The thesis is an analysis of the morphology of the Arabic dialect Tunis. Chapter one presents the relevant aspects of phonology, and chapter two is an informal outline of the main morphological pattern. Chapters three to five discuss in detail the morphology of the verb (including participles), the noun and the adjective respectively. Chapter six discusses clitics, with special reference to en-clitic pronouns. The particular contributions to previous work are as follows: (a) the data on the dialect of Tunis are set out systematically and in detail for the first time, (b) generalisations missed in previous work on Arabic [...] been allowed by certain untraditional analyses, such as taking the imperative as the underlying form of the verb, and also by the formulation of certain phonological and morphological rules, (c) a quantitative analysis of the morphological pattern based on a dictionary corpus, highlights the amount of irregularity in the system, this analysis also allows more peripheral patterns be distinguished from the central ones, the analysis is formalised in terms of the theory of 'word grammar' and constitutes the first application of this theory to a language other than English.

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This study takes as its starting point the generally accepted fact that there exists a gap between architectural education and architectural practice in Saudi Arabia. It seeks to answert he following researchq uestions: What is the magnitude of the gap? How does the gap manifest itselp. Where do the causes of the gap lie? How can the problem of the gap be tackled? What further research needs to be done on the question of the training/practice gap? The researcher undertook a pilot study to explore the nature of the problem, followed by a more extensive field trip to Egypt and Saudi Arabia to gather data. A qualitative methodology, a descriptive approach, a survey type of research design, and an interview data collection technique were adopted. In order to set the field trip results in context, the study outlines the evolution of the architecture profession and its relationship to the training of architects through history, with special reference to architectural education in three countries, the UK, the USA, and Egypt, which in different ways have had a particularly strong influence on Saudi architectural education. In view of the basic premiss of the study architectural practice in Saudi Arabia is also examined so as to establish its relationship with the existing architectural schools. What practice does - or in the case of Saudi Arabia perhaps fails to do - affects what happens in the schools and affects the structure, content, and delivery of the curriculum. Architectural education in Saudi Arabia is described, set in the context of the Saudi educational system in general, as well as in relationship to architectural practice. An account of the emergence of the Saudi architecture schools is given, and details of their structure, students, teaching staff and curriculum are provided, in order to aid the analysis of field trip results. Using the data from the survey, a thorough and extensive analysis of the researcher's field trip research is presented to show how the gap between education and practice manifests itself with respect to the curriculum of Saudi architecture schools, to the teaching approaches used, and to architectural practice in the country. The survey data forms the basis for the study of the causes of the education/practice gap. The findings of the study are that the gap manifests itself in various ways: the fact that new architecture graduates are unprepared for what they meet in practice, in particular that the abstract three-dimensional concept of design they are introduced to in architecture school is far removed from the reality of the building process; that they are unfamiliar with office and managemenpt rocedures; that they have no awareness of the financial and other constraints that attend architectural practice. In other words the causes of the gap between architectural education and practice are found to lie in education in that much of the curriculum is irrelevant to Saudi practice, in that the curriculum lacks integration, in that teachers are distanced from practice because they are not permitted to practise, in thaf teaching techniques are unimaginative and inefficient, and in that there is no effective provision for practical training. Further causes are found to lie in practice, in that practice is not properly organised - there being no effective' professional body to control practice, to advise legislative authorities, to establish codes and standards for the profession to follow (and for architectural education to aim at), to accredit architecture school programmes, and to set up and oversee the registration of architects. The study makes recommendations that would address the problem of the gap between architectural education and practice, in particular the establishment of an effective professional body, the overhaul of the education curriculum, and the setting up of a proper system of practical training similar to that found in Anglo-Saxon countries. The study makes suggestions for further research,a nd provides appendices containing the full text of the researcher's fieldwork interviews and an account of the psychology of learning which may provide ideas for further research.

The present study is divided into two parts. The first part examines the performance of Lebanese students in public and private schools in Lebanon in 8th grade using the TIMSS 2007 data. The effects of students’ dispositions and teacher characteristics on the performance of students in public and private schools are also studied. Results indicate that private school students in Lebanon perform better than public schools students in each mathematics content and cognitive domain in TIMSS 2007. Having a positive affect towards mathematics is positively related to students’ achievement in both public and private schools. Self-confidence has a positive relationship to students’ achievement too in public and private schools; and the relationship is stronger in private schools. Most of the teacher characteristics have little or no relationship to students’ achievement except for teachers’ age and teachers’ gender. On average, students with older teachers and female teachers usually perform better. The second study examines the mathematics performance in TIMSS 2007 of 8th grade students in seven Arab countries: Bahrain, Egypt, Jordan, Lebanon, Saudi Arabia, Syria, and Tunisia. The effects of positive affect towards mathematics, valuing mathematics, self-confidence in learning mathematics and some teacher characteristics on mathematics achievement are studied for each country. The results show that Data & Chance and Number are two mathematics content areas in which most of the seven countries have weaknesses. Some of the countries performed better in Reasoning than in Knowing or Applying. In all the countries, positive affect towards mathematics, valuing mathematics, and self-confidence were positively related to students’ mathematics performance. Neither teacher age, years of experience, degree, nor certification had any noteworthy relationship with students’ achievement in all seven countries. Students with female teachers scored better than students with male teachers in Bahrain and Lebanon. In the other countries, students with female teachers and students with male teachers had similar performances. Policy makers should find ways to increase students’ positive affect towards mathematics, how much students value mathematics, and students’ self-confidence in learning mathematics.

Tez--Ankara Üniversitesi. / Bibliography: p. 110-117.

Inaug.- Diss.-- Berlin. / Lebenslauf. Arabic and German, including Hebrew, medieval Latin and Greek terms.

Risālat al-mājistīr--Maʻhad al-Dirāsāt al-ʻArabīyah al-ʻĀlamīyah. / Includes bibliographical references (p. [641]-648).