France and the Arab Upheavals
The consequences of the upheavals across the Middle East and North Africa since December 2010 have posed a significant foreign-policy challenge to France, which has historically distinguished itself from other major Western powers by maintaining a closer relationship with the Arab states, and its former colonies, in this region. Despite this familiarity, however, the incoherence of the French response under President Sarkozy to the turbulence that unfolded early in 2011 suggests that it was caught unawares and, despite apparent success in Libya, Sarkozy's successor Hollande continues to grapple with the impact on French influence in the region.
Do Arab public opinion support policies of regional powers in MENA? View from Tunisia
ABSTRACT The Arab Uprisings and subsequent events continue to transform policies of regional and major powers toward the Middle East and North Africa. These powers have shown different approaches toward the Uprisings, ranging from support for the status quo to endorsing regime changes. Their policies have also exerted a significant impact on the course of events. Despite this growing importance and implications of policies of regional powers on the Uprisings and the Syrian conflict, we still do not know much about how the public assesses these policies and to what extent domestic cleavages shape these assessments. Using a nationally representative original survey conducted in 2014 in Tunisia, this study examines the perceptions of the policies of France, Turkey, and Saudi Arabia towards the Uprisings and the Syrian conflict. It finds that French and Turkish policies about the Uprisings have garnered substantial support among citizens, whereas most citizens negatively assess the Saudi policies. On the other hand, the majority of Tunisians negatively assess all these countries’ policies toward the Syrian conflict. Another major finding suggests that political identity reflecting secular/religious cleavages shapes how citizens view the policies of these three countries toward both issues, but its effect is higher in assessing the Uprisings.
Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes.
Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners.