper begins with a literature review, which established the starting point for answering the research questions. After that, a qualitative methodology was selected to collect and analyse the research data. Data collection took place via face-to-face and Zoom interviews. The study comprised 33 female academics working at King Saud University. Ten of those interviewees were interviewed more than once to collect more data about the Covid-19 pandemic. Thematic analysis was used to highlight codes and develop themes from the data. The results and discussion show that alienation is a valuable concept in exploring phenomena related to women in the workplace. Academic careers were found to have positive features, but these were based on employees’ culturally determined points of view. Aspects such as the level of autonomy enjoyed by the participants, the degree to which they felt they were under control and their sense of meaningfulness is better identified from employees’ perspectives within a specific context. The results also indicate that negative feelings, such as sadness, should not always be understood as a sign of alienation. In contrast, sadness and tiredness arose in informants as an indication of high engagement with their work. Further recommendations include more exploratory studies to enrich the concept of alienation and to provide organisations with an understanding of specific issues rather than just symptoms.10 0Item Restricted EFL Reading Difficulties at the University Level in Saudi Arabia: its Cases and Remedies(Saudi Digital Library, 2018-03-15) Alajlani, Ali; Tenbrink, ThoraEnglish is utilized as an instruction medium in majority of Saudi Arabian universities in such departments as English, computer or medical sciences. Students in these departments, especially those studying English, are expected to attain such level of language proficiency for easy reading and understanding of different English text types to fulfil certain requirements. However, this has proved to be very challenging. This study investigated difficulties faced by EFL students and teachers when they read English texts. Forty students and five teachers of EFL were purposively selected as a representative sample from the Umm al-Qura University English Language Department and Al-Qunfudhah University College, Mecca, Saudi Arabia. A quantitative method was used in the study where various instruments were used to collect quantitative data. The results of this study show that there are no significant differences between year two and final year students reading ability of both expository and narrative texts. Firstly, findings indicate that teachers agree that expository texts are difficult for students to understand. Secondly, text types and background knowledge are pivotal in the reading and comprehension of narrative and expository texts. Thirdly, all the student participants strongly agree that narrative texts are difficult for them to understand. The result also suggests that the students’ reading comprehension difficulties are not necessarily influenced by the text type variable. Additionally, the comprehension was also independent of the academic level of the students. These findings further suggest that there could be inappropriate approach to teaching, transfer of L1 literacy, and insufficient exposure to L2 texts. All these have implications for designing EFL reading programs and for teacher education and training. In conclusion, the study posits that reading English texts in an EFL context is intricate in nature, yet purpose bound. It puts linguistic, affective and cultural demands on EFL students. Their inability to appreciate the nature, goals and demands of reading English texts usually leads to comprehension difficulties. Nevertheless, these problems can be surmounted if EFL students follow practical and classroom procedures.11 0