Minorities and Authoritarianism in the Middle East: A Case Study of Muslim Alawites in Syria

Why are some minorities in the Middle East less inclined to support democratization or political liberalization efforts? Here, I examine if and how minorities differ in their support for democratization from the majority groups in the Middle East. I will analyze why some minorities prefer to support authoritarian regimes over supporting democratization. I examine how the religion of a minority affects its preference for regime type. I will also examine how historical backgrounds and international patronage affects those preferences. I will identify two historical moments in the Middle East that played a role in shaping those preferences: the post-World War One mandate period moving into the post-independence period, and the Arab Spring. Based on a Single Case Study of Muslim Alawites in Syria, I will argue that the French Mandate period played a major role in enticing some minorities in the Middle East, in this case the Alawites in Syria, to support authoritarian regimes. My research will first analyze the post-WWI colonial period and the effects of the mandate policies on minorities, then move to the post-independence period and build a correlation between those policies and the support of minorities for authoritarianism in Syria all the way to the Arab Spring period

Type-2 fuzzy system based blood pressure parameters estimation

Blood pressure parameters; Systolic, Diastolic and Mean Blood Pressure, have high correlation relationship with heart rate, but this relationship is nonlinear, multimode, and ambiguity. Type-2 Fuzzy is an intelligent technique and it has high capability to deal with the problem with high uncertainty that blood pressure parameters with heart rate relationship can be classify under them. This paper presents an Interval Type-2 Fuzzy System to estimate Systolic, Diastolic and Mean blood pressure; based on the relationship between systolic, diastolic and mean blood pressures and heart rate. The Interval Type-2 Fuzzy System is used to estimate systolic, diastolic and mean blood pressures values of thirty cases. The results are compared with real reading of systolic, diastolic and mean blood pressure and very encouraging results are achieved; the absolute value of mean of difference between real systolic, diastolic and mean blood pressures and estimated systolic, diastolic and mean blood pressures are less than 5 mmIIg. © 2008 IEEE

Development of A Learning Model for Blended Collaborative Knowledge Construction in Vocational Education

Vocational Education readies students for specific careers and industries. A robust learning approach is crucial to meet modern workforce demands and foster knowledge exchange. This article introduces the origination of a Learning Model for Blended Collaborative Knowledge Construction in Vocational Education. This model merges methods from blended learning with collaborative strategies for constructing knowledge, fuelling student engagement, skills acquisition, and shared knowledge creation. The research utilizes the Delphi method to accumulate convincing proof for learning models prioritizing blended collaboration in knowledge generation. The sample pool comprises 60 students spanning two Zigong Vocational Training Institute classes, gathered via selective sampling. Data collection involved pre and post-testing of the student’s performance in the experimental and control groups, reinforced by the satisfaction survey from the experimental group. Data analysis employed statistical tools like percentages, means, standard deviations, and the t-test for related samples. The study found that pretest scores and SPSS data analysis showed that the f-test significant value is .702, which exceeds .05. This implies that, under the assumption of equal variance, the mean equivalence t-test findings for the first row of data, as shown in the table above, show that the experimental class averages 81.02 and the control class 81.05. The experimental and control groups' pretest scores are not significantly different, as the computed p-value of  .984 is larger than .05. Thus, teaching practice is reasonable. The experimental group's student satisfaction measure averaged 4.27, ranging from 4.10 to 4.43, indicating that students are content with their academics. The control group's student satisfaction measure averaged 2.87, ranging from 2.50 to 3.10, indicating low satisfaction with learning. Students in a vocational education setting were compared using a hybrid collaborative knowledge creation learning model, demonstrating its potential to enhance student satisfaction and outcomes

The effect of learning styles and attitude on preservice elementary teachers\u27 conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers\u27 learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers\u27 science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain scores based on students\u27 learning styles, entering in all 4-combined dimensions at the same time Visual/Verbal, Sensing/Intuitive, Sequential/Global, and Active/Reflective (p \u3e .05), indicating the four learning styles dimensions cannot be used to predict students\u27 achievement gain. Results also indicated that there was no significant relationship between achievement gain and students\u27 attitude (p \u3e .05). Attitude and learning style together were also not significantly related to achievement gain. Preservice elementary teachers\u27 comprehension of chemical concepts in this study varied from no comprehension to fair comprehension, and included many misconceptions; no answer showed complete understanding of the concepts. Many of the preservice teachers held misconception related to evaporation. If not addressed in science content and methods courses, this could be a problem as this new generation of teachers goes out to teach. It is proposed that to fix preservice elementary teachers\u27 conceptual problems, curriculum needs to specifically focus on misconceptions. The preservice elementary subjects of the study showed a variety of misconceptions on both pretest and posttest concerning the particulate and the kinetic nature of matter. Suggestions are made is that a science content course could more contribute to preservice students\u27 conceptual change if curriculum designers incorporate a segment that specifically addresses misconceptions, especially those misconceptions that have been documented in the literature for decades. A robust cognitive model for science education is proposed to increase teachers\u27 science knowledge and to decrease science misconceptions

An investigastion of factors affecting salaried and waged taxpayer compliance behavior: evidence from Libya

Convincing taxpayers to comply with the tax regulations has been the main challenge of Libyan tax authority. Even though tax is one of the important revenue sources after oil in Libya, over the last five years, tax collection has been on decrease trend. The main purpose of this study is to examine the effect of tax knowledge, tax complexity, public governance quality and perception of government spending on salaried and waged taxpayer compliance behavior in Libya. The study was guided by cognitive theory and social exchange theory which explain the effect of noneconomic factors. Using survey method, a total of 400 questionnaires were distributed among Libyan students in Malaysia since they are considered part of individual taxpayers in Libya. The findings indicate positive and significant relationship between tax knowledge, public governance quality, perception of government spending and taxpayer compliance behavior, except tax complexity that shows a significant negative relationship with taxpayer compliance behavior. The study recommends that the tax legislations should be reviewed and simplified besides promoting tax knowledge among taxpayers. In addition, Libyan government should also place attention on public governance quality and government spending in order to increase taxpayer compliance behavior

Organoaluminium complexes derived from Anilines or Schiff bases for ring opening polymerization of epsilon-caprolactone, delta-valerolactone and rac-lactide

Reaction of R¹R²CHN=CH(3,5-tBu₂C₆H₂-OH-2) (R¹ = R² = Me L¹H; R¹ = Me, R² = Ph L²H; R¹ = R2 = Ph L³H) with one equivalent of R³3Al (R³ = Me, Et) afforded [(L¹-³)AlR³₂] (L¹, R³ = Me 1, R³ = Et 2; L², R³ = Me 3, R³ = Et 4; L³ R³ = Me 5, R³ = Et 6); complex 1 has been previously reported. Use of the N,O-ligand derived from 2,2/-diphenylglycine afforded either 5 or a by-product [Ph₂NCH₂(3,5-tBu₂C₆H₂-O-2)AlMe₂] (7). The known Schiff base complex [2-Ph₂PC₆H4CH₂(3,5-tBu₂C₃H₂-O-2)AlMe₂] (8) and the product of the reaction of 2-diphenylphosphinoaniline 1-NH₂,2-PPh₂C₆H4 with Me3Al, namely {Ph₂PC₆H4N[(Me₂Al)₂mu-Me](mu-Me₂Al)} (9) were also isolated. For structural and catalytic comparisons, complexes resulting from interaction of Me₃Al with diphenylamine or benzhydrylamine, namely {Ph₂N[(Me₂Al)2mu-Me]} (10) and [Ph₂CHNH(mu-Me₂Al)]₂·MeCN (11), were prepared. The molecular structures of the Schiff pro-ligands derived from Ph₂CHNH₂ and 2,2/-Ph2C(CO₂H)(NH₂), together with complexes 5, 7 and 9 - 11·MeCN were determined. All complexes have been screened for their ability to ring opening polymerization (ROP) epsilon-caprolactone, delta-valerolactone or rac-lactide, in the presence of benzyl alcohol, with or without solvent present. The co-polymerization of epsilon-caprolactone with rac-lactide has also been studied