Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.     

Team learning in IT implementation projects: Antecedents and consequences

This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes.     

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.     

Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model

In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.     

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation

Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.     

Biochemistry of Nitric Oxide

Nitric oxide (NO) a free radical having both cytoprotective as well as tumor promoting agent is formed from l-arginine by converting it to l-citrulline via nitric oxide synthase enzymes. The reaction product of nitric oxide with superoxide generates potent oxidizing agent, peroxynitrite which is the main mediator of tissue and cellular injury. Peroxynitrite is reactive towards many biomolecules which includes amino acids, nucleic acid bases; metal containing compounds, etc. NO metabolites may play a key role in mediating many of the genotoxic/carcinogenic effects as DNA damage, protein or lipid modification, etc. The basic reactions of nitric oxide can be divided as direct effect of the radical where it alone plays a role in either damaging or protecting the cell milieu and an indirect effect in which the byproducts of nitric oxide formed by convergence of two independent radical generating pathways play the role in biological reactions which mainly involve oxidative and nitrosative stress. Nitric oxide is also capable of directly interacting with mitochondria through inhibition of respiration or by permeability transition. Reaction of nitric oxide with metal ions include its direct interaction with the metals or with oxo complexes thereby reducing them to lower valent state. Excessive production of nitric oxide can be studied by inhibiting the synthetic pathway of nitric oxide using both selective or specific nitric oxide synthase inhibitor or non-selective nitric oxide synthase inhibitor with respect to isoforms of nitric oxide.     

Finite element modelling and experimental study of oblique soccer ball bounce

In this study, we develop a finite element model to examine the oblique soccer ball bounce. A careful simulation of the interaction between the ball membrane and air pressure in the ball makes the model more realistic than analytical models, and helps us to conduct an accurate study on the effect of different parameters on a bouncing ball. This finite element model includes a surface-based fluid cavity to model the mechanical response between the ball carcass and the internal air of the ball. An experimental set-up was devised to study the bounce of the ball in game-relevant impact conditions. Ball speed, angle, and spin were measured before and after the bounce, as well as ball deformation and the forces during the impact. The finite element model has been validated with three different sets of data, and the results demonstrate that the finite element model reported here is a valuable tool for the study of ball bounce. After validation of the model, the effect of the friction coefficient on soccer ball bounce was studied numerically. Simulation results show that increasing the friction coefficient may result in reversal of the horizontal impact force.     

University libraries response to COVID-19 pandemic: A developing country perspective

The purpose of this study was to explore the university libraries' response during the COVID-19 pandemic and determine their working practices, services patterns, strategies applied, and role played. This study is a qualitative exploration by collecting data through in-depth interviews of purposely selected Heads of seven university libraries. The interview recordings were transcribed, translated, and analyzed thematically. The majority of the university libraries were physically closed for patrons in this pandemic but engaged with the users. Libraries revamped their web pages, reassigned resources, and planned robust online offerings. The university portal and other social media tools were less used communication tools during the pandemic. Library staff worked from home and there was a sense of over burden because of 24/7 connectivity and without any formal working policy addressing the new working routines. University librarians felt that digital divide, lack of digital literacy skills, and slow internet speed were the major barriers in their transition from physical to online mode and less use of library's online resources and web portals. Libraries see their individual and collective roles of societal and educational dimensions during these uncertain times. The study also made recommendations for the betterment of libraries' role in such situations.