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Goltz Pasha is one of the prominent German officers who had a history of achievements and a role in reforming the military situation in Istanbul. Sultan Abdul Hamid II (1876-1909) sent a request to German Emperor William II (1859-1914) to reorganize the Ottoman army, Where the Sultan felt the need of the Ottoman army to reform, especially after he noticed the armies of European countries, Goltz Pasha accepted the Ottoman offer after studying and contemplating it a lot. In order to bring about changes in the curricula of the military schools in Istanbul, and to make great efforts in modernizing the Ottoman army, Goltze Pasha’s status with the Sultan increased after the reforms he made to the military schools in the Ottoman provinces, although he remained under surveillance, and took command of the Ottoman forces on the Iraq front. In 1915-1916 AD, and on the ninth of April 1916 AD, the commander of the forces of the Sixth Army, General Goltz Pasha, fell ill with typhoid disease, and after ten days he died. [ABSTRACT FROM AUTHOR]

In this regard, we note that old and new media may coexist and may compete in different types and functions, or imitate each other, creating some kind of overlap and interaction between them, despite different dates, conditions of use and specificities, operating in multimedia. With rapid technological development, it has become necessary to link changes in the media system to changes in the transportation system and the movement of people and goods through both space and time education and learning, all of which will have a strong impact on the teaching and learning process and drive the investment of their privileges in saving effort, time and money education, as well as its potential to engage with the learner who has become the focus of the learning process. We thought that this research should be linked to the theme "Technological development and media adoption in the field of education and learning". which we have pursued in studying an extra-polatory approach that has provided us with room for accurate description and analysis of its attributes, the results have enabled us to achieve the inclusiveness of the technology that we have been forced to integrate into the field of education with awareness and real knowledge of its specificities. and we realized that the effectiveness of its means and techniques in improving the teaching and learning process, and in the development of educational curricula and content in order to keep pace with the advancement of technology and the changes it has brought about in in the human mind. [ABSTRACT FROM AUTHOR]

This research revolves around the statement of the reform and advocacy efforts of the world reformer Abu Zeid Abdel-Rahman Al-Nativi Al-Bifi Al-Ja 'afari, by studying his scientific and practical curriculum, highlighting the most important features of intellectual renewal and the critical and reformative approach at the flag Abdul-Rahman Al hman al- NTibvi. (Scientific and practical rehabilitation milestones), finding that the reform and advocacy efforts of Bu Zeid Abdel Rahman Al-Nativi were based primarily on his interaction with events, houses and nodal and intellectual developments of his time, his resistance to the creativity, atheism and some glorious Sufi, his concerns for issues outside his beloved homeland. [ABSTRACT FROM AUTHOR]

Among the major innovative reform efforts in the modern era is the effort of the Al-Manar School whose pioneers have dealt with the declining reality of the Islamic nation. They engaged in reforming this bitter reality in the hope that the nation would resume its civilized course and its contributions in various fields. The school focused in its reform efforts on the need to renew the Islamic heritage curricula so that to answer the Islamic nation's problems and fulfil its current needs. Among the prominent figures of this school -who devoted themselves to the renewal and the reform process in accordance with Al-Manar’s vision and perception- is Sheikh Muhammad Abdo (may Allah have mercy on him); who had great innovative visions in this field, even labeled by some pioneers of contemporary thought as "the renewal of the world and religion". One of Sheikh Muhammad Abduh’s pivotal calls for the renewal and reform, is his call to renew dealing with the Islamic heritage curricula. Since they are methods that were established to answer the Islamic nation’s problems and fulfil its civilization’ needs. That’s why the persistence and stagnation on the efforts of the good predecessors of this nation, without a thorough scrutinizing and a complete consideration to the current reality of the Islamic nation, will only be an obstacle to the nation’s advancement and a hinder to its giving movement. Therefore, there is no doubt about the necessity of renewing the way we deal with the Islamic heritage curricula. As with them the nation has prevailed, and its renaissance has been achieved throughout its history. With them will be a presence to our nation in the modern age. But on the condition that it succeeds in dealing with this heritage, in a way that achieves this required presence, and enables it to jostle with the other nations. [ABSTRACT FROM AUTHOR]

The present study was conducted with the aim of investigating how primary school teachers encounter the integrated approach in the social studies textbooks. This research was done with a descriptive phenomenological approach. The participants in this research were 15 teachers of elementary education in Faminin city in the academic year of 1999-1400, who were sampled by snowball method. The data collection tool was a semi-structured interview with general questions were approved by three curriculum studies experts and a pilot study. The data of this research were analyzed by coding and categorization in three levels of awareness, attitude and behavior. In order to evaluate the validity of the research findings, the method of member checking was used by two of the research participants. The results showed that the teachers have a good knowledge of the integrated approach and consider its philosophy to be the interdisciplinary nature of social studies science and the creation of coherent knowledge for students. Also, they have a positive attitude towards this approach and consider it effective due to providing multidimensional knowledge, emphasis on concepts, lasting learning, students' interest and reducing the number of course titles. Of course, some teachers resist it due to the disappearance of the boundaries of science, difficulty in evaluation, ambiguity of the teacher in teaching and getting used to the traditional way. In the implementation of the integrated approach, teachers use some components of active teaching in describing their method, which indicates that despite the appropriate awareness and positive attitude, there are still many uncertainties regarding implementation of the integrated approach for teachers. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat Tarbawiya is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jurisprudence Faculty Journal / Magallaẗ Kulliyyaẗ Al-fiqh is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat Tarbawiya is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the role of teaching methods, curriculum and study plans, and practical training in improving the quality of accounting education in Yemeni universities in light of the standards of the International Accounting Association (IAESB) of the International Federation of Accountants (IFAC). The study followed the descriptive analytical method by the questionnaire. The study found that teaching methods, curricula, study plans and practical training can improving the quality of accounting education in Yemeni universities. The study recommended a number of recommendations, the most important of which is the development of teaching methods, the revision of curricula and study plans, with emphasis on practical training. [ABSTRACT FROM AUTHOR]

The aim of this study was to review the research literature on the implementation of response to Intervention (RTI) for monitoring students' academic achievement progress by using curriculum based measurement (CBM) and ultimately for improving educational outcomes. RTI is a systematic and data-driven process to ensure that all students benefit from quality instruction. It uses tools such as CBM to identify these students' needs. The CBM referes to standardized procedures used to measure students' real achievement on curriculum taught in the classroom. It relies on direct observation to monitore students' achievement as a base for collecting instructional information. Progress monitoring focuses on educational decision making with respect to basic academic skills development at the elementary grades. Progress monitoring is conducted frequently to estimate students' rates of improvement and determine students who are not demonstrate adequate progress to classroom instruction and therefore different or more intensive instruction can be delivered across the RTI tiers to improve their achievement. Many educators believe that student progress should be monitored frequently in order to provide data about their current instructional procedures. Currently, the use of RtI for progress monitoring and decision making when instructional change is required have received an increasing attention. [ABSTRACT FROM AUTHOR]

Copyright of Al-Bahith Journal is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat Tarbawiya is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)