In the past few years, the area of mathematical study has made considerable advances, owing largely to the introduction of artificial intelligence (AI) tools. Among these, artificial neural networks (ANNs) have played an important role in modernizing several mathematical techniques and problem-solving approaches. ANNs have recently become popular as a powerful mathematical research tool, providing an effective alternative to established approaches for solving fractal-fractional differential equations (FFDEs). This paper describes the use of a feed-forward ANN with a hidden layer to address systems resulting from the fractal-fractional Bagley-Torvik differential equation (FFBTDE). In addition, a power series (PS) technique is introduced to increase efficiency. The paper looks at for solving FFBTDE with variable and constant coefficients. The numerical findings show that the suggested strategy not only produces results that closely match exact and reference solutions, but also outperforms existing methods in terms of accuracy.

This study investigates the perceptions of EFL faculty members at Libyan universities regarding the role of Written Corrective Feedback (WCF) in enhancing language skills. Despite the theoretical importance of WCF in second language acquisition, its practical implementation often faces various contextual challenges. Using a quantitative research design, data were collected from 50 EFL instructors across several Libyan universities. The findings reveal a high level of pedagogical commitment, with 96% of participants viewing WCF as a core teaching responsibility. However, a significant "belief-practice gap" was identified, as 66% of teachers lacked formal training in WCF, relying instead on personal experience. While teachers perceived a strong positive impact of WCF on reading and writing skills, logistical barriers—primarily time constraints (54%) and large class sizes (22%)—significantly hindered the quality of feedback. The study concludes with an urgent call for institutional professional development programs (demanded by 92% of the sample) and the adoption of more sustainable, selective feedback strategies to bridge the gap between teacher beliefs and classroom realities.

One of the main causes of non-traumatic neurological disability in young adults worldwide is multiple sclerosis (MS), a chronic immune-mediated demyelinating and neurodegenerative disorder of the central nervous system (CNS). Increasing absolute prevalences seen in recent epidemiological trends from 2021 to 2025, while age-standardized rates are stabilizing due to improved diagnostics, survival, and demographic shifts. The current narrative review's objective is to examine high-caliber studies conducted globally between 2021 and 2025 that address the epidemiology, burden, and different risk factors related to multiple sclerosis (MS), with an emphasis on the effects of age, gender, ethnicity, and other interacting factors. Key Findings: Global prevalence of~1.89 million cases in 2021 (age-standardized rate: 23.9 per 100,000), with ~62,000 new cases each year; female-to-male ratio of ~3:1. DALYs are up by 43% from 1990, but with a trend downward for age-standardized rates with advances in management. Incidence is framed by disparities with higher rates for Whites (77% of the U.S.) than Black (10%), followed by Hispanic (7%) cases, and also high levels of radiological severity, handicap, and poor outcomes for ethnic minorities of these groups. Age of peak incidence progresses to older groups for individuals aged 20-40 years. Genetic underpinnings with large effects (e.g., HLA-DRB1*15:01 for ~48% of heritability), strong susceptibility to Epstein-Barr virus infection (near ubiquity at onset; 32-fold increase for molecular mimicry), vitamin D deficiency, smoking, obesity, and altered gut microbiomes are environmental components of risk. Incidence is seen to decline modestly for age-standardized incidence rates, mortality rates, and DALYs through 2035. From this review, the emphasis on MS as a partially preventable disease falls within the context of a rising absolute prevalence and existing inequities in the field. Future complementary strategies should therefore encompass a wide range of populations as well as risk modification measures such as EBV-related therapies and smoking cessation.

Laparoscopy is the technique of using the "pneumoperitoneum" process to 

extend and examine the abdominal cavity using CO2. Laparoscopic and other 

procedures produce pain, which varies in intensity, duration, and type. 

Crystalloid fluid types, for instance, Normal saline (NS) and Ringer's lactate 

(RL) solution, aid in reducing laparoscopic pain. Therefore, the research 

explores intraperitoneal crystalloid solutions in reducing post-laparoscopic 

surgery shoulder pain. The research adopted a prospective, single-blind study 

based on a single-center, randomized, and parallel research design. A total of 

80 diagnosed patients (40 subjects in each arm) with laparoscopic surgery 

were randomly recruited at Zintan Medical Center, Alzintan, Libya. Patients 

were equally divided into Group A (crystalloid solutions) and Group B (routine 

measures) and were assessed through self-administered pain scores. 

Through the numeric rating scale (NRS), the research findings revealed 

significant pain intensity differences between Groups A and B at 6, 12, 24, 

48, and 72 hours. In contrast, no significant difference in pain was observed 

between groups A and B on the fourth and fifth days. Additionally, lower pain 

intensity was observed in group A than in group B; at 6 hours, the mean pain 

score for group A and B measured 2.55 and 6.40 at 6 hours, respectively. The 

intraperitoneal crystalloid solutions infusion aids in reducing pain severity 

among laparoscopic surgery patients. Future research should address 

extended follow-up periods to determine the effects of NS and RL 

interventions. Moreover, stakeholders should implement Ringer's lactate 

solution (RL) to reduce post-laparoscopic complications

This study evaluates a sustainable preplaced aggregate (two-stage) fiber-reinforced concrete (PAFRC) that incorporates Portland limestone cement (PLC) and high dosages of polypropylene (PP) and alkali-resistant glass (GF) fibers. Aggregates and fibers were preplaced in the formwork and subsequently injected with a flowable grout; mechanical performance was assessed at 28 days. The results indicate that 4% PP increased compressive strength, splitting-tensile strength, and elastic modulus by 15.2%, 15.9%, and 18.6%, respectively, whereas 1% and 2% GF improved flexural strength by 10.2% and 10.4%, respectively. The 2% PP mixture exhibited the highest compressive strength (20.3 MPa), and the 4% PP mix attained the greatest splitting-tensile strength (3.6 MPa). Peak flexural performance (4.9 MPa) was observed for both the 6% PP and 2% GF mixes. Incorporating PLC in the PAFRC system reduces clinker demand and embodied CO2, and the preplaced method enables higher fiber contents without severe segregation. These results demonstrate a practical pathway to enhance both the mechanical performance and sustainability of concrete for repair and structural applications.

Abstract:

This study examines the challenges of integrating theoretical preparation with practical training in Colleges of

Education, focusing on the Faculty of Education in Tiji, University of Zintan. Using a descriptive-analytical

method, data were collected from 20 faculty members and 33 student teachers through structured questionnaires.

Results showed that both groups face difficulties in linking theory and practice, with faculty members reporting

higher role conflict (M = 3.70) than students (M = 3.39), a statistically significant difference (p = 0.013). The

dominance of theoretical content, limited administrative support, and short practicum periods contribute to this

gap. The study recommends curriculum redesign, better supervision, and investment in modern educational

laboratories to strengthen the connection between academic and professional preparation.

Keywords: Faculties of Education, Faculty Members, Student teachers, Practicum (Practical Training), Role

Conflict of Education