Understanding online knowledge sharing: An interpersonal relationship perspective

The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs – Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments

Epstein-Barr virus: clinical and epidemiological revisits and genetic basis of oncogenesis

Epstein-Barr virus (EBV) is classified as a member in the order herpesvirales, family herpesviridae, subfamily gammaherpesvirinae and the genus lymphocytovirus. The virus is an exclusively human pathogen and thus also termed as human herpesvirus 4 (HHV4). It was the first oncogenic virus recognized and has been incriminated in the causation of tumors of both lymphatic and epithelial nature. It was reported in some previous studies that 95% of the population worldwide are serologically positive to the virus. Clinically, EBV primary infection is almost silent, persisting as a life-long asymptomatic latent infection in B cells although it may be responsible for a transient clinical syndrome called infectious mononucleosis. Following reactivation of the virus from latency due to immunocompromised status, EBV was found to be associated with several tumors. EBV linked to oncogenesis as detected in lymphoid tumors such as Burkitt's lymphoma (BL), Hodgkin's disease (HD), post-transplant lymphoproliferative disorders (PTLD) and T-cell lymphomas (e.g. Peripheral T-cell lymphomas; PTCL and Anaplastic large cell lymphomas; ALCL). It is also linked to epithelial tumors such as nasopharyngeal carcinoma (NPC), gastric carcinomas and oral hairy leukoplakia (OHL). In vitro, EBV many studies have demonstrated its ability to transform B cells into lymphoblastoid cell lines (LCLs). Despite these malignancies showing different clinical and epidemiological patterns when studied, genetic studies have suggested that these EBV- associated transformations were characterized generally by low level of virus gene expression with only the latent virus proteins (LVPs) upregulated in both tumors and LCLs. In this review, we summarize some clinical and epidemiological features of EBV- associated tumors. We also discuss how EBV latent genes may lead to oncogenesis in the different clinical malignancie

Polygenic Risk Modelling for Prediction of Epithelial Ovarian Cancer Risk

Funder: Funding details are provided in the Supplementary MaterialAbstractPolygenic risk scores (PRS) for epithelial ovarian cancer (EOC) have the potential to improve risk stratification. Joint estimation of Single Nucleotide Polymorphism (SNP) effects in models could improve predictive performance over standard approaches of PRS construction. Here, we implemented computationally-efficient, penalized, logistic regression models (lasso, elastic net, stepwise) to individual level genotype data and a Bayesian framework with continuous shrinkage, “select and shrink for summary statistics” (S4), to summary level data for epithelial non-mucinous ovarian cancer risk prediction. We developed the models in a dataset consisting of 23,564 non-mucinous EOC cases and 40,138 controls participating in the Ovarian Cancer Association Consortium (OCAC) and validated the best models in three populations of different ancestries: prospective data from 198,101 women of European ancestry; 7,669 women of East Asian ancestry; 1,072 women of African ancestry, and in 18,915 BRCA1 and 12,337 BRCA2 pathogenic variant carriers of European ancestry. In the external validation data, the model with the strongest association for non-mucinous EOC risk derived from the OCAC model development data was the S4 model (27,240 SNPs) with odds ratios (OR) of 1.38(95%CI:1.28–1.48,AUC:0.588) per unit standard deviation, in women of European ancestry; 1.14(95%CI:1.08–1.19,AUC:0.538) in women of East Asian ancestry; 1.38(95%CI:1.21-1.58,AUC:0.593) in women of African ancestry; hazard ratios of 1.37(95%CI:1.30–1.44,AUC:0.592) in BRCA1 pathogenic variant carriers and 1.51(95%CI:1.36-1.67,AUC:0.624) in BRCA2 pathogenic variant carriers. Incorporation of the S4 PRS in risk prediction models for ovarian cancer may have clinical utility in ovarian cancer prevention programs.</jats:p

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Educational Leadership for ICT-based Curriculum Innovation

Abstract: Education, as central to the knowledge society of the 21 st century, must produce people who are able to create and gain advantages from the new knowledge. However, the question is what kind of schooling would be best to prepare students for life in the knowledge society. To address the demand of knowledge challenges, policies on information and communication technology (ICT) in education have been produced in many countries, in which educational innovations using ICT have been increasingly embedded within a broader framework of educational change. Curriculum innovation has been regarded as an essential strategy for educational reform throughout the era of educational change, and practices of ICT-based curriculum innovation have been advocated in recent years. This paper reports six primary schools in Hong Kong participated in a curriculum innovation endeavored to promote and engage students in knowledge building through online learning communities. Essential contextual factors associated with the curriculum innovation were emerged from the analysis of data collected from principals, teachers, and students. This paper also discusses educational leadership issues in connection to the curriculum innovation

Understanding student perceptions and motivation towards academic blogs: an exploratory study

The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from questionnaires, interviews, and content analysis of blog posts, the study reveals a set of mediating factors in individual, social and academic dimensions, among which students’ perceived values of blogs play a critical role. Our findings have methodological and practical implications for researchers and teachers interested in academic blogs, especially for those in the field of teacher education

Exploring the role of weblogs in supporting learning communities:

This study explores into the role of weblogs in supporting preservice teachers during their teaching practice and the key factors determining their engagement with weblogs. Underlying our study is an integrative approach that puts weblogs alongside with other popular media in use. An online community was intentionally built with weblogs to facilitate reflection and social interaction among dispersed preservice teachers. In parallel, multiple channels of communication were employed for peer interaction. Weblogs were perceived as valuable in relieving isolation, documenting their experience, and expressing their personal feelings. Instant Messenger and phone were rated as the most frequently used media. This study sustains our conviction that the integrative approach is vital to have a comprehensive picture of interaction among a community. Our study deepens the insights into the distinct benefit of weblogs as educational media and informs the future development of an online community with weblogs