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Italy and the Sanusiyya: Negotiating Authority in Colonial Libya, 1911-1931 Eileen Ryan Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 ©2012 Eileen Ryan All rights reserved ABSTRACT Italy and the Sanusiyya: Negotiating Authority in Colonial Libya, 1911-1931 By Eileen Ryan In the first decade of their occupation of the former Ottoman territories of Tripolitania and Cyrenaica in current-day Libya, the Italian colonial administration established a system of indirect rule in the Cyrenaican town of Ajedabiya under the leadership of Idris al-Sanusi, a leading member of the Sufi order of the Sanusiyya and later the first monarch of the independent Kingdom of Libya after the Second World War. Post-colonial historiography of modern Libya depicted the Sanusiyya as nationalist leaders of an anti-colonial rebellion as a source of legitimacy for the Sanusi monarchy. Since Qaddafi’s revolutionary coup in 1969, the Sanusiyya all but disappeared from Libyan historiography as a generation of scholars, eager to fill in the gaps left by the previous myopic focus on Sanusi elites, looked for alternative narratives of resistance to the Italian occupation and alternative origins for the Libyan nation in its colonial and pre-colonial past. Their work contributed to a wider variety of perspectives in our understanding of Libya’s modern history, but the persistent focus on histories of resistance to the Italian occupation has missed an opportunity to explore the ways in which the Italian colonial framework shaped the development of a religious and political authority in Cyrenaica with lasting implications for the Libyan nation. -
Nutrition, Lifestyle and Diabetes-Risk of School Children in Derna
www.doktorverlag.de [email protected] Tel: 0641-5599888Fax:-5599890 Tel: D-35396 GIESSEN STAUFENBERGRING 15 STAUFENBERGRING VVB LAUFERSWEILERVERLAG VVB LAUFERSWEILER VERLAG VVB LAUFERSWEILER édition scientifique 9 783835 955103 ISBN 3-8359-5510-1 ISBN © KaYann -Fotolia.com © KaYann © JoseManuelGelpi-Fotolia.com VVB TAWFEG ELHISADI NUTRITION, LIFESTYLE AND DIABETES-RISK OF CHILDREN IN DERNA, LIBYA NUTRITION, LIFESTYLEANDDIABETES-RISKOF SCHOOL CHILDRENINDERNA,LIBYA TAWFEG A.ELHISADI Agrarwissenschaften, Ökotrophologie der Justus-Liebig-Universität Giessen INAUGURAL-DISSERTATION zur Erlangung des Doktorgrades VVB LAUFERSWEILER VERLAG VVB LAUFERSWEILER und Umweltmanagement im Fachbereich édition scientifique . Das Werk ist in allen seinen Teilen urheberrechtlich geschützt. Jede Verwertung ist ohne schriftliche Zustimmung des Autors oder des Verlages unzulässig. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung in und Verarbeitung durch elektronische Systeme. 1. Auflage 2009 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Author or the Publishers. 1st Edition 2009 © 2009 by VVB LAUFERSWEILER VERLAG, Giessen Printed in Germany VVB LAUFERSWEILERédition scientifique VERLAG STAUFENBERGRING 15, D-35396 GIESSEN Tel: 0641-5599888 Fax: 0641-5599890 email: [email protected] www.doktorverlag.de Institut für Ernährungswissenschaft Justus-Liebig-Universität Giessen Nutrition, Lifestyle and Diabetes-risk of School Children in Derna, Libya INAUGURAL-DISSERTATION zur Erlangung des Doktorgrades im Fachbereich Agrarwissenschaften, Ökotrophologie und Umweltmanagement der Justus-Liebig-Universität Giessen eingereicht von Tawfeg A. A. Elhisadi aus Libyen Giessen 2009 Dekanin: Prof. Dr. I. U. Leonhäuser Prüfungsvorsitzende: Prof. Dr. A. Evers 1. -
Nationwide School Assessment Libya Ministry
Ministry of Education º«∏©àdGh á«HÎdG IQGRh Ministry of Education Nationwide School Assessment Libya Nationwide School Assessment Report - 2012 Assessment Report School Nationwide Libya LIBYA Libya Nationwide School Assessment Report 2012 Libya Nationwide School Assessment Report 2012 º«∏©àdGh á«HÎdG IQGRh Ministry of Education Nationwide School Assessment Libya © UNICEF Libya/2012-161Y4640/Giovanni Diffidenti LIBYA: Doaa Al-Hairish, a 12 year-old student in Sabha (bottom left corner), and her fellow students during a class in their school in Sabha. Doaa is one of the more shy girls in her class, and here all the others are raising their hands to answer the teacher’s question while she sits quiet and observes. The publication of this volume is made possible through a generous contribution from: the Russian Federation, Kingdom of Sweden, the European Union, Commonwealth of Australia, and the Republic of Poland. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reflect the views of the donors. © Libya Ministry of Education Parts of this publication can be reproduced or quoted without permission provided proper attribution and due credit is given to the Libya Ministry of Education. Design and Print: Beyond Art 4 Printing Printed in Jordan Table of Contents Preface 5 Map of schools investigated by the Nationwide School Assessment 6 Acronyms 7 Definitions 7 1. Executive Summary 8 1.1. Context 9 1.2. Nationwide School Assessment 9 1.3. Key findings 9 1.3.1. Overall findings 9 1.3.2. Basic school information 10 1.3.3. -
Towards E-Learning in Higher Education in Libya
Issues in Informing Science and Information Technology Volume 7, 2010 Towards E-Learning in Higher Education in Libya Amal Rhema and Iwona Miliszewska Victoria University, Melbourne, Victoria [email protected]; [email protected] Abstract The growing influence of technologies on all aspects of life, including the education sector, re- quires developing countries to follow the example of the developed countries and adopt technol- ogy in their education systems. Although relatively late, the Libyan government has eventually responded to this challenge and started investing heavily in the reconstruction of its education system, and initiating national programs to introduce information and communication technology (ICT) into education. In addition, there are plans to establish virtual campuses in many universi- ties and colleges to provide an advanced platform for learners and instructors. This paper presents the higher education context in Libya and outlines the applications of ICT and e-learning in Lib- yan higher education to date. It discusses the issues that need be considered and addressed in adopting ICT in the learning and teaching processes including technological infrastructure, cur- riculum development, cultural and language aspects, and management support. The paper also outlines the prospects for the integration of e-learning into Libyan higher education and con- cludes with proposing an integrated approach to advancing the introduction of e-learning in Libya. Keywords: developing country, e-learning, ICT teacher training, information and communication technology, Libyan higher education, technology transfer, technological infrastructure. Introduction Libya has the highest literacy rate in the Arab world, and the United Nation’s Human Develop- ment Index, which ranks standard of living, social security, health care and other factors for de- velopment, keeps Libya at the top of all African countries. -
The Issues of Teaching English in Libyan Higher Education
Changing Practices in a Developing Country: The Issues of Teaching English in Libyan Higher Education PhD Thesis Mohamed Abushafa This thesis is submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy Faculty of Art, Design & Humanities De Montfort University April 2014 i Declaration I, Mohamed Abushafa, declare that the main text of this thesis entitled Changing Practices in a Developing Country: The Issues of Teaching English in Libyan Higher Education is entirely my own work. This work has not been previously submitted wholly or in part for any academic award or qualification other than that for which it is now submitted. i Abstract Libya is a country which is trying to find its place in the international community. It has a mainly youthful population of about 5.6 million with a median age of 24.8 years and large numbers of young people are accessing university courses. This creates a demand for university places which is increasingly difficult to meet. The recent political changes in Libya have compounded these difficulties. This study investigates the challenges of teaching English in Libyan Higher Education as the country prepares its young people for living and working in a global environment where the English language is predominant. The investigation finds that there is recognition of the importance of English, but the level of language skills of students entering university is well below an acceptable standard, and both teachers and students advocate an early start for learning English in schools. Within the universities the curriculum is not consistent and leads to graduates in English having a limited command of the language. -
Perceptions of Selected Libyan English As a Foreign
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Missouri: MOspace PERCEPTIONS OF SELECTED LIBYAN ENGLISH AS A FOREIGN LANGUAGE TEACHERS REGARDING TEACHING OF ENGLISH IN LIBYA A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri–Columbia In Partial Fulfillment of the Requirement for the Degree Doctorate of Philosophy By YOUSSIF ZAGHWANI OMAR Dr. Amy A. Lannin, Dissertation Supervisor Dr. Roy F. Fox, Dissertation Co-Supervisor December 2014 The undersigned, appointed by the dean of Graduate School, have examined the dissertation entitled PERCEPTIONS OF SELECTED LIBYAN TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE REGARDING TEACHING OF ENGLISH IN LIBYA Presented by YOUSSIF ZAGHWANI OMAR, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________________ Dr. Amy Lannin, Chair _____________________________________ Dr. Roy Fox, Co-Chair ______________________________________ Dr. Carol Gilles ______________________________________ Dr. Matthew Gordon DEDICATION To my main reason of being in this world, my dear MOM and my late DAD . To my partner in life, my beloved WIFE . To my vision to the future, my KIDS . To the soul of my late nephew, MOHAMED . To my great adviser, Dr. AMY LANNIN . To my helpful co-adviser, Dr. ROY FOX . To my committee, Dr. MATTHEW GORDON and Dr. CAROL GILLES . To the dean of College of Education, Dr. JOHN LANNIN . To my family in Libya . To my close friends in the United States, DAVID, LANCE, DENNIS . To my colleagues in English Education Department. I humbly dedicate this work. -
Part Ii; Self Defense and the New Law of the Sea Regimes
PART II; SELF DEFENSE AND THE NEW LAW OF THE SEA REGIMES INTRODUCTION Admiral Bruce Harlow, USN Retired! Poulsbo, Washington It is a distinct pleasure for me to be here this afternoon to introduce a distinguished panel to you. I think the papers, commen- taries, aad discussion will be stimulating and will be of interest to all of you. I' ve had the pleasure of a personal association with the Law of the Sea Institute since its inception in Rhode Island in 1966. Believe me, that year is etched in my memory because as a somewhat idealistic lieutenant commander I presented a paper that damn near got me fired. Several weeks ago I reviewed the proceedings of that session for two reasons, One, I wanted to see the rate of survivorship of the charter members. I'm happy to report that membership does aot endanger your health, as evidenced by the large number of old fogies around here. The second reason to review the proceedings of that first meeting was to see if there was any relevance to the organization. I was frankly surprised when I looked at those proceedings to see how raaay of the thoughts and discussion points raised and reported in the pro- ceedings found their way into emerging customary law and indeed into provisions of the 1982 Convention. I think it is safe to say that over the years the Law of the Sea Institute has been one of the focal points for the discussion, albeit informal but authorititative, of important law of the sea issues. -
The Middle East Today: Political Map
The Middle East Today: Political Map 19 17 18 11--> 7 6 1 13 8--> 9 <--10 2 12 5 16 20 14 21 Middle East? OR Near East? OR Southwest Asia? OR….? Bodies of Water Black Sea Dardanelles Strait Atlantic Tigris Ocean EuphratesRiver Jordan River River Suez Canal Strait of Hormuz Nile Gulf of River Oman Arabian Sea Gulf of Aden Indian Ocean The Mighty Nile River: “Longest River in the World” Egypt: The “Gift of the Nile” Nile Delta Annual Nile Flooding 95% of the Egyptian people live on 5% of the land! Aswan High Dam, Egypt Hydroelectric Power Plant Suez Canal Completed by the British in 1869 Population Patterns Migrations, claims to ancestral homes, and boundary disputes have influenced population in the eastern Mediterranean. • The people: – About 7.1 million people in this region are Israelis living in Israel. Population Patterns (cont.) – The majority of people live along• Densitycoastal andplains distribution: This area has some of the highest population densities in Southwest Asia. – This subregion is predominantly urban— more than 75% of the people in Israel, Jordan, and Lebanon live in cities. – Just over 50% in Syria and Palestine live in cities. History and Government The eastern Mediterranean is home to three of the world’s major religions that have shaped politics and culture there for centuries. What Are they? • Christian • Islam • Judaism Population Patterns (cont.) – Tensions between Arabs and Jews resulted in six wars over the past 70 years. – 80% of the Israelis are Jewish. – ars. Population Patterns for this region of Ancient Persia Ethnic diversity and the Muslim religion have profoundly shaped the population of the Northeast subregion. -
The Libyan Youth Today: Opportunities and Challenges
The Libyan Youth Today: Opportunities and Challenges Table of contents PREFACE .................................................................................................................................. 3 Chapter I: The youth bulge is a unique opportunity for development ....................................... 7 Chapter II: Reforming education and curbing unemployment: Youth empowerment priorities and policies: .............................................................................................................................. 14 Chapter III: Enhancing participation opportunities to reduce youth exclusion and strengthen peace and security opportunities .............................................................................................. 21 Chapter IV: Gender descrimination and the exclusion of Libyan young girls from participating in community development ...................................................................................................... 29 Chapter V: Supporting youth health and combating risky behaviors ...................................... 36 Chapter 6 : Peace building and security in Libya- Youth as key partners ............................... 43 Appendix: List of the experts and key contributors ................................................................. 48 List of figures Figure 1 : Evolution of the population growth rate in Libya - estimates – ................................ 8 Figure 2. Evolution of fertility rates .......................................................................................... -
The Italian Approach to Libya
Études de l’Ifri "PLAYING WITH MOLECULES" The Italian Approach to Libya Aldo LIGA April 2018 Turkey/Middle East Program The Institut français des relations internationales (Ifri) is a research center and a forum for debate on major international political and economic issues. Headed by Thierry de Montbrial since its founding in 1979, Ifri is a non-governmental, non-profit organization. As an independent think tank, Ifri sets its own research agenda, publishing its findings regularly for a global audience. Taking an interdisciplinary approach, Ifri brings together political and economic decision-makers, researchers and internationally renowned experts to animate its debate and research activities. The opinions expressed in this text are the responsibility of the author alone. ISBN: 978-2-36567-861-2 © All rights reserved, Ifri, 2018 Cover: “A scratched map of Libya hanging on the walls inside a reception centre for unaccompanied and separated migrant and refugee minors in Western Sicily”. © Aldo Liga. How to quote this document: Aldo Liga, “‘Playing with Molecules’: The Italian Approach to Libya”, Études de l’Ifri, Ifri, April 2018. Ifri 27 rue de la Procession 75740 Paris Cedex 15 – FRANCE Tel.: +33 (0)1 40 61 60 00 – Fax: +33 (0)1 40 61 60 60 Email: [email protected] Website: Ifri.org Author Aldo Liga is a freelance analyst on Middle East and North Africa issues and energy. He works for a Swiss-NGO which implements assessment, monitoring & evaluation and organisational capacity-building programmes. He holds a MA in International Security from Sciences Po Paris and a BA in Political Science from the “Cesare Alfieri” School of Political Sciences of Florence. -
The Mediterranean Diet 228�
DIET� Newly Revised and Updated Marissa Cloutier, MS, RD and Eve Adamson Recipes by Eve Adamson Produced by Amaranth This book is dedicated to Michael and Sophie. Wishing you both good health and a long, happy life. —M. C. To my children, Angus and Emmett, that they may learn to eat well, live well, and take their health into their own hands. —E. A. ojPCmlpM� Contents Introduction 1� Part I: The Benefits of Eating Mediterranean 13� 1: Mediterranean Magic 15� 2: A Recipe for Wellness 39� 3: Olive Oil and Other Fats:� What You Need to Know 67� 4: Vegetables: The Heart and Soul of the � Traditional Mediterranean Diet 93� 5: The Fruits of Good Health 122� 6: The Grains, Legumes, Nuts, and Seeds � of the Mediterranean 147� 7: Meat, Poultry, Fish, Dairy, and Egg � Consumption the Mediterranean Way 171� 8: Embracing the Mediterranean Lifestyle 205� Contents� 9: Losing Weight and Living Well � on the Mediterranean Diet 228� Part II: Recipes for Enjoying the Mediterranean Diet 247� Mediterranean Snack Food: An Art Form, a Meal 249� • Tapas (Appetizers) 251� • Salads 270� • Soups and Stews 278� • The Main Course 286� • Desserts 306� Resources 317� Searchable Terms 323� Acknowledgments About the Author Cover Copyright About the Publisher ojPCmlpM� Introduction� If you grew up with a television set, you’ve probably seen the familiar scenario: a family gathered around the breakfast table, their plates piled high with eggs, bacon, sausage, maybe even a breakfast steak and a formidable stack of pancakes made with that ubiquitous box of handy biscuit mix. A bottle of maple-flavored syrup and a stick of butter (or tub of margarine) adorned the center of the table. -
Local Militias and Governance in Libya
CrisesAlert 3 Entering the Lion’s Den: local militias and governance in Libya Clingendael Report Floor El Kamouni-Janssen Kars de Bruijne CrisesAlert 3 Entering the Lion’s Den: local militias and governance in Libya Floor El Kamouni-Janssen Kars de Bruijne Clingendael report October 2017 Clingendael CrisesAlerts Libya Unpacking conflict trends, theaters and assumptions forms the basis of the Clingendael CrisesAlerts on Libya: where are the theaters of war, what are trends in fault lines, success and conflict activity? European security interests at stake: this CrisesAlert explores why Europe should care about the ongoing conflict. What security interests are at stake? What are the mechanisms whereby the crises impact Europe and its member states? What should be done? Militia coalition-building and governance: this CrisesAlert explores armed coalitions in Libya, and their implications for conflict and support for local and national governance. The EU in the world: this CrisesAlert probes into the regional and geopolitical power dynamics. How do fault lines develop and what does this suggest for the EU’s room for maneuver, foreign policy and actionable policy? October 2017 © Netherlands Institute of International Relations ‘Clingendael’. Cover photo: © Flickr – Magharebia Unauthorized use of any materials violates copyright, trademark and / or other laws. Should a user download material from the website or any other source related to the Netherlands Institute of International Relations ‘Clingendael’, or the Clingendael Institute, for personal or non-commercial use, the user must retain all copyright, trademark or other similar notices contained in the original material or on any copies of this material. Material on the website of the Clingendael Institute may be reproduced or publicly displayed, distributed or used for any public and non-commercial purposes, but only by mentioning the Clingendael Institute as its source.