1. 20 YEARS ON SATLC IN THE GLOBAL AGE.
THE SYSTEMIC CHEMISTRY EDUCATION REFORM
IN THE GLOBAL AGE.
Prof. Ameen F. M. Fahmy
Faculty of Science, Department of Chemistry,
Ain shams University, Abbassia, Cairo, Egypt
Website:
3ed ACRICE, Oct
SETIF -ALGERIA

2. If There is no Teaching Chemistry
There is no Chemistry
Good Teaching
Excellent Research

3. Systemic Education Reform [SER]
A Global View
SATLC SA ST
S.E.R.
Each systemic component interact with the other two components of SER .SA was used to assess thr students achievements after exposed to SATLC. However, SA is used to enhance ST. Also, ST is one the important learning outcomes of SATLC.

4. About 20 years ago Fahmy & Lagowski set up SATLC to Face;
PART-I: SATLC
INTRODUCTION
About 20 years ago Fahmy & Lagowski set up
SATLC to Face;
The world challenges such as Terrorism, world Economic Cries, Environmental Pollution...etc.,
The wide spread of the systematization in activities such as Tourism, Commerce, Economy, Security, Education etc..,
Globalization that we live and survive with its positive and negative impacts on our life
. So, SATL became a must
and Countries are in an Urgent Call to Prepare
Their Ctizens to be able
To Think Systemically and Creatively in the Golbal Age

5. SATL- has been applied in:
-Basic sciences (chemistry, biology, physics, mathematics),
Applied sciences (Environmental sciences, Agricultural sciences, Pharmaceutical sciences, Engineering sciences), law, medicine, linguistics and commercial sciences (
But, however, most of the efforts on SATL methods have been expressed in chemistry
. SATL is considered as a way of teaching and learning that intensify deep learning which differs from surface learning that focuses on rote memorization
and superficial understanding of concepts.

6. Cardellini [2010] shows that;
It is possible to plan a New Systemic Way of Teaching Starting from the SATL, Pointing Out Either
The Connections ‘Internal’ To the Discipline OR
‘External’ Ones Related To The Interactions with The Surrounding Environment
In a Global Systemic Perspective.
-. Also, Technical High School students Represent
A Target Suitable for SATL Strategy
Because they need to learn chemistry fundamental concepts in a shorter time without Losing the Connections
Between Them & Their Role in Real Situation

7. Nazir et al [2011] stated that;
-Teachers Can Mnimize The Difficulties
in Concept Building
By Providing Better Perspective Related
To The Basics of The Subject.
-This can be Accomplished Through Novel Efforts Involving Personal Input
-SATLC Teaching Method has been Discovered To Play
An Essential Role, Towards The Efforts for
Promoting Better Understanding of Chemical Concepts

8. Nazir et al [2011] stated that;
-Teachers Can Mnimize The Difficulties
in Concept Building
By Providing Better Perspective Related
To The Basics of The Subject.
-This can be Accomplished Through The Novel Efforts
-The Recently Emerged Concept Based Teaching Methodology, (SATLC), is a Fascinating Route To Meet
This Noble Endeavour.
-In addition to that, the results reported from the Evaluation of SATL technique have been Very Promising Due To The Improvements in Sudents' Academic Achievements

9. -SATLC is an Important Changes in the way of
-Golmi et al [2013] stated that ;
-SATLC is an Important Changes in the way of
Organization of concepts which intend to increase;
-The yield and quality of the teaching process
-The role of teacher as organizer
-The student as an active part in the process of learning..
-SATLC-Creates Some what
Closed Cluster of Concepts,
which Highlights
Interrelations between Concepts. -.

10. Herin et al [2014] stated that; It is More Difficult To Obtain
A Global View Of a Collection of Concepts
With Linear Representation OR Even with Cocept Map
Than With
A Systemic Cosed-Cluster Representation of Concepts
Which Stresses all Relationships Among The Concepts

11. . John Bradley [2014] Stated That;
-An Emphasis of SATL is the Interrelatedness of Things, Especially the Cross-Links between Vertical Developments of Concepts as are Most often Presented in Concept Maps.
-The Three Levels of Science Thought (Macro, Micro, Symbolic), identified by Johnstone and represented by a Triangle, may be Viewed as a Core Closed-Cluster Concept Map of the Type Advocated in the SATLC.  

12. Our educational systems suffer
Shortcomings of The Current Educational Systems:
Our educational systems suffer
From the Following Shortcomings:
1-Low Performance of the current Curriculum System:
-Due to the linearity of each component of the curriculum system.
- In order to get a maximum performance of the systemic curriculum, it is necessary that each of its components should be build systemically and acts as a sub-systemic (Fig.1)

13. Fig.1: Systemic curriculum.
Systemic Content
Systemic
Objectives
Systemic Final evaluation
Systemic Continuous evaluation
Systemic Teaching methods
Systemic Teaching
Aids
Fig.1: Systemic curriculum.

14. 2- Slight Interaction Between The Current
Educational Domains:
Fig.2: Systemic learning domains.

15. Why SATL IN CHEMICAL EDUCATION REFORM ?
-To Help Students To Understand Interrelationships between concepts in a greater context.
-To Face The Current Global Challenges in the world such as global terrorism, global warming, etc. That requires preparation of Citizen to be able to systemic and creative thinking that solve such phenomena for a better world for all.
-To change our Educational Systems from Surface To Deep Learning that prepare our graduates to meet the needs of the global markets beside high skills that enable them to live and act positively in the global age.

16. What is The Meaning of SATL ?
By"systemic“ We mean an Arrangement of Concepts
or Issues Through Interacting Systems in Which All Relationships Between Concepts and Issues are made, Clear up front, To the Teachers and Learners (Fig. 3b),
- In contrast to The Usual Linear Method of Teaching
The Same Topics (Fig. 3a)

17. Fig: 3a: Linear representation of concepts
Fig: 3b: Systemic representation of concepts

18. Systemic Teaching Strategy
We started teaching of any course by building Systemic diagram (SD0) that has determined the starting point of the course.
We ended the course with a final systemic diagram (SDf) and between both we crossover several Systemics (SD1, SD2,..) Fig.4
SD0
SDf
SD2
SD1
Stage (1)
Stage (2)
Stage (3)
(maximum Unknown
chemical relation between concepts)
(All chemical relations between concepts are known)
(?)
()
Educational standards
and objectives
Figure 4: Systemic Teaching Strategy

19. SATL Experiments in Egypt
We have conducted numerous experiments in EGYPT
which we attempted to Establish The Effectiveness of
SATL Methods not only in chemistry, but also in other
basic sciences, Medicinal sciences, Engineering
sciences ,Agriculture, Pharmaceutical, sciences, ……
- In Chemistry, We have Conducted a Series of Successful SATL-Oriented Experiments, at Pre-university, and University Levels of Education.
-We have created SATL units in General, Analytical,
Aliphatic, Aromatic, Green, and heterocyclic chemistry.
-These units have been used in Egyptian universities and secondary schools To Establish the Validity of The SATL on an Experimental Basis.

20. I-PRE-UNIVERSITY EXPERIMENT
SATL- APPLICATIONS
I-PRE-UNIVERSITY EXPERIMENT
SATL CARBOXYLIC ACIDS AND THEIR DERIVATIVES:
-Our initial experiment on SATLC was conducted at the pre-college level in the Cairo and Giza school districts.
-Nine SATL-based lessons in organic chemistry Fig.(5) taught over a two-week period were presented to a total of 270 students in the Cairo and Giza school districts;
-The achievement of these students was then compared with that of 159 students taught the same material using standard (linear) methods Fig.6,.

21. Fig.5: Systemic based teaching and learning
Fig.6: Linearly based teaching and Learning

22. The results of experimentation indicate
-A greater fraction of students exposed to the systemic techniques, the experimental group, achieved at a higher level than did the control group taught by conventional linear techniques.
- Students who had been taught by instructors using SATL Technique were more successful in the final examination in comparison to the students who had been taught linearly?
- Success was defined as achievement of at least 50% in the final examination. Approximately 80% of the experimental group was successful,but only 15% of the control group reached the level of success.

23. Fig.7: Percent of students in the experimental classes who succeeded (achieved at a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the systemic intervention.
Fig.8: Percent of Students in the control classes who succeeded (achieved at a 50% or higher level).The bars indicate a 50% or greater achievement rate before and after the linear intervention

24. II-UNIVERSITY EXPERIMENTS
1-ALIPHATIC CHEMISTRY
-A study of the efficacy of systemic methods applied to the first semester of the second year organic chemistry course 16 lectures, 32 hours) at Zagazeg University.
- The details of the transformation of the usual linear approach usually used to teach this subject that involves separate chemical relationships between alkanes and other related compounds Can be illustrated in (Figure 9).
The corresponding systemic closed concept cluster that represents the systemic approach were presented in (Figure 10).

25. Figure 9: The classic linear relationship involving the chemistry of the alkanes organized by teachers to begin to create a systemic diagram of that chemistry.

26. Figure 10:systemic diagram (SD0) that represents some of the major chemistries of alkanes
- In the systemic diagram some chemical relationships are defined whereas others are undefined. These undefined relationships are developed systematically.

27. After using the diagram shown in Fig
After using the diagram shown in Fig. 10 as the basis for the study of the synthesis and reactions of alkenes, and alkynes, students with help of their teacher can modify this systemic diagram (SD0 in Fig. 10) to accommodate other chemistries of hydrocarbons as shown in (SD1), Fig. 11).
Figure 11 [SD1]: The SATL relation ship between hydrocarbons and their related compounds

28. Expanding the chemistry of acetylene the students with the help of their teacher can converts the systemic diagram(SD1) in Figure (11) to (SD2) shown in Figure (12) .
Figure 12.[SD2] The SATL relationship between the hydrocarbons and derived compounds

29. - Systemic diagram (SD2) shown in Figure (12) can accommodate to the chemistries of ethyl bromide and ethanol yielding a new systemic diagram.
- The systemic diagrams developed in Figures (10) through (12) were used as the basis for teaching organic chemistry course to experimental group at Zagazeg University Egypt). The experiment was conducted within the Banha branche, Faculty of Science, Department of Chemistry with second year students. The experiment involved (41) students in the control group, which was taught using the classical (linear) approach; (122) students formed the experimental group, which was taught using SATL methods illustrated in the systemic diagrams shown as Figures (10 ) through (12 ).

30. Figures (13) and (14) Show The Final Data in Terms of Students Achievement.
Figure 13: Average scores for experimental groups before and after intervention.

31. Figure 14:Average scores for experimental groups before
and after intervention.
- The data indicate a marked difference between the control and experimental groups

32. 2-SATL-CHEMICAL EQULIBRIUM
We can teach chemical equilibrium in the frame of systems at equilibrium (physical systems in nature, and biochemical systems in our bodies).
Students with Teachers write the concepts of this unite
(equilibrium, chemical equilibrium, factors affecting rate of reaction, conc., pressure, hydrolysis, pH, ….)
Then Students with the help of teachers build the following systemic diagram (SD0).

33. SD0   Systems at equilibrium 2 1 Biochemical cycles in human bodies
Physical cycles, elements, and compound cycles in nature ? 16
Hydrolysis 15 ? pH ? 10 14 ?
Ionic equilibrium 5
Pressure
Concentration ? 12
Chemical Equilibrium 13 ? ? 8 ? ?
Catalysts 4 9 11
Types of bonds in molecules ? ?
Surface area 7
Temperature ? 6
Nature of the reactants ?
Rate of chem. reaction ? 3
SD0
Factors affecting

34. Systemic diagram (SD0) shows relations (1 and 2).
We have the unknown physical relations between concepts (3 – 16).
After study of;
The chemical equilibrium, rate of reaction, factors affecting the rate of chemical reaction, the students with the help of teachers can modify (SD0 to SD1) by adding relations (3 – 9).

35. SD1          Systems at equilibrium 2 1
Biochemical cycles in human bodies
Physical cycles, elements, and compound cycles in nature ? 16
Hydrolysis 15 ? pH ? 10 14 ?
Ionic equilibrium 5
Pressure
Concentration  12
Chemical Equilibrium 13 ? ? 8  
Catalysts 4 9 11
Types of bonds in molecules  ?
Surface area 7
Temperature   6
Nature of the reactants
Rate of chem. reaction  3
SD1
Factors affecting

36. The Chemical Equilibrium & Factors Affecting The Chemical Equilibrium.
After studying of;
The Chemical Equilibrium & Factors Affecting
The Chemical Equilibrium.
The Students with The help of Their Teachers Can Modify (SD1 to SD2) by Adding Relations From (10 – 12).

37. SD2             Systems at equilibrium 2 1
Biochemical cycles in human bodies
Physical cycles, elements, and compound cycles in nature ? 16
Hydrolysis 15 ? pH  10 14 ?
Ionic equilibrium 5
Pressure
Concentration  12
Chemical Equilibrium 13 ?  8  
Catalysts 4 9 11  
Types of bonds in molecules
Surface area 7
Temperature   6
Nature of the reactants
Rate of chem. reaction  3
SD2
Factors affecting

38. After studying of; The Ionic Equilibrium and its Related Concepts,
[Types of Chemical Bonding in The Molecules, Concentration, PH, Hydrolysis].
- The students with the help of their Teachers can modify (SD2 to SDf) by adding relations (13-16).
- SDf-means the end point for the Systemic Study of the Chemical Equilibrium, in which all Physical Relations Between Concepts are Identified.

39. SDf                 Systems at equilibrium 2 1
Biochemical cycles in human bodies
Physical cycles, elements, and compound cycles in nature  16
Hydrolysis  15 pH  10 14 
Ionic equilibrium 5
Pressure
Concentration  12
Chemical Equilibrium 13   8  
Catalysts 4 9 11  
Types of bonds in molecules
Surface area 7
Temperature   6
Nature of the reactants
Rate of chem. reaction  3
SDf
Factors affecting

40. Systemic Teaching Strategy
In the SATL strategy the final systemic diagram (SDf) for a subject is “reached” through the study of a sequence of systemic diagrams, SD1, SD2, etc.
SD0
SD1
SD2
SDf
Stage (1)
3 – 9 
Stage (2)
10 – 12 
Stage (3)
13 – 16 
Know relations (1,2)
Know relations
(1-9)
All relations
are known (1-16)
Know relations
(1-12)

41. 3-GREEN CHEMISTRY : SATL VISION
Applying Systemics to laboratory instruction reveals the following advantages, which constitute the principles of benign analysis related to green chemistry aspects.
* Smaller amounts of Chemicals are used.
* Recycling of Chemicals.
* Experiments are done with less hazards, and more safety.
* Experiments are done more rapidly.
* Students easily acquire a working sense of the principles of green chemistry.

42. analysis involves the application of linearly obtained
- Classical laboratory-oriented subject of qualitative
analysis involves the application of linearly obtained
chemical information to an unknown solution in a linear way
In contrast to the linear approach of learning chemistry of cations from a laboratory experience, a systemic approach has been developed that focuses attention on individual species ((Fig.1)
Exp. 4
Exp. 3
Exp. 2
Exp. 1
(?)
A+X-
A+E-
A+Y-
A+Z-
Figure 1: Systemic Green Investigation of species A+(SI-Plane)

43. The diagram shows the Plane for qualitative investigation of the species (A+), the preparation of (A+) Compounds, and the interconversion of the species
Applying this approach to laboratory instruction allows students to experience the colors of chemical species, their solubility characteristics, and their redox behavior.
we have created. Qualitative Systemic benign analytical chemistry course for the first-year students of faculty of Sci., Benha, Zigzag University, and Faculty of Education, Helwan University, Egypt. The Systemic based course materials were presented in 24hrs (2hrs period/ per week) From Sept.-Dec. (2001).

44. Systemic Investigation of [Pb++] (SI-1): Lead Green Cycle
The students follow the plane (SI-1) to investigate (Pb2+) in a series
of experiments (1-4) in a single test tube on a small sample of lead nitrate (0.5 ml), then they recycle the product of (Exp. 4) to Pb(NO3)2 (Cf. SI - Final).
(SI -1 - Plane)
Exp.1
Pb++
Exp.2
Nitrate Salt
Exp.3
(White ppt)
Lead hydroxide
(White ppt.)
Lead Oxalate
HNO3
(?)
(Yellow ppt)
Lead iodide
Exp.4
Lead carbonate
Na2C2O4
i) HNO3
ii)NH4OH
ii) Na2CO3
()
ii) KI
Recycling
(SI -1 - Final)

45. Systemic Investigation of [Ag+] (SI-2): Silver Green Cycle
The students follow the plane (SI-2) to investigate (Ag+) in a series of experiments (1-3), then recycle the product of (Exp.3) to AgNO (Cf. SI-2-Final).
(White ppt.)
Silver phosphate
Silver sulphite.
Silver carbonate
Exp. 1
Exp. 2
Exp. 3
HNO3
Ag+
Silver nitrate.
(SI-2 Plane)
(?)
sulphite.
Na2SO3
i) HNO3
ii) Na2CO3
(SI-2 Final)
()
Recycling
ii) Na3PO4

46. Amount required (gm / 50 Students)
Results of Experimentation
- The experimentation results showed that the Benign scheme reduces the consumption chemicals in Comparison with the classical scheme as shown in table (1). This means low cost, and less pollution.
Table 1: Amount of salts needed for Experimental group (Benign scheme), and Reference group (Classic scheme)
Salts
Amount required (gm / 50 Students)
Classic Scheme
Solid/ (g)
Benign Scheme
0.1M Solution (1/2 liter)
Pb(NO3)2
100
16.5
Al(NO3)3
200
11.0
CrCl3.6H2O
13.5
NiCl2.6H2O
12.0
Co(NO3)2.6H2O
15.0
CdCl2 5H2O
150
BaCl2.2H2O
MgSO4.7H2O

47. - Statistical Data:
Statistical data showed that the students of the experimental group are significantly improved towards the principles of qualitative benign analysis however no improvement in the students results of the control group after applying traditional methodology. This is shown in the following tables (2)
Table (2): Students Mean, standard deviation, (t) Value and Effect Size of the results of an achievement test for the experimental and control groups.

48. PART-II:-Systemic Assessment (SA)
-Systemic Assessment is a New Tool To ;
-Assess Student Achievement
- Assess Students Hgher-Order Thinking Skills in
which Students are Required To ,
Analyze , synthesize, and Evaluate.
- Measures the Students’ Ability to Correlate
Between Concepts.
- Develop The Ability To Think Systemically,
Critically and Creatively, and Solve Problems. .

49. Types Systemic Assessment Questions: [SAQ,s]
1- Systemic Multiple Choice Questions [SMCQ,s].
2-Systemic True, False Questions [STFQ,s].
3-Systemic Matching Questions [SMQ,s].
4-Systemic Sequencing Questions [SSQ,s].
5-Systemic Synthesis Questions [SSynQ,s]..
6- Systemic Analysis Questions [SAnQ,s]..

50. Type-1: Systemic Multiple Choice Questions[SMCQ,s]
Form (I): Choose From Triangular Systemics:
Put () in front of the correct systemic diagram
Examples:
Q1. The systemic diagram represents the correct chemical relations between (Fe) and its related compounds is one of the following: a) b) c) d)
(……) Na
Na2O
O2/ burn
CO2
H2O
NaOH
Electrolysis
HCl
NaCl Mg 
Na2CO3
Answer: (a) 

51. Form (II): Choose From Quadrilateral Systemics:
Put () in front of the correct systemic diagram
Q. The systemic diagram represents the following reactions sequence.
[Substitution –Substitution- Elimination –Addition-] is one of the following:
Answer:(a) 

52. Type-2:Systemic True False Questions[STFQ,s]:
Put () in front of the correct systemics
Form-I: Choose From Triangular Systemics:
Q-1:Which of the following systemics are true and which are false:
H2O
Na2O
NaCl Na
Heat/air
Electrolysis
(Solution)
Na2O2
NaCl Na
HCl
heat excess (O)
300C
Electrolysis
(Molten)
(a) (b)
Na2O
NaCl Na
HCl
heat /excess (O)
300C
Electrolysis
Molten))
NaOH
NaCl Na
HCl
H2O
Electrolysis
Molten))
(c) (d)
Answer : True systemics (b, d) (); False Systemics (a, c) (X)

53. Form-II: Choose from Quadrilateral Systemics:
Q-2 : Which of the following systemics are true and
which are false:
EtOH/Conc.
H2SO4/ 
P2O5/
C6H5CONH2
C6H5COOEt
C6H5CN
C6H5COOH
Dil.H2SO4Di
NH3/HEAT
EtOH/
KOH/ 
PCl5
C6H5CONH2
C6H5COOEt
C6H5COCl
C6H5COOH
Dil.HCl/Heat
NH3/Heat
P2O5/
(a) (b)
EtOH/
HCl/ 
LiAlH4
C6H5CONH2
C6H5COOEt
C6H5CH2OH
C6H5COOH
Dil.HCl/
/heatet/PCL5
P2O5/
C6H5CONH2
C6H5COCl
C6H5CN
C6H5COOH
Dil.H2SO4/
(c) (d) )
NH3/Heat
NH3/Heat
Answer :True systemics (a, d) (); False Systemics (b, c) (X)

54. Type.3 :SYSTEMIC MATCHING QUESTIONS:[SMQ,s]
Form I: Matching on Trigonal Systemics
Q1 :Choose aliphatic compounds from column (A) and reaction conditions from column (B) to build the systemic diagram incolumn (C):
(A)
(C)
(B)
C2H4
CH3CH3
CH3CH2OH
CH3CH2Br
dil. H2SO4
Conc H2SO4/180OC
PBr3
Alc. KOH/∆
Aq. KOH/∆
HBr
H2/cat.
Br2/hν

55. Form II: Matching on Quadrilateral Systemics:
Q2: Choose elements and compounds from column (A) and reaction conditions from column (B) to build the systemic diagram in column (C):
(A)
(C)
(B) Na
KOH
NaCl
Na2CO3
NaNO3
Na2O
NaOH
KCl K
H2O
O2/heat
CO2
HCl
Electrolysis
HNO3

56. *SATLC increases the ability of students to think Systemically.
CONCLUSION
*SATLC improved the students ability to view the chemistry from a more global perspective.
*SATLC helps the students to develop their own mental framework at higher-level cognitive processes such as application, analysis, and synthesis.
*SATLC increases students ability to learn subject matter in a greater context.
*SATLC increases the ability of students to think Systemically.
* Helping students to see the pattern of pure and applied chemistry rather than isolated concepts, and facts . -

57. CONCLUSION
*SATLC Helping students to see the pattern of pure and applied chemistry rather than isolated concepts, and facts. .
*SATLC in Egypt could be used as a successful Model for teaching and learning Chemistry in other African countries. *

58. PART.III:SYSTEMIC THINKNG [ST]
-Systemic thinking is a Simple Technique for Gaining
Systemic Insights into Complex Problems.
-Conventional [Linear] Thinking Techniques are Fundamentally Analytic.
-Systemic Thinking is a
Combination of Analytic and Synthetic Thinking.
It is Based on The Facts
That Everything is Systemic &
Interact by all Other Things Around it. *

59. -It offers the potential to find systemic focus in any situation.
Advantage of Systemic Thinking
-Enables us to deal with the elements of any situation in harmony rather than in isolation.
-It offers the potential to find systemic focus in any situation.
-Enables anyone can use it to gain deeper insight about anything. .

60. By listing as many elements as we can think of.
How we Think Systemically
-The first step in analytic thinking is
By listing as many elements as we can think of.
The second step is synthetic:
By finding the common theme repeating pattern across those elements.

61. -It offers the potential to find systemic focus in any situation.
Advantage of Systemic Thinking
-Enables us to deal with the elements of any situation in harmony rather than in isolation.
-It offers the potential to find systemic focus in any situation.
-Enables anyone can use it to gain deeper insight about anything. .

62. SYSTEMIC EDUCATION REFORM
-We can summarize the above mentioned systemic activities:
[Systemic approach to teaching and learning chemistry (SATLC),Systemic assessment (SA) and Systemic thinking (ST)],
in the following systemic diagram under the Theme of
Systemic Education Reform [SER] .

63. Systemic diagram illustrating the Systemic Education Reform
SATLC SA ST
S. E.R.
Systemic diagram illustrating the Systemic Education Reform

64. SELECTED
SATL
ACTIVITIES

65. - 3ed Arab Conference on Systemic Approach to Teaching and Learning
Organized By: Science Education Center, Ain Shams University & Garish University, Jordan(April. 2003), Cairo, Egypt

66. - 5th Arab Conference on Systemic Approach to Teaching and Learning.
Organized By: Science Education Center, Ain Shams University
(April 2005), Cairo, Egypt

67. -The 2nd Jordanian Egyptian Conference on SATL and its Applications in different Sciences.
Organized by: Tafila Technical University Jordan, and Ain Shams University Egypt. (July 2005) Tafila , Jordan

68. -Workshop on SATLC Satellite to Malta III Conference : Organized By:UNISCO,IUPAC,RCS,ACS, University;Istanbul,Turky. (December.2006)

69. -Pakistanis School on SATLC,
Organized By: Karachi, University;Karachi,Pakistan (18-30) 2008

70. SATLC-Research Group Prof. Dr. Lagowski, J. J. (USA) (Founder)
Prof. Dr. Hashem A. F. (Egypt)
Prof. Dr. El-Shahat, M. T. (Egypt)
Prof. Dr. Kandil, N. G. (Egypt)
Prof. Dr. El-Hashash, M. (Egypt)
Prof. Dr. Abdel – Sabour, M. (Egypt)
Prof. Dr. Hanna, W. G. (USA)
Prof. Dr. Medin, H. (Saudia Arabia)
Dr. Hamza, S. M. (Egypt)
                                                          ) Mrs. Said, A. (Egypt