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The study aimed to investigate the learning styles and multiple intelligences of English as foreign language (EFL) college-level students. "Convenience sampling" (Patton, 2015) was used to collect data from a population of 250 students enrolled in seven different academic departments at the College of Basic Education in Kuwait. The data elicitation instrument was derived from two standardized surveys: one on learning styles (Oxford, 1998) and one on multiple intelligences (Christison, 1998). Data collection utilized the Google Forms interface to facilitate participants' access and responses to survey items through their mobile phones. Data analysis identified the participants' general learning styles and multiple intelligences. The "Microsoft Excel" software program was used by the researchers to generate means, percentages, ranks, and standard deviations. Results indicated that while the participants' dominant learning styles were global, extroverted, hands-on, and visual, their dominant multiple intelligences were interpersonal, visual, and kinesthetic. Implications for pedagogy included recommendations to accommodate students' visual learning styles and multiple intelligences through the use of visual stimuli like PowerPoint presentations, charts, and graphs. In order to accommodate students' extraverted and hands on learning styles as well as their interpersonal and kinesthetic intelligences, the researchers recommended the use of group activities such as role plays, simulations, and debates. Implications for future research included conducting learning styles and multiple intelligences studies in other colleges in Kuwait.

This study aims to test the extent to which 80 Kuwaiti EFL learners are aware of prenominal adjective ordering system in English, particularly how it affects Kuwaiti EFL learners' grasp on English grammar. In addition, it checks whether the English proficiency level of the participants plays a role in their answers on the test. Therefore, a prenominal adjective ordering test was used to measure the participants' ability to produce the correct order of prenominal adjectives in English. This research instrument was chosen on the basis of the researchers' belief that this type of test leads to uncovering the causes beyond the correct/wrong answers provided by the participants on the test. Following data analysis, the results reveal that Kuwaiti EFL learners may not be fully aware of the prenominal adjective ordering system in English (total mean = 48.75%). The t-test shows that the English proficiency level of the participants plays a crucial role in the production of prenominal adjectives in English. In particular, there is a statistically significant difference between the answers of the advanced (65%) and intermediate learners (32.5%). The number of correct answers provided by the advanced learners is higher than that provided by the intermediate learners. Regarding the types of error made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer. Finally, the study concludes with some pedagogical implications and recommendations for further research.

Energy generation today heavily relies on the field of photocatalysis, with many conventional energy generation strategies now superseded by the conversion of solar energy into chemical or thermal energy for a variety of energy-related applications. Global warming has pointed to the urgent necessity of moving away from non-renewable energy sources, with a resulting emphasis on creating the best photocatalysts for effective solar conversion by investigating a variety of material systems and material combinations. The present study explores the influence of morphological changes on the photoelectrochemical activity of zinc oxide nanostructures by exploiting electrodeposition and capping agents to control the growth rates of different ZnO facets and obtain well-defined nanostructures and orientations. A zinc nitrate (Zn (NO3)2) bath was used to electrodeposit ZnO nanostructures on an indium tin oxide glass (ITO) substrate at 70 °C with an applied potential of −1.0 V. Ethylenediamine (EDA) or ammonium fluoride (NH4F) were added as capping agents to the zinc nitrate bath. Extensive evaluation and characterization of the photoelectrochemical (PEC) capabilities of the resulting morphology-controlled zinc oxide nanostructures confirmed that altering the ZnO morphology can have positive impacts on PEC properties. [ABSTRACT FROM AUTHOR]

Objective: The Thyroid Imaging Reporting and Data System (TI-RADS) is an essential tool for assessing thyroid nodules, primarily used by radiologists. This study aimed to compare the agreement of TI-RADS scores between sonographers and radiologists and to assess the diagnostic performance of these scores against histological findings in suspicious thyroid nodules. Methods: In a retrospective analysis, 168 patients with suspicious thyroid nodules classified as TR3 and above by the radiologists were included. Both sonographers and radiologists independently assigned the American College of Radiologists (ACR) TI-RADS scores, which were then compared for inter-reader agreement using Cohen's Kappa statistic. The scores were also evaluated for diagnostic performance against histological results based on the Bethesda system. Results: The study revealed a moderate overall agreement between sonographers and radiologists in TI-RADS scoring (κ = 0.504; 95% CI: 0.409–0.599), with poor agreement noted specifically for nodule margin scores (κ = 0.102; 95% CI: -1.430–0.301). In terms of diagnostic performance against histological outcomes, sonographers' TI-RADS scores showed a sensitivity of 100% and a specificity of 44.6%, while radiologists' scores showed a sensitivity of 100% but a lower specificity of 29.3%. Conclusion: The findings indicate moderate agreement in TI-RADS scoring between sonographers and radiologists, with reproducibility challenges especially in scoring nodule margins. The marginally superior diagnostic performance of sonographers' scores suggests potential efficiency benefits in involving sonographers in preliminary assessments. Future research should aim to encompass a wider range of TI-RADS categories and focus on minimizing scoring variability to enhance the system's clinical utility. [ABSTRACT FROM AUTHOR]

This study aims to test the extent to which 120 Kuwaiti EFL learners are aware of the structure of relative clauses in English through measuring their ability to produce this structure. It also checks whether the English proficiency level of the participants plays a role in their answers on the test. For this purpose, a sentence combination task was used to measure the participants' ability to produce correct relative clauses in English. This test was selected in order to examine the types of error made by the participants pertinent to relative clauses in English. The results reveal that Kuwaiti EFL learners may not be fully aware of the formation rules of relative clauses in English (total mean = 60.4%). The t-test shows that the English proficiency level affected the participants' answers on the test. Specifically, there were statistically significant differences between the answers of the advanced (76.3%) and intermediate learners (44.4%). The number of errors made by the advanced learners was less than that made by the intermediate learners. Regarding the types of error made by the participants, the most noticeable ones were: deletion of the relative pronoun, wrong relative pronoun, repetitive use of resumptive pronouns, passivisation of the relative clause and problems with the indirect object and genitive relative clauses. The researcher analysed the participants' erroneous answers and provided potential reasons to account for them. Finally, the study concludes with some pedagogical implications and recommendations for further research.

This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers' attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers' interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.

This study examines the extent to which 70 Kuwaiti EFL learners are aware of the formation rules of tag questions in English. It also investigates whether the English proficiency level of the participants contributes to their correct answers on the test. For this purpose, the researchers used a multiple-choice test to measure the participants' awareness of the correct form of tag questions. The results show that Kuwaiti EFL learners are not aware of the syntax of tag questions in English (total mean = 47%). The results also reveal that the English proficiency level of the participants plays an important role in their correct answers on the test; there are statistically significant differences between the results of the Advanced Learners (ALs) and the Intermediate Learners (ILs). The researchers note that the participants encounter difficulties with certain types of tag questions, especially irregular canonical tag questions. The difficulties are ascribed to many reasons such as over generalization of the formation rule, partial application of the formation rule, lack of subject-agreement, wrong verb form and misconception of the polarity rule. Essentially, the non-existence of tag questions in the participants' first language i.e. Arabic may be the most prominent reason for the participants' inability to provide accurate answers on the test. The study concludes with some pedagogical implications that may assist teachers of English as a second/foreign language to highlight the correct use of tag questions in English in the classroom.

This research aims at examining the Students' perceptions of the effectiveness of the English program implemented in the College of Technological Studies in Kuwait. A sample of 242 students was randomly selected from the population. The students were asked to respond to a 21-statement questionnaire designed to obtain information about how they perceive their competencies in English after they have successfully completed the requirements of the English program. The statements of the questionnaire were distributed in such a way so that information can be obtained about five areas that have bearings on the attainment of the goals of the program and the students' improvement in the four skills. Overall, the participants viewed the English program as effective in improving their English competencies. However, they also pointed to some inadequacies which seem to be related to the program's implementation. In order for these inadequacies to be effectively redressed, the researchers recommend that further studies be conducted on other aspects of the programs, like the teaching methods and tools used in implementing it and feedback from instructors.

Numerous neurodegenerative diseases result from altered ion channel function and mutations. The intracellular redox status can significantly alter the gating characteristics of ion channels. Abundant neurodegenerative diseases associated with oxidative stress have been documented, including Parkinson’s, Alzheimer’s, spinocerebellar ataxia, amyotrophic lateral sclerosis, and Huntington’s disease. Reactive oxygen and nitrogen species compounds trigger posttranslational alterations that target specific sites within the subunits responsible for channel assembly. These alterations include the adjustment of cysteine residues through redox reactions induced by reactive oxygen species (ROS), nitration, and S-nitrosylation assisted by nitric oxide of tyrosine residues through peroxynitrite. Several ion channels have been directly investigated for their functional responses to oxidizing agents and oxidative stress. This review primarily explores the relationship and potential links between oxidative stress and ion channels in neurodegenerative conditions, such as cerebellar ataxias and Parkinson’s disease. The potential correlation between oxidative stress and ion channels could hold promise for developing innovative therapies for common neurodegenerative diseases. [ABSTRACT FROM AUTHOR]

Type I heterojunction films of α‐Fe2O3/ZnO are reported here as a non‐titania based photocatalyst, which shows remarkable enhancement in the photocatalytic properties towards stearic acid degradation under UVA‐light exposure (λ=365 nm), with a quantum efficiency of ξ=4.42±1.54×10−4 molecules degraded/photon, which was about 16 times greater than that of α‐Fe2O3, and 2.5 times greater than that of ZnO. Considering that the degradation of stearic acid requires 104 electron transfers for each molecule, this represents an overall quantum efficiency of 4.60 % for the α‐Fe2O3/ZnO heterojunction. Time‐resolved transient absorption spectroscopy (TAS) revealed the charge‐carrier behaviour responsible for this increase in activity. Photogenerated electrons, formed in the ZnO layer, were transferred into the α‐Fe2O3 layer on the pre‐μs timescale, which reduced electron–hole recombination. This increased the lifetime of photogenerated holes formed in ZnO, which oxidise stearic acid. The heterojunction α‐Fe2O3/ZnO films grown herein show potential environmental applications as coatings for self‐cleaning windows and surfaces. [ABSTRACT FROM AUTHOR]

Brookite is the least investigated phase of TiO2 due to the synthetic difficulty of obtaining the pure phase. Here, we present the first ever chemical vapor deposition synthesis of pure brookite TiO2 thin films. The films were highly crystalline and phase pure as determined by X-ray diffraction and Raman spectroscopy studies. Scanning electron microscopy studies showed the films to have a structured morphology consisting of pyramidal features. The photocatalytic properties of the brookite film, tested using stearic acid under UVA (365 nm) irradiation, were superior to both an anatase film grown under similar conditions and NSG Activ glass. Transient absorption spectroscopy showed that the innate electron-hole recombination dynamics are similar in brookite and anatase, akin to previous reports. The superior activity of the brookite film is hence attributed to the higher surface area compared to anatase. [ABSTRACT FROM AUTHOR]