The COVID‐19 (Coronavirus) pandemic: reflections on the roles of librarians and information professionals

This Regular Feature explores the role of health science librarians in the coronavirus pandemic. COVID‐19 has spread rapidly all over the world. All major cities around the globe are in lockdown. In Pakistan, the first case was diagnosed on 26 February 2020, and currently, there are more than 2039 diagnosed cases and 26 deaths as on 31 March 2020. Across the country, there are further 12 000 suspected cases. This will undoubtedly increase if precautionary measures are not taken. Pakistani universities, colleges and schools were in lockdown. The role of university librarians in this emergency included raising awareness through public health education, providing support to medical staff, researchers and providing ongoing traditional services to regular library patrons in Pakistan. The Regular Feature also provides links to useful resources. JM.     

The role of gestures in the mathematical practices of those who do not see with their eyes

In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources??spoken and written languages, mathematical representation systems, drawings, gestures and the like??through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students??all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings.     

Exploring design features to enhance computer‐based assessment: Learners' views on using a confidence‐indicator tool and computer‐based feedback

Many institutions encourage formative computer‐based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small‐scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work‐based learners, and to enhance learners' ability to self‐regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system‐recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self‐assessment. A serendipitous finding highlights learners' frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self‐regulation are discussed in relation to principles of best feedback practice.     

Cytotoxicity and Apoptosis Inducing Activities of 2-Amino-4H-chromene-3-carbonitrile Derivatives Loaded on Gold Nanoparticles Against Human Breast Cancer Cell Line T47D

Chemotherapy drugs, used for prevention of uncontrolled cell proliferation in certain tissues as well as inducing apoptosis in tumor cells, are important candidates for treatment of cancer. The synthesized 2-amino-4H-chromene-3-carbonitrile derivatives effective on cancerous cells resistant to other drugs such as Paclitaxel were used due to their ability in induction of apoptosis. The growth inhibitory and inducing apoptosis activities were determined. In order to make it target-oriented, the best compound was conjugated with gold nanoparticles (NPs) by aspartic acid with chemical reduction method. Cytotoxicity effect of 2-amino-4H-chromene-3-carbonitrile derivatives against the T47D breast cancer cell line was determined by MTT assay. The synthesis of gold NPs was confirmed by transmission electron microscopy, UV–Vis and dynamic light scattering. To assess the effects of compounds on the process of apoptosis, staining methods with acridine orange–ethidium bromide and Hoechst staining by fluorescence microscopy and DNA fragmentation by the diphenylamine method were used. The synthesized compounds containing two NH₂ groups on benzene rings, demonstrated more cytotoxicity effect. The effect of conjugation with gold NPs and the induction of apoptosis were studied with the best compound. The cytotoxicity effects of the synthesized 2-amino-4H-chromene-3-carbonitrile compounds were changed by replacement of NO₂ group on thiol ring with different chemical groups on the benzene ring. Analyses of treated cell lines by conjugated and non-conjugated forms of compounds verified their ability in inducing apoptosis while conjugated form demonstrated higher apoptosis.     

A cross‐cultural examination of the impact of social,organisational and individual factors on educational technology acceptance between British and Lebanese university students

This paper examines the social, organisational and individual factors that may affect students' acceptance of e‐learning systems in higher education in a cross‐cultural context. A questionnaire was developed based on an extended technology acceptance model (TAM). A total sample of 1173 university students from two private universities in Lebanon and one university in England participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), social norms (SNs), perceived quality of work life (QWL), computer self‐efficacy (SE) and facilitating conditions (FC) are significant determinants of behavioural intentions (BIs) and usage of e‐learning system for the Lebanese and British students. QWL, the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between Lebanese and British students with regard to PEOU, SN, QWL, FC, SE and actual usage; however, no differences were detected in terms of PU and BI. Overall, the proposed model achieves acceptable fit and explains for 69% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e‐learning environments.     

Renovation of Adult Education by the New Media

In most developing countries, that are confronted, as we know, with so many complex problems, no one can deny that the most important are those of education and training.     

Graduated compression stockings: physiological and perceptual responses during and after exercise

The aim of this study was to examine the effect of wearing graduated compression stockings on physiological and perceptual variables during and after intermittent (Experiment 1) and continuous (Experiment 2) running exercise. Fourteen recreational runners performed two multi-stage intermittent shuttle running tests with 1 h recovery between tests (Experiment 1). A further 14 participants performed a fast-paced continuous 10-km road run (Experiment 2). Participants wore commercially available knee-length graduated compression stockings (pressure at ankle 18 - 22 mmHg) beneath ankle-length sports socks (experimental trials) or just the latter (control trials) in a randomized counterbalanced design (for both experiments). No performance or physiological differences were observed between conditions during intermittent shuttle running. During the 10-km trials, there was a reduction in delayed-onset muscle soreness 24 h after exercise when wearing graduated compression stockings (P < 0.05). There was a marked difference in the frequency and location of soreness: two participants in the stockings trial but 13 participants in the control trial indicated soreness in the lower legs. Wearing graduated compression stockings during a 10-km road run appears to reduce delayed-onset muscle soreness after exercise in recreationally active men.     

Reliability and validity of two tests of soccer skill

Twenty-four players from the 1st/2nd (elite) and 24 players from the 3rd/4th (non-elite) university football teams were recruited to evaluate the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) as tools to assess soccer skill. The LSPT requires players to complete 16 passes as quickly as possible. The LSST requires players to pass, control, and shoot the ball to targets on a full-sized goal. Participants completed two main trials each separated by at least one day. During both trials, the participants were given practice efforts before recording the mean of the next two (LSPT) or 10 (LSST) attempts as the performance score. For the LSPT, the mean time taken, added penalty time, and overall performance time were less in the elite players (elite: 43.6 s, s = 3.8; non-elite: 52.5 s, s= 7.4; P= 0.0001). For the LSST, there was no difference in the mean points scored per shot between groups (elite: 1.34, s = 0.46; non-elite: 1.28, s = 0.53). However, the elite players had higher mean shot speed (elite: 80 km h(-1), s = 4.5; non-elite: 74 km h(-1), s = 4.2; P < 0.0001) and performed each shot sequence faster (elite: 7.87 s, s= 0.29; non-elite: 8.07 s, s= 0.35; P= 0.037) than the non-elite players. Performance on both tests was more repeatable in elite players. In conclusion, the LSPT and LSST are valid and reliable protocols to assess differences in soccer skill performance.     

Children’s metabolic expenditure during object projection skill performance: New insight for activity intensity relativity

Objective: To examine children’s energy expenditure (EE) during object projection skill performance at three intensity intervals. Methods: Children’s (42, Mage = 8.1) average metabolic equivalents of task (METs) were calculated using a COSMED K4b2 while they repeatedly performed blocks of kicking, throwing (overhand), and striking (two-handed) during 6, 12, and 30-s interval conditions. A repeated-measures analysis of covariance examined differences in METs while controlling for skill level. Results: Data indicated a main effect for interval condition (df = 2, 123, F = 94.36, p <.001, η2 = .605). Post hoc t-tests demonstrated decreasing performance interval times yielded progressively higher METs (p <.001) across the three conditions (30s = 4.5±0.8 METs, 12s = 6.3±1.3, 6s = 8.3±1.6). There also was a main effect for sex (df = 1,120, F = 52.28, p <.001 η2 = .305). Boys demonstrated higher METs at each performance interval (p <.001). Conclusion: Skill practice with a maximum of one trial every 30s resulted in the equivalent of at least moderate physical activity (>4.0 METs) and intervals of 6s demonstrated vigorous physical activity (>7.0 METs). Practicing/performing object projection skills, even at intervals that allow for adequate instruction and feedback (i.e., 1 trial/30s), promotes MVPA in children.