Effects of Print Media: A Study of Reading Skills among University EFL Students

The present study is an attempt to investigate the effectiveness of reading materials of print media (hereinafter PM). The Quasi-experimental design and a structured questionnaire were selected to investigate the impact of PM, such as locally published English newspapers and magazines, to improve the reading competence of Preparatory Year Programme (henceforth PYP) students of English Language Centre of Taif University (hereinafter TUELC). One experimental group comprised of fifteen students was selected from PYP classes to determine the effectiveness of PM material among PYP students of TUELC. Four units were selected from the prescribed English for Academic Purposes (EAP) textbooks along with supporting reading materials adapted from PM for improving reading skills of the students. The results of the students’ performance were also substantiated by the opinions of the PYP teachers about the use of PM through a structured questionnaire. In an effort to address the issue relating to the use of PM, the present study tried to explore the role of PM in the interaction of the Saudi EFL classrooms with special reference to the PYP students of Taif University. The findings of the present study reveal that the Saudi PYP EFL teachers, as represented by the cohort this study, bear quite positive attitudes towards the use of materials adapted from local English newspapers and magazines. The present study concludes with recommendations on how PM can be employed to enhance reading skills in the Saudi PYP EFL classrooms. Keywords: Print media materials, reading competence, EFL classrooms, reading strategy use, and Saudi classroom interactants

An Analysis of Evidence-Based Practice Curriculum Integration in Australian Undergraduate Nursing Programs

Evidence-based practice (EBP) remains a relatively new concept to nursing, creating many challenges in relation to curriculum evaluation. Most of the available literature on EBP focuses to a great extent on clinical practice. There is limited literature available addressing the incorporation of EBP into nursing curricula, particularly at the undergraduate level. Existing literature highlights discrepancies in how EBP is implemented into nursing curricula, and reveals ambiguity in defining the concepts of EBP, appropriate place in the course in which to initiate EBP skills training, and in merging EBP with the research process. In the Australian context and internationally, EBP is variably addressed within undergraduate nursing education

Conceptualising a program aimed at empowering beginning international health science students for a successful transition to university

International health science students face many challenges at the beginning of their courses, including a lack of awareness of cultural differences, adjusting to academic expectations, communication difficulties, clinical placement challenges, financial pressures, maintaining cultural and religious practices, discrimination, and emotions such as loneliness and being homesick. This study aims to assist beginning international students enrolled in health sciences programs to adapt to university life and achieve academic success by expanding their coping abilities and self- management strategies. A survey approach was used to evaluate the pilot program named EMPOWERMENT. All first-year international students who participated in the EMPOWERMENT program were invited to complete a post-training questionnaire after the program. The results revealed that increased resilience and improved skills to manage stress were the most frequently reported outcomes of the program. In acquiring these important skills, the students valued the opportunity to share their experiences and learn from each other

Cloning and expression of hepatitis B surface gene in E. coli

Background: Hepatitis B virus (HBV) is among the smallest DNA viruses resulting in ~800,000 deaths each year. Pakistan is considered a country affected by HBV. In Pakistan, the most dominant genotype is D. HBV is an enveloped virus of 3.2 kb. The study's goal was to express hepatitis B surface antigen in a bacterial host to produce a recombinant protein.Method: Blood samples were collected in EDTA coated vacutainer from patients after their consent. DNA was extracted from serum through the phenol-chloroform method; Hepatitis B surface gene was cloned in TA cloning vector, subclone in pET 28a expression vector. An expression vector containing the Surface gene was then transformed into a competent bacterial host BL21 and inducted with IPTG at 0.1-0.2mM concentration for expression. The expressed proteins (soluble and pellet form) were analyzed on SDS PAGE.Results: Hepatitis B Surface gene of 681bp after PCR were detected under UV light then successfully cloned and subcloned in pET 28 expression vector. The restricted fragment indicating the gene of interest was 681bp when analyzed on 1.2% Agarose gel under UV light. The required protein of 25kDa was obtained in soluble form when detected on 12% SDS PAGE after staining with Coomassie Blue dye.Conclusion: Hepatitis B surface gene was successfully expressed in both insoluble and pellet forms using E.coli. The expression of surface protein needs to maximize through optimizing conditions to be used as potent candidate for vaccine production to prevent hepatitis B infection.Keywords: Hepatitis B virus; Surface gene; Cloning vector; pET expression vector  

Empowering International Students to Succeed : an Innovative and Beneficial Initiative for Health Professions

International students report higher sociocultural and academic stress when settling into a new university compared with their local counterparts. Three disciplines in the health professions collaborated to create a transition program addressing international student health and well-being in Australia. Commencing students and senior student mentors participated in a four-session program of activities to reflect on their current study/work practices and learn self-management strategies. They developed plans for coping with cultural, language, academic, and social barriers, and assisted in improving physical and mental health and well-being. Of the 26 participants who attended sessions, 15 participated in in-depth interviews. Facilitating adjustment, establishing relationships, gaining new skills and knowledge, and transforming beliefs and behavior were the four themes identified that captured and explicated the impact of the initiative. Although limited by the number of student participants, the program demonstrated a positive impact in creating a supportive learning environment for international students.</p

Hepatoprotective Effects of Silybum marianum

Oxidative stress, lipid peroxidation, and transaminase reactions are some of the mechanisms that can lead to liver dysfunction. A time-dependent study was designed to evaluate the ability of silymarin (SLN) and glycyrrhizin (GLN) in different dosage regimens to lessen oxidative stress in the rats with hepatic injury caused by the hepatotoxin carbon tetrachloride. Wistar male albino rats (n = 60) were randomly assigned to six groups. Group A served as a positive control while groups B, C, D, E, and F received a dose of CCl4 (50% solution of CCl4 in liquid paraffin, 2 mL/kg, intraperitoneally) twice a week to induce hepatic injury. Additionally, the animals received SLN and GLN in different doses for a period of six weeks. CCl4 was found to induce hepatic injury by significantly increasing serum alanine aminotransferase, aspartate aminotransferase, alkaline phosphatase, and thiobarbituric acid reactive substances while decreasing total protein and the activities of reduced glutathione, superoxide dismutase, and catalase. Treatment with various doses of SLN and GLN significantly reduced ALT, AST, ALP, and TBARS levels and increased GSH, SOD, and CAT levels. Our findings indicated that SLN and GLN have hepatoprotective effects against oxidative stress of the liver

Dissociation of CAK from Core TFIIH Reveals a Functional Link between XP-G/CS and the TFIIH Disassembly State

Transcription factor II H (TFIIH) is comprised of core TFIIH and Cdk-activating kinase (CAK) complexes. Here, we investigated the molecular and cellular manifestation of the TFIIH compositional changes by XPG truncation mutations. We showed that both core TFIIH and CAK are rapidly recruited to damage sites in repair-proficient cells. Chromatin immunoprecipitation against TFIIH and CAK components revealed a physical engagement of CAK in nucleotide excision repair (NER). While XPD recruitment to DNA damage was normal, CAK was not recruited in severe XP-G and XP-G/CS cells, indicating that the associations of CAK and XPD to core TFIIH are differentially affected. A CAK inhibition approach showed that CAK activity is not required for assembling pre-incision machinery in vivo or for removing genomic photolesions. Instead, CAK is involved in Ser5-phosphorylation and UV-induced degradation of RNA polymerase II. The CAK inhibition impaired transcription from undamaged and UV-damaged reporter, and partially decreased transcription of p53-dependent genes. The overall results demonstrated that a) XP-G/CS mutations affect the disassembly state of TFIIH resulting in the dissociation of CAK, but not XPD from core TFIIH, and b) CAK activity is not essential for global genomic repair but involved in general transcription and damage-induced RNA polymerase II degradation

Prognostic model to predict postoperative acute kidney injury in patients undergoing major gastrointestinal surgery based on a national prospective observational cohort study.

Background: Acute illness, existing co-morbidities and surgical stress response can all contribute to postoperative acute kidney injury (AKI) in patients undergoing major gastrointestinal surgery. The aim of this study was prospectively to develop a pragmatic prognostic model to stratify patients according to risk of developing AKI after major gastrointestinal surgery. Methods: This prospective multicentre cohort study included consecutive adults undergoing elective or emergency gastrointestinal resection, liver resection or stoma reversal in 2-week blocks over a continuous 3-month period. The primary outcome was the rate of AKI within 7 days of surgery. Bootstrap stability was used to select clinically plausible risk factors into the model. Internal model validation was carried out by bootstrap validation. Results: A total of 4544 patients were included across 173 centres in the UK and Ireland. The overall rate of AKI was 14·2 per cent (646 of 4544) and the 30-day mortality rate was 1·8 per cent (84 of 4544). Stage 1 AKI was significantly associated with 30-day mortality (unadjusted odds ratio 7·61, 95 per cent c.i. 4·49 to 12·90; P < 0·001), with increasing odds of death with each AKI stage. Six variables were selected for inclusion in the prognostic model: age, sex, ASA grade, preoperative estimated glomerular filtration rate, planned open surgery and preoperative use of either an angiotensin-converting enzyme inhibitor or an angiotensin receptor blocker. Internal validation demonstrated good model discrimination (c-statistic 0·65). Discussion: Following major gastrointestinal surgery, AKI occurred in one in seven patients. This preoperative prognostic model identified patients at high risk of postoperative AKI. Validation in an independent data set is required to ensure generalizability

Integration of Evidence-Based Practice in Undergraduate Nurse Education: A Grounded Theory Study

Considering the growing need to adopt an evidence-based practice (EBP) approach in response to increasing complexities in healthcare, nurses must be adequately prepared in their undergraduate degrees to implement EBP in clinical practice. However, there is a plethora of studies reporting that nurses’ educational preparation for embracing EBP is consistently inadequate. EBP adoption by graduating nurses depends on the degree to which it is prioritised by academics and the extent to which it is integrated into the curriculum. Despite the existence of many studies on EBP, its inclusion in nurse education is limited, and therefore requires investigation. <br>     The purpose of this study was to generate a substantive theory about the processes academics undertake when incorporating EBP in their teaching practices. In order to address the aims of the study, a constructivist grounded theory methodology informed by Charmaz was employed. In line with grounded theory approach, data collection and analysis were conducted simultaneously and continued until theoretical saturation was reached. Participant interviews, observations and document analysis were utilised to obtain data. In total, 23 academics across Australian universities participated in semi-structured interviews, and nine consented to be observed during their teaching with undergraduate students. Additionally, twenty unit guides shared by study participants were analysed to enrich data. <br>     In response to the central problem of how undergraduate education prepares nursing students to be evidence-based clinicians, a core process utilised by academics to tackle with this problem is conceptualised as <i>“On a path to success: Endeavouring to contextualise curricula within an EBP framework”</i>. This theoretical construct helps to explain academics’ actions and insights into teaching practices towards EBP integration in undergraduate education. A central aspect of this theory reflects meanings academics constructed around their endeavours towards achieving a fully integrated curricula that engages students with the EBP framework, linking EBP theory to practice. The core process is evident in three transitional stages of theory comprising: <i>Embarking on a journey-Being prepared, Experiencing challenges,</i> and <i>Moving ahead-Linking EBP theory to practice.</i> However, this process was mediated by contextual conditions of academic settings and individuals, curricula and practice settings. <br>     Four interrelated categories present the key activities academics were engaged with and are embedded in the core process. The first category, Valuing <i>and Engaging with EBP, </i>highlights academics’ preparation towards EBP teaching and its integration across courses. The second category, <i>Enacting EBP Curriculum,</i> reflects academics’ engagement with designing and enacting EBP and research units and working towards embedding EBP across units. The third category, <i>Influencing EBP Integration,</i> explores the teaching and learning strategies employed by academics to engage students with the EBP process, aiming to link evidence to practice in teaching units. The final category, <i>Envisaging the Use of EBP,</i> reveals how academics facilitated the use of EBP in theory and practice. Academics responses’ and the processes they used were influenced by three contextual factors consisting of academic settings and individuals, curricula design and implementation, and practice settings. These factors played an important role in academics’ endeavours to achieving a contextualised curricula, making EBP concepts relevant to practice. <br>     Therefore, the generated findings and theory offer valuable insights to nurse education within Australia that are also relevant for global nursing education. The substantive theory raises awareness of social processes and activities undertaken by academics and highlights obstacles, which require attention at school and practice setting levels to ensure academics are prepared, engaged and committed to incorporate EBP concepts in their teaching practices