Mitigating academic distress: the role of psychological capital in a collectivistic Malaysian university student sample

Background: The emphasis of education within the collectivistic Malaysian culture has exposed Malaysian university students to high levels of academic stressors. The experience of stress that stems from the experience of such stressors can be positive (eustress) or negative (distress). However, the presence of adaptive abilities to academic stress may influence the experience of stress. The present study examines psychological capital as the adaptive ability to academic stress among a collectivistic Malaysian university student sample. Methods: This cross-sectional study was conducted with a total of 183 students from a university in Malaysia. Findings: Analyses showed that university students with high academic distress did not predict low academic performance; while, university students with high academic eustress predicted high academic performance. Psychological capital was found to mitigate the influence of academic distress on academic performance but not on the influence of academic eustress on academic performance. Conclusion: The study debunked the common misconceptions about academic stress. It highlighted that the experience of eustress and the presence of psychological capital may be an important resource for students’ stress coping

Addressing the Poor Science Performance of Filipino Learners: Beyond Curricular and Instructional Interventions

The Philippines performed abysmally in Programme for International Student Assessment (PISA) 2018 science literacy assessment: only 22% of the 7,233 15-year-old Filipino students who participated in PISA achieved the minimum level of competency (Level 2) in science literacy (Organisation for Economic Cooperation and Development [OECD], 2019). This performance in the science assessment places the Philippines near the bottom of the 79 countries and economies that participated in PISA 2018. In a study that used a machine learning approach, we identified 15 variables that identified the poor-performing students in science literacy. These variables can be grouped into four clusters, namely, metacognitive reading strategies, classroom and school experiences, students’ affect and motivation, and their family experiences and learning resources at home. Based on these results, we suggest a number of interventions that can address these non-cognitive variables that predict poor performance in science literacy

Addressing the Poor Reading Performance of Filipino Learners: Beyond Curricular and Instructional Interventions

In the 2018 Programme for International Student Assessment (PISA), 15-year old Filipino students ranked last in reading proficiency among all countries/territories, with only 19% meeting the minimum (Level 2) standard. It is important to understand the different factors that contribute to the low reading performance and proficiency of these students, specifically the interventions that may help address this learning problem. Based on the result of a study using machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data, 20 variables that discriminated low reading proficiency students were identified. The results reflect aspects of the students’ psychosocial experiences at home, the classroom, and in the schools that relate to their poor reading proficiency. The results point to how interventions to address poor reading proficiency need to go beyond the curriculum and instructional interventions. What is needed are localized interventions that try to improve the psychosocial experiences of students in school, and that involve stakeholders from the local communities

Addressing the Poor Mathematics Performance of Filipino Learners: Beyond Curricular and Instructional Interventions

This study aimed to determine predictive models that would identify the most important predictor variables for students in the lowest proficiency group in public schools and private schools. After experimenting with different machine learning approaches, the random forest classifier (SVM) models were found to perform most accurately (Lundberg & Lee, 2017). To identify the most important predictors of being a poor performer in mathematics, Shapley values were generated, which produces a ranked list of several features in descending order. To manage complexity in comparing the key variables for private and public student performance classification, the 10 most significant features for the public and private school groups are analyzed and illustrated in Figure 1. Red bars represent direct relationships, whereas blue bars represent inverse relationships with identifying the poor-performing students in mathematics. Shapley Additive exPlanations (SHAP) values represent the level of variable importance relative to other variables. The bar length of each variable corresponding to the x-axis values shows the strength of the variable’s influence in the prediction of the model. The meanings of each important variable are summarized in Table 1, which also highlights the similar and contrasting results for private and public schools

Antibodies to Henipavirus or Henipa-Like Viruses in Domestic Pigs in Ghana, West Africa

Henipaviruses, Hendra virus (HeV) and Nipah virus (NiV), have Pteropid bats as their known natural reservoirs. Antibodies against henipaviruses have been found in Eidolon helvum, an old world fruit bat species, and henipavirus-like nucleic acid has been detected in faecal samples from E. helvum in Ghana. The initial outbreak of NiV in Malaysia led to over 265 human encephalitis cases, including 105 deaths, with infected pigs acting as amplifier hosts for NiV during the outbreak. We detected non-neutralizing antibodies against viruses of the genus Henipavirus in approximately 5% of pig sera (N = 97) tested in Ghana, but not in a small sample of other domestic species sampled under a E. helvum roost. Although we did not detect neutralizing antibody, our results suggest prior exposure of the Ghana pig population to henipavirus(es). Because a wide diversity of henipavirus-like nucleic acid sequences have been found in Ghanaian E. helvum, we hypothesise that these pigs might have been infected by henipavirus(es) sufficiently divergent enough from HeVor NiV to produce cross-reactive, but not cross-neutralizing antibodies to HeV or NiV

Evidence of Henipavirus Infection in West African Fruit Bats

Henipaviruses are emerging RNA viruses of fruit bat origin that can cause fatal encephalitis in man. Ghanaian fruit bats (megachiroptera) were tested for antibodies to henipaviruses. Using a Luminex multiplexed microsphere assay, antibodies were detected in sera of Eidolon helvum to both Nipah (39%, 95% confidence interval: 27–51%) and Hendra (22%, 95% CI: 11–33%) viruses. Virus neutralization tests further confirmed seropositivity for 30% (7/23) of Luminex positive serum samples. Our results indicate that henipavirus is present within West Africa

The Ecm11-Gmc2 complex promotes synaptonemal complex formation through assembly of transverse filaments in budding yeast

During meiosis, homologous chromosomes pair at close proximity to form the synaptonemal complex (SC). This association is mediated by transverse filament proteins that hold the axes of homologous chromosomes together along their entire length. Transverse filament proteins are highly aggregative and can form an aberrant aggregate called the polycomplex that is unassociated with chromosomes. Here, we show that the Ecm11-Gmc2 complex is a novel SC component, functioning to facilitate assembly of the yeast transverse filament protein, Zip1. Ecm11 and Gmc2 initially localize to the synapsis initiation sites, then throughout the synapsed regions of paired homologous chromosomes. The absence of either Ecm11 or Gmc2 substantially compromises the chromosomal assembly of Zip1 as well as polycomplex formation, indicating that the complex is required for extensive Zip1 polymerization. We also show that Ecm11 is SUMOylated in a Gmc2-dependent manner. Remarkably, in the unSUMOylatable ecm11 mutant, assembly of chromosomal Zip1 remained compromised while polycomplex formation became frequent. We propose that the Ecm11-Gmc2 complex facilitates the assembly of Zip1 and that SUMOylation of Ecm11 is critical for ensuring chromosomal assembly of Zip1, thus suppressing polycomplex formation

Amblyopia and quality of life: a systematic review

Background/Aims Amblyopia is a common condition which can affect up to 5% of the general population. The health-related quality of life (HRQoL) implications of amblyopia and/or its treatment have been explored in the literature. Methods A systematic literature search was undertaken (16th-30th January 2007) to identify the HRQoL implications of amblyopia and/or its treatment. Results A total of 25 papers were included in the literature review. The HRQoL implications of amblyopia related specifically to amblyopia treatment, rather than the condition itself. These included the impact upon family life; social interactions; difficulties undertaking daily activities; and feelings and behaviour. The identified studies adopted a number of methodologies. The study populations included; children with the condition; parents of children with amblyopia; and adults who had undertaken amblyopia treatment as a child. Some studies developed their own measures of HRQoL, and others determined HRQoL through proxy measures. Conclusions The reported findings of the HRQoL implications are of importance when considering the management of cases of amblyopia. Further research is required to assess the immediate and long-term effects of amblyopia and/or its treatment upon HRQoL using a more standardised approach