Hamas' political transformation and engagement, 2003-2013

This thesis aims to explore the process of Hamas’ political transformation and engagement between 2003 and 2013 as well as the implications of the transition. In general, conventional scholarship research on Hamas and its transition in politics focuses either on the discussion of its tendency to violence or on its orientation towards moderation. However, both analyses fail to capture the essence of Hamas’ political transition over the ten years under discussion. This thesis argues that Hamas’ transition is interrelated with its perception of resistance. That is to say, Hamas’ transition aimed to keep its resistance work intact. Hamas believed that because of its Zionist ideology, Israel would continue to occupy and colonize at Palestinians’ expense. Furthermore, past negotiations between the Palestinian Authority and Israel had not helped Palestinians but on the contrary, had intensified the Israeli occupation. Therefore, nothing but resistance would restore Palestinians’ rights and defend them against Israel’s aggression. Ever since its inception in 1987, resistance has been Hamas’ only strategy and its means to end the Israeli occupation. It is worth noting that Hamas sophisticated the concept of resistance into a ‘resistance project’ from 2003 onwards, and then enforced it after taking over Gaza in June 2007; and for Hamas, the elements of resistance are comprehensive. In order to end Israeli occupation, armed struggle is its major tactic but this includes: the necessity of the national unity of Palestinians, the need for substantial support from the Arab and Muslim states and the understanding of the West. This thesis argues that as long as the Israeli occupation is in place, it is inevitable that Hamas’ engagement in politics will be irreversible and its work on resistance will continue, irrespective of the circumstances. However, it might appear in a different form

First-principles calculations of phase transition, elasticity, and thermodynamic properties for TiZr alloy

tructural transformation, pressure dependent elasticity behaviors, phonon, and thermodynamic properties of the equiatomic TiZr alloy are investigated by using first-principles density-functional theory. Our calculated lattice parameters and equation of state for $\alpha$ and $\omega$ phases as well as the phase transition sequence of $\alpha$$\mathtt{\rightarrow}$$\omega$$\mathtt{\rightarrow}$$\beta$ are consistent well with experiments. Elastic constants of $\alpha$ and $\omega$ phases indicate that they are mechanically stable. For cubic $\beta$ phase, however, it is mechanically unstable at zero pressure and the critical pressure for its mechanical stability is predicted to equal to 2.19 GPa. We find that the moduli, elastic sound velocities, and Debye temperature all increase with pressure for three phases of TiZr alloy. The relatively large $B/G$ values illustrate that the TiZr alloy is rather ductile and its ductility is more predominant than that of element Zr, especially in $\beta$ phase. Elastic wave velocities and Debye temperature have abrupt increase behaviors upon the $\alpha$$\mathtt{\rightarrow}$$\omega$ transition at around 10 GPa and exhibit abrupt decrease feature upon the $\omega$$\mathtt{\rightarrow}$$\beta$ transition at higher pressure. Through Mulliken population analysis, we illustrate that the increase of the \emph{d}-band occupancy will stabilize the cubic $\beta$ phase. Phonon dispersions for three phases of TiZr alloy are firstly presented and the $\beta$ phase phonons clearly indicate its dynamically unstable nature under ambient condition. Thermodynamics of Gibbs free energy, entropy, and heat capacity are obtained by quasiharmonic approximation and Debye model.Comment: 9 pages, 10 figure

Waiting, Banning, and Embracing: An Empirical Analysis of Adapting Policies for Generative AI in Higher Education

Generative AI tools such as ChatGPT have recently gained significant attention in higher education. This study aims to understand how universities establish policies regarding the use of AI tools and explore the factors that influence their decisions. Our study examines ChatGPT policies implemented at universities around the world, including their existence, content, and issuance dates. Specifically, we analyzed the top 500 universities according to the 2022 QS World University Rankings. Our findings indicate that there is significant variation in university policies. Less than one-third of the universities included in the study had implemented ChatGPT policies. Of the universities with ChatGPT policies, approximately 67 percent embraced ChatGPT in teaching and learning, more than twice the number of universities that banned it. The majority of the universities that ban the use of ChatGPT in assessments allow individual instructors to deviate from this restrictive policy. Our empirical analysis identifies several factors that are significantly and positively correlated with a university's likelihood of having a ChatGPT policy, including the university's academic reputation score, being in an English-speaking country, and the general public attitudes toward ChatGPT. In addition, we found that a university's likelihood of having a ban policy is positively associated with faculty student ratio, citations, and the English-speaking country dummy, while negatively associated with the number of peer universities within the same country that have banned ChatGPT. We discuss the challenges faced by universities based our empirical findings.Comment: 33 pages with 2 figure