Social media has become one of the primary sources of communication, information, entertainment, and learning for users. Children gain several benefits as social media helps them acquire formal and informal learning opportunities. This research also examined the effect of social media on formal and informal learning among school-level children in Ajman, United Arab Emirates (UAE), moderated by social integrative and personal integrative needs. Data was gathered by using structured questionnaires, which were distributed among a sample of 364 children. Results revealed that social media significantly affects Informal and formal learning among children, indicating its usefulness in child education and development. The results also indicated a significant moderation of social integrative needs on social media’s direct effect on informal learning, indicating the relevant needs as an important motivating factor. However, the moderation of personal integrative needs on social media’s direct effect on formal learning remained insignificant. Overall, this research highlighted the role of social media in providing learning opportunities for children in the UAE. It is concluded that children actively seek gratifications from social media, shaping their learning within structured educational contexts in their daily lives. Through the lens of UGT, certain needs play a critical role in strengthening the gratification process, affecting how children derive learning advantages from their interactions on social media platforms. Finally, implications and limitations are discussed accordingly.

Nigeria plays important roles in the overall socio-economic development of the entire African continent, including entrepreneurial activities. There is a less focus on the immersion of women and youths in playing participatory roles in digital entrepreneurship and digital technology innovation in order to boost the economic growth of the country. The primary objective of this study is to explore women and youths’ immersion, specifically in connection with digital entrepreneurship and digital technology innovation, for the purpose of fostering the growth of the economy. The methodology employed in this study is Critical Content Analysis (CCA) of cursory literature as an integral part of the qualitative method. The literature was sourced through different databases, such as library sources, journals, and the core collection of Web of Science (WOS), and the collections of studies used for analysis were between 2018 and 2023. The results demonstrated that small and medium enterprises (SMEs) play significant roles in digital entrepreneurship activities in the country. In addition, there are various entrepreneurship programmes in the country, such as the Youth Entrepreneurship Development Programme (YEDP), and there is awareness of the effectiveness and efficiency of digital entrepreneurship. In addition, the result further established that the use of digital technology is an important innovation for the success of digital entrepreneurship in the country. The study further indicated that five factors of women and youths’ immersion in entrepreneurship (perception and opportunities, business performance, digital adoption, skill acquisition, and enabling environment) can boost the growth of the economy in the country. In conclusion, the knowledge and skills of entrepreneurs are major drivers of wealth and job creations, with women and youths playing an active role in the overall entrepreneurship programmes. It is suggested that the stakeholders and actors in entrepreneurship should collaborate to foster the participation of women and youths in entrepreneurship programmes in the country.

Publications overestimating the medical and ecological sequels of a slight anthropogenic increase in the radiation background have been reviewed recently with examples of different organs and pathological conditions. The overestimation contributed to the strangulation of atomic energy. The use of nuclear energy for electricity production is on the agenda today due to the increasing energy needs of humankind. Apparently, certain scientific writers acted in the interests of fossil fuel producers. Health risks and environmental damage are maximal for coal and oil, lower for natural gas, and much lower for atomic energy. This letter is an addition to previously published materials, this time focused on studies of cataracts in radiation-exposed populations in Russia. Selection and self-selection bias are of particular significance. Apparently, the self-reporting rate correlates with dose estimates and/or with professional awareness about radiation-related risks among nuclear workers or radiologic technologists, the latter being associated with their work experience/duration and hence with the accumulated dose. Individuals informed of their higher doses would more often seek medical advice and receive more attention from medics. As a result, lens opacities are diagnosed in exposed people earlier than in the general population. This explains dose-effect correlations proven for the incidence of cataracts but not for the frequency of cataract surgeries. Along the same lines, various pathological conditions are more often detected in exposed people. Ideological bias and the trimming of statistics have not been unusual in the Russian medical sciences. It is known that ionizing radiation causes cataracts; however, threshold levels associated with risks are understudied. In particular, thresholds for chronic and fractionated exposures are uncertain and may be underestimated.

Natural forests and abandoned agricultural lands are increasingly replaced by monospecific forest plantations that have poor capacity to support biodiversity and ecosystem services. Natural forests harbour plants belonging to different mycorrhiza types that differ in their microbiome and carbon and nutrient cycling properties. Here we describe the MycoPhylo field experiment that encompasses 116 woody plant species from three mycorrhiza types and 237 plots, with plant diversity and mycorrhiza type diversity ranging from one to four and one to three per plot, respectively. The MycoPhylo experiment enables us to test hypotheses about the plant species, species diversity, mycorrhiza type, and mycorrhiza type diversity effects and their phylogenetic context on soil microbial diversity and functioning and soil processes. Alongside with other experiments in the TreeDivNet consortium, MycoPhylo will contribute to our understanding of the tree diversity effects on soil biodiversity and ecosystem functioning across biomes, especially from the mycorrhiza type and phylogenetic conservatism perspectives.

Nowadays, copper and zinc nanoparticles are widely employed in a variety of applications. With nanoscale particle sizes, copper oxide/zinc oxide composite is easily synthesized using a variety of techniques, including hydrothermal, microwave, precipitation, etc. In the current work, chemical precipitation is used to create a copper oxide/zinc oxide nanocomposite. XRD analysis was used to determine the nanocomposite’s structural characteristics. Through SEM analysis, the surface morphological properties are investigated. EDAX is used to study the chemical composition of produced materials, while UV/Visible spectroscopy is used to determine their optical properties. The assessment of the copper oxide/zinc oxide nanocomposite’s degrading property on dyes like methyl red and methyl orange under UV and visible light are the main objectives of the current work.

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.