Background/Objectives: Clostridioides difficile is a “One Health” pathogen and a cause of antibiotics-associated diarrhea and pseudomembranous colitis. Mobile genetic elements (MGEs) have been documented in the genomes of clinical C. difficile strains; however, the presence of MGEs in environmental strains remains poorly characterized. Thus, the present study was conducted with the objective of identifying the prevalence of MGEs, including mobilizable transposons (MTns), conjugative transposons (CTns), plasmids, and insertion sequences, in whole genome sequences (WGSs) of environmental C. difficile isolates. Methods: The analysis of MGEs was conducted using 166 WGSs obtained from C. difficile strains isolated from various environmental sources contaminated with feces. The MGEs were identified using bioinformatic tools. Results: A total of 48.2% (80/166) of the studied genomes were identified to harbor nine transposons, including Tn916, Tn6194-like, Tn5397, Tn6215, Tn4001, Tn6073, Tn6110, Tn6107, or Tn5801-like. The majority of MTns and CTns could be found within C. difficile sequence types ST11, ST3, and ST35. The results demonstrated close genetic relatedness among the studied genomes, the array of antimicrobial resistance (AMR) genes, such as tetM, ermB, and aac(6′)-aph(2″), and the presence of CTns. Furthermore, the analysis revealed that 24.7% (41/166) of the genome sequences of isolates were associated with various predominant plasmid groups, including pCD6, pCD-ECE4-6, pCD-WTSI1-4, pCDBI1, and pCd1_3, which belonged to 16 different sequence types. Furthermore, several plasmids were identified as harboring the prophage phiCDHM19. Conclusions: The results of the current study suggest that the identified plasmids are abundant and may encode functions that are relevant to C. difficile physiology. The genomes of C. difficile strains examined contain closely related CTns, suggesting that horizontal transfer of AMR is important in this species or other bacterial species. Further research is required to ascertain the effect of these genetic elements and their transferability on the biology of C. difficile.

الملـــخــــص

𝑘

متفردللمعادلةالتفاضليةاإلهليلجيةشبهالخطيةمنالدرجةالثانيةمعشرطحدودي

انأسلوبالبرهانفيالمسائليعتمداساساعليكلمننظريةالنقطةالثابتةلباناخفي

(Ω),𝐻0

تفردلمعادلةبواسونمعشروطحدوديةغيرمحلية.وتمتأي

فيهذهالورقة،تمتدراسةحلالمعادالتالتفاضليةالجزئيةاإلهليلجيةالخطيةوغير

الكلماتالمفتاحية:فضاءسويوليف،معادلةبواسن،المعادلةالتفاضليةاالهليجية

متكاملغيرخطي.بحيثتستندالحجةإلثباتالمشكلةالسابقةإلىنظريةالنقطةالثابتة

??فضاءاتسوبوليف??

البحث.وأيضانوقشتالعديدمنالتعريفاتاألساسيةوالنظرياتوالمالحظاتحول

الفضاءالمتريالكامل-مبدأالحداألقصىوالحداألدنى-مبدأالمقارنة.

الخطيةالكالسيكيةوالمعممةمنالدرجةالثانيةمعشروطحدوديةغيرمحلية.كماتم

لباناخفيالفضاءالمتريالكامل،ومبدأالحداألقصىوالحداألدنى،ومبدأالمقارنة.كما

تضمينالمفاهيماألساسيةوالنظرياتالمتعلقةبالدراسة،والتيتشملالنتيجةالرئيسيةلهذا

(Ω(.كمااشتملتهذهالورقةعلىدراسةوجودحل

ًضمامناقشةوجودحل

نقطةالثابثةلبانخ.

Abstract The integration of Artificial Intelligence (AI) in education is progressively transforming teaching, learning, and administrative practices globally, with significant potential for application in Libya. the purpose of this research is to discuss and evaluate the benefits and risks of AI in the education system of Libya. To achieve this, a descriptive research approach was employed, using a questionnaire distributed to a selected group of educational professionals in Libya. The sample consisted of 1,000 participants, and the survey was conducted via the WhatsApp application. The results highlight that personalized learning received the highest mean score of 4.19, indicating strong agreement on its effectiveness. Automation of administrative tasks (mean 3.80) and data-driven decision-making (mean 3.98) also showed favorable perceptions, with low variances around 0.24 0.25, reflecting consistent responses. Improved student engagement had a mean of 3.91 and a standard deviation of 0.49, similar to others, suggesting overall positive and uniform attitudes. Additionally, most responses clustered around neutral to moderate agreement, with modes of 3 or 4, showing balanced or mildly supportive opinions. Variance values ranging from 1.39 to 1.48 suggest a moderate spread, indicating some disagreement among participants. Standard deviations around 1.18 to 1.21 confirm a consistent yet moderate level of variability, without extreme polarization The obtained results show strong agreement on the benefits of educational innovations, especially personalized learning, which had the highest mean, and all aspects scored highly with low variability, indicating consistent positive perceptions. At the same time, the conclusions reveal moderate concern among respondents about the cost and inequality issues related to AI in education, with variance and standard deviation values reflecting a consistent spread of opinions. This research contributes to the academic discourse on the impactful integration of AI in academic institutions and establishes positive perceptions for continual enhancement. Overall, funding infrastructure emerges as the most pressing challenge, with general agreement across participants. Keywords. Artificial Intelligence, Education, Personalized Learning, Libya. 

مؤخرًا برزت عدة تساؤلات حول طبيعة علاقة الذكاء الاصطناعي بالذكاء البشري، فالهدف من هذه الدراسة هو مناقشة فرضية أن العلاقة بين الذكاءين يجب أن تُبنى على التكامل لا على التنافس. واعتمدت الدراسة على المنهج الوصفي التحليلي من خلال مراجعة الأدبيات الحديثة التي تناولت الإمكانات التكاملية بينهما.. كما واوصت الدراسة بتبني اطار تعاوني تشاركي (الذكاء التشاركي) والذي يعزز التفاعل الايجابي بين الانسان والآلة..

In recent years, English language learners are becoming highly dependent on the 

use of their smart phones to find out meanings of the vocabulary they usually do 

not know. A study by Soy (2022) highlighted that English language teachers need 

to introduce the use of smartphones as a learning tool to their students and take 

serious actions by not allowing them to use them during classes or making good 

classroom management and strict regulation concerning smartphone use in the 

classroom. The researcher in this paper attempts to shed lights on research 

conducted in this field by exploring advantages and disadvantages of the use of 

smartphones by (EFL) English language learners. This paper aims to identify the 

effectiveness of smartphones in enhancing language acquisition among learners 

by synthesizing data from various studies. The data of this study included 

analyzing 47 articles published between (2014) and (2023). The topics of the 

articles predominately were about smartphones and English language learning. 

This simple paper offers valuable insights for educators and stockholders seeking 

to optimize smartphone use in language education.