Correlation Between Self-learning Readiness and Self-study Activities in Higher Education

The dynamics of learning in higher education today, right down to the stage of producing graduates that oriented are towards sustainable learning needs (long life learning), and meeting the needs of a specific market need. This has resulted in universities implementing self-learning, which is characterized by the interaction of lecturers and students in organizing learning, giving a greater share to students. The readiness of universities in carrying self-learning, in this study emphasizes the interactions found of lecturers and students in accommodating forms of self-learning activities consisting of Apprenticeship, Urban Development, Student exchange/ interscience, Research Collaboration, Entrepreuneurial, Independent Project, Community Engagement, and Learning Society. The result on lecturer respondents using a linear regression approach, shows that the factors of Apprenticeship and Research Collaboration activities, have little effect on the readiness of universities in carrying out Self-Learning activities, which shows that lecturers have to provide the widest possible opportunity for students to engage directly, in Apprenticeship and research activities. Keywords: Self Learning, Self Study, Higher Educatio

Comparison Mechanical Properties of Two Types of Light Weight Aggregate Concrete

This paper presents the behavior of concrete properties by replacing the conventional coarse aggregate used in the concrete mixture by two types of lightweight aggregate; Expanded Perlite Aggregate (EPA) and Volcanic Pumice (VP). To fulfill this aim; three laboratory tests were applied; density, compressive strength, and abrasion resistance, that conducted to extrapolate the range of the changes in the properties of concrete with existence those types of aggregate in the mixture. Also, the volumetric proportion adopted as a strategy for replacing the coarse aggregate by EPA or VP in the concrete mixture. Then, the volumetric proportion ranged from 10% to 50% with the variation step was 10%. Therefore, ten concrete mixtures are prepared and divided into two groups; each group contains five concrete mixes to represent the volumetric replacement (10-50)% of conventional coarse aggregate by EPA or VP. On the other hand, one extra mixture designed by using conventional aggregate (coarse and fine aggregate) without any inclusion of EPA or VP to be considered as a reference mixture. The obtained laboratory results of this study proved that the density, compressive strength, and abrasion resistance readings of concrete decreased at any volumetric proportion replacement of coarse aggregate by EPA or VP. The decrease in density and compressive strength of concrete readings amounted the peak level at 50% replacing of coarse aggregate by EPA, which were 38.19% and 77.37%, respectively than the reference mixture. Additionally, the compressive strength is an important factor affecting the abrasion resistance of concrete mixture, and loss of abrasion decreased as compressive strength increased

Synthesis, Characterization and Study of Antibacterial Activity of a New Schiff Base Ligand and Its Complexes with Co(II), Ni(II), Cu(II), Cd(II) and Hg(II) Metal Ions

Some coordination complexes of Co(??), Ni(??), Cu(??), Cd(??) and Hg(??) are reacted in ethanol with Schiff base ligand derived from of 2,4,6- trihydroxybenzophenone and 3-aminophenol using microwave irradiation and then reacted with metal salts in ethanol as a solvent in 1:2 ratio (metal: ligand). The ligand [H4L] is characterized by FTIR, UV-Vis, C.H.N, 1H-NMR,13C-NMR, and mass spectra. The metal complexes are characterized by atomic absorption, infrared spectra, electronic spectra, molar conductance, (C.H.N for Ni(??) complex) and magnetic moment measurements. These measurements indicate that the ligand coordinates with metal (??) ion in a tridentate manner through the nitrogen and oxygen atoms of the ligand, octahedral structures are suggested for these complexes. Antibacterial activity of the ligand [H4L] and its complexes are studied against (gram positive) and (gram negative) bacteria [Escherichia coli, Pseudomonas aeruginosa, Staphylococcus aureus and Bacillus]. The proposed structure of the complexes using the program, Chem office (2006) and the general formula has been given for the prepared ligand complexes K2[M(H2L)2]

Distribution of abo blood group, rhesus factor and haemoglobin genotype in Maiduguri Metropolis, North-eastern Nigeria

To establish the frequency distribution of ABO, Rhesus (Rh) blood groups and haemoglobin genotype in Maiduguri metropolis. Methods: A total of four hundred and seventy subjects consisting of males and females were enrolled into the study. The subjects enrolled were university students and patients coming to the haematology department of the university of Maiduguri teaching hospital they were randomly selected and their ABO blood groups, Rhesus D antigen and genotype were determined. Results: The distribution of the blood groups antigen evaluated by our study are as follows; Blood group O were found to be231 (49.1%), blood group B categorized as 104 (22.1%),blood group A91 (19.3%), and blood group AB had the least 46 (9.3%).The Rhesus (Rh D) factor positivity was 399 (85%), and that (Rh D) negativity were71 (15%). The haemoglobin genotype were expressed as HbAA, AS, SS, AC and SC and the study revealed frequencies of AA, 297 (63.2%), AS, 122 (26%), SS,32 (6.8%),AC 12 (2.5%) and SC 07 (1.4%). Conclusion: This study showed that blood group O is predominant than the other blood groups and that blood group AB had the least. Rhesus (D) positivity was 85% as compared to Rhesus (D) negativity of 15%. The haemoglobin genotype showed HbAA had the highest occurrence, while SC had the least

Immersive competence and immersive literacy: Exploring how users learn about immersive experiences

While immersive experiences mediated through near-eye displays are still a relatively immature medium, there are millions of consumer devices in use. The level of awareness of the forms of the interface and media will vary enormously across the potential audience. Users might own personal devices or might encounter immersive systems in various venues. We introduce the term immersive competence to refer to the general practical knowledge and skills that users accumulate about how typical immersive interfaces work—the ways in which buttons are used, main locomotion techniques, etc. We then introduce the term immersive literacy to refer to awareness of how immersive interfaces are unique, when they might be appropriate, typical forms of media, etc. We sketch out how users develop competence and literacy with immersive media, and then highlight various open questions that are raised