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Journal articles on the topic 'Libyan schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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Sagher, F., and A. Hweta. "Bronchoconstrictor effect of exercise in healthy Libyan children in Tripoli." Eastern Mediterranean Health Journal 5, no. 2 (May 30, 1999): 350–53. http://dx.doi.org/10.26719/1999.5.2.350.

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To study the effects of short-term exercise on pulse rate and peak expiratory flow rate in healthy Libyan schoolchildren, 650 healthy students [330 boys, 320 girls]aged 4.5 years to 14.9 years were selected from four randomly chosen Tripoli primary schools. Pulse rate and peak expiratory flow rate were measured at rest in standing position and immediately after rhythmic short-term exercise. Exercise markedly increased pulse rate [mean differences being significantly higher in girls than boys]and markedly reduced peak expiratory flow rate [mean difference being significantly higher in boys than girls]. We found 10% of the children had a reduction in peak expiratory flow rate > or = 15% from the baseline

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12

Al Jawad, Ahmed Sanoussi Himeda. "An Investigation of Using Audio-Visual Aids in the EFL Classes in Libya: A Case Study of Kufrah Secondary Schools." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 30, 2021): 192–200. http://dx.doi.org/10.32996/ijllt.2021.4.3.22.

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This study investigates the use of audio-visual aids in the EFL classes in Libyan secondary schools. Specifically, it aims to determine how audio-visual aids could work as an excellent motivational instrument for teachers and students in Kufrah secondary schools. Two sets of questionnaires were administered to teachers and students to clarify the needed information. Kufrah secondary schools were chosen for the survey study. 80 students, and 20 teachers were randomly selected. Through the questionnaires made by the researcher, the data was collected, organized and analysed using statistical techniques like percentages. The results of the study revealed that the use of audio-visual aids to develop EFL students seemed to be effective, as indicated by the teachers and students. The results also showed fewer teacher training opportunities in schools and restricted administrative support. The researcher recommends appropriate teacher training, adequate audio-visual equipment and material, and needed administrative support to ensure the optimum use of audio-visual aids, ensuring the learner's maximum benefit.

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13

Abubaker, Azza, and Zhongyu (Joan) Lu. "Model of E-Reading Process for E-School Book in Libya." International Journal of Information Retrieval Research 1, no. 3 (July 2011): 35–53. http://dx.doi.org/10.4018/ijirr.2011070103.

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Defining the stages which the reader follows when reading e-resources is one of several factors which can provide significant insights into actual reading behaviours and cognitive processes of readers. Two different samples of students who study in Libyan primary schools, aged 9 to 12, were selected to investigate how students use and interact with both print and digital school books, identify the e-reading process, outline the aims of using the internet and technology, and define what students like and dislike in both versions. Furthermore, students found using the e-textbook to be more difficult than paper book and a significant difference is found in the reading process between paper books and electronic books. In addition, two reading strategies were used to read school book in both versions (electronic and paper): (1) view the text then answer the questions, or (2) view the questions than search for the correct answers.

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14

Al Sharbati, M. M., T. M. Meidan, and O. Sudani. "Oral health practices and dental caries among Libyan pupils, Benghazi [1993-1994]." Eastern Mediterranean Health Journal 6, no. 5-6 (December 15, 2000): 997–1004. http://dx.doi.org/10.26719/2000.6.5-6.997.

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We investigated the oral health practices and prevalence of dental caries among Libyan pupils [6-12 years], by studying 389 boys and 373 girls selected randomly from 11 public primary schools in three different residential areas indicating different socioeconomic levels. In all, 321 [42.1%] pupils did not brush their teeth, with significant differences in the different areas. The prevalence of dental caries was 61.9%, with no significant sex difference. At 12 years, the decayed, missing and filled teeth index was 1.63, the average decay per child was 1.26 and the prevalence of dental caries was 50%, but the filling needs met was 0.01. Health education programmes to improve oral hygiene practices should be considered.

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15

Bodalal, Awad, and Salah Mashite. "The Trend of the Bibliographical Output from Libyan Engineering Schools: A 30-Year Review From 1984-2013." International Journal of Statistics in Medical Research 7, no. 1 (February 6, 2018): 10–17. http://dx.doi.org/10.6000/1929-6029.2018.07.01.2.

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16

MOHAMED, Taher. "OCCUPATIONAL STRESS IN TEACHING: A COMPARATIVE STUDY BETWEEN THE LIBYAN AND THE IRAQI SCHOOLS LOCATED IN TURKEY." JOURNAL OF SOCIAL, HUMANITIES AND ADMINISTRATIVE SCIENCES 6, no. 22 (January 1, 2020): 8–25. http://dx.doi.org/10.31589/joshas.232.

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17

Al geriani, Adel M. Abdulaziz, and Ahmad Kamel Mohamed. "Articles of Sheikh Abdullah Al-Ghadamisi al-Maghribi in the Sahabat and Saudara Newspapers on the Malaysian Island of Penang (An Analytical study)." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, no. 3 (August 31, 2021): 470–501. http://dx.doi.org/10.46722/hkmh.4.3.21t.

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The current study deals with one of the Libyan reform scholars in the Malay Archipelago. It analyzes the articles of al-Ghadamisi published in the Sahabat and Saudara Newspaoers which immensely contributed to the Malay history and society during the British colonialization that sought the elimination of the Malay identity, religion and social composition of the people and their ethical and customary constituents. This research aims at investigating the articles of Sheikh Abdullah al-Ghadamisi known also as AL- Maghribi, in the Sahabat and Saudara Newspapers issued on the Malaysian island of Penang through which he tried to advocate the Islamic religion and political awareness among the people on the island. His objectives were battling all deviant and innovated practices that were alien to Islam and establishing schools and religious institutions for both genders in order to encounter the British strategy of supporting modern schools where religious subjects and Islamic studies were prohibited. Therefore, Sheikh al-Ghadamisi found in the local Newspapers an open space to publish his reformist and advocate his ideas. This study analyzes al-Ghadamisi’s works accordingly using an analytical method to uncover his scholastic approaches in his articles published in the Sahabat and Saudara Newspapers.

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Abuhabil, Sumaia, and Sana Aswese. "The Importance of Using Collaborative Learning Strategy in Learning English Writing." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 12 (December 1, 2018): 43–63. http://dx.doi.org/10.36602/faj.2018.n12.10.

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This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.

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Aghanimi, Yousra Ali, Fawzia Mohamed Elwafi, and Fahima Mohamed Bannur. "Prospects of Creating the Reflective Teacher for Continuing Professional Development (CPD)." FOSTER: Journal of English Language Teaching 2, no. 2 (April 30, 2021): 282–92. http://dx.doi.org/10.24256/foster-jelt.v2i2.38.

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Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.

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Owen, Eman Abdussalam, Abu Bakar Razali, Arshad Abd Samad, and Nooreen Noordin. "ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 110–25. http://dx.doi.org/10.33225/pec/19.77.110.

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The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

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White, Donald. "Before the Greeks Came: A Survey of the Current Archaeological Evidence for the Pre-Greek Libyans." Libyan Studies 25 (January 1994): 31–39. http://dx.doi.org/10.1017/s026371890000621x.

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Since the late Sandro Stucchi organised the pioneering Urbino conference in 1981 (Stucchi and Luni 1987), the relations of the ancient Eastern Libyans with their northeastern African neighbors, whether Egyptian or Greek, have been the object of much discussion in print (Barker 1989, 31–43; Knapp 1981, 249–279; Leahy 1985, 51–65; O'Connor 1983, 271–278 and 1987, 35–37) as well as the focus of another international conference, this time organised by Anthony Leahy for the Society of Libyan Studies joined with the University of London's School of African Studies Centre of Near and Middle Eastern Studies (Leahy et al. 1990). The 1986 joint SOAS/Society for Libyan Studies conference concentrated on Libyan-Egyptian relations prior to the middle of the 8th century BC, which normally stand outside the immediate purview of classical archaeologists, even though the Urbino conference and the first Cambridge Colloquium organised by Joyce Reynolds in 1984 both included some discussion of the pre-Greek Libyans (Baldassarre 1987,17–24; Beltrami 1985,135–143; Tinè 1987,15–16). While this acceleration of interest would no doubt gratify Oric Bates (dead since 1918), it would also perhaps pique his curiosity even more to read that after so many years the third and second millenia BC Libyans still remain archaeologically largely undocumented (Knapp 1981, 258, 263–264; Leahy 1985, 52; O'Connor 1983, 271 and 1990, 45), especially since he himself had cause to believe that he had excavated their remains in the vicinity of Marsa Matruh (Bates 1915a, 201–207, 1915b, 158-165 and 1927, 137–140; Petrie 1915, 165–166 and 1920, 36).

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Korotaev, A., L. Isaev, and A. Shishkina. "Second Wave of the Libyan Civil War: Factors and Actors." World Economy and International Relations 65, no. 3 (2021): 111–19. http://dx.doi.org/10.20542/0131-2227-2021-65-3-111-119.

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The first wave of the civil war in Libya, which ended after the assassination of Muammar Qaddafi in the fall of 2011, did not put an end to the civil conflict in the country. It is shown that in many respects the second wave of the civil war in Libya (the beginning of the active phase of which can be dated May 16, 2014) was a direct continuation of the first wave (February–October 2011). By 2014, it became clear that the Libyan crisis could not be resolved solely through a change in political regime. The revolutionary processes in the case of Libya proved to be fatal for the entire political system, marking the almost complete dismantling of state institutions. Thus, the overthrow of the dictator in Libya did not ultimately solve anything, and the military-political forces that fought in the first wave of civil conflict against Muammar Qaddafi launched an open full-scale armed struggle with each other in May 2014, marking the beginning of the second wave of civil war. This article analyzes the logic and course of the second wave of the civil war in Libya, as well as explores the genesis of key military and political forces in Libya after 2011. The authors conclude that at present time a stalemate has developed in the country. And the impossibility of a military victory for either side of the Libyan conflict allows us to hope for a new agreement between all its parties. Acknowledgements. This article is an output of a research project implemented as part of the Basic Research Program at the National Research University Higher School of Economics (HSE) in 2021 with support by the Russian Science Foundation (Project Number 19-18-00155).

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Elazzabi, Awatef, and Ahmet Kaçar. "Investigation of Libyan and Turkish students' thinking levels in solving quadratic word problems based on SOLO Taxonomy." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (February 4, 2020): 283–316. http://dx.doi.org/10.14527/pegegog.2020.010.

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This article presents a study of the skills of Libyan and Turkish students in their quadratic word problems based on SOLO Taxonomy. The research model used in this study is a case study. The participants were 27 students at a high school in Kastamonu, Turkey and were 27 students at a high school in the city of Tripoli, Libya. The data were obtained by thinking test consisting of three problems. The test was applied to the students in the spring semester of 2017-2018 academic year. Overall, the results showed that Turkish students had multiple structural levels of 48.15% and relational structural levels of 10.37%, which is considered a good ratio, and were better than Libyan students with multiple structural levels of 21.50% and relational-structural levels of 9.00%. This shows that the majority of Turkish students participating in the study may be successful in moving advanced thinking levels in these problems. On the other hand, there are students who cannot answer the problems as well as pre-structural and uni-structural students. Some of the reasons why these students’ levels are low may be misinterpretation of the problem, difficulty in understanding word problems and turning them into mathematical symbols, and negligence.

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Shakuna, Khairi Saleh, Norhisham Mohamad, and Asbi B. Ali. "The Effect of School Administration and Educational Supervision on Teachers teaching performance: Training Programs as a Mediator Variable." Asian Social Science 12, no. 10 (September 19, 2016): 257. http://dx.doi.org/10.5539/ass.v12n10p257.

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<p>The aim of the present study was to investigate the effect of educational supervision as an independent variable on English language teachers’ teaching performance as a dependent variable as well as the role of training programs as a mediator variable. The investigation reported in the study was carried out among Libyan school teachers of English in the city of Zawiya in Libya. Reaching an overall number (N=3036) of teachers as reported by the Ministry of Education, the study sample was (N=351) teachers who were chosen using a random sampling technique. In order to achieve this, the study used a quantitative analysis, specifically a confirmatory factor analysis (CFA) to test the validity of the assumed relationships among these variables as well as structural equation modeling (SEM) through AMOS. The study obtained several results, most important of which indicated that educational supervision was positively correlated with teachers’ performance in teaching English. In addition, the results showed that training programs played an important role as a mediator variable in a making a higher indirect positive impact of educational supervision on teachers’ teaching performance. Based on these results, in order to enable the Libyan school teachers of English address their weaknesses and identify their strengths, educational supervisors should organize more effective activities related to teacher training. Their interests should not be exclusive to teachers’ imperfections, but they should interact and communicate with teachers for better identifications of their strengths and weaknesses. By so doing, teachers can promote their professional knowledge, skills and experiences.</p>

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Sase, Amal Saleh, Noureldin Mohamed Abdelaal, and Nahid Salih Amhimmid. "Investigating Motivation among Libyan High School Students." International Journal of English Linguistics 5, no. 6 (November 30, 2015): 59. http://dx.doi.org/10.5539/ijel.v5n6p59.

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<p>There are many factors that are likely to affect the acquisition of English as a second or foreign language; among the most important affective factors is motivation. This study examined instrumental and integrative motivations among Libyan high school students in Kajang, Malaysia. It investigated whether EFL Libyan students are instrumentally or integratively motivated to study English, and the relationship between gender and type of motivation. This study adopted a qualitative approach through employing focus group interview. The findings of the study revealed that students are more integratively motivated than instrumentally. However, female students are more integratively motivated than male students are.</p>

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Musaiger, Abdulrahman O., Mariam Al-Mannai, Reema Tayyem, Osama Al-Lalla, Essa Y. H. Ali, Faiza Kalam, Mofida M. Benhamed, et al. "Prevalence of Overweight and Obesity among Adolescents in Seven Arab Countries: A Cross-Cultural Study." Journal of Obesity 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/981390.

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Objective. The aim of this study was to find out the prevalence of overweight and obesity among adolescents in seven Arab countries using similar reference standard.Methods. A school-based cross-sectional study was carried out in seven cities in Arab countries, namely, Algeria, Jordan, Kuwait, Libya, Palestine, Syria, and United Arab Emirates. A multistage stratified random sampling technique was used. The total sample included was 4698 adolescents aged from 15 to 18 years (2240 males, 2458 females). The International Obesity Task Force (IOTF) reference standard was used to classify the adolescents as nonobese, overweight, and obese.Results. Among males, overweight was highest among Kuwaiti adolescents (25.6%), followed by Jordanian (21.6%), and Syrian (19.7%) adolescents. Among females, the highest prevalence of overweight was reported in Libyan adolescents (26.6%), followed by Kuwaiti (20.8%), and Syrian (19.7%) adolescents. As for obesity, Kuwaiti adolescents showed the highest prevalence of obesity for both males (34.8%) and females (20.6%).Conclusion. There is an urgent need to establish a plan of action to combat obesity in schoolchildren in these countries.

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Nimehchisalem, Vahid, and Marwa M. Abdalla. "Assessment Beliefs and Practices of Libyan Secondary School English Language Teachers." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 99. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.99.

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Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.

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Shebani, Mustafa F. A., Fons J. R. van de Vijver, and Ype H. Poortinga. "Memory development in Libyan and Dutch school children." European Journal of Developmental Psychology 5, no. 4 (July 2008): 419–38. http://dx.doi.org/10.1080/17405620701343204.

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Spadaro, Barbara. "British School at Rome/Society for Libyan Studies Postdoctoral fellowship: Jewish subjects between Italy and Libya and the heritage of a colonial past." Papers of the British School at Rome 80 (September 24, 2012): 349–50. http://dx.doi.org/10.1017/s0068246212000372.

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Ali Elabbar, Dr Ageila. "Libyan English as a Foreign Language School Teachers’ (LEFLSTs) Knowledge of Teaching: Action Research as Continuing Professional Development Model for Libyan School Teachers." IOSR Journal of Humanities and Social Science 19, no. 4 (2014): 74–81. http://dx.doi.org/10.9790/0837-19427481.

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Abusrewil, Suleiman, Mohamed Abugalia, Ali Ali, Abdulla Abdulla, Ibtisam Hadid, Zakaria Alshanta, Hajer Elkout, Othman Alshawsh, and Mysone Abusrewil. "Okula Giriş Çağındaki Çocuklarda Boğmaca Seroprevalansı, Kesitsel Bir Çalışma." Journal of Pediatric Infection 12, no. 3 (September 29, 2018): 105–9. http://dx.doi.org/10.5578/ced.201831.

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Abusrewil, Suleiman, Mohamed Abugalia, Ali Almgadmi, Abdulla Bashein, Abtisam Ahdid, Zakaria Shanta, Othman Shawesh, Hajer Elkout, and Mysone Abusrewil. "Libya’da Okula Başlayan Çocuklarda Boğmaca Seroprevalansı, Kesitsel Bir Çalışma." Journal of Pediatric Infection 13, no. 4 (December 31, 2019): 183–87. http://dx.doi.org/10.5578/ced.201955.

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Toaldo, Mattia. "British School at Rome/Society for Libyan Studies Postdoctoral Fellowship." Papers of the British School at Rome 81 (September 26, 2013): 394–95. http://dx.doi.org/10.1017/s0068246213000329.

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Abu Habil, Sumaia Mohammed, and Laila Muftah AbuLifa. "Classroom Management Problems and Coping Strategies of Misurata Libyan Secondary School EFL Teachers." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 15 (February 4, 2020): 8–32. http://dx.doi.org/10.36602/faj.2020.n15.04.

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Classroom management (CM) is one of the most pressing problems faced by Libyan Secondary School teachers in Misurata City. This study used mixed research design (quantitative and qualitative ) to find out the classroom management problems and coping strategies. The participants of the study were10 female Libyan teachers from Asma secondary school in Misurata. All of them were chosen randomly and they were asked to fill in the questionnaire. Also, two main teachers were observed in their class time. The analyses of data obtained from the questionnaire and observation indicated that there are two kinds of classroom problems faced by English Foreign Language Teachers (EFLT) mainly students' misbehavior in the class and academic problems of teaching large class sizes with mixed abilities, and seating arrangement. The findings showed that 100% of teachers were in agreement that the behavior problems can disrupt teaching and learning processes. On the other hand, all of teachers agree that large class size affects the quality of their teaching and impacts on monitoring / evaluation of lessons. Various coping strategies were also elicited to deal with each problem mentioned.

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Erameh, Nicholas Idris. "Cosmopolitanism, Responsibility to Protect and the Libya Intervention: A Reassessment." India Quarterly: A Journal of International Affairs 74, no. 4 (October 25, 2018): 383–401. http://dx.doi.org/10.1177/0974928418802073.

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Protection of civilians has remained problematic either when it occurs or when it does not. And this has generated heated debate among several theoretical schools, with grave consequences for international relations theorising. The Libya crisis in 2011 represents one of those cases that has led to arguments and counter-arguments, particularly on justification, agency, means and outcomes of the intervention. This study interrogates as to what extent cosmopolitanism shaped the need to protect civilians in the Libya crisis, the successes, challenges and the consequences of cosmopolitanism on the Libya intervention. The study argues that even though cosmopolitanism bears a large part in informing the need to protect civilians in Libya, the way and manner the intervention turns out to be poses a serious challenge to cosmopolitanism. Hence, there is the need for cosmopolitanism to think beyond justifying intervention to monitoring actors involved, institutions, intervention processes as well as the post-intervention era, especially in terms of rebuilding.

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Glaisa, Khalil Abdulfattah, Mustafa Eltaher Elayeb, and Mohamed Ali Shetwan. "Potential of Hybrid System Powering School in Libya." Energy Procedia 57 (2014): 1411–20. http://dx.doi.org/10.1016/j.egypro.2014.10.132.

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Preece, Chris. "Boreum, an Educational Resource." Libyan Studies 30 (1999): 53–68. http://dx.doi.org/10.1017/s0263718900002788.

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AbstractThe purpose of this paper is to record the involvement of primary-age children from a Libyan-administered school in Marsa-el-Brega in basic archaeological practice, both in the classroom and in the field. The site of Boreum (as identified by Goodchild in 1951), which is in an area adjacent to the school, was used for fieldwork. As well as describing the methodology that was applied, the outcome of the work at Boreum is recorded, in the hope that it will be shown that not only is such practice viable, but also that the results can make a small but useful contribution to our knowledge of such sites.

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Fleischmann, Ellen. "Lost in Translation: Home Economics and the Sidon Girls' School of Lebanon, c. 1924-1932." Social Sciences and Missions 23, no. 1 (2010): 32–62. http://dx.doi.org/10.1163/187489410x488558.

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AbstractThe American Protestant Syria Mission, founded in 1821 in Lebanon, targeted young women and girls, the mothers and wives of the future, as crucial to its aims to spread the Gospel. The Mission thus founded numerous schools for girls. One institution which played a significant role in female education was the Sidon Girls' School, founded in 1862. In the 1920s the Mission initiated a self-described “revolutionary” plan for the school by instituting a home economics program, which put the school on the map of the educational landscape in the Middle East. This article deals with the legacy of the home economics program at Sidon Girls' School, raising broader issues about American-style education imported to the Middle East. Missionaries enthused about the “progressive,” modern training they offered in their schools, seemingly ignorant of the existence of home economics training already offered by indigenous government and private schools. The article investigates how the “new” education in home economics offered in Sidon reflected trends in, and attempted to transfer concepts adapted from, American female education, exploring how and why the missionary message was lost in translation; and how women graduates subverted it. L'American Protestant Syria Mission, fondée en 1821 au Liban, considérait les filles et jeunes femmes, futures mères et futures épouses, comme cruciales pour son travail d'évangélisation. La Mission créa pour cela de nombreuses écoles pour filles. Une institution qui joua un rôle important dans l'éducation féminine fut l'Ecole des Filles de Sidon (Sidon Girls' School) fondée en 1862. Dans les années 1920, la Mission y mit en œuvre ce qu'elle appela un plan « révolutionnaire » instituant un programme d'économie domestique qui allait faire la réputation de l'école dans le contexte des institutions de formation au Moyen Orient. Le présent article analyse l'héritage du programme d'économie domestique à la Sidon Girls' School et soulève des questions plus larges en relation à l'éducation de style américain importée au Moyen Orient. Les missionnaires s'enthousiasmèrent pour l'enseignement « progressiste » et moderne qu'ils offraient dans leurs écoles, ignorant apparemment l'existence de cours d'économie domestique déjà offerts par les gouvernements locaux et autres écoles privées. L'article explore comment la « nouvelle » formation offerte à Sidon était le reflet des tendances de l'éducation féminine aux Etats-Unis et comment les missionnaires tentèrent de transférer ces concepts. Il montre en outre quand et comment le message missionnaire se perdit dans cet effort de traduction, et comment les diplômées de l'école le subvertirent.

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Al Jawad, Ahmed Sanoussi Himeda. "The Impact of Using YouTube Videos to Promote Students’ Performance in Speaking Skill: A Case Study of a School in Libya." Journal of English Language Teaching and Applied Linguistics 2, no. 3 (August 30, 2020): 38–46. http://dx.doi.org/10.32996/jeltal.2020.2.3.4.

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The main aim of this study is to examine the impact of applying YouTube to promote students’ performance in speaking skill in Kufrah secondary schools. The nature of this problem guided to choose the quasi-experimental research as a research design for this study. To conduct the experiment, the writer chose AL Ahfad Al Mokhtar School as the target population. The writer randomly selected 50 students from the study area. The oral test was the instrument of this study. The study adopts descriptive analytical method to analyse the collected data. The hypotheses were tested by using the t- test. From the analysis of the data, the results proved that, the performance of students taught using YouTube was significantly higher than that of those taught traditional method. Based on the results, recommendations were made on the need to apply YouTube Videos in EFL teaching and learning in various learning institutions in Libya. Finally, the study suggests that YouTube can promote students’ performance in speaking skill.

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Etomy, Najah El Bashir Ali. "The Effectiveness of Using Innovative Approaches in Teaching Speaking to Libyan Secondary School Students." مجلة كلية التربية : جامعة بنها 26, no. 103 p.2 (July 2015): 1–22. http://dx.doi.org/10.12816/0022114.

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Owen, Eman Abdussalam, and Abu Bakar Razali. "The Effect of Communicative Activities on Libyan Secondary School Students’ Speaking Performance in Malaysia." International Journal of Instruction 11, no. 4 (October 3, 2018): 45–60. http://dx.doi.org/10.12973/iji.2018.1144a.

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Naji M. Abu Abouljras, Miftah. "THE ROLE OF NURI PASHA MILITARY SCHOOL IN SUPPORTING THE LIBYAN JIHAD (1916-1922." Route Educational and Social Science Journal 8, no. 62 (January 1, 2021): 103–14. http://dx.doi.org/10.17121/ressjournal.2989.

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Belyaeva, Irina A. "The Heritage and the Scholarly School of N. I. Liban." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 79, no. 1 (2020): 82. http://dx.doi.org/10.31857/s241377150008615-9.

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Grappe, Isabelle. "Quand l’arabe « libanais » entre en classe (2010 à 2012)." Voix Plurielles 12, no. 1 (May 6, 2015): 339–58. http://dx.doi.org/10.26522/vp.v12i1.1196.

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Cette recherche action formation a été conçue pour remotiver des élèves libanais à l’apprentissage des langues de scolarisation au Liban. Elle vise à analyser dans quelle mesure la transgression par le recours à l’arabe courant ou le « libanais » ainsi qu’un dispositif qui prend en compte les langues de socialisation avec des élèves de 10 à12 ans a permis à ces derniers de mobiliser en classe des ressources plurilingues insoupçonnées par l’école. Cette démarche qualitative s’appuie sur des entretiens semi-directifs, des questionnaires, des séances filmées et un carnet de bord. Using « Lebanese » Arabic in the classroom (2010-2012) Abstract: This action research explores the use of the ‘Lebanese’ Arabic to motivate Lebanese students to use the languages of instruction in Lebanese schools. It aims to examine how much the use of the colloquial Lebanese Arabic and the languages of socialization with 10 to 12 year old students encourage them to use multilingual resources developed outside the school context in their respective classes. The instruments used to conduct this qualitative study are semi-structured interviews, questionnaires, class videos and notebook diary.

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Abuhlega, Thuraya Ahmed, and Malak Ibrahim Greesh. "Knowledge and awareness of food safety among middle school students in Tripoli, Libya." Journal of Patan Academy of Health Sciences 8, no. 1 (April 29, 2021): 58–68. http://dx.doi.org/10.3126/jpahs.v8i1.36999.

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Introduction: To protect public health in society, it is imperative to promote good food safety practices by raising awareness and knowledge, especially among school students. This study aimed to assess the food safety knowledge and practices among middle school students in Tripoli, Libya. Methods: The study was conducted through a questionnaire to find out the level of food safety knowledge and practices among randomly selected students from several municipalities in Tripoli city, Libya, from May to November 2019. Approval from the director of the Basic Education Administration was taken. Data were analyzed to determine the association of demographics and the level of knowledge and practices, the correlation between knowledge and practice scores. The data analysis was performed by SPSS. A Chi-square test was used to find out the association. A p<0.05 was considered statistically significant. Results: There was a total of 591 students surveyed. A good level of food safety knowledge was found in 325(55%) and the level of food safety practices was high in 558(94.4%). Only 102(17.3%) of the students always washed their hands before eating in school. There was a significant association (p<0.05) between gender and municipality with the knowledge scores. conclusion: The level of food safety practices was high but only half of the middle school students surveyed had a good level of knowledge.

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Muzzolini, A. "Proposals for Updating the Rock-Drawing Sequence of the Acacus (Libya)." Libyan Studies 22 (1991): 7–30. http://dx.doi.org/10.1017/s0263718900001564.

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AbstractThe classification/chronology system which Mori put forward in 1965 for the rock-drawing sequence of the Acacus mountains has not since then been modified. It now needs re-examination, taking into account the recently acquired archaeological, palaeoclimatological and archaeozoological data and also the rock-drawing sequence of the Tassili. Indeed, several schools are found in both massifs. Firstly, this article summarises the archaeological results from recent excavations, mainly from Ti-n-Torha; the 14C dates relevant to rock-pictures are set within their context and evaluated. Secondly, a new classification/chronology system is proposed, which matches the data provided by the other disciplines and the Tassilian sequence. Only some of Mori's initial units have been kept. Among the Acacus engravings, some have slight traits belonging to the ‘Naturalistic Bubaline’. Other engravings are considered unclassifiable. As for the paintings, the Round Heads are represented by their final phases only. A ‘Uan Amil Herders’ group corresponds to the ‘Final Bovidian’, not to the Early Bovidian. Finally the ‘Ti-n-Anneuin Herders’ group is the most strongly represented in the Tassili as well as in the Acacus mountains. It is contemporary with the Horse Period. Some sets of paintings also appear as unclassifiable. Whether the Garamantes are to be linked with the most recent schools remains questionable.

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El-Gadi, Saleh, Abdulhafid Abudher, and Mohamed Sammud. "HIV-related knowledge and stigma among high school students in Libya." International Journal of STD & AIDS 19, no. 3 (March 2008): 178–83. http://dx.doi.org/10.1258/ijsa.2007.007170.

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Nikfar, Jaseb, Ali Mohammadi, Ali Bagheri Dolatabadi, and Alireza Samiee Esfahani. "The Effect of Islamic Revolution on the Muslim’s Intellectual Schools Case Study of Libya and Tunisia." Journal of Politics and Law 9, no. 2 (March 31, 2016): 1. http://dx.doi.org/10.5539/jpl.v9n2p1.

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Nowadays the discussion of intellectual schools in the world, especially in the north of Africa is very important for the political analysts. The intellectual roots that existed in these regions from the beginning of independence were more toward the Islam. These roots mostly revealed themselves after the victory of Islamic revolution. The formation of Iran’s Islamic revolution on the top of west and east blocks’ mutuality was a paradigm of general direction of religions and Islamic values for forming the government. This article uses description- analytic method to investigate the effects of Islamic revolution on the Muslim’s intellectual schools in the north of Africa. Two main questions are How and in what direction has the Islamic revolution happening affected the Muslim’s intellectual schools in Libya and Tunisia? Findings of the research shows that with regards to the Muslim’s intellectual backgrounds that before the Islamic revolution existed, in these countries Islamic revolution caused the reinforcement and doubled motivation for these groups. But, yet the reinforcement of the activity of these groups caused their mutuality with the government and increase of violence and insecurity.

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RALPH, JASON, and ADRIAN GALLAGHER. "Legitimacy faultlines in international society: The responsibility to protect and prosecute after Libya." Review of International Studies 41, no. 3 (October 8, 2014): 553–73. http://dx.doi.org/10.1017/s0260210514000242.

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AbstractThere is a perceived legitimacy deficit in contemporary international society. A symptom of this is the political contestation surrounding the 2011 Libyan crisis and its influence on the 2011–13 Syrian crisis. This involved criticism being levelled at the coalition led by the so-called Permanent-3 for the way they implemented the protection of civilians mandate, as well as for the referral of the Libyan situation to the International Criminal Court. How the P3 respond to these developments will be driven in part by how this ‘legitimacy fault line’ is interpreted. The purpose of this article is to first give an interpretation that is informed by the work of contemporary English School scholars and the political theorists they draw on; and second to provide the context in which specific policy recommendations may guide the response of the P3 states. We argue that because the new legitimacy fault line divides on the procedural question ofwho decides howinternational society should meet its responsibilities rather than substantive disagreements aboutwhatthose responsibilities are (that is, human protection and justice) the challenge to the liberal agenda of the P3 is not radical. However, we also argue that ignoring the procedural concerns of the African and BRICS states is not outcome neutral and could in fact do harm to both the ICC and the wider implementation of R2P. We consider two proposals for procedural reform and examine how the P3 response would impact on their claim to be good international citizens.

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Kassem, Hamed. "PREVALENCE OF INTESTINAL PARASITIC INFECTION AMONG PRIMARY SCHOOL CHILDREN IN SIRT-LIBYA." Journal of Productivity and Development 18, no. 2 (April 1, 2013): 295–310. http://dx.doi.org/10.21608/jpd.2013.42604.

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