Abstract 

Dental caries is a widespread infectious disease influenced by bacterial activity, dietary factors, and host 

susceptibility. Community water fluoridation has been a key public health measure for caries prevention, 

particularly in children. The optimal fluoride concentration in drinking water (0.7 mg/L) balances caries 

reduction with minimal fluorosis risk. This study assessed fluoride levels in drinking water and their 

correlation with dental caries in primary school children in Gharyan, Libya. A cross-sectional study was 

conducted on 350 children (aged 7–10 years) from urban and rural schools in Gharyan. Water samples from 

five stores and one groundwater source were analyzed for fluoride concentration using an ion-selective 

electrode. Dental caries was assessed using the dmft/DMFT index. Fluoride levels in water stores were 

negligible (0.0–0.1 mg/L), while unfiltered groundwater exhibited high concentrations (6.0–7.0 mg/L), 

exceeding WHO guidelines (1.5 mg/L). The low fluoride availability in most drinking sources suggests 

limited caries-preventive effects from water fluoridation in this region. The study highlights insufficient 

fluoride exposure in Gharyan’s public water supply, potentially contributing to higher caries prevalence. 

Further research is needed to evaluate alternative fluoride delivery methods and assess groundwater safety 

to optimize oral health outcomes.

Keywords. Fluoride Concentration, Drinking Water, Dental Caries, Primary School.

In recent years, English language learners are becoming highly dependent on the 

use of their smart phones to find out meanings of the vocabulary they usually do 

not know. A study by Soy (2022) highlighted that English language teachers need 

to introduce the use of smartphones as a learning tool to their students and take 

serious actions by not allowing them to use them during classes or making good 

classroom management and strict regulation concerning smartphone use in the 

classroom. The researcher in this paper attempts to shed lights on research 

conducted in this field by exploring advantages and disadvantages of the use of 

smartphones by (EFL) English language learners. This paper aims to identify the 

effectiveness of smartphones in enhancing language acquisition among learners 

by synthesizing data from various studies. The data of this study included 

analyzing 47 articles published between (2014) and (2023). The topics of the 

articles predominately were about smartphones and English language learning. 

This simple paper offers valuable insights for educators and stockholders seeking 

to optimize smartphone use in language education.

This paper proposes a novel robust blind color image watermarking technique that combines entropy analysis, lifting wavelet transform (LWT), QR factorization, and discrete cosine transform (DCT) for copyright protection. The RGB components of the color image are first separated, and the R component is then subjected to the 2-level LWT. Following DCT is applied to the 2-level LWT's high-frequency sub-band, the DCT coefficients are separated into 4x4 non-overlapping blocks. Each chosen block is then subjected to QR factorization, and the watermark is embedded in the first row and first column element of the upper triangular matrix. Numerous simulated tests show that the presented scheme is highly imperceptible and robust to attacks. The presented watermarking scheme performs better than the others in terms of invisibility, according to comparisons with comparable schemes.

ABSTRACT

This study aimed to explore EFL teachers’ perceptions of the 21st-century PD program in six primary schools in Al Jabal Al Gharbi district. 31 teachers participated in the study. The mixed-research approach was used to conduct the research. A structured questionnaire and a semi-structured interview were used to gather the data. The results revealed that participants acquired several teaching skills, such as new techniques for teaching vocabulary, speaking, and listening language skills, from the 21st-century PD program. Furthermore, the participants reported positive changes in their students’ outcomes, including improved speaking, listening and vocabulary. The findings also revealed some complications in implementing the PD program, including a lack of resources and administrative support at some schools.

Abstract The integration of Artificial Intelligence (AI) in education is progressively transforming teaching, learning, and administrative practices globally, with significant potential for application in Libya. the purpose of this research is to discuss and evaluate the benefits and risks of AI in the education system of Libya. To achieve this, a descriptive research approach was employed, using a questionnaire distributed to a selected group of educational professionals in Libya. The sample consisted of 1,000 participants, and the survey was conducted via the WhatsApp application. The results highlight that personalized learning received the highest mean score of 4.19, indicating strong agreement on its effectiveness. Automation of administrative tasks (mean 3.80) and data-driven decision-making (mean 3.98) also showed favorable perceptions, with low variances around 0.24 0.25, reflecting consistent responses. Improved student engagement had a mean of 3.91 and a standard deviation of 0.49, similar to others, suggesting overall positive and uniform attitudes. Additionally, most responses clustered around neutral to moderate agreement, with modes of 3 or 4, showing balanced or mildly supportive opinions. Variance values ranging from 1.39 to 1.48 suggest a moderate spread, indicating some disagreement among participants. Standard deviations around 1.18 to 1.21 confirm a consistent yet moderate level of variability, without extreme polarization The obtained results show strong agreement on the benefits of educational innovations, especially personalized learning, which had the highest mean, and all aspects scored highly with low variability, indicating consistent positive perceptions. At the same time, the conclusions reveal moderate concern among respondents about the cost and inequality issues related to AI in education, with variance and standard deviation values reflecting a consistent spread of opinions. This research contributes to the academic discourse on the impactful integration of AI in academic institutions and establishes positive perceptions for continual enhancement. Overall, funding infrastructure emerges as the most pressing challenge, with general agreement across participants. Keywords. Artificial Intelligence, Education, Personalized Learning, Libya. 

مؤخرًا برزت عدة تساؤلات حول طبيعة علاقة الذكاء الاصطناعي بالذكاء البشري، فالهدف من هذه الدراسة هو مناقشة فرضية أن العلاقة بين الذكاءين يجب أن تُبنى على التكامل لا على التنافس. واعتمدت الدراسة على المنهج الوصفي التحليلي من خلال مراجعة الأدبيات الحديثة التي تناولت الإمكانات التكاملية بينهما.. كما واوصت الدراسة بتبني اطار تعاوني تشاركي (الذكاء التشاركي) والذي يعزز التفاعل الايجابي بين الانسان والآلة..