This study examines Basma Abdel Aziz’s The Queue (2016) and Here Is a Body (2021) with particular attention to dystopia. It argues that Abdel Aziz draws on dystopia as a germane genre to confront existing socio-political upheaval in some Middle Eastern and North African countries, against the background of the Arab Spring. Equally important, she assigns a provocative fate to the protagonists in each novel to express disappointment with recent events while simultaneously impacting the reading experiences with the intervention of a broad range of emotions. The study concludes that Abdel Aziz encapsulates dystopia to engage with existing circumstances rather than imagining a dark futuristic scenario that would be worse than the present. In doing so, she conveys a poetic ray of hope by constructing a possibility for a better future through a dystopian lens. Thus, her dystopian account is not anti-utopia, but rather, it is a call for utopia.

Dictionaries are an essential tools for language learning. They are presenting a structured approach to recognizing and using vocabulary. This study investigated the limited use of dictionaries by using as a foreign language (EFL) students and teachers in Libyan public secondary schools in the city of Al-Asaba, with focused on evaluating the effectiveness of dictionary skills instruction on students' reference abilities and habits. Researcher employed a mixed methods approach, utilized a survey with Likert scales and open ended questions for both students and teachers, as well as qualitative interviews and classroom observations. The participants included sixty (60) students their ages were between sixteen (16) up to nineteen (19) years old. The males were about twenty-six (36) students, while the females were thirty- four (34). All of them are enrolled in the first, second and third grades of secondary schools. The findings shown a significant underutilization of dictionaries despite an overwhelming consensus among students that these tools were beneficial for comprehending new vocabulary. A considerable number of students do not use dictionaries, and many lack the confidence to use them independently. Furthermore, students response also indicated that teachers do not encourage dictionary use during classroom lessons. To address this, there is a clear need for systematic instruction in dictionary skills, the promotion of a combination of monolingual and electronic resources, and professional development for teachers to maximize the pedagogical value of dictionaries in the Libyan EFL context.

Keywords: Dictionaries, Vocabularies, Teachers Students.

In recent years, higher education has witnessed a significant shift toward digital environments, with e-exams becoming an essential tool for academic assessment due to their speed, efficiency, and reduced administrative burdens. However, the adoption of e-exams in Libyan educational institutions, particularly at the Faculty of Science in Gharyan, still faces challenges stemming from technical, organizational, and human factors. This study aimed to explore the main challenges hindering the implementation of e-exams and analyze the potential role of blockchain technology in enhancing security and reliability. A descriptive methodology was employed, with data collected through a questionnaire distributed to faculty members. Results revealed that the most significant barriers included weak ICT infrastructure, a lack of administrative and technical support, and the absence of reliable and user-friendly e-exam systems. Additional challenges included unclear policies, a lack of awareness of the benefits of e-exams, and concerns about cheating and technical glitches. On the other hand, individual factors, such as resistance to change and the difficulty of designing e-exams, showed a relatively smaller impact. The findings highlight the need for stronger infrastructure, ongoing training, and clear institutional policies as prerequisites for the successful adoption of e-exams. Furthermore, the integration of blockchain technology offers a promising solution by ensuring consistent exam records, secure student identity verification, and transparent assessment processes. The study concludes that developing more reliable and effective e-assessment systems in Libya requires collaboration between technical and Libyan educational institutions, with blockchain technology considered a strategic option for enhancing trust and security in higher education.

Abstract:

The present study concentrated on samples of Libyan dates procured from the markets in Gharyan City. A series of qualitative analyses were conducted in order to assess the content of their active ingredient, with a particular focus on antioxidants. The qualitative identification of tannins, flavonoids, glycosides, saponins, and resins (utilised as tanning agents) was conducted utilising standard reagents such as Dragendorff's, Fehling's, and Benedict's, in conjunction with date extracts. The analyses confirmed the presence of all these compounds in the samples. Furthermore, quantitative assessments of the fundamental components of the date samples were conducted. The procedure entailed the quantification of fibre, carbohydrates, protein, fat, and ash content. Furthermore, the moisture content and the ratio of pits to fruit were evaluated in all samples. The assessment employed a kiln, a Kjeldahl apparatus, and other requisite equipment to determine the caloric values of each sample. The findings indicated variations in the fundamental components and energy content among the samples, likely attributable to various factors and conditions.

Keywords: Dates, antioxidants, free radicals, plant active ingredients

The approach to delivering education in Libya has undergone a significant transformation in recent years. Various tools now support the educational process, shifting it from rote learning to creativity, interaction, and skill development. This study aims to examine the feasibility of implementing e-learning in Libyan universities. A statistical analysis was conducted on approximately 400 samples to identify patterns. The findings highlight the importance of e-learning in enhancing the quality of education by outlining its benefits and limitations. Moreover, it was found that employees consider e-learning an effective alternative to traditional education. Despite this consensus, concerns remain regarding the availability of sufficient infrastructure. 

This study presents a strategic synthetic approach to functionalize the traditionally unreactive C3 position of the benzothiophene core. A series of 3-chloro-N-(aryl)benzothiophene-2-carboxamides (2a–d) were synthesized in good to excellent yields (53–83%) via amidation of 3-chloro-2-chlorocarbonylbenzothiophene[b]thiophene (1).Subsequent oxidation with hydrogen peroxide in acetic acid afforded the corresponding sulfone derivatives (3a–d), a transformation that reduced aromaticity and activated the C3 position. This activation enabled anucleophilic aromatic substitution, where chlorine in sulfone 3b was replaced by ethylamine, isopropylamine, and diethylamine, yielding novel 3-aminobenzothiophene-1,1-dioxides (4a–c) in moderate yields (50–64%). All new compounds were fully characterized by IR, ¹H NMR, and ¹³C NMR spectroscopy. The synthesized derivatives were evaluated in vitro for antimicrobial activity against Gram-positive bacteria (Staphylococcus aureus, Bacillus subtilis), Gram-negative bacteria (Escherichia coli, Pseudomonas aeruginosa), and fungal strains (Candida albicans, Crysosporium pannical, Aspergillus niger, Rhizopus oryzae). While overall activities were slight to moderate compared with standard drugs, compounds 3a and 3b displayed a promising broad-spectrum profile. These findings establish an efficient and versatile methodology for accessing C3-functionalized benzothiophenes, providing a valuable foundation for the design of new lead structures against resistant microbes.

Abstract

Complete dentures remain an essential treatment option for edentulous patients, especially in regions where implant-supported prostheses are limited. Successful prosthodontic outcomes require systematic execution of clinical steps, including patient examination, impression taking, custom tray fabrication, jaw relation recording, try-in, and post-insertion management. This study aimed to assess the knowledge of complete denture fabrication among fourth-year dental students. A descriptive cross-sectional design was employed among 37 students (94.9% response rate) enrolled in 2024 at the Department of Prosthodontics, Faculty of Oral and Dental Medicine, Gharyan University. Data were collected using a validated, self-administered questionnaire covering patient assessment, primary and final impressions, custom tray design, jaw relation records, occlusal plane orientation, articulator use, try-in procedures, and post-insertion care, and analyzed descriptively.

All students (100%) reported performing histories, oral examinations, primary impressions with alginate, and centric relation registration. Knowledge gaps were observed in advanced procedures: 75.7% selected light-cure acrylic for custom trays, awareness of spacers, stops, and relief holes was limited, polyvinylsiloxane was the most frequently used final impression material (62.2%), yet 59.5% disinfected impressions improperly with water alone. None used a face bow or semi-adjustable articulators, relying solely on non-adjustable types. Students demonstrated solid foundational knowledge of basic procedures; however, deficiencies in custom tray design, post-palatal seal determination, impression disinfection, and articulator use indicate a need for enhanced clinical teaching and practical training to meet current prosthodontic standards.

Keywords. Complete Denture, Dental Students, Prosthodontics, Impression Technique.