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Purpose: This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools. Methods: Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance. Results: Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio. Conclusion: To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students’ required competencies and ultimate goals, and structure content accordingly [ABSTRACT FROM AUTHOR]

This bibliometric analysis offers a comprehensive examination of AIbased feedback tools in education, utilizing data retrieved from the Web of Science (WoS) database. Encompassing a total of 239 articles from an expansive timeframe, spanning from inception to February 2024, this study provides a thorough overview of the evolution and current state of research in this domain. Through meticulous analysis, it tracks the growth trajectory of publications over time, revealing the increasing scholarly attention towards AI-driven feedback mechanisms in educational contexts. By describing critical thematic areas such as the role of feedback in enhancing learning outcomes, the integration of AI technologies into educational practices, and the efficacy of AI-based feedback tools in facilitating personalized learning experiences, the analysis offers valuable insights into the multifaceted nature of this field. By employing sophisticated bibliometric mapping techniques, including co-citation analysis and keyword cooccurrence analysis, the study uncovers the underlying intellectual structure of the research landscape, identifying prominent themes, influential articles, and emerging trends. Furthermore, it identifies productive authors, institutions, and countries contributing to the discourse, providing a detailed understanding of the collaborative networks and citation patterns within the community. This comprehensive synthesis of the literature serves as a valuable resource for researchers, practitioners, and policymakers alike, offering guidance on harnessing the potential of AI technologies to revolutionize teaching and learning practices in education. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) into physical education (PE) represents a transformative shift in how physical learning and performance are approached. This paper explores the multifaceted role of AI in enhancing educational experiences and athletic performance within PE settings. By analyzing various AI technologies, including wearable devices, motion tracking systems, and intelligent coaching applications, the paper highlights how these innovations facilitate personalized learning, improve skill acquisition, and foster student engagement. AI-driven analytics enable educators to tailor fitness programs to individual student needs, promoting optimal physical development and performance enhancement. Moreover, the study examines the potential of AI in data collection and analysis, which aids in monitoring progress and providing real-time feedback to students and instructors. Through a comprehensive review of current literature, the paper identifies key challenges and opportunities presented by AI in PE, including concerns related to privacy, equity in access to technology, and the necessity for educator training. The findings suggest that when effectively implemented, AI not only enhances the learning environment but also empowers educators to better support students in achieving their physical education goals. This review underscores the importance of adopting AI tools in PE curricula to create dynamic, inclusive, and effective learning experiences that prepare students for lifelong physical activity. Ultimately, this paper advocates for ongoing research and collaboration between educators, technologists, and policymakers to fully realize the potential of AI in revolutionizing physical education and improving student outcomes in health and fitness. [ABSTRACT FROM AUTHOR]

In today’s rapidly evolving digital landscape, the quest to enhance learning experiences and outcomes has never been more pressing. This systematic literature review delves into the world of microlearning strategies to examine their role in addressing the challenges of learning in the digital age. Microlearning, characterized by its bite-sized, easily digestible content, is gaining prominence as a powerful tool for learners and organizations seeking effective, just-in-time knowledge acquisition. This review systematically examines the current body of research, focusing on microlearning strategies and their impact on enhancing learning outcomes. It explores the diverse array of microlearning techniques, from bite-sized content delivery and mobile learning to video-based learning and social learning, dissecting their effectiveness in different contexts. It also investigates the challenges educational institutions may face during the implementation of microlearning initiatives and proposes strategies to overcome these hurdles. Through an in-depth exploration of scholarly sources, this systematic review provides insights into the benefits of microlearning, its future trends, and recommendations for organizations aiming to leverage microlearning strategies to enhance learning outcomes. As digital technologies continue to reshape the educational landscape, this review serves as a comprehensive resource for educators, trainers, and decision-makers navigating the dynamic terrain of modern education. [ABSTRACT FROM AUTHOR]

Students frequently doubt the accuracy of the mathematics they are taught in school and how it relates to their everyday lives. There is a logical contradiction between what is studied in the classroom and what would be required for reallife problems when there is doubt that the mathematics learned in school is useful outside of the classroom. As a result, the failure is directly attributed to the way teachers support learning in the classroom to encourage lifelong learning. This action research was conducted to enhance learning in Mathematics in solving quadratic equations using an Inquiry-Based Approach. The respondents were 135 Grade 9 students of Rizal High School, from EBEC sections namely 13, 15, and 31. A quasi-experimental pre-test-post-test design was employed in this study. The results revealed that there is a moderately significant difference in the performance of the students after their involvement in the intervention. This result was proven by a two-tailed z-test where the computed value of 40.81 is greater than the critical value of 1.96 at a 0.05 level of significance. Thus, the result clearly shows that inquiry-based instructional methods had a significant effect on students' ability to solve decontextualized mathematical problems. The researchers recommend using Inquiry-Based Approach in other topics in Mathematics and/or another field of Science to promote unboxed learners. [ABSTRACT FROM AUTHOR]

Incorporating augmented reality in college libraries is an innovatively emerging trend that could change how things are done. This research will assess the recent trends and opportunities that have evolved with AR technology for university libraries. Augmented reality enhances reality with digital information to bring new ways of engaging people with information and finding information more easily. In the same tradition, academic libraries have been classified as information services that utilize AR for the enrichment of learning spaces to make them interactive and responsive and meet a wide variety of educational needs. The recent trends are increased usage of AR for different library assignments that include library trips, interactive, improved searching systems of the information, and book displays. Enhancing the experience of the user and helping them learn the usage of technology is the foremost aspect of developing these applications. AR technology also enables one to create more understandable virtual models and games and add more teaching tools that students and scholars can use. There are several things that AR can do in college libraries: from finding facilities within the library to the provision of interactive learning resources that are accessible on mobile devices. Many challenges are also there in the effective implementation of AR in college libraries. For instance, it will require significant funds to purchase the necessary equipment and technology and to train library staff. Privacy issues also have to be dealt with when using data. Even though these problems exist, the potential for AR to enhance the usefulness and attractiveness of university libraries is vast. Academic libraries can remain at the technology's forefront since adopting AR. This will help them accommodate the demands of new users and change helpful in the digital age. This essay strongly points to the fact that all stakeholders are expected to put their efforts together and to strategically plan toward the realization of the successful implementation of AR at academic library service to result in an engaging, lively, and helpful learning environment. [ABSTRACT FROM AUTHOR]

The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants' course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education. [ABSTRACT FROM AUTHOR]

Nutritional status affects cognitive function in many types of organisms. In the pond snail Lymnaea stagnalis, 1 day of food deprivation enhances taste aversion learning ability by decreasing the serotonin (5-hydroxytryptamin; 5-HT) content in the central nervous system (CNS). On the other hand, after 5 days of food deprivation, learning ability and the CNS 5-HT concentration return to basal levels. How food deprivation leads to alterations of 5-HT levels in the CNS, however, is unknown. Here, we measured the concentration of the 5-HT precursor tryptophan in the hemolymph and CNS, and demonstrated that the CNS tryptophan concentration was higher in 5-day food-deprived snails than in non-food-deprived or 1-day food-deprived snails, whereas the hemolymph tryptophan concentration was not affected by the duration of food deprivation. This finding suggests the existence of a mediator of the CNS tryptophan concentration independent of food deprivation. To identify the mediator, we investigated autophagic flux in the CNS under different food deprivation conditions. We found that autophagic flux was significantly upregulated by inhibition of the tropomyosin receptor kinase (Trk)-Akt-mechanistic target of rapamycin complex 1 (MTORC1) pathway in the CNS of 5-day food-deprived snails. Moreover, when autophagy was inhibited, the CNS 5-HT content was significantly downregulated in 5-day food-deprived snails. Our results suggest that the hemolymph tryptophan concentration and autophagic flux in the CNS cooperatively regulate learning ability affected by different durations of food deprivation. This mechanism may underlie the selection of behaviors appropriate for animal survival depending on the degree of nutrition. [ABSTRACT FROM AUTHOR]

Objective: To compare didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Study Design: Descriptive Cross Sectional study Setting: Department of Medical Unit-IV, Nishtar Medical University Institutional Review Board. Period: Six weeks from mid of January to end of February 2020. Sample Size: Fifty four BDS students filled the feedback proforma. Material & Methods: The whole class of sixty students was taught respiratory system in medical unit IV by interactive lectures and didactic lectures. Out of 10 lectures in respiratory system, 5 lectures were conducted in interactive style and 5 were conducted in conventional lecture form on alternate basis. Each lecture had duration of one hour. Lectures were made interactive by interposing various activities. After the completion of 10 lectures, feedbacks from students were taken by giving students structured proforma. All the data was analyzed by SPSS version 24. Frequencies (percentages) were calculated for each ordinal data. A p-value was calculated for comparison of didactic lectures with interactive lectures regarding various variables. Results: Out of 54 students 51(94.5%) had given their opinion in favor of interactive lectures. The number of students who either agreed or strongly agreed to interactive lecture technique in comparison to didactic lecture regarding creation of interest, maintain attentiveness, promotion of retention, ease of learning, motivation for self-learning and critical thinking and promotion of classroom collaboration was significantly higher. Conclusion: Interactive lecture proved to be more acceptable and useful than didactic lecture for learning enhancement. [ABSTRACT FROM AUTHOR]

Innovation is a crucial subject among higher education institutions where engaging techniques have been used to enhance the teaching and learning process. For this reason, this study sought to determine what and how teachers applied innovative techniques to enhance student learning, retention, and academic performance. It used a descriptive research design with questionnaires and descriptive statistics like frequency counting, percentages, and ranking to obtain and analyze the data. The findings showed the top three teaching strategies as using audio-visual aids, doing oral presentations, and peer mentoring while majority of the students felt at ease learning from teachers who used audio-visual tools, PowerPoint presentations, peer mentoring, and team teaching. It also revealed that students considered speaking and presenting in front of the class as less appealing. Issues encountered included passive students, the lack of students' interest to explore, a loss of general interest, inadequate time for planning, a lot of paperwork, and scarcity of resources for teaching and learning. Finally, results identified that innovative techniques should foster a positive attitude toward learning, teach students habits for success, provide creativity, encourage independent learning and collaborative learning, develop language convergence, and expand the source of information. Behavioral problems could exist as difficulties encountered on the implementation of teaching methods, but these could be remedied by improving these methods and instilling values among the students. [ABSTRACT FROM AUTHOR]

Objective: To compare didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Study Design: Descriptive Cross Sectional study Setting: Department of Medical Unit-IV, Nishtar Medical University Institutional Review Board. Period: Six weeks from mid of January to end of February 2020. Sample Size: Fifty four BDS students filled the feedback proforma. Material & Methods: The whole class of sixty students was taught respiratory system in medical unit IV by interactive lectures and didactic lectures. Out of 10 lectures in respiratory system, 5 lectures were conducted in interactive style and 5 were conducted in conventional lecture form on alternate basis. Each lecture had duration of one hour. Lectures were made interactive by interposing various activities. After the completion of 10 lectures, feedbacks from students were taken by giving students structured proforma. All the data was analyzed by SPSS version 24. Frequencies (percentages) were calculated for each ordinal data. A p-value was calculated for comparison of didactic lectures with interactive lectures regarding various variables. Results: Out of 54 students 51(94.5%) had given their opinion in favor of interactive lectures. The number of students who either agreed or strongly agreed to interactive lecture technique in comparison to didactic lecture regarding creation of interest, maintain attentiveness, promotion of retention, ease of learning, motivation for self-learning and critical thinking and promotion of classroom collaboration was significantly higher. Conclusion: Interactive lecture proved to be more acceptable and useful than didactic lecture for learning enhancement. [ABSTRACT FROM AUTHOR]

The study has focused on the condition of children in the community, initiatives of tertiary sociology students for successful engagement, changes of the slum-dwelling children, and attainment of graduate and professional skills. A mixed-method of social survey, FGDs (Focus Group Discussion), and participant observation with close and open-ended questionnaires, face-to-face interviews, checklists, and Likert scale techniques have been used to collect primary data. The findings of the study show that students’ engagement helps to meet children’s educational, socialization, health care, and co-curricular needs and rights and some other needs of community people. It brings benefits for engaged students building stronger relations with graduate institutions, different organizations, and job providers, and attaining several graduate and professional skills, and abilities to become successful in personal and professional life.

Purpose: This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools., Methods: Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance., Results: Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio., Conclusion: To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students' required competencies and ultimate goals, and structure content accordingly.

Educational technology is the study and practice of using technology to facilitate and enhance learning performance. During the Covid-19 pandemic, digital learning and the use of information technology were one of the solutions to minimize the risk of Covid-19, according to the government's health protocol. As a Non-Governmental Organization (NGO), the Dharma Laksana Orphanage receives computer set donations from their funders. Based on preliminary reviews, the use of these computer devices is not optimal, both for students and teachers. The inability to optimize the use of computer devices seems to have an impact on the effectiveness of learning approaches by utilizing information technology. This Community Service was performed using the Service Learning methodology and was designed to assist in the development of human resources related to learning methods and media used during the Covid-19 pandemic. During this activity, Edmodo, the leading social learning platform, was successfully introduced. Blended Learning with Google Apps is also covered. It increased both student and teacher awareness of digital learning, as well as teacher competence in creating interactive learning media, by introducing a variety of educational platforms.

Viral infections can be detrimental to the foraging ability of the western honey bee, Apis mellifera. The deformed wing virus (DWV) is the most common honey bee virus and has been proposed as a possible cause of learning and memory impairment. However, evidence for this phenomenon so far has come from artificially infected bees, while less is known about the implications of natural infections with the virus. Using the proboscis extension reflex (PER), we uncovered no significant association between a simple associative learning task and natural DWV load. However, when assessed through a reversal associative learning assay, bees with higher DWV load performed better in the reversal learning phase. DWV is able to replicate in the honey bee mushroom bodies, where the GABAergic signalling pathway has an antagonistic effect on associative learning but is crucial for reversal learning. Hence, we assessed the pattern of expression of several GABA-related genes in bees with different learning responses. Intriguingly, mushroom body expression of selected genes was positively correlated with DWV load, but only for bees with good reversal learning performance. We hypothesise that DWV might improve olfactory learning performance by enhancing the GABAergic inhibition of responses to unrewarded stimuli, which is consistent with the behavioural patterns that we observed. However, at higher disease burdens, which might be induced by an artificial infection or by a severe, natural Varroa infestation, this DWV-associated increase in GABA signalling could impair associative learning as previously reported by other studies., Competing Interests: Competing interests The authors declare no competing or financial interests., (© 2024. Published by The Company of Biologists Ltd.)

Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students’ perceptions of these practices are critical for deepening this understanding. Purpose: The aim of this study was to investigate students’ perceptions of a group journal activity (GJA) on learning enhancement and to present a model that illustrates the reflective-learning process of the GJA. Methodology/Approach: Three questionnaires (pre, post, and 2 months after) were distributed to 22 expedition participants in 2013 and 2015. Responses were analyzed to identify the learning benefits of the GJA, and grounded theory was used to develop the process model. Findings/Conclusions: A positive relationship exists between students’ participating in the GJA and self-reported perception of learning. Students report the GJA as having similar benefits as traditional personal journal-writing with the added benefits of promoting learning from others’ perspectives, enhancing understanding of others, promoting reflective communication skills, and providing a tangible record of experience which enables continued reflection and learning. A process model illustrates the recursive cycle of writing, sharing, and discovery that the GJA enables. Implications: This research presents the GJA as an uncommon form of journaling in outdoor education and demonstrates the GJA’s potential for enhancing learning. The model outlines the effective use of the GJA. [ABSTRACT FROM AUTHOR]

In this paper ,we use new treatment ,Differential Evolution,, Differential Evolution (DE) has been used to determine optimal value for ANN parameters such as learning rate and momentum rate and also for weight optimization. In ANN, there are many elements need to be considered, and these include the number of input nodes, hidden nodes, output nodes, learning rate, momentum rate, bias parameter, minimum error and activation/transfer functions. Three programs have developed; Differential Evolution Neural Network (DENN), Genetic Algorithm Neural Network (GANN) and Particle Swarm Optimization with Neural Network (PSONN) to probe the impact of these methods on ANN learning using various datasets. The results have revealed that DENN has given quite promising results in terms of convergence rate and smaller errors compared to PSONN and GANN.

The Highly Immersive Visualisation Environment (HIVE) is equipped with a two-channel tracked ActiveWall (8m x 2m) and a variety of software for panoramic and virtual tours, spatial, seismic, reservoir estimation, mining, and structural modelling in combination with advanced 3D projection and high-performance computing facilities. These capabilities make the HIVE a truly unique tool suitable for data modelling, management, and analysis. The HIVE’s stereoscopic 3D capabilities allow for exceptional data visualization and interpretation through various modelling techniques. The system’s 3D projection, motion tracking, and alternating glasses provide an immersive experience for users to demonstrate specific items such as digital elevation models (DEM) and other types of spatial data. The HIVE is also capable of displaying parallax-based stereographic images using either special alternating glasses or anaglyphic glasses. The advantage of using a HIVE, as compared to other 3D visualization systems, is that the rendition of the images is as immersive as the usage of 3D-goggles but available to all participants in the viewing room at once as opposed to individuals using their own 3D goggles. The HIVE system has been used to prepare first-year students in Geology for their field-based training of their degree programme. Due to the COVID-19 pandemic and social distancing regulations, virtual tools were used to illustrate some of the features taught in class. Results obtained from reflective questions completed after the use of the virtual tours presented valuable information on how to improve the virtual tours. Some of the suggestions made were to provide more video explanations for the various outcrop or geological feature stops and use more overlays and explanatory texts. Post-COVID-19 pandemic, virtual field trips (VFTs) were enhanced using various tools to create them. Google Earth images were used for expert-novice contrast to build the initial virtual tours. The 3600 landing images of the field areas were enhanced with high-resolution imagery of critical details to observe as well as explanatory notes and overlays to indicate key features to look out for. High-resolution videos and still images from a drone were added to improve the spatial realization of the magnitude of the geological features of interest. Exposing students in advance to characteristic features they will be observing in the field using these VFTs helped them know what to look for and “hit the ground running.” By making the VFTs available on the University’s digital instructional platform (iKamva) for a week prior to the excursion, students were allowed to familiarize themselves with the features they would be exposed to during the field trip. The learning gain of 109 students because of these VFTs was analysed using the Paired Samples t-Test where average scores of eleven pre- and post-VFT questions were compared. The paired samples t-test for a class of 109 first-year geology students showed that participants’ level of understanding of the 11 different geological concepts assessed increased from pre-VFT (M = 4.71, SD = 1.94) to post-VFT (M = 7.06, SD = 3.20; t = 6.67, p = 0.00, d = 0.64) with a pooled standard deviation of 3.68 for the pair. The paired samples t-test is a statistical test that determines whether the mean change for these pairs is significantly different from zero. In this case, the null hypothesis was rejected, meaning that the 2.35 mean differential in the total scores is a 49.9% increase in average score of the post-VFT assessment and was not due to chance variation (p < 0.05). The standardized effect size of the mean difference (Cohen’s d) can be considered as a signal-to-noise ratio (mean differential = signal and pooled variability = noise). The Cohen’s d value of 0.64 for this work indicated a medium effect size. These results indicate that preparation of this nature for a real field excursion does indeed prepare students better for the real-life experience. Future research may focus on building real-life environments using AR/VR and gaming software. [ABSTRACT FROM AUTHOR]

Background For decades film has proved to be a powerful form of communication. Whether produced as entertainment, art or documentary, films have the capacity to inform and move us. Films are a highly attractive teaching instrument and an appropriate teaching method in health education. It is a valuable tool for studying situations most transcendental to human beings such as pain, disease and death. Objectives The objectives were to determine how this helps students engage with their role as health care professionals; to determine how they view the personal experience of illness, disease, disability or death; and to determine how this may impact upon their provision of patient care. Design, Setting and Participants The project was underpinned by the film selection determined by considerate review, intensive scrutiny, contemplation and discourse by the research team. 7 films were selected, ranging from animation; foreign, documentary, biopic and Hollywood drama. Each film was shown discretely, in an acoustic lecture theatre projected onto a large screen to pre-registration student nurses (adult, child and mental health) across each year of study from different cohorts ( n = 49). Method A mixed qualitative method approach consisted of audio-recorded 5-minute reactions post film screening; coded questionnaires; and focus group. Findings were drawn from the impact of the films through thematic analysis of data sets and subjective text condensation categorised as: new insights looking through patient eyes; evoking emotion in student nurses; spiritual care; going to the moves to learn about the patient experience; self discovery through films; using films to link theory to practice. Results Deeper learning through film as a powerful medium was identified in meeting the objectives of the study. Integration of film into pre registration curriculum, pedagogy, teaching and learning is recommended. Conclusion The teaching potential of film stems from the visual process linked to human emotion and experience. Its impact has the power to not only help in learning the values that underpin nursing, but also for respecting the patient experience of disease, disability, death and its reality. [ABSTRACT FROM AUTHOR]

Students’ perceptions of the enhancement of their learning through use of social media in hospitality education remain largely unexplored. This article aims to investigate this topic and, in particular, to identify the factors affecting these perceptions, using the most popular social media site in mainland China (Tencent QQ -www.qq.com) as an example. The results show that students’ attitudes to the enhancement of their learning through social media are positive in terms of networking and relationship building. Differences in students’ perception according to gender, year of study, and experience of social media use were examined. [ABSTRACT FROM PUBLISHER]

Operation and status of computers in teaching laboratories can significantly influence motivation and expectation of students, thus resulting in a reduction of their academic progress. To address this issue, this paper presents a complete deployment, management, and maintenance tool for operating systems (OS) called OpenGnSys. As part of a larger educational project, OpenGnSys has been tested in a real computer lab with the aim of improving teaching and learning in classroom. OpenGnSys provides an easy and intuitive way to administrate labs from a graphical user console with remote backup functions. Its design comprises a two-node high availability cluster for both hardware infrastructure and computer services, thus ensuring the availability of essential lab equipment. Additionally, this paper proposes a methodology for the installation, maintenance and quality control for computers and laboratory equipment by site acceptance tests (SATs). The main interest of the proposed SATs lies in representing a standardized procedure, which intends to facilitate and determine the degree of compliance with lab specification and operation services. In order to address the research problem, we analyzed OpenGnSys including lab technicians, 94 students and 7 teachers on Computer Science along three academic years. As a result, the OpenGnSys management system has demonstrated the effectiveness of the followed methodology and positively influenced the students' academic progress. [Copyright &y& Elsevier]

The article presents a study which explores the benefits for the online experience gained by the participating learners from engaging in peer support partnerships. The study uses Moodle software package to organise the online learning and to facilitate communication. Results show that the benefits of a peer support partnership is depending on the level of responsibility taken by the learners to support their partner.

The article presents a study on the human resource management (HRM) dimensions and how it influence organisational learning. It says that HRM principles and organisational learning are considered preliminary factors in creating integrated conceptual model. It examines various HR practices including employee recruitment and selection, performance appraisal, and training and development which are all aimed at cultivating organisational learning.

The article informs on the importance and worth of a peer education method following an argument on the requirement of a change in theoretical underpinning, rationale and practice. The community based youth work can gain from the developments in higher education where peer education has become routine rather than exceptional practice. It is projected that the value of this system lies in the upgrading of teaching and learning across formal and informal learning environments.

Objective: Previous work has demonstrated that two synthetic peptides can prevent prenatal alcohol-induced damage as assessed by prevention of learning abnormalities in adult offspring as well as improve outcome from traumatic brain damage. The current studies were undertaken to evaluate whether these peptides could enhance performance in a learning and memory paradigm when administered either prenatally or to aged mice. Study design: For prenatal treatment, C57Bl6/J mice were treated on gestational day 8 with 1 oral administration of D-NAP or D-SAL alone or D-NAP + D-SA L or a double dose of D-SAL. Control groups were same-regimen treated with vehicle alone. Learning was assessed in adult male offspring (35–50 days) by using the Morris water maze. To evaluate aged animals, 12-month-old mice were treated with D-NAP and D-SAL or vehicle alone daily and tested on the Morris water maze. Results: Offspring exposed prenatally to D-NAP + D-SAL learned significantly faster than controls, with an earlier onset of learning and an overall decreased latency to find the hidden platform (P < .05). Animals exposed prenatally to either D-NAP or D-SAL alone learned similar to control, with a trend toward faster latencies. Aged animals who received D-NAP + D-SAL learned significantly faster than age-matched controls, with an earlier onset of learning (P < .05). Conclusion: Combined D-NAP + D-SAL enhanced learning in healthy young mice and aged mice. These findings suggest potential therapeutic interventions not only during a critical developmental period, but also in aged animals. [ABSTRACT FROM AUTHOR]