Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

The Libyan government urgently needs a professional social workers mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts However the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people s needs Thus teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology The researcher depicts nine social work competencies e g knowledge professional values skills and professional processes and practices as well as a set of behaviors that reflect social workers competencies that relate to the social work curriculum applied in colleges in the United States The author s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforc

The Righteous Mind: Why Good People Are Divided by Politics and Religion by Jonathan Haidt: Book Review

In The Righteous Mind, Jonathan Haidt examines the moral grounds that people intuitively believe. He presented his idea by asking why good people are divided by politics and religion. Then, he asked about morality by asking, “Where does morality come from?” (Haidt, 2012, p. 3). He explained that people understand social morality in different ways. People live in unique societies that shape their understanding of social norms, which are based on many factors, such as culture, religion, and education. Haidt based his ideas about the righteous mind on three principles and demonstrated them through three metaphors to help his readers understand his theory. The first principle is “intuitions come first,” and its central metaphor is that the mind is like a rider on an elephant, where the rider’s job is to serve the elephant. The second principle is “there is more to morality than harm and fairness,” and its central metaphor is that the righteous mind is like a tongue with six taste receptors. The third principle is “morality binds and blinds,” and its metaphor is that we are 90 percent chimp and 10 percent bee (Pp. 3, 109, 217)

Teaching Strategies for Enhancing Student's Learning

There are various teaching methods and learning styles. These methods mostly focus on students' learning capacities for better understanding and engagement. Educational principles and pedagogy focus on the type of students' learning, the type of teaching tool, and the classroom environment. These three aspects can help students and instructors facilitate the learning process and make it easily absorbable. This paper aims to shed light on various teaching strategies and class activities that instructors could use in their teaching methods to enhance student's learning.  The author shows five strategies that are effective for teaching college students. These strategies can help students meet their educational needs and stimulate their brains to expand their knowledge and learning. These methods are as follows: presenting short lectures to refresh students' attention to the class lesson and help their brains come up with ideas about the topic based on their daily experience, brainstorming that is a class group activity  helping students work together and learn how to value each other opinions, group reports that encourage students to be familiar with strategies of writing a report as a conclusion for the group meeting, technology-based activities that develops students' educational skills in broadening their self-learning, and PowerPoint presentation that helps students review what they have learned in the class.&nbsp

North Africa Arabic Women's Attitudes Towards Openness to Change

This article aims to identify some social factors on North Africa Arabic women's attitudes towards openness to change. This study used a quantitative research method using multiple linear regression to explore the relationship between education level, social status, age, and gender as independent variables, and openness to change as a dependent variable. The research used the following questions to examine attitudes of the Arabic women in North Africa toward openness to change; Are there differences between Arabic men and women in their openness to change scores? Is there a positive relationship between education and Arabic women's openness to change? Does social class influence Arabic women's attitudes toward openness to change? Is there a relationship between Arabic women's age and openness to change? The results showed differences between Arabic women's and Arabic men's attitudes toward openness to change. Also, the author found that Arabic older women attitudes who were aged from 46 to 67 years old were more open to change than Libyan younger women attitudes who were aged between 35 to 45 years old to openness to change

Capital in the Twenty – First Century by Thomas Piketty: Book Review

In Capital in the Twenty-First Century, Thomas Piketty depicted the evolution of wealth distribution and explained the way aggregated and unequal distribution resulted in the escalation of the rate of inequality.  Also, Piketty analyzed potential solutions for accumulation and distribution of wealth by considering historical data. Therefore, he tracked the historical publications of many economists who analyzed wealth distribution and inequality to understand the origin of the problem of wealth distribution inequality, such as Malthus' Essay on the Principle of Population,1798, Ricardo's principle of scarcity in Principles of Political Economy and Taxation,1817, Marx's principle of infinite Accumulation in Capital, 1867, and Simon Kuznets's Shares of Upper Income Groups in Income and Savings,1953. Piketty suggested a new taxation system is the solution to inequality in wealth distribution and to avoid unstable socio-economic trends. Piketty divided his book into four parts, and each part is comprised of chapters. &nbsp