We present a solution method for a general Riccati differential equation by imposing relationships between

the coefficients of the Riccati differential equation and explaining them through proofs and examples, we can find the

general solution to the various forms of Riccati's equation by integration directly after transforming it into a separable

differential equation.

Abstract The aim of this study was to estimate the levels of TNF-α in serum and gingival crevicular fluid, in patients with chronic periodontitis (CP), before and after phase I therapy with subgingival delivery of Hyaluronic acid (Gengigel Gel). A total of thirty subjects were included in this study; 20 CP patients as a study group (group I) and 10 systemically healthy subjects with clinically healthy gingiva as a control group (group II). The nonsurgical periodontal therapy (SRP) + HA gel were done in group I. Periodontal parameters, including PI, GI, BOP, PD and the CAL, were recorded. GCF and serum were collected from all individuals included in the study; the first sample was collected from all groups (study and control) before treatment. The second sample was collected 4 weeks after subgingival delivery of Hyaluronic acid & phase I therapy from group I. Levels of TNF-α in GCF and serum were quantified using ELISA. The results showed a statistically significant reduction in total levels of TNF-α in serum and TNF-α in GCF in study group after application of Hyaluronic acid with phase I therapy. Results also showed all clinical parameters were significantly improved after application of Hyaluronic acid with phase I therapy in groups I (p<0.001). Scaling and root planing (SRP) is the mainstay of treatment of periodontal diseases, furthermore subgingival application of Hyaluronic acid gel with SRP were effective in improving clinical parameters in CP patients. TNF-α level in serum and GCF are reduced after phase I therapy with application of Hyaluronic acid.

Abstract

As technological advancements continue to revolutionize teaching, the use of technology in both college/university and classrooms is making flipped learning a trending instructional model. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. This research was conducted to investigate the effectiveness of flipped learning strategy to overcome the educational communication problems. Also, it has been explained the definition of the flipped classroom and its impact on course evaluations and student outcomes. Besides, it has been discussed the comparison between the flipped learning strategy and the traditional way of teaching. As well, it has been explained some advantages and disadvantages of the flipped classroom. Above and beyond, it has been mentioned the most important critiques against the flipped leaning. More to the point, it has been shown some steps to implement the flipped classroom strategy. As well as, it has been presented some reasons of why should be flipped our classrooms. Ultimately, some important recommendations have been given to guarantee an effective learning in the education process.

Key words:  flipped classrooms, flipped learning, higher education, technological advancement, effective flipping ,

Abstract

This research explores Libyan university students' perceptions of the use of podcasts and audio books as tools for learning English as a Foreign Language (EFL). Employing a quantitative research method, data were collected online through questionnaires distributed to third-year students of English in three Libyan Universities. The study involved a sample of 76 students and aimed to evaluate the effectiveness, flexibility, and motivational factors associated with these audio tools.

The results indicated that podcasts and audiobooks significantly enhance EFL learners' speaking skills, familiarize them with the cultural and social contexts of the English language, and encourage continuous learning outside the classroom. A substantial majority of participants found these tools easy to navigate and valued their free accessibility. Additionally, the flexibility of being able to listen at their convenience was highly appreciated, supporting learner autonomy and engagement.

The study's findings underscore the potential of integrating podcasts and audiobooks into the EFL curriculum, highlighting their role in fostering independent learning and improving overall language proficiency. The research offers valuable insights for EFL instructors and curriculum developers, recommending the inclusion of these tools as part of the formal education syllabus to enhance the language learning experience.

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