Hochschulreader Libyen
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Libya: Extremism & Counter-Extremism Overview
Libya: Extremism & Counter-Extremism On July 14, 2020, Libya’s eastern-based parliament approved a motion that would allow Egypt to militarily intervene in the Libyan war to counter Turkish support of the Government of National Accord (GNA). Accordingly, Egypt’s military has claimed to have carried out exercises involving navy, air force, and Special Forces near the Libyan border in anticipation of drastic changes in the region. On June 30, 2020, France’s president, Emmanuel Macron, accused Turkey of importing large numbers of jihadists into Libya. In recent weeks, Turkey has significantly intervened in Libya, providing air support, weapons, and fighters to the internationally recognized GNA to repel the opposing Libyan National Army (LNA). Macron did not provide clear evidence regarding the nature of the deployed fighters but claimed that Turkey was “massively importing” fighters from Syria. Although the GNA seized back the capital from the LNA on June 3, 2020, Libya is still split between the two factions—the LNA maintains control of the east, and the LNA controls the western area of the country. (Sources: Al Jazeera [1], Arab News [2], Reuters [3], Al Jazeera [4], Guardian [5], Reuters [6]) Fighting between the rival factions has been ongoing since April 2019, and escalated in early 2020 after Haftar’s declaration of a “final” and decisive battle for Tripoli on December 12, 2019. A couple of weeks later, on January 2, 2020, Turkish lawmakers authorized the deployment of troops into Libya, however, Turkish and Russian forces called for a truce on January 12. As of June 2020, Russian Foreign Ministry spokesperson, Maria Zakharova, has claimed that the situation in Libya continues to deteriorate despite the attempted Russian-Turkish ceasefire. -
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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. -
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. -
MPLS VPN Service
MPLS VPN Service PCCW Global’s MPLS VPN Service provides reliable and secure access to your network from anywhere in the world. This technology-independent solution enables you to handle a multitude of tasks ranging from mission-critical Enterprise Resource Planning (ERP), Customer Relationship Management (CRM), quality videoconferencing and Voice-over-IP (VoIP) to convenient email and web-based applications while addressing traditional network problems relating to speed, scalability, Quality of Service (QoS) management and traffic engineering. MPLS VPN enables routers to tag and forward incoming packets based on their class of service specification and allows you to run voice communications, video, and IT applications separately via a single connection and create faster and smoother pathways by simplifying traffic flow. Independent of other VPNs, your network enjoys a level of security equivalent to that provided by frame relay and ATM. Network diagram Database Customer Portal 24/7 online customer portal CE Router Voice Voice Regional LAN Headquarters Headquarters Data LAN Data LAN Country A LAN Country B PE CE Customer Router Service Portal PE Router Router • Router report IPSec • Traffic report Backup • QoS report PCCW Global • Application report MPLS Core Network Internet IPSec MPLS Gateway Partner Network PE Router CE Remote Router Site Access PE Router Voice CE Voice LAN Router Branch Office CE Data Branch Router Office LAN Country D Data LAN Country C Key benefits to your business n A fully-scalable solution requiring minimal investment -
Act on Mouth Health Objectives Target Audiences Key Messages Fdiworlddentalfederation
WWW.WORLDORALHEALTHDAY.ORG SAYMOUTH HEALTH ACT ON YEAR 2 Motivating action Campaign Toolkit ACTions speak louder than words ACTions #SayAhh #SayAhh #WOHD19 #WOHD19 1 CONTENTS Uniting efforts through World Oral 3 About World Oral Health Day 41 Health Day What is World Oral Health Day? Providing tools to motivate action Who is World Oral Health Day for? Why celebrate on 20 March? Activating the campaign 5 Say Ahh: Act on Mouth Health Objectives Target audiences Key messages FDIWorldDentalFederation Turning facts into acts 10 FDIWorldDental Taking action to address key oral health facts company/FDIWorldDentalFederation Act on Mouth Health campaign material 13 Get involved FDIWorldDental Resource availability calendar WorldOralHealthDay Act to win 22SOCIALSOCIAL MEDIA MEDIA Connect with us ICONS ICONS World Oral Health Day Awards Actions speak louder than words 28 How can you celebrate WOHD 2019? SOCIAL MEDIA ICONS Official Partners and Supporters 34 SOCIAL MEDIA ICONS Official Partners Supporters Official Media Partner #SayAhh Copyright and permissions 39 #WOHD19 2 #SayAhh #WOHD19 Uniting efforts through World Oral Health Day ⊲ PROVIDING TOOLS TO MOTIVATE ACTION SAYMOUTH HEALTH ACT ON In 2018, FDI launched a three-year campaign strategy for World Oral Health Day (WOHD) under PROVIDING the theme Say Ahh. It is a phrase that is commonly used by both dentists and doctors during check-ups and invites people to open their mouths for examination. Combined with different TOOLS TO sub-themes each year, the Say Ahh campaign brings to life the notion of the mouth serving as a MOTIVATE mirror to the body and reflecting overall health. ⊲ In 2018, we wanted to educate people on the mouth and body connection and ACTION Think Mouth, Think Health. -
Re-Centering Libya's History: Mediterranean Bulwark, Defender of Africa, Or Bridge Between Continents?
J!"#$ K%!&' 13 Re-Centering Libya’s History: Mediterranean Bulwark, Defender of Africa, or Bridge between Continents? * Abstract: (is paper discusses Libya’s geo-historical identity from the Italian colonial period until the end of the Qadda) regime. It speci)cally looks at characterizations of the country as Mediterranean or African in the di*erent periods. By examining the historiographic discourse in Italian and Arabic as well as the political aesthetics and symbolisms connected with the colonial and the Qadda) regimes, the article shows how varying characterizations were linked to geo-political agendas. Finally, it presents a third characterization: that of Libya as a connecting link between regions and continents, which has become prominent in more recent times. Keywords: Italian colonialism, Qadda! regime, Mediterranean, Africa, historiography D+%&,- ! .&'&/ /# T%&0#1& &, 2345, Italian leader Benito Mussolini called Libya “the Mediterranean bulwark” of the Fascist 1 empire. More than )ve and a half decades later, at the opening ceremony of the 1982 African Cup of Nations (again in Tripoli), Libyan leader Muammar Qadda) referred to his country not only as “the northern gateway to Africa,” but, beyond that, as “the defender 2 of Africa.” A third depiction has ascribed to Libya the function of Ge- schichte als Widerstand: Geschichtsschreibung und nation-building in 6 Quoted from Pietro Silva, Il Mediterraneo. Dall’unità di Roma all’Impero italiano (Milan: Istituto per gli studi di politica internazionale, 1937), 491. Translations from Italian, Arabic, and French are by the author. 7 Muammar al-Qadhdhāfī, "awrat al-fāti wa-Ifrīqiyā (Tripoli: al- Markaz al-ālamī li-dirāsāt wa-abāth al-Kitāb al-akhar, 1985), 95. -
THE ACCOUNTING EDUCATION in LIBYAN UNIVERSITIES AFTER LIBYAN REVOLUTION of 2011 Case Study on Libyan Universities
70 The Accounting Education in Libyan Universities .... THE ACCOUNTING EDUCATION IN LIBYAN UNIVERSITIES AFTER LIBYAN REVOLUTION OF 2011 Case study on Libyan Universities. Abdarahman M Kalifa Iwan Triyuwono Ali Djamhuri University of Brawijaya, Indonesia Abstract The aim of this paper is to explore the accounting educa tion in Libyan universities after Libyan revolution of 2011. This study analyses the influence of recent political regu lation on accounting education in Libyan universities. This study uses accounting courses, textbooks and accounting lecturers and teaching method on two Libyan universities as indicators of accounting education. Interviews were con ducted with some lecturers from University of Al-Zawiya and University of Al-Asmrya to obtain the required data. The study finds that Libyan accounting education has been reformed after Libyan revolution by current Libyan political system through the issuance of Libyan Education law No. (66) 2011 by the Ministry of Libyan Education. This law cancels any subjects relating to previous Libyan political system such as four courses of political culture. Other find ings are: the introduction and implementation, the number of lecturers sent to UK to learn new teaching methods and the number of Libyan lecturers are increasing. Key words: accounting courses, textbooks and accounting lectures and teaching method. INTRODUCTION An accounting education system is similar to any education sys tem which consists of students, academic staff, accounting curriculum, and resources (library, computers, facilities and technology). Additional ly, the accounting education system itself is a factor of the wider national education system of the country. The education system is affected by and affects social, economical, political, and cultural environments of the Vol. -
Villes Du Sahara Olivier Pliez
Villes du Sahara Olivier Pliez To cite this version: Olivier Pliez. Villes du Sahara : Urbanisation et urbanité dans le Fezzan libyen. CNRS Editions, 2003, 9782271061669. 10.4000/books.editionscnrs.3729. hal-01462897 HAL Id: hal-01462897 https://hal.archives-ouvertes.fr/hal-01462897 Submitted on 11 Feb 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Villes du Sahara Urbanisation et urbanité dans le Fezzan libyen Pliez, O. (2003). Villes du Sahara: urbanisation et urbanité dans le Fezzan libyen. CNRS. http://books.openedition.org/editionscnrs/3729 REMERCIEMENTS Mes remerciements vont d’abord à Marc Cote, Professeur émérite à l’Université de Provence, pour sa patience, son soutien et ses conseils. Toute ma reconnaissance va aussi aux membres de la Section 39 du CNRS, qui en m’accordant un détachement, m’ont offert la possibilité de mener ce travail dans les meilleures conditions. C’est aux membres de l’IREMAM, mon unité d’accueil, que vont ensuite mes remerciements. A son directeur, Christian Robin, Directeur de recherche au CNRS. A Jean-Robert Henry, Directeur de recherche, et Jean-Luc Arnaud, Chargé de recherche, qui ont accepté de m’intégrer dans leurs programmes de recherches. -
Aspects of Education in the Maghreb Countries of Algeria, Libya. Morocco
DOCUMENT RESUME ED 029 527 72 FL 001 283 By- Azzouz. Azzedine: And Others Selected Bibliography of Educational Materials: Algeria. Libya. Morocco. Tunisia.Volume 2. Numbers 1. 2. 3. 1968. Agence Tunisienne de Public Relations. Tunis (Tunisia). Spons Agency-National Science Foundation. Washington. D.C.: Office ofEducation (DHEW). Washington. D.C. Repor t No- TT-68-50081-1-2-3 Pub Date 68 Note-147p. EDRS Price MF-$0.75 HC-S7.45 Descriptors- Annotated Bibliographies.Arabic. Cultural Differences. *Education. Educational Philosophy. *EducationalProblems. Educational Theories. Elementary Schools.English.Foreign Countries. Foreign Relations.French,HigherEducation.InstructionalMaterials.InternationalEducation.Italian.School Administration. Secondary Schools. Teacher Education. Vocational Education Identifiers-Algeria. Libya. *Maghreb Countries. Morocco. Tunisia Three volumes comprise a 375-item bibliographywith abstracts of books and articles in English. French. Italian. and Arabic that providesinformation on various aspects of education in the Maghreb countriesof Algeria, Libya. Morocco. and Tunisia. Each entry identifies the country with which it isconcerned, and foreign language titles are translated into English. Special attention is given tothe subiect of educational organization, with listings covering primary.secondary. vocational, higher. and adult education. Along with entries dealingwith the administration of the educationalsystem.the bibliographyplacesconsiderable emphasis on items concerning educational philosophy andtheory. statistics. and cooperation. Sublects also treated are North African (1) educational structure. (2)teacher training. (3) teaching aids. (4) religious, art, and special education, and (5) specialproblem areas. For related documents see FL 001 056 and FL 001 170. (AF) ,st N. 're-63-6 6efl/ LeNt CE--7.1:2T-4 ON SELECTED BIBLIOGRAPHY OFEDUCATIONAL MATERIALa v r\I cD 11 3 cp ALGERIA U-1 LIBYA MOROCCO TUNISIA Vol.a N°11968 U.S. -
TEFL, Perceptions and the Arab World, Vith a Case EDES PRICE Culture
DOCUMENT RESUME ED 135 257 FI 008 431 AUTHOR Bagnole, John W. TITLE TEFL, Perceptions and the Arab World, vith a Case Study of the University of Garyounis (Benghazi). INSTITUTION American Friends of the Middle East, Inc., Washington, D.C. REPOET NO AFME-OP-3 PUB DATE Jan 77 NOTE 57p. AVAILABLE FROM American Friends of the Middle East, Suite 100, 1717 Massachusetts Ave., N.W., Washington, D.C. 20036 ($2.00) EDES PRICE BF-$0.83 Plus Postage. BC Not Available from EDRS. DESCEIFTORS Arabic; *Arabs; Coeducation; Cultural Factors; Curriculum; *English (Second Language); *Foreign Culture; Interference (Language Learning); language Attitudes; language Instruction; language Teachers; language Usage; Non Western Civilization; Second language Learning; Sex Discrimination; *Sociocultural Patterns; Student Attitudes; *Teadher Attitudes; *Values IDENTIFIERS *Middle East ABSTRACT This paper prepares teachers of English as a foreign language for many of the conditions they will encounter vhile teaching in the Arab vorld. The general theme is that attitudes of understanding and tolerance can lead to substantive improvements in professional morale and classroom effectiveness. Emphasizing the different regicnal factors and cultural sources of many areas known to be problematic, the paper identifies and analyzes such attitudinal and perceptual concepts as time, nncver-say-no-ism," expatriate feelings of temporariness and alienation, education as a perceived 'value, the image of teachers, and the role and image of women. 2actors affecting linguistic pre-conditionings and their effects on teaching are evaluated as well. Draving upon the accumulated and multi-national experiences of English teachers in Libya (case study), Egypt, Morocco, Tunisia, Algeria, Saudi Arabia, and other Arab countries, the paper also examines various practical aspects of teaching which include coeducation, familiarity with students, cheating, and the role of EFL in the curriculum. -
The Libyan National Transitional Council: Social Bases, Membership and Political Trends
Reports The Libyan National Transitional Council: Social Bases, Membership and Political Trends Professor Ali Abdullatif Ahmida* Al Jazeera Centre for Studies 30 October 2011 Tel: +974-44663454 [email protected] http://studies.aljazeera.net The aim of this essay is to examine the historical bases of the opposition forces behind the making of the revolutionary coalition in Libya, which led the struggle and defeated the dictatorship of Muammar Qaddafi on 21st October 2011. The current reporting and commentary on Libya‟s democratic uprising is framed by three myths: the focus on Qaddafi, that Libya‟s colonial brutal experience is similar to that of Egypt and Tunisia, and the view of Libyan society through the ideology of tribalism. The Libyan people suffered from one of the most brutal colonial powers in Africa, and half a million people died during the colonial period between 1922-1943, including 60,000 in Italian concentration camps before the holocaust. The trauma and the scars of colonialism were silenced during the Sanusi monarchy between 1951-69. One can make the argument that Qaddafi‟s early anti-colonial populism was not an obsession, but rooted in the modern colonial experience of the Libyan people who felt that their suffering had not been recognized. There are two phases to the old regime: a populist and modernising nationalist regime between 1969 and 1980, and a police state led by a demagogy and a cult of personality using larger oil revenues of a rentier economy and Arab and foreign labor to assert its autonomy from society. The main thesis here is that the inability of the Qaddafi regime to make serious political reforms appropriate to the changes in the economy, education, and society inevitably led to conflict between social structure and the rigid political system. -
EDUCATION UNDER ATTACK 2018 Global Coalition to Protect CONTENTS GCPEA Abbreviations
Global Coalition to Protect Education from Attack GCPEA **Embargoed until May 10, 2018, 1pm EST** EDUCATION UNDER ATTACK 2018 Global Coalition to Protect CONTENTS GCPEA Abbreviations.................................................................................................................................2 Education from Attack Executive Summary ........................................................................................................................4 This study is published by the Global Coalition to Protect Education from Attack (GCPEA), which was formed in Methodology ................................................................................................................................16 2010 by organizations working in the fields of education in emergencies and conflict-affected contexts, higher education, protection, and international human rights and humanitarian law that were concerned about ongoing Global Overview ...........................................................................................................................24 attacks on educational institutions, their students, and staff in countries affected by conflict and insecurity. Recommendations .......................................................................................................................64 GCPEA is a coalition of organizations that includes: co-chairs Human Rights Watch and Save the Children, the Country Profiles ............................................................................................................................74