Multilayered films produced by layer-by-layer assembly of chitosan and alginate as a potential platform for the formation of human adipose-derived stem cell aggregates

The construction of multilayered films with tunable properties could offer new routes to produce biomaterials as a platform for 3D cell cultivation. In this study, multilayered films produced with five bilayers of chitosan and alginate (CHT/ALG) were built using water-soluble modified mesyl and tosylâ CHT via layer-by-layer (LbL) self-assembly. NMR results demonstrated the presences of mesyl (2.83 ppm) and tosyl groups (2.39, 7.37 and 7.70 ppm) in the chemical structure of modified chitosans. The buildup of multilayered films was monitored by quartz-crystal-microbalance (QCM-D) and film thickness was estimated using the Voigt-based viscoelastic model. QCM-D results demonstrated that CHT/ALG films constructed using mesyl or tosyl modifications (mCHT/ALG) were significantly thinner in comparison to the CHT/ALG films constructed with unmodified chitosan (p < 0.05). Adhesion analysis demonstrated that human adipose stem cells (hASCs) did not adhere to the mCHT/ALG multilayered films and formed aggregates with sizes between ca. 100â 200 µm. In vitro studies on cell metabolic activity and live/dead staining suggested that mCHT/ALG multilayered films are nontoxic toward hACSs. Multilayered films produced via LbL assembly of ALG and off-the-shelf, water-soluble modified chitosans could be used as a scaffold for the 3D aggregates formation of hASCs in vitro.This paper was partially financed by the ELASTISLET H2020-NMP-2014-646075 project, Fundo Social Europeu (FSE) and Programa Operacional de Potencial Humano (POPH). Javad Hatami, Rui R. Costa and Mariana B. Oliveira acknowledge the Fundação para a Ciência e Tecnologia (FCT) for grants SFRH/BPD/117202/2016, SFRH/BPD/95446/2013 and SFRH/BPD/111354/2015, respectively. Sandra G. Silva acknowledges the grant from ComplexiTE project.info:eu-repo/semantics/publishedVersio

Wearing face mask detection using deep learning through COVID-19 pandemic

During the COVID-19 pandemic, wearing a face mask has been known to be an effective way to prevent the spread of COVID-19. In lots of monitoring tasks, humans have been replaced with computers thanks to the outstanding performance of the deep learning models. Monitoring the wearing of a face mask is another task that can be done by deep learning models with acceptable accuracy. The main challenge of this task is the limited amount of data because of the quarantine. In this paper, we did an investigation on the capability of three state-of-the-art object detection neural networks on face mask detection for real-time applications. As mentioned, here are three models used, Single Shot Detector (SSD), two versions of You Only Look Once (YOLO) i.e., YOLOv4-tiny, and YOLOv4-tiny-3l from which the best was selected. In the proposed method, according to the performance of different models, the best model that can be suitable for use in real-world and mobile device applications in comparison to other recent studies was the YOLOv4-tiny model, with 85.31% and 50.66 for mean Average Precision (mAP) and Frames Per Second (FPS), respectively. These acceptable values were achieved using two datasets with only 1531 images in three separate classes.Comment: Accepted to Scientia Iranica Journa

The Impacts of Sustainable Residential Interior Space on Inhabitant’s Emotions

Focusing on inhabitant’s climate comfort causes the neglect of personal and aesthetic factors that have effects on emotions and psychological comfort. Blindly adhering to sustainable design principles regardless of the basic architectural design parameters cause similar interior spaces in today’s housing of Iran. Interior space form is one the main design factors that has some effects on inhabitant’s emotions. It is a correlation research to study inhabitant’s emotions towards sustainable interior space by focusing on interior form. It illustrates that form can consider as an influential factor in creating and improving sustainable conditions according to inhabitant’s emotions.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning &amp; Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Sustainable interior design; emotion; shape; PA

Computer-supported collaborative concept mapping : The effects of different instructional designs on conceptual understanding and knowledge co-construction

AbstractComputer-supported collaborative concept mapping (CSCCM) leverages technology and concept mapping to support conceptual understanding, as well as collaborative learning to foster knowledge co-construction. This article investigated the effect of different instructional designs using CSCCM on students’ conceptual understanding, and on the type of processes of knowledge co-construction that students engage. Participants (N = 120) were 10th graders enrolled in their physics course, randomly distributed in dyads. They were asked to draw concept maps related to the conservation of energy law, by using CSCCM with different instructional designs (i.e., control, Exp. 1 and Exp. 2). In the control condition, dyads worked collaboratively all the time. In both Exp. 1 and Exp. 2, dyads worked first individually (one week) and then collaboratively (two weeks). However, in Exp. 2, the individual concept map was shared with the peer before collaborating. Conceptual understanding improved significantly for learners in all three experimental conditions, especially in Exp. 2. Statistically significant differences were found in students’ knowledge co-construction among the three conditions. Dyads in the control group showed a significantly higher use of quick consensus-building. Dyads in Exp. 1 showed a significantly higher reliance on externalization and elicitation. Dyads in Exp. 2 showed a significantly higher enacting of integration- and conflict-oriented consensus building. Accordingly, an instructional design like Exp. 2 optimizes CSCCM learning outcomes in terms of conceptual understanding and knowledge co-construction.Abstract Computer-supported collaborative concept mapping (CSCCM) leverages technology and concept mapping to support conceptual understanding, as well as collaborative learning to foster knowledge co-construction. This article investigated the effect of different instructional designs using CSCCM on students’ conceptual understanding, and on the type of processes of knowledge co-construction that students engage. Participants (N = 120) were 10th graders enrolled in their physics course, randomly distributed in dyads. They were asked to draw concept maps related to the conservation of energy law, by using CSCCM with different instructional designs (i.e., control, Exp. 1 and Exp. 2). In the control condition, dyads worked collaboratively all the time. In both Exp. 1 and Exp. 2, dyads worked first individually (one week) and then collaboratively (two weeks). However, in Exp. 2, the individual concept map was shared with the peer before collaborating. Conceptual understanding improved significantly for learners in all three experimental conditions, especially in Exp. 2. Statistically significant differences were found in students’ knowledge co-construction among the three conditions. Dyads in the control group showed a significantly higher use of quick consensus-building. Dyads in Exp. 1 showed a significantly higher reliance on externalization and elicitation. Dyads in Exp. 2 showed a significantly higher enacting of integration- and conflict-oriented consensus building. Accordingly, an instructional design like Exp. 2 optimizes CSCCM learning outcomes in terms of conceptual understanding and knowledge co-construction

Examining the impact of using stop-motion technique on enhancing the quality of scientific reasoning skills of secondary school students

The main purpose of this study is to determine the effectiveness of the stop motion technique in improving the scientific reasoning of third grade high school students in the chemistry course with the subject of electroplating. The study sample includes 150 students, all of whom were studying in two fields of mathematics and experimental studies in the academic year of 2011-2012. The approach of this research is quantitative and the method used is quasi-experimental, of the Salomon four-group design. Also, in terms of purpose, it is among applied researches. The sampling method is cluster. This research was done with two experimental groups and one control group. in experimental group 1; Training using stop motion technique was used in an unstructured way. in experimental group 2; Training was used in a structured way using the stop motion technique. Static model was used in the control group. The sources of data collection in this study to study the breadth and depth of vision are: audio recording, step-by-step notes of the researcher, individual interviews with students.To analyze the research data, statistical methods were used at two descriptive levels (central and dispersion indices) and inferential (t-test and analysis of variance). The results showed that the use of unstructured stop motion technique has a more effective role in improving students' scientific reasoning skills than structured stop motion technique and static model

Effectiveness of Direct Transcranial Stimulation with Reading Instructions on Dyslexic Children’s Working Memory and Reading Performance: Evidence of Event-Related Potentials

This study aims to detect the effectiveness of transcranial direct stimulation with reading instruction on dyslexic children’s working memory and reading performance. The research method is quasi-experimental with pre-test and post-test with non-equivalent groups, and is applied in term of purpose. The statistical population consists of all dyslexic students (7–9 years old) referring to Atieh Clinic in Tehran during 2015:7–2015–9 and 2016:6–2016:8, among which 16 students (12 boys and 4 girls) were selected by convenience sampling method. The experimental group received an individualized curriculum plus transcutaneous direct stimulation in the left prefrontal cortex for 10 sessions, while the control group received 10 sessions of simulated transcutaneous stimulation (indoctrination) in the same condition. Cambridge Neuropsychological Test Automated Battery (CANTAB), Stanford-Binet Intelligence Scales, Fifth Edition (SBIS-5), and Woodcock Johnson academic achievement reading cluster (WJ III) were used for data collection, and the data was analyzed by using SPSS software. The results of multivariate analysis of covariance showed that the indices including verbal memory, nonverbal memory, memory capacity, reading fluency as well as the error of committing and deleting after receiving transcranial direct stimulation were significantly changed (P>0.001). Accordingly, one can say that the increased excitability of the left prefrontal cortex using transcranial direct stimulation can improve some reading and memory parameters in dyslexic children

Multi-Type Assessment of Global Droughts and Teleconnections

Several drought indices have been developed based on various processes (e.g., precipitation, soil moisture, vegetation health) that respond differently to modes of climate variability, shadowing their relatability to teleconnections, which in turn, limits drought forecasting. In this study, we advanced the multivariate analysis of droughts by using long-term Terrestrial Water Storage estimates, soil moisture and precipitation data along with normalized difference vegetation index. To this end, we employed a Vine copula approach using Archimedean and Elliptical copula families to generate two novel multivariate drought indices called Combined Standardized Drought Index (CSDI), based on agricultural, meteorological, hydrological and ecological univariate indices (i.e., the Eco-meteo-hydrologic index and the Agro-meteo-hydrologic index) for 33 major river basins across the globe between 1982 and 2015. To overcome the challenges associated with vine copula building blocks, we exhausted the possible choices of vine trees and selected the superior model based on a variety of performance metrics. CSDIs showed an integrated representation of univariate drought indices and revealed a more comprehensive and improved picture of intensity, duration and frequency of droughts. Our composite analysis showed that El Niño and La Niña have a significant impact on the regional drought occurrences across the globe, with highest impacts observed for fall. Results also showed that CSDIs can extract more conclusive anomalies in response to ENSO signals than univariate indices, as they better represent the ecosystem response to teleconnections

Technology-Enhanced Differentiated Instruction: A Narrative Review

Considering the diverse needs and characteristics of learners in e-learning environments is essential, and with the integration of technological tools in learning settings, this has become a focal point of research in the field of education. This study aims to explore differentiated instruction as an approach that deeply considers learners' differences in e-learning environments. It identifies the operational challenges of implementing this approach and ultimately proposes solutions to overcome these challenges by leveraging the capabilities of technology-enhanced learning potential. The methodology of this research was a narrative review, conducted by searching information sources using specific keywords and based on predefined inclusion and exclusion criteria. The findings reveal that the main challenges of adopting differentiated instruction in e-learning include time-consuming design and organization, the need for digital capabilities of teachers, the diversity and fluctuation of learner profiles and the challenge of managing large online classes and the challenges of assessment and feedback. The reviewed research emphasizes the role of data-driven approaches in education, such as learning analytics, in enhancing e-learning environments and addressing the operational challenges of differentiated instruction. In conclusion, suggestions for further research on the application of differentiated instruction in e-learning and the use of data through learning analytics to facilitate the adoption of this approach are presented.IntroductionThe increasing diversity of learners in educational settings, combined with the rise of online learning, presents unique challenges for educators. To address the varied needs of students, differentiated instruction (DI) has emerged as an effective pedagogical approach, which involves tailoring instruction to meet the diverse needs, interests, and readiness levels of individual learners. However, implementing DI in technology-enhanced learning (TEL) environments introduces several challenges, particularly in online settings where interactions are often less direct, and learning environments are more complex.This study explores these challenges and investigates how learning environment data, particularly through learning analytics (LA), can help educators overcome the hurdles of implementing DI effectively. The potential of TEL to collect and analyze learning data is vast, and this data can be utilized to tailor learning experiences that support DI. This narrative review aims to identify the key implementation challenges of DI in TEL environments and explores how data-driven approaches can help address these issues.DI involves adapting instruction to meet individual learner needs, with widely accepted models such as Tomlinson’s model and Hall’s model that provide frameworks for its implementation. In TEL environments, DI can be implemented through "diffuse approaches," "self-directed learning," and "model-based differentiation." These strategies allow teachers to personalize learning pathways, ensuring that each learner can engage with content that suits to their specific profile. Research has demonstrated that DI can enhance learner engagement, improve learning outcomes, and boost motivation and satisfaction. However, there are some research focusing on the specific challenges and solutions for DI implementation in TEL environments, especially in higher education and professional development contexts.To address this research gap, the following research questions are presented:RQ1: What are the key implementation challenges of DI in TEL environments?RQ2: How can data from the learning environment solve these implementation challenges?This narrative review identifies the challenges of DI implementation in TEL environments and explores how LA can provide solutions to these challenges, enabling more effective DI in online learning contexts.. MethodThis study employs a narrative review approach to explore the challenges and potential solutions for implementing DI in TEL environments. Narrative reviews are ideal for synthesizing diverse research findings from both quantitative and qualitative studies, allowing for a comprehensive examination of the topic across multiple disciplines. By utilizing critical narrative synthesis, this review integrates findings from various educational contexts to present a broad perspective on DI implementation in TEL settings.A comprehensive search of international academic databases was conducted to identify relevant studies. Search terms included combinations of “differentiated instruction,” “online learning differentiation,” “differentiated instruction challenges,” and “technology-enhanced differentiated instruction.” The search was not limited to any specific timeframe, ensuring that the most relevant studies are captured. Inclusion criteria focused on research that addressed DI at various educational levels and in different contexts, particularly those that investigated the use of TEL.Thematic analysis was used as the primary method of data analysis to identify recurring challenges faced by educators when implementing DI in online learning environments. Specific codes were assigned to sections of studies discussing these challenges, and emerging themes were grouped to form a comprehensive understanding of the key obstacles. This iterative process allowed for refinement of the codes and categories, ultimately identifying five major challenges in DI implementation in TEL environments.After identifying these core challenges, the study explores how learning analytics can be employed to address these issues and support the successful implementation of DI in TEL environments.FindingsResearch Question 1:What are the key implementation challenges of DI in TEL environments?This review identified five major challenges that educators are faced with when implementing differentiated instruction (DI) in online learning environments:Time-Consuming Design and Organization: Implementing DI requires significant time and resources due to the need to create and manage multiple sets of materials that cater to diverse learner profiles. The challenge is intensified in online settings, where learner diversity is more profound.Need for Teachers' Digital Competencies: Teachers must have strong digital skills to implement DI effectively. They need to be proficient in using technology to create personalized learning experiences and engage learners with interactive tools.Diversity and Variability in Learner Profiles: Learner profiles, including interests and readiness levels, change constantly. This variability makes it difficult for teachers to adapt instruction in online environments, where interactions are less direct.Managing Large Online Classes: Meeting the diverse needs of learners in large online classes is resource-intensive and demands careful planning to ensure all learners receive personalized instruction.Challenges in Assessment and Feedback: Providing timely, personalized feedback is difficult in online environments. Teachers require effective tools, often dependent on learning analytics, to assess progress and deliver relevant feedback.Research Question 2:How can data from the learning environment address these implementation challenges?Learning analytics (LA) offers promising solutions for addressing the challenges of DI in TEL environments. LA systematically collects and analyzes learner data to inform instructional decisions and personalize learning experiences.Providing Timely Data for Personalized Learning Design: LA automates data collection and analysis, allowing teachers to quickly visualize learner performance and guide content creation, reducing the time needed for personalized instruction.Facilitating Teachers' Use of Digital Platforms: LA provides user-friendly tools that simplify data interpretation, allowing teachers to adjust instruction without needing advanced technical skills.Handling Learner Profile Diversity: LA helps educators track and analyze learner behaviors, enabling them to group learners with similar profiles and tailor instruction to meet their specific needs.Improving Management of Large Online Classes: LA offers real-time insights into learner performance, allowing teachers to manage diverse learner needs in large classes more effectively.Enhancing Assessment and Feedback: LA automates feedback mechanisms, providing timely, personalized suggestions and allowing teachers to continuously assess learners and target support where needed. Result and DiscussionThis narrative review explored the challenges of implementing DI in TEL environments and examined how data-driven approaches, particularly LA can help address these issues. This study identified five key challenges: the time-consuming nature of designing and organizing personalized content, the need for advanced digital competencies among educators, the diversity and variability of learner profiles, the difficulty in managing large online classes, and the complexities of assessment and feedback in online settings. LA offers promising solutions to these challenges by automating data collection and analysis, providing real-time insights into learner behavior, and simplifying the use of digital tools. This allows educators to tailor more effectively instruction to individual learners and manage large groups with diverse needs. Additionally, LA enhances the feedback process by offering continuous, personalized evaluations based on real-time data. While implementing DI in TEL environments is resource-intensive, LA can streamline many aspects of this process, improving both efficiency and effectiveness. Further research is required to assess the long-term impact of LA on learner outcomes and its scalability in various educational contexts

INVESTIGATIVE STUDY OF PREFERRED SOCIAL MEDIA MARKETING IN SAFEER MALL, SOHAR, OMAN

Purpose The objectives of the study are to examine the customer choice of preference among the various marketing strategies (Social Media, MMS/SMS, advertisement through newspapers, magazines, etc.); to investigate the awareness of social media marketing and, to find out the preferred social media platform and the security concerns of the customers with respect to such platforms. Design/methodology/approach The sample survey was involving both qualitative and quantitative methods of data collection. 202 samples were collected through a well-defined questionnaire. The sample included 102 customers of the Mall, 50 university students (both of these samples were selected on a convenient sampling basis) and 50 residents from Safeer vicinity (selected on a simple random sampling basis). Findings The empirical results reveal that an easy and good means to influence the customers of the mall is through social media marketing. The study also reveals that customers do not feel secure through social media, as their identities might be stolen or misused. The study confirms that customers do not perceive social media marketing as an attractive and effective tool as they still prefer traditional methods. Social Implications The study emphasizes on the mall's participation and posting of more contents to their social media pages, clarifying the customers on the security issues. The malls should use social media marketing along with the traditional marketing method so as to cope up with the preferences of the customers.&nbsp;The study confirms that it is good means to approach the customers of the mall through social media marketing. Originality/value No study has investigated the awareness and the preferences of the social media marketing platforms of the malls of Oman, and this study will help the malls to plan on the new marketing avenues and techniques