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The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study-one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.

Abstract. In this paper, we prove L p bounds for singular integrals with rough kernels associated to certain surfaces. Our results extend as well as improve previously obtained results.Mathematics subject classification (2010): 42B20, 42B15, 42B25.

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The increase in energy and environmental crisis in recent years compelled many countries to take serious measures in order to resolve these problems. Many researchers claim that the world's future will be shaped by renewable energy since those sources are capable of fulfilling the energy requirements without or with minimal releases of either air pollutants or greenhouse gases. Therefore, exploiting renewable sources as an alternative to produce energy is crucial to fulfil the demand and mitigating climate change. This resulted in the raises of attention of both public and scientific community to utilize biofuels derived from biomass [1]. Biodiesel has recently become one of these leading alternatives to biofuel worldwide due to a combination of technical and economic features and advantages [2,3]. In this study, the production of biodiesel was performed using a low-cost feedstock such as waste cooking oils [4, 5] and waste animal fats [6,7] through the process of transesterification. The investigation of the performance of using alkali heterogeneous catalyst derived from waste chicken eggshells using the calcination technique was also studied. The synthesized biodiesel highest yield was obtained from waste cooking oil (80.6%), followed by mixed waste cooking oil and animal fats (79.3%) both using NaOH as a catalyst. The GC-MS analysis showed that the synthesized biodiesel using NaOH catalyst has favourable properties to be used as fuel. The analysis showed that the produced biodiesel contains different components of fatty acids methyl esters, the oleic acid methyl ester, palmitic acid methyl ester, linoleic acid methyl ester, as major components. The synthesis process of biodiesel produced also crude glycerol as a by-product, which can be refined and used for further applications such as in cosmetics production.

Action research engages practitioners in rigorous cycles of planning, observation, action and reflection, which can lead to change in understandings and practice; so, they become reflective practitioners. Despite the importance of action research in informing classroom practice, the literature has shown that there are many challenges that hinder teachers from performing classroom research. This qualitative research study investigated Omani EFL teachers' experiences of participating in classroom action research and the challenges they face in doing research. Data were collected using semi-structured interviews with EFL teachers. 22 participants have been interviewed, out of whom were 18 English teachers and 4 Senior English teachers from 4 public schools in Oman. The findings revealed that some respondents participated in action research activities either as part of their pre-service teacher preparation programmes or through joining in-service action research courses after becoming practitioner teachers. However, they described their action research experience as difficult. The findings highlighted a number of challenges that hinder EFL teachers in Oman from doing action research such as, lack of knowledge, lack of time and lack of interest. The findings suggest that educational policy makers in Oman should create a research culture in schools, and provide incentives for teachers who participate in research activities. Moreover, there is a need to provide EFL teachers with the needed training on research so they become equipped with the knowledge and skills in doing research to improve the quality of teaching and learning in schools and create a community of teacher-researchers in Oman.