Search

Background: Many instructors transitioned their courses from face-to-face environments to computer-mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID-19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID-19 pandemic began. Objectives: The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture-relevant and lecture-irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods: Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions: No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant-lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture-relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture.

Many college students prefer to type their lecture notes rather than write them by hand. As a result, the number of experimental and quasi-experimental studies comparing these two note-taking mediums has flourished over the past decade. The present meta-analytic research sought to uncover trends in the existing studies comparing achievement and note-taking outcomes among college students. Results from 24 separate studies across 21 articles revealed that taking and reviewing handwritten notes leads to higher achievement (Hedges' g = 0.248; p < 0.001), even though typing notes benefits note-taking volume (Hedges' g = 0.919; p < 0.001), among college students. Furthermore, our binomial effect size display shows that taking handwritten lecture notes is expected to produce higher course grades than typing notes among college students. We conclude that handwritten notes are more useful for studying and committing to memory than typed notes, ultimately contributing to higher achievement for college students.

The Colorado River is a vital water source for the western United States, yet the river is governed by disjointed and outdated policies that have left water management fragmented and water quantities overallocated. Groundwater is an overlooked component of Colorado River Basin (CRB) water supplies, making it vulnerable to overuse from disparities in uncoordinated protective management strategies. In this study, we analyzed state level groundwater policies to reveal the diversity and efficacy of groundwater governance mechanisms. The existing groundwater management plans for each state throughout the basin are fragmented and limited in scope. We found that with policies only covering 22% of the basin, they do not provide adequate protection at the basin scale for the sustainable use of groundwater resources in the face of increasing demands, creating a positive feedback loop that reinforces the scarcity issue. We conclude that a comprehensive management plan that can fully address resource use throughout the CRB is necessary for the sustainable use of groundwater and its contribution to base flow in the Colorado River. We suggest that such a plan could be derived through an interstate compact like the Colorado River Compact that is used for surface water management.

Many college students believe that typing lecture notes on computers produces better notes and higher achievement than handwritten lecture notes on paper. The few studies investigating computer versus longhand note taking yielded mixed note-taking and achievement findings. The present study investigated computer versus longhand note taking but permitted note takers to revise or recopy notes during pauses interspersed throughout the lecture. Moreover, the present study analyzed notes recorded while a lecture was ongoing and following revision pauses to determine if lecture ideas and images were recorded completely or partially. Findings did not support the belief that computers aid note taking and achievement and, instead, favored longhand note taking and revision. Computer and longhand note takers recorded a comparable number of complete and partial ideas in notes while the lecture was ongoing, but longhand note takers recorded more lecture images. Among note revisers, longhand note takers added three-times-as-many complete ideas to their notes during revision as computer note takers--an important finding because note completeness predicted achievement. Achievement results showed that longhand note takers who revised notes scored more than half a letter grade higher on a lecture posttest than computer note takers who revised notes. Present findings suggest that college instructors should provide students with revision pauses to improve note taking and achievement and encourage students to record and revise notes using the longhand method. Finally, regarding the computer versus longhand note-taking debate, the need to investigate further the interplay between note-taking medium and lesson material is discussed.

Background and aims – The species name Gymnosporia filiformis, validly published in a 1927 revision of South African Celastraceae, was based on syntypes representing both Maytenus cordata and a new species. Subsequent studies supported the distinction of Gymnosporia and Maytenus as separate genera. From 1984, this new species was provisionally referred to by the designation “Maytenus sp. A”. Maytenus in Africa comprises a diverse group of species not closely related to the New World members of Maytenus. Here, we clarify the taxonomic identity and generic placement of G. filiformis, and compare it with species with which it has historically been confused. Material and methods – Descriptions and observations are based on extensive field work, supported by conventional taxonomic methods, including study of relevant literature and herbarium collections. Key results – The name Gymnosporia filiformis is lectotypified using a syntype representing “Maytenus sp. A”. We describe a new monotypic genus, Marijordaania, to accommodate “Maytenus sp. A”, and propose the new combination, Marijordaania filiformis. An amended description is provided for the species. It is morphologically quite different from Maytenus cordata, but also from Maytenus acuminata and Maytenus abbottii, species with which it has been confused in the past. Marijordaania filiformis grows in the understorey of evergreen Scarp Forest and is relatively rare, known with certainty only from KwaZulu-Natal and the Eastern Cape provinces, South Africa. A preliminary conservation assessment suggests that M. filiformis should be classified as Endangered. Conclusion – Marijordaania filiformis is a taxonomically isolated species with no apparent close relatives among African Celastraceae. While the generic status of other African members of Maytenus still needs to be resolved, it would not impact the taxonomic status of Marijordaania. In a recent key for Celastraceae genera based on morphology and geography, M. filiformis ran to the genus Euonymus, but this association lacks support from available molecular evidence.

This paper presents an experimental implementation of a Neural Sliding Mode Linearization approach for the control of a double-fed induction generator connected to an infinite bus via transmission lines. The rotor windings are connected to the grid via a back-to-back converter, while the stator windings are directly coupled to the network. The chosen control scheme is applied to obtain the required stator power trajectories by controlling the rotor currents and to track the desired values of the DC-link output voltage and the grid power factor. This controller is based on a neural identifier trained online using an Extended Kalman Filter. Based on such identifier, an adequate model is obtained, which is used for synthesizing the required controllers. The proposed control scheme is experimentally verified on 1/4 HP DFIG prototype considering normal and abnormal grid conditions. In addition, maximum power extraction from a random wind profile is tested in the presence of different grid scenarios. Moreover, a comparison with conventional control schemes is performed. The obtained results illustrate the capability of the proposed control scheme to achieve active power, reactive power, and DC voltage desired trajectories tracking and to operate the wind power system even in the presence of parameter variation and grid disturbances, which helps to ensure the stability of the system and improve generated power quality.

We examined college instructors' perceptions of the behaviors and contextual factors that allow them to initiate and maintain rapport with their students. Phenomenological interviews with 21 college instructors indicated that instructors rely on different strategies and contextual factors to initiate and to maintain rapport with students across the semester. At the beginning of the semester, these instructors rely on a variety of connecting, common grounding, and information sharing behaviors and leverage baked-in rapport to cultivate a sense of rapport from their students. After rapport has been initiated, these instructors place more emphasis on attentive and courteous behaviors, while continuing to engage in connecting behaviors. Furthermore, these instructors identified personalized instruction and tactful responses to delicate situations as essential for maintaining a strong sense of rapport across the semester. Findings from the present study provide college instructors with a framework for initiating and maintaining rapport with students in their classrooms.

The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be influenced by digital distraction prevention. Participants endorsed course technology policies that are developed in collaboration between students and instructors and that are targeted at curbing the use of digital devices for social, rather than educational, purposes. Findings indicate that such policies can improve student buy-in and improve student perceptions of rapport. Although participants identified confrontational enforcement strategies (e.g., calling students out, grade reductions, phone confiscation) as most effective for reducing the amount of digital distraction during class when policies are violated, these strategies were also identified as being most harmful to their perceptions of rapport with instructors. Despite regularly using devices for off-task purposes during class, most participants are not worried about getting caught because they do not believe their instructors are particularly concerned about the amount of ongoing digital distraction in the classroom. Recommendations for addressing student digital distraction while protecting the quality of student-instructor rapport are provided through the lens of self-determination theory.

Objectives: Although prior research has uncovered shifts in computer science (CS) students' implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students' implicit intelligence beliefs at different times during the semester was assessed. Participants: Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method: Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students' lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings: Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants' responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students' belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students' beliefs about the malleability of intelligence. Conclusions: Findings align with Bandura's [4] contention that students' behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.

In the field of breast cancer diagnosis, the precise classification of benign images plays a pivotal role in ensuring effective patient care. This research undertakes a detailed examination of EfficientNetV2 models, specifically focusing on their ability to discern benign histopathology breast cancer images. The dataset were carefully curated to include diverse benign cases such as adenosis, fibroadenoma, phyllodes_tumor, and tubular_adenoma of image level for 40X magnification factor underwent thorough preprocessing before being divided into training and testing sets. Various variants of the EfficientNetV2 model—EfficientNetV2B0, EfficientNetV2B1, EfficientNetV2B2, EfficientNetV2B3, EfficientNetV2S, EfficientNetV2M, and EfficientNetV2L—were trained on the designated dataset. The performance evaluation shows the intricacies of the efficiency of each model. Notably, EfficientNetV2L emerged as a standout performer, boasting impressive metrics such as Accuracy (0.97), Precision (0.97), Recall (0.97), F1-score (0.97). These findings underscore the potential of EfficientNetV2L as a robust tool for accurately discerning benign histopathology breast cancer images. This study contributes significant insights to the field of breast cancer diagnostics, particularly addressing the critical task of classifying benign cases accurately. The gained insights pave the way for improved decision-making in assessments, ultimately enhancing the overall efficacy of breast cancer diagnosis.

Abstract As geoscience and water related enrollment and degrees continue to decline, new methods are needed to recruit and engage students in these interesting and challenging interdisciplinary fields. An existing water-themed distinguished lecture tour was reinvented and reinvigorated to include a workshop to (1) promote interdisciplinary collaboration and (2) increase student engagement in earth sciences. The Geological Society of America has dedicated foundation support for a domestic and international lecture tour to promote the scientific discipline of hydrogeology. In addition to the lecture tour with a standard presentation and meetings with faculty, staff, and students, a half-day, interactive field demonstration of the inventory and assessment techniques for springs ecosystems was conducted at a spring near the lecture site. Local faculty hosts were encouraged to engage students in the planning and implementation of the demonstration workshop. The students were provided additional training to enter the interdisciplinary ecosystem data into a cloud-sourced database and to be actively engaged in producing a publication related to the springs ecosystems inventories and assessments. Of the participants of the demonstration workshops, students at eight of the host institutions became co-authors of the resulting manuscript. With the significant investment of time, resources, and logistics to implement a lecture tour, an additional interactive, hands-on, demonstration workshop is a cost-effective way to increase student engagement and provide interdisciplinary collaboration.

This study updates and extends prior work on institutional and individual productivity in educational psychology journals ("Cognition and Instruction," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," "Journal of Educational Psychology") from 2015 to 2021. As in previous studies, the University of Maryland, College Park, was the top-producing institution. Several universities (e.g., University of Tübingen) emerged as highly productive compared to previous time periods. Using two approaches to measure individual productivity, we found that Richard Mayer, Ulrich Trautwein, Fred Paas, Patricia Alexander, and Logan Fiorella claimed the top spots. We also identified productive early career scholars and, for some, recognized connections to productive doctoral advisors. Overall, compared to prior years, authors of educational psychology journal articles were increasingly working from non-US institutions and in larger teams (higher mean number of authors per article). A discussion of these trends and future directions for research are included.

Two studies investigated change in computer science (CS) students' implicit intelligence beliefs. Across both studies, we found that the strength of incremental and entity beliefs changed across time. In Study 1, we found that incremental beliefs decreased and entity beliefs increased across the semester. Change in implicit intelligence beliefs was similar for students taking introductory and upper-division courses. In Study 2, growth curve analysis revealed a small linear change in incremental beliefs across time but no change in entity beliefs--these trends were similar for students enrolled in introductory and upper-division CS courses. Across both studies, change in implicit intelligence beliefs was not associated with academic achievement in CS. Findings provide preliminary evidence that shifts in implicit intelligence beliefs occur as students progress through the CS curriculum. Finally, findings support that mindset interventions may be more effective if delivered at the beginning of the semester before shifts in beliefs occur.

Se presenta un procedimiento de diseño para el control en modo deslizante de primer orden aplicado a un sistema en forma de cadena de integradores pura o perturbada, (forma canónica controlable perturbada). La ley de control se propone de forma novedosa. La magnitud de control se define directamente por los coeficientes del polinomio de la superficie de deslizamiento. Se muestra que este procedimiento minimiza en cierto sentido el esfuerzo de control para alcanzar la superficie diseñada. Los cálculos son aún más sencillos que los de las técnicas clásicas en modo deslizante. Además, la elección de una dinámica de superficie estable garantiza un tiempo de alcance finito a la misma. El esfuerzo de control y el castañeteo (chattering) son bajos. Las perturbaciones y términos conocidos que provocan inestabilidad se aprovechan en ciertas condiciones del alcance a la superficie. Se presentan simulaciones que ilustran los resultados y comparando el comportamiento de métodos de control en modo deslizante existentes en la literatura con el propuesto en este artículo.

The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or computer) affect note-taking quantity and quality and affect computer-based learning. College students were presented with a computer-based PowerPoint lesson accompanied by complete, partial, or no graphic organizers. Throughout the lesson, students recorded notes using either longhand or computer mediums. Students were tested immediately following the lesson and again two days later following a review period during which graphic organizers and notes were studied. Finally, students completed a survey. Results revealed that organizer completeness affected achievement. Those given complete organizers generally achieved more than those with partial or no organizers across fact-, relationship-, concept-, and skill-based test items. Note-taking medium did not affect achievement differentially, but there were important note-taking findings. Longhand note takers recorded more lesson ideas in notes and had fewer verbatim strings in notes (reflective of more generative processing) compared to computer note takers. Moreover, longhand note takers reported more positive attitudes about their note-taking medium than did computer note takers. Results suggested that complete organizers aid germane load more than partial organizers and that longhand note taking results in deeper processing than does computer note taking. Therefore, instructors should provide complete organizers to promote student learning and should encourage students to take longhand notes when they learn in a computer-based learning environment.

We examined college instructors' perceptions of student use of mobile technology for off-task purposes during class. Previous research demonstrated that digital distraction hinders student learning, yet little is known about instructor views and reactions to this behavior. Phenomenological interviews with 11 college instructors revealed that student digital distraction has a profound influence on their pedagogical decision-making, relationships with students, and professional satisfaction. These instructors regularly encounter student digital distraction during class and have well-defined views on the deleterious influence digital distraction has on the integrity of the classroom learning environment. However, instructors were divided in their perceived responsibility to curb this behavior. Most rely on proactive prevention strategies rather than reactive strategies out of concern for negatively impacting student-instructor rapport. Moreover, these instructors experience frustration stemming from student digital distraction. Findings indicate that student digital distraction influences pedagogical decision-making and threatens the quality of student-instructor rapport.

Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students' basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students' basic psychological needs or alienating students against their instructors.

Today, there is a fierce rivalry between ethnic groups in Nigeria on a number of issues, such as the division of power and resources, aversion to dominance, and uneven growth. Ethnicity as an identity naturally occupies a prominent position in the political arena. It is the simplest and most natural way for people to mobilize around essential human needs such as security, food, shelter, economical well-being, inequity, land distribution, autonomy, and recognition. Recent research has revealed the potential to determine an individual's ethnicity based on biometric data automatically. These studies reported significant advancements in automatically predicting demographics based on facial and iris traits. This success has been ascribed to the availability of a sufficient amount of high-quality data. There needs to be more data about the likelihood that fingerprints can disclose an individual's ethnicity. A need for more data causes this difficulty. This study aims to obtain fingerprint pictures via live scan among the major ethnic groups in Nigeria. For training and classification of the fingerprint images, the proposed Dynamic Horizontal Voting Ensemble (DHVE) deep learning with a Hybrid of Convolutional Neural Network (CNN) and Long Short-Term Memory (LSTM) as the base learner was employed. Standard performance classification metrics such as Accuracy, Recall, Precision, and F1 score were used to evaluate the performance analysis of the model. This study demonstrated an accuracy of over 98% in predicting a person's ethnicity. Additionally, the proposed model outperformed existing state-of-the-art models.

Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses examining student motivation and self-regulated learning (SRL). These studies illuminate both the difficulty and potential for motivating CS students, as well as the uniqueness of CS as a context for studying undergraduate motivation. Background: Computing disciplines are increasingly important in preparing the future workforce. It is imperative that CS educators understand how to motivate students and enhance student outcomes. Synthesizing findings across multiple studies allows for the emergence of new insights into student motivation and SRL. Research Questions: Which aspects of students' motivation and SRL are predictive of achievement and retention in CS and how can findings inform CS education? Methodology: The primary methodology is a comprehensive review of seven years of research on undergraduate CS education. Studies use a variety of analysis techniques, examine a range of constructs, and include multiple introductory and advanced CS courses. Studies of relationships between variables and change over time were conducted. Findings: The present synthesis of studies on motivation and SRL highlights the complex, counter-intuitive, and positive aspects of student motivation in CS.

Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies, however, have focused mainly on male scholars. Consequently, little is known about how successful female educational psychologists go about their work and are so productive. In the present study, we addressed this gap by interviewing five leading female educational psychologists (Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog) about factors that have aided their success and about their gender-related experiences. The five female scholars revealed their trademark characteristics, the important people and places that influenced their careers, and their time- and research-management strategies. They also provided unique insights about their experiences and perspectives as women in the field of educational psychology. Findings offer guidance for budding scholars, particularly women.

Abstract Background A well-qualified workforce is critical to effective functioning of health systems and populations; however, skill gaps present a challenge in low-resource settings. While an emerging body of evidence suggests that mentorship can improve quality, access, and systems in African health settings by building the capacity of health providers, less is known about its implementation in surgery. We studied a novel surgical mentorship intervention as part of a safe surgery intervention (Safe Surgery 2020) in five rural Ethiopian facilities to understand factors affecting implementation of surgical mentorship in resource–constrained settings. Methods We designed a convergent mixed-methods study to understand the experiences of mentees, mentors, hospital leaders, and external stakeholders with the mentorship intervention. Quantitative data was collected through a survey (n = 25) and qualitative data through in-depth interviews (n = 26) in 2018 to gather information on (1) intervention characteristics including areas of mentorship, mentee-mentor relationships, and mentor characteristics, (2) organizational context including facilitators and barriers to implementation, (3) perceived impact, and (4) respondent characteristics. We analyzed the quantitative and qualitative data using frequency analysis and the constant comparison method, respectively; we integrated findings to identify themes. Results All mentees (100%) experienced the intervention as positive. Participants perceived impact as: safer and more frequent surgical procedures, collegial bonds between mentees and mentors, empowerment among mentees, and a culture of continuous learning. Over 70% of all mentees reported their confidence and job satisfaction increased. Supportive intervention characteristics included a systems focus, psychologically safe mentee-mentor relationships, and mentor characteristics including generosity with time and knowledge, understanding of local context, and interpersonal skills. Supportive organizational context included a receptive implementation climate. Intervention challenges included insufficient clinical training, inadequate mentor support, and inadequate dose. Organizational context challenges included resource constraints and a lack of common understanding of the intervention. Conclusion We offer lessons for intervention designers, policy makers, and practitioners about optimizing surgical mentorship interventions in resource-constrained settings. We attribute the intervention’s success to its holistic approach, a receptive climate, and effective mentee-mentor relationships. These qualities, along with policy support and adapting the intervention through user feedback are important for successful implementation.

Tissue boundaries in our body separate organs and enable healing, but boundary mechanics are not well known. Here, the authors define mechanical rules for colliding cell monolayers and use these rules to make complex, predictable tessellations.

Premise of the Study:Herbarium specimens are increasingly used as records of plant flowering phenology. However, most herbarium-based studies on plant phenology focus on taxa from temperate regions. Here, we explore flowering phenologic responses to climate in the subtropical plant genus Protea (Proteaceae), an iconic group of plants that flower year-round and are endemic to subtropical Africa. Methods:We present a novel, circular sliding window approach to investigate phenological patterns developed for species with year-round flowering. We employ our method to evaluate the extent to which site-to-site and year-to-year variation in temperature and precipitation affect flowering dates using a database of 1727 herbarium records of 25 Protea species. We also explore phylogenetic conservatism in flowering phenology. Results:We show that herbarium data combined with our sliding window approach successfully captured independently reported flowering phenology patterns (r = 0.93). Both warmer sites and warmer years were associated with earlier flowering of 3-5 days/°C, whereas precipitation variation had no significant effect on flowering phenology. Although species vary widely in phenological responsiveness, responses are phylogenetically conserved, with closely related species tending to shift flowering similarly with increasing temperature. Discussion:Our results point to climate-responsive phenology for this important plant genus and indicate that the subtropical, aseasonally flowering genus Protea has temperature-driven flowering responses that are remarkably similar to those of better-studied northern temperate plant species, suggesting a generality across biomes that has not been described elsewhere.

Laptop computers allow students to type lecture notes instead of relying on the traditional longhand (i.e. paper-pencil) method. The present research compared laptop and longhand note-taking methods by investigating how the quality (i.e. complete versus incomplete idea units) and quantity (i.e. total words and total idea units) of typed and handwritten notes differed when students did or did not reply to text messages during a simulated lecture. Accounting for the presence of text messaging while participants took notes situated the present study within the reality facing many students in today's digital age. Findings indicated that a considerable proportion of the idea units captured in participants' notes were incomplete, regardless of note-taking method or exposure to distraction during the simulated lecture. However, only the total number of complete idea units stored in student notes meaningfully predicted lecture learning. Furthermore, the presence of digital distraction was particularly disruptive to the quality and quantity of laptop users' lecture notes relative to longhand note takers. Finally, digital distraction emerged as a more meaningful predictor of lecture learning than note-taking method. Recommendations for improving the quality of student lecture notes are discussed and avenues for future research into note-taking completeness and the interplay between digital distraction and note-taking method are proposed.

Rangelands in South Africa, Lesotho, and Eswatini contain a rich diversity of valuable fodder trees and shrubs. This research is the first attempt to document the regional diversity and distribution of these browse resources. Scientific publications, textbooks, databases, and published reports were accessed to compile a database of plant species that were recorded as utilised by ruminants and non-ruminants. Relevant forage attributes, such as functional traits as well as utilisation traits, were added to each species record. Thereafter, distribution records were extracted from the South African National Biodiversity Institute’s Botanical Database of South Africa and analysed with numerical techniques to establish phytogeographical patterns. A total of 613 plant species from 76 families have been recorded, which formed seven distinct phytochoria, termed the Central Arid, Eastern Subtropical, Highland Temperate, Moist Temperate, Northern Subtropical, Southern Temperate, and Western Arid browse-choria. Key families and species, as well as functional and utilisation traits, are discussed, focusing on key species present in the browse-choria. This browse database, together with the earlier compiled Leguminosae and Poaceae databases, will be used to prioritise indigenous southern African plant species/infraspecific taxa to be collected for the conservation of genetic resources and future evaluations for potential development as forage crops.