From conventional governance to e-democracy: Tracing the evolution of e-governance research trends using network analysis tools

The adoption of e-governing practices has revolutionised the administrative machinery of governments worldwide by improving efficiency, transparency, and accountability. Researchers and administrators often aim to identify emerging research fronts and the timeline of the evolution to forecast and implement technology. In this work, we systematically investigate the trajectory of the global evolution and emerging research fronts as well as the prospects for e-governance using citation network analysis. The growth curve fitted to the number of articles published per year shows that the research activities are still in the ascendant phase. We visualise the global main path of the citation network and investigate the patterns to trace the knowledge diffusion path, major milestones, and emerging research fronts. The cluster analysis identifies the major topics of research as administration and information system management, e-governance framework design, efficiency or quality evaluation, and the application of social networks and open data leading to e-democracy. The adoption of open data and social networking for user interactions with government that leads to participatory governance are the emerging research trends. We also identify research that can have a future impact based on network parameters. The results contribute to the literature by setting the focus of future research, and assisting administrators in selecting suitable models and methodologies, and manufacturers with the development of required technical devices suitable for the upcoming phase of symbiosis.     

A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies

Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.     

Addressing Health Disparities in the Undergraduate Curriculum: An Approach to Develop a Knowledgeable Biomedical Workforce

Disparities in health and healthcare are a major concern in the United States and worldwide. Approaches to alleviate these disparities must be multifaceted and should include initiatives that touch upon the diverse areas that influence the healthcare system. Developing a strong biomedical workforce with an awareness of the issues concerning health disparities is crucial for addressing this issue. Establishing undergraduate health disparities courses that are accessible to undergraduate students in the life sciences is necessary to increase students’ understanding and awareness of these issues and motivate them to address these disparities during their careers. The majority of universities do not include courses related to health disparities in their curricula, and only a few universities manage them from their life sciences departments. The figures are especially low for minority-serving institutions, which serve students from communities disproportionally affected by health disparities. Universities should consider several possible approaches to infuse their undergraduate curricula with health disparities courses or activities. Eliminating health disparities will require efforts from diverse stakeholders. Undergraduate institutions can play an important role in developing an aware biomedical workforce and helping to close the gap in health outcomes.     

Legitimating status: perceptions of meritocracy and inequality among undergraduates at an elite British university

Given the frequent critiques of elite universities for admitting low numbers of state school graduates and, more recently, British Afro‐Caribbean students, how do students attending those universities make meaning of the admissions process? Through an analysis of 46 one‐on‐one in‐depth interviews with undergraduates attending Oxford University, we show that students believe in the fairness of the admissions process, while lamenting the lack of opportunities for educational advancement faced by some disadvantaged youth in British society. Despite their understanding that many British youth do not have access to educational experiences that make Oxbridge an attainable goal, most students do not support changes to make access more equitable across class or racial/ethnic lines. This perspective, which legitimates the status students gain through matriculation at an elite university, supports the maintenance of unequal access to an Oxford education despite the advantages that education is known to confer to graduates. The findings demonstrate elites acknowledging the disadvantages of particular groups in society without acknowledging their own advantages in the same system. They do so by recognizing two elements of merit: (1) intelligence, which most students assumed led to their own admission; and (2) cultivation of that intelligence, which requires elite secondary schools and which most students see as disadvantaging particular groups in society. In the paper we highlight differences in meaning‐making between graduates of grammar, comprehensive and private schools.     

Clodronate-superparamagnetic iron oxide-containing liposomes attenuate renal injury in rats with severe acute pancreatitis

Background and objective

It has been shown that macrophages play an important role in the development of severe acute pancreatitis (SAP), and eventually lead to multiple organ failure (MOF). Clodronate-liposome selectively depleted macrophages. This study was to investigate the role of renal macrophage infiltration in acute renal injury in rats with SAP and to evaluate the potential of superparamagnetic iron oxide (SPIO)-enhanced magnetic resonance imaging (MRI) for diagnosis.

Methods

Superparamagnetic Fe₃O₄ nanoparticles were prepared by chemical coprecipitation. SPIO-liposomes and SPIO-clodronate-liposomes were prepared by the thin film method. SAP models were prepared by injection of sodium taurocholate into the subcapsular space of rat pancreas. Sprague-Dawley rats were randomly divided into a control group, SAP plus SPIO-liposome (P) group, and SAP plus SPIO-clodronate-containing liposome (T) group. Kidney injury was evaluated by T2-weighted MRI scan. The levels of serum amylase (SAM), blood urea nitrogen (BUN), and serum creatinine (SCr) were measured by an automated enzymatic method. Serum tumor necrosis factor-α (TNF-α) was measured by enzyme-linked immunosorbent assay (ELISA). Pathological changes in the pancreas and kidney were observed using hematoxylin and eosin (H&E) staining, while cell apoptosis was detected with terminal deoxynucleotidyl transferase dUTP nick end labeling (TUNEL) staining. In addition, the macrophage markers (CD68) of the renal tissue were detected with immunohistochemistry.

Results

The pathological changes in the pancreas and kidneys of rats in the T group were milder than those in the P group. The MRI signal intensity of the kidneys in the P and T groups was significantly lower than that in the control group. There were significant changes in the two experimental groups (P<0.01). The levels of SAM, Bun, SCr, and TNF-α in rats in the P group were higher than those in the control group (P<0.01) and in the T group (P<0.01). The apoptosis of the kidney in the T group was higher than that in the P group at 2 and 6 h (P<0.01).

Conclusions

Clodronate-containing liposomes protected against renal injury in SAP rats, and SPIO can be used as a tracer for MRI examination to detect renal injury in SAP rats. SPIO-aided MRI provided an efficient non-invasive way to monitor the migration of macrophages after renal injury in rats with SAP.     

Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.     

Study of Metabolic Syndrome and Its Risk Components in Patients Attending Tertiary Care Center of Uttarakhand

Metabolic syndrome is a complex of metabolic factors which includes central obesity, insulin-resistance, dyslipidemia and hypertension. Metabolic syndrome is associated with increased risk of cardiovascular disease. This study aimed to know the rate of metabolic syndrome in outpatients presenting to medicine department of our hospital and their profile. The metabolic syndrome was diagnosed using International Diabetes Federation criteria. The parameters analyzed included age, sex, blood pressure, BMI, fasting plasma glucose, HDL and triglycerides. The rate of metabolic syndrome was 21.1 % in our study. The younger population was most susceptible to metabolic derangements. Further, females were found to be affected more than males. The extremely significant parameters were deranged fasting plasma glucose, HDL, triglycerides while hypertension was found to be insignificant. Being overweight maybe a strong predictor for presence of metabolic syndrome in our region of study, and all overweight persons should be assessed and appropriately treated to prevent future cardiovascular events.     

从比较的观点看印度伦理

古印度梵文史诗《摩诃婆罗多》所表述的伦理思想可以启示我们从一个包容、多元的角度看待西方伦理学中的三种主要理论:康德的道义论、功利主义的后果论和亚里士多德的德性伦理学.它们分别涉及到人的认知性、感受性和德性.这三种理论各有其支持的理由,也存在各自不同的困难.但它们之间不会完全相互排斥,而是和而不同.其中的每一个都不能充分地解释道德行为.只有基于责任、共同善的追求和美德这三者,才能做出一个完整的道德评价.     

Effect of integrating IoT courses at the freshman level on learning attitude and behaviour in the classroom

Education and Information Technologies - As a technology the effect of the Internet of Things (IoT) is so strong that it has changed the way of living. The transition is also apparent in the field...