Monosodium glutamate (MSG) is widely used as an additive in food. Excess consumption of MSG was reported to cause oxidative stress on brain, liver and renal resulted in increased production of reactive oxygen species (ROS). This study aims to determine the biochemical and histological effects of low dose MSG on the liver of adult male Sprague-Dawley rats. Animals (n=6 per group) were randomly divided into three groups with two treatment groups: 60mg/kg (MSG60) and 120mg/kg (MSG120), and one control group (distilled water). The substances were administered to the rats via force feeding for 28 consecutive days. On day 29, all rats were killed, and liver tissues were biopsied for the biochemical (total protein, liver enzymes, and the status of oxidative stress) and histological analysis. The total protein appeared significantly decreased (p<0.05) while alanine aminotransferase (ALT) and aspartate aminotransferase (AST) demonstrated a significant increased (p<0.05) in the MSG120 treatment group as compared to the control group. Malondialdehyde (MDA) levels and the antioxidant levels of superoxide dismutase (SOD) were significantly increase (p<0.05) in the MSG120 group as compared to the MSG60 and control groups. The histological findings revealed changes to normal liver architecture and accumulation of red blood cells in the central veins in both MSG groups. This study indicates that the MSG consumption at a dose of 120 mg/kg may alter the biochemical and histological parameters of the liver.

Motivation camp is one of the learning interventions to assist underperform students in improving their academicperformances in term of GPA (Grade Point Average). An intervention study was carried out to know the effectiveness ofa motivation camp in improving the academic performances among the biomedical science students at the UniversitiKebangsaan Malaysia, Kuala Lumpur. Total of 44 respondents were involved in this study from year 2 and year 3 and hadbeen categorized into control and intervention groups (n = 22 per group). The intervention group was given motivationaltalks followed by a group discussion and self-reflection. The students in the intervention group were also assigned withacademicians to facilitate and guide them throughout the motivational camp. The students were interested in motivationaltalks activity the most. The average GPA showed a significant improvement after the motivation camp with 3.01 ± 0.30(p < 0.05) for the intervention group. Yet, control group also displayed a significant increment in the average GPA, 3.24± 0.06 (p < 0.05). In conclusion, motivation camp is one of the many learning intervention tools that strategize to helpstudents in improving their academic performances but it should be complemented with other intervention methods.Keyword