Blockchain Papers

Andrea Stazi, Riccardo Jovine

No abstract is available for this record.

Gurbanov, Tamirlan

ASES — Arabian Sustainable Energy StablecoinTechnical Whitepaper v1.1 1. Executive Summary ASES (Arabian Sustainable Energy Stablecoin) is an innovative digital asset backed by the economic fundamentals of the GCC energy sector and synthetically pegged to AED and SAR. ASES creates a new class of stable assets by combining currency stability with the region’s energy foundation. Objective: Provide a reliable stablecoin for cross-border payments, B2B transactions, energy contract settlements, and Web3 integrations within the GCC. 2. Mission & Vision Mission: Deliver a stable, transparent, and predictable digital asset for the GCC linking currency and energy markets. Vision: ASES aims to become the benchmark digital currency of the region, serving as a foundation for a sustainable economy and energy sector.

Umi Khusnul Khotimah

Introduction: The rapid development of digital technology has introduced new challenges in the practice of inheritance distribution, particularly concerning digital assets such as cryptocurrency and NFTs.Purposes of the Research: This study aims to explore gender justice in the distribution of digital inheritance, focusing on the Islamic fiqh perspective toward cryptocurrency and NFTs assets in Dubai.Methods of the Research: Using a qualitative approach, the research analyzes fiqh texts, existing regulations, and real-life cases related to digital inheritance. Data were collected through document analysis, case studies, and expert interviews involving Islamic scholars and digital asset practitioners in Dubai.Results of the Research: The findings reveal that digital inheritance, characterized by unique properties such as anonymity and the need for secure access, presents significant challenges in ensuring fair distribution, especially for women. The study highlights cultural and technological barriers that limit women’s access to digital inheritance, despite their growing economic contributions. The novelty of this research lies in proposing a contemporary fiqh framework that integrates traditional Islamic principles with modern technological solutions such as blockchain, aiming to ensure transparency and fairness in inheritance distribution. By addressing the gender gap in digital inheritance, this research contributes to the development of equitable and practical fiqh guidelines for Muslim communities in the digital era.

Muhammad Al-Asmaey Mahrous

The ministries of education in federal governments in the United States of America outline education, such as national standards and distant national plans, and state governments contribute the largest share of spending on education through the tax money that is collected. The federal government also intervenes to support spending on education in the poor American states, the central government also intervenes in Washington to provide the necessary costs necessary to achieve the minimum academic progress, in addition to providing the necessary costs to meet the needs of learners from the accompanying educational activities, in addition to providing the necessary funds for academic programs. And the technological devices needed to operate it. The education financing system in the United States of America stands out as a successful system that was able to build a decentralized model in which the laws governing the structure and content of education programs vary greatly from one state to another, with the diversity of educational funding sources in educational institutions. From a review of America's experiences in financing education, what can be used in providing Egyptian educational financing, such as: Searching for additional sources to provide Egyptian educational financing. Among the additional sources for financing educational institutions in the United States of America are national and private banks and the stock exchange, in addition to the private sector and the business sector. There is also a so-called grant law, whereby educational loans are granted to students, Granting Educational Loans, and supported by student loan programs from federal governments, and state loan programs, in addition to loans provided by educational institutions (colleges) there - in addition to grants and donations from associations Eligibility and endowment institutions in it. The educational vouchers system granted to parents in the United States of America is widely spread in American society, as this system is based on the assumption that these bonds increase competition between schools and rationalize spending in the field of education, and then work to improve the quality of education provided in all From public schools and private schools.

John T. Crist

The expansion of higher education across the globe is among the most profound developments of the last century, 1 with deep and broad ranging impact on societies, national economies, culture, attitudes and values. In 1900, about half a million students were enrolled in colleges and universities globally, or about 1% of the global college-aged population. By the end of the century, over 100 million students were enrolled, nearly 20% of the population of eligible youth. 2 Economic development is a significant factor in this massive expansion: “governments in many countries have come to believe that higher education is an engine of economic development,” and there is abundant evidence to support the belief. 3 Almost all countries host at least one national university, and these are usually considered central institutions for training the workforce and preserving cultural traditions and heritage. Among the Arab states of the Persian Gulf generally, the combination of a massive labor deficit, the abundance of discretionary wealth, and the overall lackluster performance of indigenous higher education systems propelled the United Arab Emirates, Saudi Arabia, Qatar, and Bahrain to pursue “bold policy implementation” in the higher education arena. 4 Across the Persian Gulf, the higher education sector has become “a fertile zone of experimentation and entrepreneurship.” 5 The boldest — and by far the most expensive and prominent — of these initiatives has been the pursuit of international branch campuses (IBCs) of universities in the U.S. and Europe. IBCs have been in existence for nearly sixty years. While the UAE introduced the first IBC to the Gulf, and supports the largest number of them by far anywhere in the world, Qatar's Education City is an altogether new organizational form — an assemblage of 8 international branch campuses of U.S. and European universities combined into a single hub. In a region where much of what is considered innovative involves borrowing or importing from other contexts, Education City is a completely unprecedented development in the field of IBCs and global higher education. multiple IBCs operated by foreign universities from different sending countries formally de-coupled from each other but loosely affiliated through joint programs and research projects, cross-registration of students, administrative consultation, and other collaborations; complete autonomy over curriculum, hiring, admissions, and other core functions of the university's mission; equivalence between the curriculum and degrees conferred on the home campus and through the IBC; the existence of an integrative structure operated by the host country that mobilizes IBCs for joint educational programs, collective research initiatives, and other campus-by-campus collaborations, as well as manage some common administrative functions like financial aid and capital development; and complete funding by the host country for all personnel, building and operating expenses. This paper will examine some of the forces responsible for and describe the evolution of the IBC cluster model in Doha. After setting the context for Education City's role in Qatar's higher education strategy, we will review the unique constraints on small states as they develop a system of higher education. We will also situate Qatar's choice to pursue an IBC strategy within the development of IBCs globally and in the MENA region, before reviewing what little is known or can be surmised 7 about the factors that influenced Qatar's choice to devise a new model for national education. Finally, we will consider what all of this tells us about the ongoing process of educational innovation in Qatar. Like many developing societies, Qatar has turned to education as a primary vehicle for addressing the challenges of national development. The vision of education among Qatar's elite, however, is considerably more ambitious than most developing societies. 8 As first laid out in the Qatar National Vision 2030, Qatar's leadership expects that educational expansion and reform will transform Qatar's carbon economy to a “post-carbon” economy, or a “knowledge economy.” Educational and research institutions will not only train the workforce, they will become the workforce. Qatar created an institutional complex, Education City, which is intended to spearhead this transformation of the economy. … the Arab Gulf States are still generally considered to be part of the educational ‘periphery’ on the basis that they lack developed knowledge-based economies and embedded research culture, and because they rely on imported products such as materials, services, and expertise from the centre. 9 For these reasons and more, the choice of a “knowledge economy” as a development strategy is an implausible one for Qatar except for one important (and obvious) social fact — Qatar is staggeringly wealthy. As the world's largest producer of liquefied natural gas, in a few short years, Qatar has begun to top the list of countries ranked by GDP per capita when purchasing power parity is factored, according to the International Monetary Fund and the U.S. Central Intelligence Agency (separately). 10 While growth rates since 2004 have fluctuated, most years saw annual growth at rates between 12% and 21%. 11 Qatar's sovereign wealth fund, controlled by the Qatar Investment Authority, is estimated well in excess of USD $100 billion as of February 2014 and is commonly thought to be the largest such fund in the world. 12 Qatar's wealth, then, compensates for the deficits in its labor pool by allowing it to attract millions of manual laborers and professional expatriates to serve the economy and pursue its ambitious plans for development. The capital city, Doha, now a metropolis with more than 2 million residents, had less than 500,000 residents in 1995. This is more than a four-fold increase in less than 25 years (and most of that growth has occurred since 2005, when the population was about 821,000). 13 This rapid increase is not the result of natural population growth, but rather a highly planned effort to recruit workers from around the world. The constraints on Qatar's development choices pushed the leadership to adapt a mixed strategy of traditional and innovative approaches to educational development. Qatar invested substantially in reforms of the elementary and secondary school system. It also invested heavily in the national university, Qatar University, to expand access, improve its educational programs, adapt them to the needs of Qatar's society and workforce, and expand its capacity to conduct research. It recruited global education professionals — most notably the RAND Corporation — to advise and assist with development and reform plans for the entire educational system. It also paid close attention to global educational benchmarks and standards set by UNESCO, OECD, and the World Bank. 14 School reforms, of a national university, and of global are among the most common higher education development among states in the developing world, most states not Qatar's Education City, Qatar massive educational is the largest single educational anywhere in the world. in on the of the Doha, Education City a nearly complete of educational for through to elementary and secondary school a highly school an international school on the International model a school for with needs an which school for and the an educational training and The of the “knowledge however, is in its of international branch Education City is of international branch campuses operated by and European campuses degrees but a few and one a the first and only U.S. to be the United The IBCs of Education City University, University, University, School of University, of and Education City also supports universities operated by Qatar the Qatar of and Education City is by Qatar which also a for international students and a with the and years for all higher education institutions in Qatar as of of and in Qatar with Education City Education City is also among the most expensive national education in the world. for the are not to the but the annual for capital projects, personnel, and was of billion in The annual operating for in was to be an of USD million for years, with an between USD and million to in with operating an The of Education City, however, is less significant than the innovation it in the evolution of international branch While IBCs have been in since not Education City had multiple IBCs been into a combined “a of Qatar's because of its small it a set of In this we will review some of the small states as they a system of higher education. states a significant of the world's While of small states from to 5 of the states of the United of 3 million or less in states have been as of to of development from the of states around the This is less when of and institutions of higher education. education is and in small economies than in This be were the in small states as in In however, are usually in small states first because institutions have to and because they it to economies of In of the national educational systems of countries with a population of million or less in and that countries at the end of the population some on support … the of small states this of is 25 This in a of and training by in or out of the host of national by foreign programs and programs, foreign development of and in highly developed small societies, on capacity states to for In and for complete some or all of training in other In to these there is at least one significant that small states because of the of professional and educational in small states is only a few are known to each other and are in professional and social national educational — which are by and — small professional are by common professional and the of in small This can to an that of collective and as well as the of common to these This is the the list of from by and the that there is of innovation and in many small the innovative of Qatar's IBC cluster it is also to the of international branch campuses as an organizational model for higher education. The on the growth of the IBCs from the on The of a small of in the that the development of international branch on a short and by an review of the its first in by in and higher education that is in country from the which it or with some in the host and which at least one in the host country that is in the country of the of and International by for and International and The on of and IBCs by World by for and International and The on with all other the Arab states of the Gulf have been the most in the development and of The United Arab the first IBC in the Gulf region in the of by in As a result of a growth in the first of the the MENA region now for of IBCs in of these are in in the United Arab Emirates, 10 in Qatar, and 3 in in the Gulf, the MENA region generally has not the IBC model of higher education to other of the — U.S. and and the of and the of of IBCs in the MENA region with the of the world. of of IBCs in MENA by for and International and The on of the experimentation with IBCs is the of sending countries with which Gulf states have Qatar's on U.S. (and some universities is for which a of and all of the Gulf IBCs have the of with only IBCs as in the UAE of entire IBC have been in Qatar or Bahrain to according to the in from the to the is For in to the IBCs by in the plans for 7 IBCs in with 3 campuses In and countries for 10 of the largest IBCs as by population to campuses in the Gulf in and one in In among the planned by the — all of them to be in or — only one new IBC was in the MENA region at the of the — a to in the region of in In other the that the of IBCs in the Gulf and MENA for the come to an While Qatar some of the challenges as other small Qatar is also different in significant before in Qatar turned to of and foreign workers to labor deficits as the economy In across the Gulf have been for of because of the of and within the Gulf and with the The of and the of because of the of wealth and the of new As as with foreign that for the of and the and for when were not While leadership to such there was also as as when the of all foreign workers of in the labor is a with which and Gulf states have for at least a In Qatar, as with most small the higher education system was thought from the to be the for — or at least — the on foreign workers and for the of the economy to other than to the of the national liquefied natural to the of Qatar — the first and only indigenous in Qatar — the choices for to higher education were As these of in with universities in Saudi Arabia, and or the more and of education In the Qatar of Education a of and that foreign education with some to universities in the years the of the in the that and were enrolled in universities in the for students to the of and the common this not the number of students enrolled from In the and By were enrolled in higher education of Qatar, in the Arab the the and As these to Qatar, the with a as in the for higher education. As these students top in not only a of a in the but also a for building a a or in some the of Qatar in higher education more to The core of the of colleges in with foreign education at UNESCO, University, and The colleges were into of social and in to the of was in and the of about the of at a when primary and secondary school was its for more education not a for the of a national in the The Qatar to fund Qatar at and introduced a of reforms intended to for an international for and While it was the considered of by the different Gulf States at different that the of a in each Gulf was not on the basis of the small of the indigenous population and of the small number of national students eligible for all these because all these states to have national that leadership for to Qatar all had generally been In an that with for Education at Qatar at the (and now of that the primary in the of the leadership to Education City was to a education for the choice before the leadership as we on or we to other that that of IBC however, was not the first choice for the leadership of Qatar to the model was a single university, to top in and to the by Qatar to for the that universities were more to the of than the European universities that were After a and in the the on of in the United The vision was an unprecedented operated by much like campus in which not be over 10 years in the such model anywhere in the world. with in an with in when was of Qatar that Qatar of was about a that was in the top 10 but we that there was one that was at of a with in that the was by a they a for a an school and a in that to first considered the of universities of which there are in and Saudi Arabia, for on to that these were because of them had far to on the international were it that setting an and it was only to recruit an that to a education of the and was to the as that in the United In the of an of the of Qatar and Education City, it is to when the of an IBC cluster model It is the between and Qatar first with an to education in was in with School of the this was not a branch campus educational programs but it was not to a in leadership believe that the to an IBC cluster model was well the with In Qatar its with School to a branch campus and a complete that in rapid Qatar with universities to IBCs in in in in 2005, and in by with European in and in other IBCs are planned for Education The with innovation in the evolution of This was the first an a complete — and one that was on from the at the home of the Education City IBCs this The by the IBCs in are by the as the at the campuses the of that with In many the to students by the IBCs and the to and the of the home only and not the of the campus where was for the of the IBCs in to and the educational with the While not by all these and of campus with the campus in joint research between of the of to Education City students to in campus of students in with programs and that students to the and between and campus by and students for joint projects, and For most years of its it was not thought to the Education City and there are about the of the IBC cluster It was considered far expensive for other countries to or This will be to the in the years as IBC come — in and in for a of the planned of IBCs that each university, of which have In these campuses have begun to the cluster model as they new of For U.S. institutions all of the programs in Education the model the system of higher education. Among other this students to for and to with a more of It also the of joint programs and with of IBC in and for was from and and for from the university's on 2014 … have had to of in one has a more system of institutional in with the its more to a set of challenges for the first The most significant core of the IBC cluster in Education City are its in and and the autonomy to the While Qatar of campus and for many common services, the IBCs are only loosely by some programs, collaborations, and This a of that campuses to adapt to challenges that from the of the home the of institutional and cultural traditions of the home and the needs of the curriculum they in Doha. The challenges by and a branch campus are many and are of challenges that have been to the branch campuses of Education have to preserving between and standards on campus and the branch campus in education and the of the branch campus to a and with the and to among and Qatar While on some there is in the IBCs these they have that the and constraints that result from the home traditions and the home campuses were to in Education City, the to and of institutional many of admissions, the of and services, and and institutional review performance and and many other The IBCs in much autonomy they have to manage these and are with the home campus for and however, have generally been on the branch campuses — these the overall the branch campuses were to adapt to a for is not commonly the first of and are not nearly as to as in the U.S. of the home campuses have the for have and to a on the branch branch campuses to the of the home campus to of research with and about the of In Qatar that all research be by a and the universities were to While the of Education City is to the of the the to Qatar is Among the IBCs in Education City, there are different and is by Qatar these functions across it were the of the with Qatar is not a because of the of and that are by the and traditional of the home In to the this Qatar to these functions or to conduct or for growth or common the number of students, or in Education City because there is with this U.S. for are by the Educational and which the from with the also Qatar in for the of it has created at The IBCs are as part of the process of the home not as there is system that the IBCs or Education City as a the support of Qatar U.S. and World is its first among institutions of higher education it has in the MENA As as is for the branch it is a of for Qatar which a more campus and a for students, and as products of Education City rather than only of one campus or The of in was in part an effort by Qatar to a more role in the of the IBCs of Education The of is to programs the and in Education City through new colleges — operated by Qatar — in and and social and and As an research is also to serve Qatar's Qatar National and national development through the development of a global research in Doha. As plans to the and of its and out to and new to in research and While the of new colleges many years to programs in education from the in Education of such programs is in in This involves a among the of the education and of and the policy expertise of In to programs, the IBCs of Education City have begun to joint initiatives in to and For in and a joint in and on the of each This of be out of the for the home institutions because of the between the however, is not an in Education the of Education City and the IBCs is a for as they the on As the cluster model of IBCs of around the world, the of its also more and more to educational and The of Education City will be an important — not the only one — of other are to the this in its short however, not much is known about the overall impact of Education City on and there are that the of the performance of students, or the of for the about the power of educational institutions to transform the sector and society more generally be for some a or more, are and into at the as the that this is what will In the a few the challenges and the IBCs can be as the where according to the as many as IBC campuses with of the Education City IBCs have or of In as of of the IBCs have with Qatar and are are not for for of also to be at a While is — and there is across — a within a of among for in Qatar. with the of it is the important that from the and educational about the IBC cluster and Education as an at an IBC in Education City for over years, have a of to Education City, from support and to and While this is by an the most common by of Education City on the the expensive with the the of cultural and that is thought to be by foreign or the of the central that highly will transform the economy for the or serve the primary of the the of an IBC standards have been in to the educational has been because the is Qatar and the for financial and the of the institutions in Education City it to most and an educational system that that other universities in Qatar. were to the embedded in these they are not to be at The in society and about the for development in a as well as within the home institutions and education in the U.S. and Europe. of these are not and in fact are by and to all of these have Qatar and the IBCs are well of and have to or to the For in to with the home campus and in some universities have with campus and have programs and review of the IBCs host from the campus and have of the campus to the Qatar As for the at IBCs with campus in to IBCs in Education City also students to a or enrolled in on the campus and with joint through In to such programs also the IBCs a with the home In one Qatar of an IBC cluster model as the of higher education in Qatar a that small states have to develop educational systems — that of for of higher education development that can be or for in the home Qatar's for consultation, and labor is and will not in the U.S. and to education and educational to them the nearly at on the and the international in higher education is only to to in Education City has not its are massive plans for expansion of (and research capacity in the years. In Qatar the Qatar and to innovative between the research and development of global and the Qatar a of research within Education City that will and research addressing many of the national the Qatar and the Qatar and the Qatar is for a in the social The largest research in the is to in The of the Qatar National has on an that will serve as Qatar's National and plans to attract as many as to by a of years, a of an entire research system that all of the most significant — from the to and in plans that most small states not of the IBC cluster model of Education City is not in states because of the and operating as we have there are of of the IBC cluster The of these will the of the IBC cluster model and it will become a for higher education development in small and The is for and by the of this by the of the for International and at School of in Qatar, and the of the on The and in the and many about the development of higher education and research at the School of in Qatar, also with the of and the of IBC This paper in part from research that was by from the Qatar National Fund of Qatar The are the of the

Nafith Fayez AL-Hersh

This study aimed to clarify some general aspects of the Jordanian Arab management depending on the influence of Hofstede’s cultural dimensions in management and organization over individual orientations in the Jordanian banks. A questionnaire, which was specially prepared for this purpose, was distributed on (6) commercial banks. A group of statistical methods, like data reliability analysis, percentages, frequencies, descriptive, cross tabulation, testing data validity (explore analysis) and binominal test, were used. Among the most important results which were reached are: 1) Workers in the Jordanian commercial banks do feel a high degree of power distance. 2) Workers in the Jordanian commercial banks do feel a high degree of uncertainty avoidance. 3) Workers in the Jordanian commercial banks do incline collectivity in conduct. 4) Workers in the Jordanian commercial banks do incline toward masculinity in conduct. 5) There exist no long-term orientations among workers in the Jordanian commercial banks. The study recommended the inclusion of management sciences through educational institutions and the adoption of applications and methods, which tend to be autonomous, decentralized, collective and authority deligent. Also, it recommended the activation of the department of research & development (R & D) in the banks and the adoption of strategies based on forecasting and planning.