The objective of this chapter is to draw the attention of government policy makers internationally to a strategy for alleviating global warming through proven cost-effective energy efficiency measures. The Saudi Arabian government has embraced the approach with demonstrable success over the past 20 years, with rates of return on investments averaging more than 25%. Even though Saudi Aramco is the National Oil and Gas company, the company takes the threat of climate change to the world’s economies very seriously and initiated programs for, systematically and responsibly, transition to less-polluting energy sources. Primarily, the chapter will define the supply chain components of Saudi Arabia’s energy sector and explain the existing conditions and efficiencies of each of its components. It analyzes the existing energy management framework and its achievements, as well as its current and forthcoming commitments, status, and updates. It will also explain the vital equipment, systems, and processes in the supply chain, with possible energy efficiency improvement gaps based on existing literature/Energy Assessment Reports conducted by Saudi Aramco professionals in numerous industrial facilities. The chapter will pinpoint the highest achievable efficiencies areas in major systems, processes, or equipment and discusses its impact on the primary energy fuels and green house gas (GHG) emission reduction.

How to Cite This AbstractBackground: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher's role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers' knowledge regarding early detection and management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers' overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

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