The impact of the West on Arab nationalism

The main object of this thesis is to study the impact of the West on Arab nationalism during the period 1952-1958. The year 1952 saw the coup d'etat of the Free officers in Egypt - an event which marked the intensification of the struggle for Arab unity. The struggle reached its culmination in 1958 with the creation of the United Arab Republic. The choice of this particular period is justified, on the one hand, by the maturity of Arab nationalism as compared with its pre­vious phases and, on the other, by the open, far-reaching conflicts be­tween the Arabs and the West. But the period can not be properly appreciated, either in its contribution to Arab nationalism or in its bearing on the Arab-West relationship, if sufficient account is not taken of its background. The more so since what we try to differentiate and assess is not a straight chain of events but a tangled web of ideas. Thus, to make our background studv adequate to the complexity of the subject in hand, we have had to discuss at great length (in nearly one third of the thesis) the major movements of Arab thought in the nineteeneh and beginning of the twentieth century. The Western impact has made itself felt both at the theoretical and practical levels of Arab nationalism. To gauge its implications we have had to scrutinize Arab nationalism in its three different aspects: as a theory, as a historical phenomenon and as a political movement. The thesis tries to show how, on the theoretical plane, Arab nationalism has conducted Its fight against the West mainly with weapons which it has borrowed from the West, And It also tries to show how this ironical situation has resulted in multiple contradictions within both Arab poli­tical thought and practice. The attempts of Arab religious circles at removing these contradictions and inconsistencies by an out-and-out identification of Arab nationalists with Islam. have been studied at some length. But the thesis, in discussing these issues, tries also to serve another purpose: to carry a stage forward the analyses already made by other writers of the basic postulates and principles of Arab nationalism in its initial phases, and to fill a gap in the Western political liter­ature on the Arabs

COVID-19 Vaccination Among Diverse Population Groups in the Northern Governorates of Iraq

Objectives: The present study was carried out to investigate COVID-19 vaccination coverage among populations of internally displaced persons (IDPs), refugees, and host communities in northern Iraq and the related underlying factors.Methods: Through a cross-sectional study conducted in five governorates in April–May 2022, 4,564 individuals were surveyed. Data were collected through an adapted questionnaire designed to gather data on participants.Results: 4,564 subjects were included (59.55% were 19–45 years old; 54.51% male). 50.48% of the participants (51.49% of host communities, 48.83% of IDPs, and 45.87% of refugees) had been vaccinated with at least one dose of COVID-19 vaccine. 40.84% of participants (42.28% of host communities, 35.75% of IDPs, and 36.14% of refugees) had been vaccinated by two doses, and 1.56% (1.65% of host communities, 0.93% of IDPs, and 1.46% of refugees) were vaccinated with three doses.Conclusion: Sociodemographic factors including age, gender, education, occupation, and nationality could affect vaccination coverage. Moreover, higher acceptance rate of vaccination is associated with belief in vaccine safety and effectiveness and trust in the ability of the vaccine to prevent complications

Modern islamic political thought

xviii, 307 p., index; 22c

The Effects of Implicit and Explicit Instruction on the Academic Interlanguage Pragmatic Knowledge of Iranian EFL Learners

Pragmatic competence, as one of the main components of communicative competence, ought to be given sufficient attention by the foreign language instructors and students. Recently, a surge of interest in interlanguage pragmatics (ILP) has been witnessed. The studies on explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects of apology and request have been few. Thus, the aim of this study was exploring the potentially facilitative impacts of explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects frequently used in daily conversations, namely the speech acts of apology and request. For this purpose, forty homogenized upper-intermediate Iranian EFL learners were randomly divided into one experimental and one control group. They took part in an English-medium conversation course which lasted for eight sessions in which ILP academic situations were presented to the students of the experimental group in the explicit way, while the control group received the same instruction and materials through the implicit method. Following the treatment, the participants received the same validated academic Multiple-Choice Discourse Completion Test (MDCT) of ILP. The results indicated that teaching pragmalinguistic features explicitly could improve the interlanguage pragmatic knowledge of the participants in the experimental group