Nowadays, the consumption of fast-foods and snacks among consumers has increased and led to demand in cereal bars. The need for nutritional and functional foods likewise increased at the same pace. Consumers do not eat these snacks only to provide satisfaction for their hunger, but also to supply essential nutrients to body. The aim of this study was therefore, to develop cereal bars with high dietary fibre and other nutritional contents. The objective of this study was to develop various formulations of cereal bars using different combination of Sunnahfruits such as dates (Phoenix dactylifera), raisins (Vitis vinifera L.) and figs (Ficus carica). The cereal bars were formulated using dry raw materials (glutinous rice, black Cummins, etc.) and binding agents (honey and glucose syrup). The cereal bars were assessed for water activity and proximate composition. It was observed that the cereal bar, B, made with 70g of glucose syrup, 100g honey and 450g of total fruits had the highest value of moisture (18.73%) as compared to other formulations (P = .05). There were no differences in protein contents of the cereal bars formulated. Ash contents of the samples were significantly different (P= .05) in samples B and F; the values ranged between 0.97 and 1.88. The fat contents were significantly different with sample B having the highest fat content (10.72%) and carbohydrate contents were affected by fibre contents; samples with lower crude fibres had higher carbohydrate contents which also reflect in the energy contents of the cereal bar samples. Lowest aw (water activity) was observed in the samples with lower fruit contents which could be as a result of their lower moisture contents. As a conclusion, incorporation of glutinous rice flakes with different compositionSunnahfoods and binding agents; honey and glucose syrup can be used to formulate cereal bars with appreciable proximate and energy contents. Keywords:Cereal bar; dietary fibre; functional food; water activity; sunnah fruits.

The purpose of the study is to identify the basic educational competencies of kindergarten teachers, and what are the sub-areas of the list of educational competencies required for kindergarten teachers in the Sultanate of Oman. Where the researcher prepared a note card and the formulation of its terms using the literature and sources and previous studies. The card was divided into seven teaching competencies including personal competencies, planning skills, educational performance competencies, classroom management competencies, interaction with children, teaching environment, teaching aids, assessment competencies, the terms of the card as a whole are 66 competencies. In order to verify the veracity of the observation card, it was presented to a group of expertise (15 expertises) with experience in the field of curriculum and teaching methods, the field of psychology and the field of educational supervision in kindergartens to express opinion. Then applied the card to 20 teachers of kindergartens in the Ministry of Education in the governorate of North Sharqia in the Sultanate of Oman, where the coefficient of alpha-krh was measured and the alpha-krh coefficient was for the total distance (0.966), which indicates stability high. The result of Pearson correlation coefficients was for the observation card as a whole (0.983) indicating high stability. At the end of the research, the researcher recommended that teachers, kindergartens and educational supervisors use the observation card to identify the strengths and weaknesses of kindergarten teacher performance. As well as those responsible for the preparation of kindergarten teachers as well as on-the-job training by taking advantage of the observation card for basic educational competencies when evaluating the impact of training of teachers.

This study examined the relationships between strategic business model, operational plans and big picture and strategic planning process among Libyan students in Malaysia. Data was collected from 204 respondents using structured questionnaire from the selected universities in Malaysia. The descriptive analysis revealed that, majority of the respondents were male who are mostly working in the tertiary institutions in Libya. Pearson correlation analysis using SEM-AMOS have shown a significant positive and high relationship between strategic business model, operational plans and big picture and strategic planning process which means, higher strategic planning process is associated with these three constructs. In line with this finding the authors concluded that, strategic planning based on theory of Pfeiffer is applicable to Libyan universities due to significant and positive relationships between the variables in Pfeiffer’s theory and strategic planning. Thus, the authors recommends that universities, particularly in Libyan should adopt the current approach of strategic planning in order to achieve the set objectives of their universities. Moreover, if this approach is implemented in the universities by the management, it will enhance in managing information and monitoring academic development.