Finite size effects in the study of equation of state for the nuclei with skyrme force : a thesis presented in partial fulfilment of requirements for the degree of Master in Physics at Massey University, Palmerston North, New Zealand

The equation of state for symmetric nuclear matter and nite nuclei has been investigated using self-consistent Hartree Fock approach. Several versions of Skyrme e ective interaction and Hill-Wheeler formula are employed in the calculation. The nite size e ect parameter aF , which is introduced into the Hill-Wheeler formula, is determined by comparing theoretical calculations and experimental results for the zero temperature properties. The dependence of aF on the e ective interaction employed has been studied. It was found that di erent versions of Skyrme force lead to di erent values for aF apart from SKI and SKIII which gave a similar value. Also, the aF values obtained with Skyrme interaction were di erent from what was obtained with Gogny force with the exception of SKV interaction which gave a value of aF = 0:35 identical to the value obtained with D1 Gogny interaction. The critical points of the rst order phase transition for the nuclear matter and nite size nuclei calculated with the several versions of Skyrme force were di erent from each other. The largest value of critical temperature for nuclear matter is given by SKV force as Tc = 39:45 MeV, while SKIII interaction gives the smallest value as Tc = 21:65 MeV. Similarly, the largest value of the critical density is given by SKV interaction. The critical points depend on the number of nucleons in the system and Tc decreases as the number of nucleons in the system decreases

Domestic violence against children and adolescents in Taif, Saudi Arabia: Analytical study from the school counsellor’s perspective

The study aimed to recognise the differences, relationships, and prediction of domestic violence among school students from the school counsellors in Taif, Saudi Arabia. A mixed-methods approach was used in collecting and analysing quantitative and qualitative data. A questionnaire and interviews were used. The sample that answered the questionnaire included 84 schools’ counsellors, whereas the sample that answered the interviews was 13 schools’ counsellors. Results showed that there are significant differences at p < .05 in the domestic violence suffered by students: students in primary school (M = 3.83; SD = .910), and in particular the students who study in schools with between 1001 and 1200 students (M = 2.301; SD = .311) and who study in schools with between 801 and 1000 (M = 2.299, SD = .419), but there was no difference regarding the experience of schools’ counsellors. There were positive correlations at p < .05 between domestic violence and both the total number of students in a school (rho = .14) and the experience of schools’ counsellors (rho = .09) but not with the stage of education. It is also impossible to predict domestic violence incidents by using the total number of students in a school, schools’ counsellors’ experience, and the stage of education. Qualitative data from the interviews were used to support the findings of the quantitative data. For example, school counsellors from secondary school stressed that they dealt with students who suffer from domestic violence, and from crowded schools agreed that they saw many students who suffer from domestic violence. The results of this article showed the importance of investigating domestic violence in under-researched societies, such as school students from Saudi Arabia. This study ended with some recommendations. One recommendation is to have enough schools’ counsellors based on the total number of students in a school. Other recommendations that enhance mental health in schools and increase the quality of a schools’ counsellor’s work

Parental choices in early years language education. A case study of middle class mothers in Al-Madinah, Saudi Arabia.

Recently, a new policy of the reformed Saudi educational system with regard to teaching English as a foreign language in the last two years of primary schools has caused ongoing debate among educators. The local media has its share in that debate with the views of both the supporters and the opposition. This research focuses on the parents’ views and their parental choices in having their children introduced to English at an early stage. The research looks at parents who decide to have their children introduced to English at pre-school level; the rationale for parents’ choices at this stage of education is crucial, as this sort of education is not compulsory and therefore the decision is completely parental. Moreover, parents who were involved in the study put their children in a private kindergarten where English is introduced as part of Early Years Learning (EYL) programme. The context of the study is Al-Madinah, one of the most important cities for Muslims around the world; the city has its own history in foreign languages, and the people are used to foreigners. Even though the study adopts a qualitative approach, questionnaires were sent to 13 private kindergartens for both head teachers and English language teachers in order to explore the wide view of the status of English in private kindergartens in Al-Madinah. Data collection went through three stages in which Rowad, a private kindergarten was the case for the study. The study had 19 mothers involved in the first stage. Mothers rationalised their choices with academic-like discussion to emphasise their children’s moral imperative to early years learning; they also highlighted the importance of early exposure to English. Being from an advanced minority group, the decisions mothers made were affected by several social attributes; their cultural capital along with their social capital have had an impact in the way they justify their choices. VIII The study succeeded in investigating the views of some mothers in the city of Al-Madinah about early exposure to English as a foreign language, and helped in providing the views of parents with regard to the issue alongside the existing views of educators and researchers

Covide-19 & Shifting from Traditional Teaching to E-learning; Design Courses in University of Technology and Applied Sciences

E-learning is taking a significate role to make education door opens for everyone in many higher education institutions around the world. In the Sultanate of Oman e-learning is applied in most universities and colleges, but, at the same time, the traditional method of teaching is preferred more. Sudden shutdown responding to government decision to fight Covide-19 pandemic on March 2020, University of Technology and Applied Sciences in Nizwa shifted from face to face teaching to learning from distance to cover the courses materials. This paper considers the possibility of teaching design courses via online learning platforms. Also, design teachers’ and students’ opportunities and challenges in communicating by using the e-learning platforms. In addition, how online teaching has affected students’ performance. At the end of this paper, there is an explanation about the future of e-learning in the Sultanate of Oman