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Relevant bibliographies by topics / Libyan schools

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Academic literature on the topic 'Libyan schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Libyan schools"

1

Abrika, Omar Saad Saleh, Mohammed Azmi Hassali, and Abduelmula R. Abduelkarem. "Importance of social pharmacy education in Libyan pharmacy schools: perspectives from pharmacy practitioners." Journal of Educational Evaluation for Health Professions 9 (March 14, 2012): 6. http://dx.doi.org/10.3352/jeehp.2012.9.6.

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The present study aims to explore the perceptions among pharmacy practitioners in Libya on the importance of social pharmacy education. A qualitative methodology was employed to conduct this study. Using a purposive sampling technique, a total of ten Libyan registered pharmacists were interviewed. Based on the content analysis of the interviews, two major themes emerged, namely the understanding of social pharmacy education and the need for incorporating social pharmacy courses into the pharmacy education curriculum. The majority of the respondents knew about the concept. Of those that had no prior knowledge of this term, half of them expressed interest in knowing more about it. There was a positive perception of introducing social pharmacy into the undergraduate curricula among the respondents, and they believed that it is necessary for future pharmacists to know about social pharmacy components. The findings from the pharmacy practitioners??evaluation suggest the need to incorporate social pharmacy courses into the curricula of all pharmacy schools in Libya.

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Kopciewicz, Lucyna, and Hussein Bougsiaa. "iPad jako narzędzie edukacyjnej zmiany? Porównawcze badanie wdrożenia projektu edukacyjnego w Libii i Polsce." Studia Edukacyjne, no. 52 (March 15, 2019): 192–211. http://dx.doi.org/10.14746/se.2019.52.13.

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This comparative small-scale (Libyan and Polish sample) qualitative study investigates two educational models of iPads’ implementation and integration with the overall pedagogical objectives in early education in Libya and Poland. The basic methodological frame was video-ethnography supplemented by semi-structured interviews with parents, teachers and children. The questions asked were designed to recognize how technology might fit within the school’s overall vision. The results indicate that each technology initiative can be potentially transformative for schools, teachers and students. The iPad as an open educational tool encourages a student-centered model of learning, whereas teachers predominantly use frontal teaching methods. Furthermore, the teachers in the two countries have considerably different perceptions and expectations regarding the role and outcome of mobile technology.

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Ababneh, Saleh A. Amin. "Libyan Public Schools’ Principals Perceptive of Their Schools as A Learning Organization." Journal of Educational & Psychological Sciences 12, no. 04 (December 4, 2011): 145–66. http://dx.doi.org/10.12785/jeps/120406.

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Altaieb, Salem. "Obstacles Libyan Teachers of English Encounter While Implementing English Language Curriculum in Libyan High Schools." Journal of Modern Education Review 5, no. 9 (September 15, 2015): 840–53. http://dx.doi.org/10.15341/jmer(2155-7993)/09.05.2015/004.

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Shakuna, Khairi Saleh, Norhisham Mohamad, and Asbi B. Ali. "Modelling Professional Performance of Teachers' Scales in Libyan Schools." International Journal Of Management and Applied Research 3, no. 3 (August 30, 2016): 120–29. http://dx.doi.org/10.18646/2056.33.16-010.

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Elabbar, Ageila Ali. "Strategic Pause on the National Libyan Education Reform Plan: Insights & Enhanced Tactics." International Journal of Education 13, no. 3 (September 12, 2021): 29. http://dx.doi.org/10.5296/ije.v13i3.19007.

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Primarily based on the strategic pillars presented in the essential plan titled: "National Libyan Public Education Reform: Entire Transformative Strategies 2020–2026" (Published: November 2017), which proposed comprehensive bases for reforming Libyan public education as a reflection on the problems that the whole Libyan public/private education system have faced due to still-existing circumstances. It divided the entire reform strategy into six years of definite procedures designed to solve the revealed problems through gradual, ongoing actions. This essential plan was followed by a detailed executive paper on the same reverence plan titled "Contextualizing the First Two Years of the Libyan Education Reform Proposed Strategies (2020–2026): Targeted Candidates and Reflective Activities" (Published: May 2018), which explained in detail the projected (Phase I) actions of the first two years of the plan. (Phase II) of applying such a plan was explained in a paper titled "Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors" (Published: January 2019), which extensively described the four executive years of the reform strategy with considerations to the constitutional laws or the existing educational regulations in the country.This associated project aimed to obtain a deeper understanding and awareness of the consequences and variables resulting from the remaining state instability for over (10) years (2011-2021) in general, and from (2017-2021) in particular, along with an assessment of the impacts of the coronavirus (COVID-19) on the whole educational system in Libya. This comprehensive work is a result of (16) months of field qualitative study (&), which predominantly depended on the pillars of the suggested plan to professionally determine whether the projected National Reform Plan for the entire Libyan education system is still valuable to apply, or if it needs to be modified, developed, or even changed in some of its aspects or in one/all its phases. The significance of obtaining this field work emerged after the increase of great challenges that revealed problems faced by/facing the entire State of Libya: for instance, the effects of civil wars, a prolonged time of sharp institutional division (East and West), and a tremendous deficit (damage) in most education infrastructures and interferences, in addition to the almost non-existence of QAs, CPD, research, technology, and teaching facilities inside public schools, universities, and even in the vocational sector. This is in addition to the deep effects of the continued lack of a clear policy of education and the approximate non-existence of a clear and authentic Vision, Mission, and Goals (VMG) or sequenced tactics of leadership and lifelong learning for educators, inspectors, social workers, education administrators, TAs, and university lecturers, etc.This field study uncovered profound problems in the entire Libyan education system, which might lead to a complete collapse or major failures if it remains as it is now. It also re-verified the still-valued proposed National Libyan Public Education Reform (NLPER) strategy in combination with contemporary innovative concepts, added stakeholders, and developed tactical leadership philosophies and active crisis management techniques, all to be contained in a developed (7) years of reform strategy and tactics instead of the (6) suggested years, which will immediately take place (the updated Reform Plan) as a response to the findings of this study.

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Boneberger, Anja, Simon Rückinger, Regina Guthold, Laura Kann, and Leanne Riley. "HIV/AIDS related knowledge among school-going adolescents from the Middle East and North Africa." Sexual Health 9, no. 2 (2012): 196. http://dx.doi.org/10.1071/sh11054.

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The aim of this secondary analysis was to present cross-national data about HIV/AIDS related knowledge among 13- to 15-year-old school-going adolescents from the Middle East and North Africa. Data from 23 673 school-going adolescents from seven countries (Jordan, Lebanon, Libyan Arab Jamahiriya, Morocco, Oman, Tunisia and United Arab Emirates) that undertook the Global School-Based Student Health Survey between 2004 and 2008 were analysed. HIV/AIDS related knowledge varied significantly between countries and gender. Research for this sensitive topic is scarce in this region. In addition, schools could be among the many key players for HIV/AIDS education.

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Sagher, F. A., M. A. Roushdy, and A. M. Hweta. "Peak expiratory flow rate nomogram in Libyan schoolchildren." Eastern Mediterranean Health Journal 5, no. 3 (June 15, 1999): 560–64. http://dx.doi.org/10.26719/1999.5.3.560.

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The study aimed to develop a peak expiratory flow rate nomogram for Libyan children. Of 900 children randomly selected from four Tripoli primary schools, 670 [330 girls and 340 boys]with age range 4.5-14.9 years, fulfilled the selection criteria. Peak expiratory flow rate [PEFR]was recorded in a standing position using a mini-Wright peak flow meter. Anthropometric measurements, weight, height, head circumference and mid-upper-arm circumference were recorded and surface area and body mass index were calculated. Our findings showed PEFR to be significantly related to height [r = 0.74], age [r = 0.70], surface area [r = 0.64]and weight [r = 0.62]: P < 0.001. The PEFR nomogram in Libyan children differed from the British standard, which highlights the need for a local reference nomogram

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Elsaghayer, Mohamed. "Affective Damage to Oral Corrective Feedback among Students in Libyan Secondary Schools." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 6 (2014): 74–82. http://dx.doi.org/10.9790/7388-04627482.

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Beleid, Noureddon H. Ibrahim, and Adam Amril Jaharadak. "A Pilot Study on Adoption of Mobile Communication Systems in Libyan Secondary Schools." International Journal of Business Society 3, no. 10 (October 20, 2019): 49–57. http://dx.doi.org/10.30566/ijo-bs/2019.108.

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Dissertations / Theses on the topic "Libyan schools"

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Gossiel, Salem Milad. "Science practical work in Libyan secondary schools." Thesis, University of Sheffield, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263553.

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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.

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Dabia, Mustafa. "Developing pedagogic skills of Libyan pre-service teachers through reflective practice." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367357/.

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Over the last two decades, teacher education (TE) has witnessed substantial changes in the way the divide between theory and practice is viewed. This has resulted in changes in the approaches used to deliver TE programmes. Since Dewey (1933), teacher educators have been concerned with how to prepare teachers who are reflective about what they are doing. Hence, there has been widely applied emphasis on the investigation of practice. This study describes the introduction of Reflective Practice (RP) to Libyan fourth-year trainee teachers to enhance their thinking about pedagogic skills. Its main aim is to examine to what extent trainee teachers will engage in a reflective practice (RP) programme, how they will reflect on their everyday understanding and practice and how they may improve their thinking about practice as a result. It describes how an action research study was conducted with a group of 30 prospective teachers over a period of 14 weeks and involved three phases. The first two phases lasted twelve weeks. In the first phase, the participants engaged in general discussions on instructional strategies, and this paved the way for the second phase, where there was in-college teaching practice. Finally, the participants practised teaching for two consecutive weeks in a real-life context, i.e. in a secondary school. The findings indicate that the implementation of RP in the Libyan context promoted a culture of observation and critical discussions in a setting that has traditionally been characterised as passive and non-reflective. The study indicates that RP is an essential component of pre-service teachers’ development. However, if we are to make more progress, we need to aim for more understanding of the pedagogic process that supports trainee teachers’ (TTs) pedagogic inquiry. This will require good collaborative work between colleges and schools, between educators and language tutors in schools and colleges, and among TTs themselves.

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Hussein, Suad. "Factors affecting the implementation of communicative language teaching in Libyan secondary schools." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23409/.

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Because English is considered and taught as a foreign language in Libya, where the classroom is the only environment offering exposure to English, an effective teaching method is required to underpin the quality of teaching English in such a context. This study was undertaken to investigate the implementation of communicative language teaching (CLT) in Libyan secondary schools by exploring the implementation of the Libyan English language curriculum in which the CLT principles are incorporated. The study examines the teachers' perceptions and understanding of CLT. It investigates whether and how CLT is implemented, and identifies the challenges faced by both teachers and students, highlighting the socio-cultural and contextual factors that facilitate or hamper its implementation. It also explores how appropriate the curriculum is for use in the Libyan secondary school context. For this study, an interpretive research paradigm was chosen, and the qualitative research approach was adopted. Three kinds of participants, including 20 teachers, three inspectors of English and 10 secondary school students, were involved. The qualitative data were gathered by undertaking audio- and video-recorded classroom observations of teachers' practice and stimulated-recall interviews. Finally, I conducted semi-structured interviews with all of the participants: the teachers, the inspectors, and the students. Qualitative content analysis of the observation and interview transcripts, plus field notes, was used for the data analysis. The findings showed (1): an inconsistency between the theoretical principles of the curriculum and its practical implementation in the majority of the teachers' practices; (2) that the majority of the teachers' practices were characterised as traditionally oriented, adopting traditional teaching methods, such as the teacher-centred approach, the grammar translation method, reading aloud, and an over reliance on the mother tongue ,and translation between Arabic and English; (3) a lack of student participation in the classroom with the rare implementation of pair and group work, combined with some degree of misunderstanding of its purpose; (4) that exams dominated and shaped the teaching of the curriculum, affecting the teachers' practices and students' expectations regarding English teaching and learning; (5) the students' dissatisfaction with the majority of the teachers' practices, such as the overuse of the mother tongue in the classroom, the omission of pair and group work activities, and the neglect of the teaching of productive skills; and (6) that the students were aware of the international importance of English, and that their positive attitude towards learning English as a communicative language contrasted with the teachers' outlook, as the students were critical of the exam, which neglected the communicative side of English language. These findings, along with the challenges related to contextual and socio-cultural factors such as the lack of teaching aids, large class sizes, and (Libyan) parents with no knowledge of English, were found to impact negatively on teaching using CLT. The study concludes by offering pedagogical recommendations about how CLT implementation in the Libyan secondary school context might be improved. In addition, the study identifies several important areas for further research: the implementation of CLT in the Libyan primary school context, given its significance as a foundation for the secondary stage, an investigation of the teaching of productive skills, and improved teacher training. The study offers fresh insights by attempting: (a) to bridge the gap existing in the previous literature and give Libyan students an opportunity to have their voices heard; (b) to use stimulated-recall interviews as a research tool, which facilitated effective data collection, and is a method that has not been used in the Libyan context hitherto; (c) to identify key socio-cultural factors related to CLT implementation, which have restricted the teachers' practices; and (d) to offer recommendations, as this study sheds light on the importance of primary schooling as a key stage for improving secondary school attainment and promoting more effective CLT implementation.

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Alhmali, Rajab. "Student attitudes in the context of the curriculum in Libyan education in middle and high schools." Thesis, Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/61/.

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Thesis (Ph.D.) - University of Glasgow, 2007.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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Khalifa, Said M. G. "The use of computers in the teaching of mathematics in Libyan primary schools." Thesis, University of Sunderland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394137.

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This study shows how schools in the United Kingdom, make use of leT in the primary school classroom, and compares these experiences with the potential for schools in an economically developing country, Libya, which has yet to introduce computers into primary education. Based on a triangulation of empilical study, classroom observation and a review of the literature, this study considers the merits of introducing computers into primary school mathematics teaching in Libya. Empirical field studies involved questionnaires and interviews for teachers in both countries, and testing the effect of introducing mathematical software to pupils in Libya who had not used a computer. The study considers initial and in-service training requirements for teachers, including the need for teachers to be able to select appropriate software. The study considers a list of criteria for teachers to use. In examining the UK situation, observing what took place in Libyan classrooms during the fieldwork experiment, and through subsequent interviews with Libyan teachers, the study identifies that the introduction of leT into primary school classrooms would impact significantly on traditional teaching methods used in Libya; challenging continuous whole-class teaching, moving to the use of small groups; challenging traditional gender-roles of boys and girls; challenging teachers to act as facilitators allowing pupils to determine in part their own learning. An evaluation of the experiment suggests that the computer can enhance mathematics learning in a non-computing literate culture. The study concludes that the introduction of leT into Libyan education involves far-reaching issues of resourcing and teacher training.

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Mohamed, Moftah A. S. "The representation of the Orient in English language textbooks used in Libyan secondary schools." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6920/.

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This qualitative study seeks to explore how 'the Orient' and its culture are characterised in English Language textbooks used in Libyan secondary schools. The study analyses language and images used in the textbooks. This analysis reflects and draws upon the discourses of Post-Colonialism and Orientalism. The language used in the textbooks is analysed using an adapted framework of Fairclough's (1989) approach to Critical Discourse Analysis (CDA) and images are analysed using a Critical Image Analysis (CIA) framework derived from analytical approaches developed by Kress & van Leeuwen (2006) and Scholes (1985). The study establishes, among other things, that the role of the textbooks is not only to support educational processes, but to convey implicitly and explicitly the dominant culture in a systematic way. This resonates with the Post-Colonialism discourse which contends that knowledge production is restricted to the western countries where these textbooks are produced and published. The analysis indicates a substantial degree of cultural betrayal, stereotypical images and structures of non-western cultures, particularly in regard to 'the Orient'. The images and language structures indicate a positive depiction of the West while 'the Orient' and its cultures are presented in a negative manner in many instances. Overall, the study argues that altering the existing misrepresentations and pre-assumed and pre-conditioned reality, whether linguistically or visually, is a key means for the elimination of misconceptions, categorisations and essentialisations of 'the Orient'.

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Kshir, Mohamed A. M. "An evaluative survey of the role of inset in managing educational innovations in Libyan schools." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4395/.

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The exponential rate, and structural nature of, change in Libya - demographic, social, cultural, economic, political, infrastructural - have placed a massive strain on its education service to cope with these changes. Currently teachers in Libya are experiencing serious problems in meeting the human capital requirements of Libyan society. Curriculum initiatives are being introduced into Libya with an inadequate support base. As a result there are serious problems currently facing teachers in Libya. They are ill-equipped to cope with the current and prospective demands on education and its ability to service the changes in Libya. In particular the study suggests the need for hugely increased, carefully targeted and efficient in-service (INSET) provision. Through a comprehensive survey, the first to be undertaken in Libya, this thesis identifies the problems that teachers face in Libya, and outlines ways in which INSET can be provided and organised to meet these needs. This thesis 'maps the field' of problems, change and INSET in Libya. Recommendations are made to improve INSET in Libya and a model of person-centred change is provided that is based on a large-scale yet person-centred survey. Conclusions are drawn for change theory and practice that include considerable attention to needs analysis. Common problems and features of INSET are identified, that pattern themselves regardless of characteristics of the sample. The need for increased, differentiated, targeted and person-centred INSET is established, and implications are drawn for teachers, providers of INSET, nspectors and quality assurance. The study indicates how 'top-down' models of change can dovetail with 'bottom-up' models of change, and where INSET is located within these.

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Alkhboli, Naema Ali Alarabi. "Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4549/.

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This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questionnaire, while qualitative data were derived from open-ended questionnaire items and interviews. The vast majority of novice teachers in this study reported serious shortcomings in the quality of their induction. Two hundred and twenty-seven teachers from Alzawia and Al-Niqat Al-Khams districts were surveyed, including 21 teachers who participated in interviews. One hundred and ten had graduated from Faculties of Arts in universities where the main focus of study was to develop research. One hundred and seventeen had completed a degree at a teacher training institution. Findings from this research indicate that they encountered diverse challenges in relation to curriculum delivery, integration into the school community and communication with students’ parents, as well as financial difficulties. The key issues that emerged from this research were:• Support for novice teachers is limited, inconsistent and inadequate.• Teacher professionalism requires further development.• The concept of mentoring warrants further consideration to be of benefit to novice teachers and their pupils. This study provided evidence that support at school and district level is essential in order to assist novice teachers of English as a foreign language in their transition from student teacher to professional practitioner. With the aim of enhancing the quality of teacher induction in Libyan secondary schools, the findings of this study have been used to inform the development of a set of recommendations for novice teachers, school principals, mentors and senior staff in district education departments.

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Tantani, Abdussalam Saleh Nasser. "Significant relationships between EFL teachers' practice and knowledge in the teaching of grammar in Libyan secondary schools." Thesis, University of Sunderland, 2012. http://sure.sunderland.ac.uk/3306/.

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Studies of teacher cognition and the teaching of grammar have attracted increasing research attention in recent years, yet relatively little has been published about how EFL teachers working in secondary schools teach grammar compared to what they know about their teaching. The present study considers this relationship by looking at eight teachers and investigating if their knowledge is consistent with their instructional practice. The value of this study is that it examines the current situation in grammar teaching by exploring how knowledge may influence performance in secondary school, teaching in the Libyan context. Observation and semi-structured interviews were employed to collect the necessary data. A factual questionnaire was used to collect background information and then to choose the most appropriate participants in a sample of eight who were more and less experienced teachers and both male and female. Purposive sampling was used to select the sample. Data were transcribed and encoded for analysis according to grounded theory principles, and a framework was designed to analyse the coded data in order to triangulate the findings gathered from observation and interviews. The findings revealed that grammar was taught using different approaches and techniques, but there was no single way of teaching that worked perfectly with all classes. What did not work for one teacher worked for another in certain cases. The teachers had different levels of knowledge which was not always reflected in their classroom practice. The more experienced teachers had better practical knowledge, although all had similar levels of theoretical knowledge about teaching and learning English grammar. This study offers a more profound understanding of the complex relationship between teachers’ practice and their knowledge about teaching grammar. Different patterns of incongruence and congruence between practice and knowledge are acknowledged, such as ‘teachers knew but did not do’; ‘teachers did but were not aware that they did’; and ‘teachers did and they knew’. Some of the most interesting findings in this study have not been reported before, and it is clear that not all relationships of congruence between practice and knowledge have positive pedagogical value, and not all incongruent relationships have negative value. The rationales behind of all of these relationships between practice and knowledge were related to the complex relationship between teachers’ practice and knowledge and contextual factors. Thus, the implications of this research should benefit future EFL teachers of grammar and open doors to further research.

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Books on the topic "Libyan schools"

1

Ramadan, Ebrahim. Programmed learning and achievement in geography in Libyan secondary schools. Manchester: University of Manchester, 1997.

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United States. Congress. House. Committee on Oversight and Government Reform. Subcommittee on National Security, ed. Overturning 30 years of precedent: Is the administration ignoring the dangers of training Libyan pilots and nuclear scientists? : joint hearing before the Subcommittee on Immigration and Border Security of the Committee on the Judiciary and the Subcommittee on National Security of the Committee on Oversight and Government Reform, House of Representatives, One Hundred Thirteenth Congress, second session, April 3, 2014. Washington: U.S. Government Printing Office, 2014.

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L'administration de l'enseignement public au Liban, vue d'ailleurs. Paris: L'Harmattan, 2007.

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Gavalda, Anna. 95 libras de esperanza. New York: Lectorum Publications, 2004.

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Manby, Bronwen. Citizenship Law in Africa. African Minds, 2016. http://dx.doi.org/10.47622/9781928331087.

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Few African countries provide for an explicit right to a nationality. Laws and practices governing citizenship effectively leave hundreds of thousands of people in Africa without a country. These stateless Africans can neither vote nor stand for office; they cannot enrol their children in school, travel freely, or own property; they cannot work for the government; they are exposed to human rights abuses. Statelessness exacerbates and underlies tensions in many regions of the continent. Citizenship Law in Africa, a comparative study by two programs of the Open Society Foundations, describes the often arbitrary, discriminatory, and contradictory citizenship laws that exist from state to state and recommends ways that African countries can bring their citizenship laws in line with international rights norms. The report covers topics such as citizenship by descent, citizenship by naturalisation, gender discrimination in citizenship law, dual citizenship, and the right to identity documents and passports. It is essential reading for policymakers, attorneys, and activists. This second edition includes updates on developments in Kenya, Libya, Namibia, South Africa, Sudan and Zimbabwe, as well as minor corrections to the tables and other additions throughout.

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Ahram, Ariel I. Break all the Borders. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190917371.001.0001.

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Since 2011, civil wars and state failure have beset the Arab world, underlying the perceived misalignment between national borders and identity in the region. This book is about the separatist movements that aim to remake those borders—the Southern Movement in Yemen, the federalists in eastern Libya, Kurdish nationalists in Syria and Iraq, and the Islamic State (IS). These movements took advantage of state breakdown to seize territory and set up states-within-states. They ran schools, hospitals, and court systems. Their militias provided security to those whom the state had failed. Separatists drew inspiration from the ideals of self-determination that emerged after World War I during the brief “Wilsonian moment.” They built off the historical legacies of prior state-building projects that had failed to gain recognition. New international norms, such as responsibility to protect, offered them hope to correct mistakes of the past. Separatists reached out to the international community for acknowledgement and support. Some served as crucial allies in the campaign against terrorism. Yet the United States and the rest of the international community refused to grant them the recognition they sought. This book shows how understanding the separatist movements’ efforts to break borders in their own terms can help illuminate avenues toward a more stable regional order in the Arab world.

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Brat Princess: Zodiac Girls. Macmillan Children's Books, 2009.

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Hopkins, Cathy. Zodiac Girls: Bridesmaids' Club. Pan Childrens, 2009.

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Zodiac Girls: Discount Diva. Kingfisher, 2007.

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Zodiac Girls: Recipe for Rebellion. Pan Childrens, 2009.

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Book chapters on the topic "Libyan schools"

1

Abubaker, Azza A., and Joan Lu. "Access and Use of the Internet among Libyan Primary School Students." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts, 173–84. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch009.

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This chapter aims to examine the use of the internet and eBook among students in public primary schools in Libya. The literature showed a lack of research that examines access to the Internet, students' awareness of eBook, and using the computer for learning at school. However, this type of research has been important in providing a better understanding of eBook usage and helping designers to create eBooks that meet user needs. Thus, the number of netizens determines the causes of use as a starting point for understanding and determining e- reading stages in order to investigate the factors that affect e- text reading among young people. This chapter presents the questionnaire data as analysed by the Statistical Package for the Social Sciences (SPSS) software for analysis and focuses on collecting quantitative data that can help build a clear understanding of current user behaviour. At the end of this chapter, these two objectives should be met: examining the use of Internet among students aged 9 to 13, and defining the awareness and aim of using eBook among students.

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Fronza, Cátia de Azevedo, Lodenir Becker Karnopp, and Marjon Tammenga-Helmantel. "Deaf Education in Brazil: Contexts, Challenges, and Perspectives." In Deaf Education Beyond the Western World, 343–60. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0018.

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Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

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Abubaker, Azza A., and Joan Lu. "Conclusion and Future Work in E-Reading Context." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts, 262–67. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch014.

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This research is an attempt to examine the effect of reading processes on designing e-texts for children using Arabic script. In addition, it aims to develop a model for designing acceptance that will have the power to demonstrate acceptance and usage behaviour of the e-school text using a schoolbook for primary schools in Libya. Alternatively, dealing with the research problem led to the specification of the following research objectives, which were achieved through four inter- related surveys: to build an e-reading strategy for a schoolbook based on users' cognitive and behaviour processes, to define the typographical variables that affect reading Arabic texts from the screen such as font size, font type, background color, line length and text format from a literature survey, to provide a standard that can help keep children's concentration on the text, to create a guideline that could help designers when designing e-Arabic texts for children, to examine in-depth the challenges of reading Arabic e-texts, to study the efficiency of Arabic text reading and the factors impacting the efficiency of reading and comprehension, to understand children's behaviour when reading from a screen. The aim of this chapter is to discuss the study's contribution to knowledge and provide recommendations for future research.

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Falk, Edward A. "Lyon to Liban – Language, Nation, and Faith in the Jesuit Schools of Ottoman Lebanon." In Entangled Education, 163–80. Ergon Verlag, 2016. http://dx.doi.org/10.5771/9783956505027-163.

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Spadaro, Barbara. "Pitigliano, Maryland? Travelling Memories and Moments of Truth." In Transcultural Italies, 227–52. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789622553.003.0010.

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Pitigliano is the birthplace of Giannetto Paggi (1852–1916), a Jewish teacher who opened the first Italian school in Tripoli and was celebrated as ‘the pioneer of Italian civilization in Libya’ in the colonial and Fascist decades. The chapter considers the mobility of memory as a series of intersubjective and translational processes. It draws on Luisa Passerini’s concept of intersubjectivity, Naomi Leite’s ethnography of affinity and Francesco Ricatti’s ‘emotion of truth’ to engage with the processes of identification and knowledge exchange that emerged through the fieldwork. Spadaro explores the webs of imaginative and emotional interconnections linking her interviewees with the stories of Giannetto Paggi and Pitigliano, and, by extension, with narratives of Italianness and Jewishness across the Mediterranean and the Atlantic.

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Abubaker, Azza A., and Joan Lu. "Experiment 1." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts, 185–203. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch010.

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In order to be sure that the level of e-text usability in early education can be improved, the following questions should be answered by the end of this chapter: RQ1: What are the existing prototypes (structure) of schoolbooks in primary education (PE)? RQ2: How are students interacting with schoolbooks in the electronic and printed version? RQ3: Is there a difference in the reading process between e-school textbook and p-school text-book? Quantitative and qualitative data were used in order to answer these three questions. The outcome was two flow charts which explain the interactions among students when reading e- schoolbook and paper schoolbook. In addition, it draws a clear picture of the design and structure of schoolbooks in Libya which are similar to schoolbooks used in other Arabic countries at the same educational level. The chapter comprises two main sections. The first section presents the data collection methods and research type. The second section displays the results of the observation. The chapter ends with a conclusion highlighting the main points that has discussed in the chapter.

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Hicks, Amy. "Romance, the Robinsonade, and the Cultivation of Adolescent Female Desire in Libba Bray’s Beauty Queens." In Didactics and the Modern Robinsonade, 185–202. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620047.003.0008.

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This chapter argues that Libba Bray’s Beauty Queens, a satirical riposte to the Robinsonade genre, draws on the broad tradition of codifying the desert island as a space for romantic interludes and posits the island as a distinctly experimental site for girls to navigate gendered behaviours, in order that they might question conservative social mores concerning female sexuality. It also argues for a critical perspective that reclaims women’s connection to nature by reconsidering the cultural construction of “woman” as one that is potentially transgressive within the narrative, and it schools young readers in finding pleasure in their own bodily, sexual desires.

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Conference papers on the topic "Libyan schools"

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Alaud, Salhin M., Khalid M. H. Jaballa, and Abdulghani M. Ramadan. "Zero Energy and Low Water Schools: Case Study- Building of Garaboulli Engineering Faculty-Libya." In The First Conference for Engineering Sciences and Technology. AIJR Publisher, 2018. http://dx.doi.org/10.21467/proceedings.4.42.

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Mustapha, Siti Maziha, and Fadhil Tahar M. Mahmoud. "Autonomous Learning Readiness and English Language Performance of English as a Foreign Language (EFL) Libyan Secondary School Students." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009060301090116.

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