This article aims to investigate the potential impact of noopept, a synthetic peptide and nootropic agent, on the treatment of depression and mood disorders. Despite a substantial body of research on noopept, the initial investigations focused predominantly on animal models.… More

This article aims to investigate the potential impact of noopept, a synthetic peptide and nootropic agent, on the treatment of depression and mood disorders. Despite a substantial body of research on noopept, the initial investigations focused predominantly on animal models. However, more recent research has investigated its efficacy in humans. Noopept has been shown to enhance acetylcholine signalling, increase the expression of brain-derived neurotrophic factor (BDNF) and nerve growth factor (NGF), protect against glutamate toxicity, and increase inhibitory neurotransmission in the brain. Depression is a common mental disorder characterised by low mood, altered sleep patterns, psychomotor retardation, cognitive sluggishness, and dysregulation of appetite and libido. Despite the fact that noopept is primarily investigated for its neuroprotective and cognitive-enhancing properties, its potential for treating depression and mood disorders remains unexplored. This article examines the potential therapeutic effects of noopept on depression and emphasises the need for additional research in this area. Less

In this study, the researchers explored the effectiveness of Whole Brain Teaching (WBT) in teaching circuits to Senior High Students (SHS), particularly Academic track, STEM strand of K to 12 curriculum. Learning activities in electric circuits were developed as WBT… More

In this study, the researchers explored the effectiveness of Whole Brain Teaching (WBT) in teaching circuits to Senior High Students (SHS), particularly Academic track, STEM strand of K to 12 curriculum. Learning activities in electric circuits were developed as WBT strategy and administered in a pretest-posttest design. To further analyze the effectiveness of WBT, learning gains of respondents were compared to students exposed to the traditional method of teaching of electric circuit. The result showed that SHS students attained 19.3% learning gain which is considerably small. However, comparative statistical results gave a significant difference (t = 2.62, p = 0.007) in favor to WBT approach. Further, a survey instrument was developed, validated, and administered to assess if using varied teaching strategies could be linked to positive student perceptions of the teaching intervention. Further, regression analysis was conducted to determine if such approaches were predictive to learning gains. Results showed that perceptions of the student have no significant effect on their learning and no quadrant of the brain can be considered predictive on the learning gains. Therefore, the result of the study may support the significance of catering the four brain quadrants in teaching for conceptual understanding. Less