RESUMO
Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students' behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students' randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study's findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students' behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students' academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study's empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms.
RESUMO
Heavy metal impurities in cosmetics are common due to their natural abundance. However, they should be kept to a minimum wherever technically feasible. Although human external contact with a substance rarely results in a significant systemic exposure, local exposure to cosmetics may pose a risk of heavy metal contamination. In this study, we sought to investigate the heavy metal concentration present in various cosmetic products from different brands and qualities that are available in the Saudi Market, also to analyze and compare the determined values relative to the reported permissible levels according to international standards. In this study, we have selected several facial cosmetics from the Saudi market and classified their quality into three main classifications based on their price. This was followed by an analysis and reporting of heavy metal content using an inductively coupled plasma-mass spectrometer. We found that three metals were below the permissible limits (Pb, As, and Cd) for cosmetics according to the Saudi Food and Drug Administration and Canadian Standards, besides (Cr) which was also below the limit of the United States Food and Drug Administration. The level of (Ni) exceeded the recommended range in the three-class classifications. On contrary, Pb, Cr, As, and Cd have all exceeded the acceptable levels based on European standards. Further assessment and careful selection of heavy metals content in cosmetics are urgently needed, as there are fluctuations in values between different international standards which might pose a potential harmful effect to human health from the daily use of cosmetics containing heavy metals impurities.
