IMPLEMENTASI DATA STORAGE SERVER PADA JARINGAN INTERNET MENGGUNAKAN OWNCLOUD

This article deals with Islamic education and modernityin the Middle East. Modern education began to beknown in Egypt since the advent of Napoleon Bonapartein the early 19th century in this country. However, it wasin the epoch of Muhammad Ali that the transision fromtraditional education to modern education began.Further, in the time of Ismail Pasya due to educationreorganization, traditional education began to competewith secular-modern education.

Distance Education in the COVID-19 Pandemic

As the COVID-19 disease rapidly transmitted through interpersonal contact, it required people to avoid physical contact. Almost all countries in the world have suspended the education of children and youth, a highly active network, and switched to online education to reduce the spread of the virus. Distance education, unlike the traditional education system, has a structure that does not require students to be on a campus or be in the same environment with instructors. As the global epidemic broke out, the distance education system was reviewed, and a new education order started to be established. Students, parents, and teachers found themselves in a situation they were not used to before. In this study, the advantages and disadvantages of distance education are analyzed, hybrid and hybrid-flexible (hyflex) models are examined, the educational changes during the pandemic period as well as the anticipations of the post-pandemic period are reviewed, and lastly, future educational solutions are proposed.

Faculty Member Employment of Online Platforms

COVID-19 prompted to transform the traditional education system into a distance education system and using technological tools, including educational platforms. online learning platforms play an important role in modern education. The objective of the research is to explore the degree of using platforms by the faculty members at Al-Aqsa University, and to highlight the difficulties they face when using platforms .To achieve the research objective, ​followed the qualitative and quantitative method. The instruments of the research were a semi-structured interview included the important difficulties the faculty members faced inusing platforms , and a questionnaire included the most important skills to use platforms. The results revealed that participants agreed on the most important obstacle of using educational platforms, the difficulty of access to the internet. The results of the survey indicated that the use of e-platform skills is high. The results of this study help decision-makers to plan, evaluate and implement online learning platforms in their institutions

The Contributions of Muhammad Naqib Al-Attas in the Islamization of the Contemporary Islamic World

In the modern era, in the face of adherence to tradition and development, Islamic education has always been in a state of imbalance and dilemma: those who adhere to tradition believe that sciences outside religious books are not religious sciences but rather secular sciences, unworthy or unappreciated. As a result, the traditional education system is unable to cultivate talents suitable for social development; Whereas secular education follows the Western education model, which emphasizes only the indoctrination and teaching of applied disciplines, and ignores values education—leading to the development of social material and culture, the decline of civilization, the decline of morals, an increase in crime, and other modern social ills.

Como me Tornei um Estudante Universitário, apesar das Limitações da Deficiência Auditiva Bilateral / How I Became a College Student Despite the Limitations of Bilateral Hearing Impairment

Resumo: Esse artigo é baseado no relato pessoal de um estudante, de Pedagogia, com deficiência auditiva bilateral, dando ênfase aos desafios e superações da pessoa com deficiência no ambiente educacional. Ademais, o presente texto aborda as principais características da deficiência auditiva e suas dificuldades no Ensino Tradicional. Segundo o Instituto Brasileiro de Geografia e Estatística (IBGE), em 2020, cerca de 10 milhões de pessoas apresentavam deficiência auditiva, representando 5% da população brasileira. Além disso, é possível observar que existem causas biológicas que determinam diferentes níveis de audição, que impactam, diretamente, no desenvolvimento psicossocial e na interação social. De acordo com uma revisão de artigo da deficiência auditiva de alterações genéticas ou mutações no DNA mitocondrial, foi possível observar que, a grande maioria das pessoas com deficiência auditiva apresenta essa condição por causas genéticas. Nesse contexto, será contada a trajetória de um estudante de Pedagogia, desde o Ensino Fundamental até o Ensino Superior. Será ressaltado como o teatro mudou completamente sua vida e será mostrado como esse pensamento foi construído apesar das dificuldades de ouvir. Nesse âmbito, a pessoa com deficiência auditiva precisa mostrar as principais barreiras que dificultam sua interação social, promovendo inclusão, identificando crianças com deficiência auditiva e proporcionando estratégias pedagógicas e empoderando sua identidade. Além disso, minha experiência sendo pessoa com deficiência auditiva será essencial para ser futuramente um educador com deficiência auditiva. Apesar das limitações, é possível aprender e educar. Vale destacar a importância da pessoa com deficiência auditiva na formação do professor, motivando outras pessoas com deficiência como também as pessoas que não possuem nenhuma deficiência.Palavras-chaves: Deficiência auditiva, ambiente educacional e fonética. Abstract: This article is based on the personal report of a student of Pedagogy, with bilateral hearing loss, emphasizing the challenges and overcoming of people with disabilities in the educational environment. Furthermore, this text addresses the main characteristics of hearing loss and its difficulties in Traditional Education. According to the Brazilian Institute of Geography and Statistics (IBGE), in 2020, around 10 million people had hearing loss, representing 5% of the Brazilian population. Furthermore, it is possible to observe that there are biological causes that determine different levels of hearing, which directly impact psychosocial development and social interaction. According to a review of an article on hearing loss due to genetic alterations or mutations in mitochondrial DNA, it was possible to observe that the vast majority of people with hearing loss have this condition due to genetic causes. In this context, the trajectory of a Pedagogy student will be told, from Elementary School to Higher Education. It will highlight how theater completely changed his life and it will be shown how this thought was built despite the difficulties of hearing. In this context, the person with hearing impairment needs to show the main barriers that hinder their social interaction, promoting inclusion, identifying children with hearing impairment and providing pedagogical strategies and empowering their identity. Furthermore, my experience as a person with a hearing impairment will be essential to being a future hearing impaired educator. Despite the limitations, it is possible to learn and educate. It is worth highlighting the importance of the person with hearing impairment in teacher training, motivating other people with disabilities as well as people who do not have any disability.Keywords: Hearing impairment, educational and phonetic environment.

The Shift of Dental Education During and Post COVID-19

Education worldwide has been conducted in the traditional face-to-face classroom teaching style for ages, and this includes the education in dentistry. Since the introduction of online education and distance learning, teaching institutions have gradually made e-learning an integral part of teaching and learning activities. With the emergence of COVID-19 pandemic and closure of teaching institutions worldwide, the faculty of dentistry is amongst the many that were forced to leap onto the online education field abruptly. There is a sudden need for educators to resort to online teaching and e-learning becomes an essential tool to be developed as an alternative to traditional education methods. This article serves as a review to explore and discuss the common concerns and institutional readiness in delivering e-learning and review the methods currently utilised during this time of crisis.

The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education

Traditional education in special schools have some limitations. We aimed to investigate if the ‘touch screen-based cognitive training’ is feasible and effective for children with severe cognitive impairment (developmental age 18–36 months) in special education. In this case, 29 children were randomly allocated to intervention (n = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (n = 12, traditional education) groups. Psychoeducational Profile-Revised (PEP-R), Early Childhood Behavior Questionnaire (ECBQ), Sequenced Language Scale for Infants (SELSI), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS) were measured before and after 12 weeks of education. The ‘touch screen-based cognitive training’ was applicable in special education. When repeated measures analysis of variance (ANOVA) was used, significant groupⅹtime effect was found for GAS, and significant group effect was found for ECBQ (attentional shifting) and GAS. When adjusting for pre-education measurements, the intervention had a significant effect on the post-education measurements of ECBQ (attentional shifting) and GAS (p < 0.05). No relationship existed between the degree of improvements and the severeness of developmental delay in the measurements. ‘Touch screen-based cognitive training’ in special school was feasible and it improved cognition in children with severe cognitive impairment (developmental age 18–36 months), irrespective of the severeness of the developmental delay.

Edukacja oraz pomoc psychologiczno-pedagogiczna realizowana zdalnie w opinii rodziców, uczniów i nauczycieli

Remote education, and thus also psychological and pedagogical assistance, became a necessity during the pandemic, and not a voluntary choice or a tool supporting traditional education. Therefore, it was necessary to consider whether and how the pandemic influenced the entire education process? Did the students, parents and teachers cope with the change and how? Have they encountered difficulties and what difficulties – especially in the field of providing psychological and pedagogical help? Did the pandemic affect the psychophysical functioning of students, parents and teachers, and how? The planned research allowed to show the current situation in education at the level of primary school, and also showed the scope and expectations of respondents regarding the psychological and pedagogical help provided. These studies allowed to show not only the first experiences, suggestions and conclusions, but also to show psychophysical changes among respondents (such as, for example, overloading parents, phobias, fears, etc.), their fears, psychophysical condition and perceived threats (e.g. symptoms). depression among children and parents, lack of motivation, etc.) and expected changes in the future and in education, including the traditional one.

Overview of Education in Ethiopia: Traditional Institutions and Language Perspectives

This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or “Western” education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa of Oromoo Institution were not allowed to reflect their values and languages. The study reveals that traditional institutions have played a crucial role in education in Ethiopia. Furthermore, understanding the impact of languages in education is important in teaching and learning in general. However, the findings confirm that there was no structure that could equally understand and accommodate all traditional institutions to contribute to the education of Ethiopia in the past. This article concludes with the recommendation that there should be a well-established implementation system on the languages and cultural institutions that could attract all nations and nationalities to promote their traditional institutions. For instance, there are no language and cultural policies aimed at sustainability.

Exploring The Critical Factors Influencing the Using eLearning During the Covid-19 Pandemic: Case Study in Aljafara University Libya

Many institutions have been shut down and many economic, social, and educational activities have been disrupted by the spread of the coronavirus. Some universities and other educational institutions have opted for eLearning instead of traditional education techniques in order to keep the educational process moving. For the sake of students and teachers, several educational organizations have made their ePlatforms and libraries available for free. However, eLearning approaches have their own set of challenges and constraints that must be overcome to minimize their negative impacts. The purpose of this study is to identify the most significant problems that university instructors face when using eLearning. Teachers' views on eLearning in Libya are examined in this study, as well as their level of satisfaction and willingness to use the platforms. Many university professors were surveyed by e-mail to assess the most pressing issues they faced during the university's closure due to the development of the Corona epidemic. Instructors from two groups of academic workers who make up the sample: computer science department and mathematics department of Aljafara University are included in the study. SPSS software was used to conduct statistical analysis of the data. With a materiality of 71.8% and a mean of 3.62, the data reveal that the challenge of the instructors had the biggest impact. Third place went to all issues relating to students, and social issues came in second place. Materiality of 61% and a mean of 3.07 for accessibility were the next two factors that had the least impact on the eLearning process.