The use of information and communications technology (ICT) in e-service delivery and effective governance in South Africa

Published ArticleThe current debate within the ASGISA and NEPAD policy structures of the South African Government is to enhance E-service delivery via Information and Communication Technologies (ICT) for all citizens. This paper deals with the problem how ICT in governance may be constructed to facilitate greater accountability, transparency and reducing corruption through better financial, public information management, procurement and administrative systems. South Africans especially in rural areas have a limited access to ICT. The main barriers to ICT access relate to high cost of Internet access, connectivity problems, lack of technical skills to support maintenance and low number of computers with Internet connectivity at schools, libraries and other public places

Research on Quality Assurance at the Regional Learning Centre Kimberley, Central University of Technology, Free State

Published ArticleDue to the new Higher Education landscape in South Africa, Universities of Technology will have to adapt to the changing socio-political scene on and off their campuses. This implies that public accountability is becoming the most significant vehicle of government policy and an integrated part of decision-making models. Subsequently, it also imp lies part time services to distance campuses or at regional learning centres too. In 2004, the Higher Education Quality Assurance Committee (HEQC), audited the Kimberley Regional Learning Centre of the CUT exactly according to the universal standards related to quality assurance for part time or so called distance learners. These universal concepts entail self-evaluation practices, selection approaches, efficiency and performance and of course, public accountability. In follow up reports to the HEQC what has been done to ensure better services to part time distance learners, the manager of the Regional Learning Centre and the director for distance learning launched an ongoing research project on quality assurance to find answers to problems that the HEQC audit has revealed. The following article contains the very first phase of an ongoing process to research universal standards that implies universal standards for other universities of technology as well

The development of supplemental instruction at the Central University of Technology, Free State (CUT)

Published ArticleThe former Technikon Free State, now the CUT, was concerned about the academic achievements of students and decided to introduce a programme to enhance the outcomes of student learning. The then Technikon initially identified weak performers and advised / compelled them to attend special classes. This programme proved to be unsuccessful due to the potential stigma associated with attending special classes. The Technikon commenced with its first research initiatives to implement supplemental instruction (SI) in 1993. The founders of SI, Profs Diana Martin and Robert Blanc of the University of Kansas City in Missouri, USA, presented demonstrations at joint workshops and also invited attendees to attend SI workshops in the USA. Soon permission was granted to implement SI at this institution in 1993. A new dimension to the concept of SI, namely to record SI lectures for discussion afterwards was added

Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State

Published ArticleBlended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses. The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem: Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State

Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State

Published ArticleBlended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses. The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem: Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State

Particulate multivalent presentation of the receptor binding domain induces protective immune responses against MERS-CoV

Middle East respiratory syndrome coronavirus (MERS-CoV) is a WHO priority pathogen for which vaccines are urgently needed. Using an immune-focusing approach, we created self-assembling particles multivalently displaying critical regions of the MERS-CoV spike protein ─fusion peptide, heptad repeat 2, and receptor binding domain (RBD) ─ and tested their immunogenicity and protective capacity in rabbits. Using a "plug-and-display" SpyTag/SpyCatcher system, we coupled RBD to lumazine synthase (LS) particles producing multimeric RBD-presenting particles (RBD-LS). RBD-LS vaccination induced antibody responses of high magnitude and quality (avidity, MERS-CoV neutralizing capacity, and mucosal immunity) with cross-clade neutralization. The antibody responses were associated with blocking viral replication and upper and lower respiratory tract protection against MERS-CoV infection in rabbits. This arrayed multivalent presentation of the viral RBD using the antigen-SpyTag/LS-SpyCatcher is a promising MERS-CoV vaccine candidate and this platform may be applied for the rapid development of vaccines against other emerging vi

A new measurement of direct CP violation in two pion decays of the neutral kaon

The NA48 experiment at CERN has performed a new measurement of direct CP violation, based on data taken in 1997 by simultaneously collecting K_L and K_S decays into pi0pi0 and pi+pi-. The result for the CP violating parameter Re(epsilon'/epsilon) is (18.5 +/- 4.5(stat)} +/- 5.8 (syst))x10^{-4}.Comment: 18 pages, 6 figure

An Integrated TCGA Pan-Cancer Clinical Data Resource to Drive High-Quality Survival Outcome Analytics

For a decade, The Cancer Genome Atlas (TCGA) program collected clinicopathologic annotation data along with multi-platform molecular profiles of more than 11,000 human tumors across 33 different cancer types. TCGA clinical data contain key features representing the democratized nature of the data collection process. To ensure proper use of this large clinical dataset associated with genomic features, we developed a standardized dataset named the TCGA Pan-Cancer Clinical Data Resource (TCGA-CDR), which includes four major clinical outcome endpoints. In addition to detailing major challenges and statistical limitations encountered during the effort of integrating the acquired clinical data, we present a summary that includes endpoint usage recommendations for each cancer type. These TCGA-CDR findings appear to be consistent with cancer genomics studies independent of the TCGA effort and provide opportunities for investigating cancer biology using clinical correlates at an unprecedented scale. Analysis of clinicopathologic annotations for over 11,000 cancer patients in the TCGA program leads to the generation of TCGA Clinical Data Resource, which provides recommendations of clinical outcome endpoint usage for 33 cancer types

Animal models for COVID-19

Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is the aetiological agent of coronavirus disease 2019 (COVID-19), an emerging respiratory infection caused by the introduction of a novel coronavirus into humans late in 2019 (first detected in Hubei province, China). As of 18 September 2020, SARS-CoV-2 has spread to 215 countries, has infected more than 30 million people and has caused more than 950,000 deaths. As humans do not have pre-existing immunity to SARS-CoV-2, there is an urgent need to develop therapeutic agents and vaccines to mitigate the current pandemic and to prevent the re-emergence of COVID-19. In February 2020, the World Health Organization (WHO) assembled an international panel to develop animal models for COVID-19 to accelerate the testing of vaccines and therapeutic agents. Here we summarize the findings to date and provides relevant information for preclinical testing of vaccine candidates and therapeutic agents for COVID-19

Identification and Functional Characterization of G6PC2 Coding Variants Influencing Glycemic Traits Define an Effector Transcript at the G6PC2-ABCB11 Locus

Genome wide association studies (GWAS) for fasting glucose (FG) and insulin (FI) have identified common variant signals which explain 4.8% and 1.2% of trait variance, respectively. It is hypothesized that low-frequency and rare variants could contribute substantially to unexplained genetic variance. To test this, we analyzed exome-array data from up to 33,231 non-diabetic individuals of European ancestry. We found exome-wide significant (P<5×10-7) evidence for two loci not previously highlighted by common variant GWAS: GLP1R (p.Ala316Thr, minor allele frequency (MAF)=1.5%) influencing FG levels, and URB2 (p.Glu594Val, MAF = 0.1%) influencing FI levels. Coding variant associations can highlight potential effector genes at (non-coding) GWAS signals. At the G6PC2/ABCB11 locus, we identified multiple coding variants in G6PC2 (p.Val219Leu, p.His177Tyr, and p.Tyr207Ser) influencing FG levels, conditionally independent of each other and the non-coding GWAS signal. In vitro assays demonstrate that these associated coding alleles result in reduced protein abundance via proteasomal degradation, establishing G6PC2 as an effector gene at this locus. Reconciliation of single-variant associations and functional effects was only possible when haplotype phase was considered. In contrast to earlier reports suggesting that, paradoxically, glucose-raising alleles at this locus are protective against type 2 diabetes (T2D), the p.Val219Leu G6PC2 variant displayed a modest but directionally consistent association with T2D risk. Coding variant associations for glycemic traits in GWAS signals highlight PCSK1, RREB1, and ZHX3 as likely effector transcripts. These coding variant association signals do not have a major impact on the trait variance explained, but they do provide valuable biological insights