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تناولت الدراسة أبرز جهود علم من أعلام الفقه المالكي الليبيين، وهو الشيخ محمد بن محمد بن عامر رحمه الله، من خلال إلقاء الضوء على جانب من حياته الشخصية، والتعريف بكتابه ملخص الأحكام الشرعية على المعتمد من مذهب المالكية، وطريقة عرضه وأسلوبه فيه.
د. إمهيدي سعد نجم أحمد(11-2019)

بسم الله الرحمن الرحيم، والصلاة على أشرف المرسلين، وعلى آله وصحبه أجمعين وبعد ... فعند النظر في الحالة الراهنة في بلادنا وما تبع ذلك من أزمات متعددة الجوانب، أعقبتها حروب متتالية بين الإخوة الأشقاء، يجد المتتبع للشأن الداخلي الليبي انحرافاً في استخدام بعض المصطلحات الشرعية التي تبنى عليها أحكاماً خاصة بينتها السنة النبوية المطهرة، وقد تفشى هذا الانحراف في الفهم والاستخدام للمصطلحات بين أوساط الناس، حتى ظن كثير منهم أنه الدلالة الحقيقية لها. ومما زاد في ترسيخ هذا الفهم السقيم لدى الناس الخطاب الإعلامي عبر قنوات إعلامية مختلفة، بوضع هذه المصطلحات على غير ما وضعت له دون الر جوع إلى مظانها. ويرجع اختياري لهذا الموضوع لأسباب، أهمها: 1. المفهوم الخاطئ لبعض المصطلحات الفقهية، وانتشار استخدامها بهذا المفهوم. 2. الخلط بين مفهومي الغنيمة والغلول. 3. تصحيح بعض المفاهيم الخاطئة واجب شرعي. 4. تبيان عظم الضرر الواقع من جراء قلب المفاهيم للمصطلحات الشرعية. 5. بيان المفهوم الصحيح للمصطلحين للناس عامة؛ ليتجنبوا الوقوع في الفهم الخاطئ الحاصل لهما اليوم. وأهدف من خلال هذه الورقة إلى الإجابة عن الأسئلة الآتية: س1/ ما مفهوم الغنيمة والغلول من خلال السنة المطهرة؟ س2/ كيف استخدم البعض مصطلح الغنيمة؟ س3/ ما أسباب تفشي هذه الظاهرة في مجتمعنا؟ س4/ ما طرق العلاج التي يجب أن نسلكها للقضاء على هذه الظاهرة؟ وسأتطرق في هذه الورقة إلى مناقشة الموضوع في مبحثين هما: الأول: مفهوم الغنيمة والغلول لغة واصطلاحاً. الثاني: أسباب الخلط بين المصطلحات وطرق العلاج. وسأتبع – بإذن الله تعالى – في كتابتها المنهج الوصفي وطريقته المتمثلة في: جمع المادة وتصنيفها وتحليلها وشرحها وموازنتها؛ للوقوف على الفهم الصحيح للغنيمة والغلول من خلال السنة الشريفة، واستخلاص النتائج والتوصيات من ذلك. والله ولي التوفيق والسداد
د. إمهيدي سعد نجم أحمد(6-2021)

This exploratory case study aimed at investigating the student-teachers’ views on using Facebook games for language learning. The participants were 48 student-teachers at the EFL Department of the Faculty of Education at a Libyan public university. They were required to play Facebook games for two weeks and then present their experiences through oral presentations and reflective journals. Data were collected through student-teachers’ presentations and reflective journals. Data were analyzed qualitatively using a thematic inductive approach. Although few student-teachers had negative views, most of the student-teachers had positive views on using Facebook games for learning. They believed that Facebook games teach players following instructions and provide opportunities for language improvement, especially for vocabulary learning. We expect that our findings would provide teachers and practitioners with ideas for classroom research and encourage researchers to conduct further and more rigorous testing on integrating Facebook games into the EFL classroom. arabic 12 English 61
Entisar ALi Hadi Elsherif, fatma alhammali ali dreid(2-2021)

One of the Libyan Faculty of Education exit requirements is the graduation research project. Review of the current literature shows that there exists a dearth of literature on the quality of the graduation project in the Libyan context. To address this shortcoming, the present study investigated the opinions of the faculty members of the Faculties of Education at various Libyan public universities on achieving quality standards in the graduation research projects. The design of the study was exploratory sequential mixed methods as we gathered both quantitative and qualitative data to get accurate and detailed picture of the Libyan teacher-educators’ views on fostering quality in the graduation research project. The context of the study is the Faculties of Education at eight Libyan universities. The participants were 62 Libyan teacher-educators who were faculty members at the Libyan Faculties of Education. Data were collected through documents, questionnaires, and follow up interviews. The results showed that the participants’ views were opposite to the document analysis and revealed that the participants were not sure whether the regulations covered all the points related to the graduation research projects, so they preferred to be neutral. They also perceived several factors as the issues that hindered the quality of the graduation research projects. The participants suggestions as ways of fostering quality in the graduation research projects included achieving quality by following the quality standards described by the quality assurance department among other suggestions. arabic 21 English 111
Entisar ALi Hadi Elsherif, FUZIA AHMED MOFTAH ELHSAN(3-2021)

Investigating Language Tests’ Content Validity in Public Schools in Tripoli arabic 12 English 65
Yousra Ali Moftah Alghanemi, Fuzia Moh A Elwafi, (1-2020)

In most cases dietary supplements especially in Libya are consumed without prescriptions and the public has very limited any awareness of their health risk. The lack of quality control on numerous brands of dietary supplements in pharmacies of Libya today may result in a serious health problem. The aim of this study is to determine the iron content using a fast and accurate method for quality control of some imported dietary supplements, based on spectrophotometric measurement of iron after complexation with 1, 10-phenanthroline in an acidic medium. Eight types of vitamin supplementary tablets were randomly collected from the Libyan market and analyzed for the iron content. The analysis showed an average value of 61mg Fe/pill for the range of 40.07-112.63 mg Fe/pill. Results showed that 75% of the samples were lower in iron content than that recorded on the dietary products. arabic 9 English 71
ezuldeen mohammed abraheem aboushalloua(1-2020)

In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense ‘research design and methodology’ course was taken by the staff. In this exploratory mixed-methods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventh-semester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an ever-lasting concern with plagiarism. New staff reported the need for tuition in ‘data analysis and interpretation’, and ‘supervision practice’. Peculiarities characteristic of the case milieu emerged. arabic 18 English 99
ٌٌReda Khaled Emhemmed Elmabruk(1-2020)

This qualitative descriptive case study reflects the researcher's experience, as a Teaching Practice (TP) Co-ordinator at the Libyan Faculty of Education Tripoli (FET), in developing and examining academic supervisors’ implementation of an innovative TP Assessment Model for EFL trainees. Previous assessment lacked accuracy and comprehensiveness and relied solely on assessing behavioural observable skills. The new TPAM incorporates, for the first time at FET, Unobservable Skills Assessment through supporting documents that supervisors use to assess trainees’ skills in classroom observation, feedback provision, self-reflection, and reporting on TP experience, all of which comprise a Teaching Practice Portfolio (TPP). The study focuses on a key concern: (1) How to develop existing assessment criteria in an objective and comprehensive manner embracing both observable and unobservable skills. Two operational sub-questions emerged: (2) How would the supervisors’ implement the Unobservable Skills Assessment in the TPAM; (3) How would trainees respond to Unobservable Skills Assessment criteria? Data were collected through quantitative analysis of the supporting documents; semi-structured interviews with seven supervisors involved; focus group discussions with trainee teachers. The findings show that while the supervisors were satisfied with the developed assessment criteria, their overall performance in implementing the Unobservable Skills Assessment was poor; besides a lack of immediate feedback provision after school visits, the supporting documents for unobservable skills were not fully executed. Only two supervisors out of seven demonstrated acceptable adherence to the model requirements. Some trainees had reservations regarding the extra workload required in carrying out self-reflections and in writing reports of TP experience; others considered the criterion of professional development outlook inconsequential during initial teacher training. arabic 16 English 101
ٌٌReda Khaled Emhemmed Elmabruk(1-2020)