Conceptualising the Sustainable Energy Security Dimensions of Malaysia: A Thematic Analysis through Stakeholder Engagement to Draw Policy Implications

This study aims to provide established knowledge of the multi-dimensional concept of energy security through engaging stakeholders and experts. Energy security policy implications have been suggested in this study to address and mitigate energy security challenges. A total of seven emerging themes from semi-structured interviews have been discussed in-depth to understand the role of each theme and their interactions with energy policies. There is an urgent need to reduce dependency on fossil fuels and to look for alternative fuel options from renewable sources. At the same time, energy-efficient technology plays a significant role in improving overall efficiency and leading to reduced wastage of energy. This would, in turn, improve the availability and affordability of energy in Malaysia. Energy equity gets the most emphasis in the energy trilemma of Malaysia; however, equal importance should be attached to the nation’s energy security alongside environmental sustainability. The final decision of the trilemma balance and the energy policies that govern the energy use framework depends on the ministries and the regulatory bodies. An indicator mapping process has been recommended for these themes to quantify energy security by developing an energy security index. The thematic results discussed in this study have the potential to facilitate policymakers and energy analysts of countries with similar energy outlooks to design data-driven energy security policies.</jats:p

Statin use is associated with a reduced incidence of colorectal cancer: a colonoscopy-controlled case-control study

Background: The aetiology of colorectal cancer (CRC) remains elusive in the majority of cases. There is experimental evidence to show that HMG-CoA reductase inhibitors (statins) may inhibit proliferation and induce cause apoptosis in CRC cells and although some clinical studies have suggested that statins may protect against the development of CRC, this has not been a consistent finding. Therefore we have examined any potential protective effects of statins by comparing statin use in patients with colorectal cancer against a control group. Methods: This was a case–control study examining statin use in symptomatic patients attending for diagnostic colonoscopy. Statin use was compared between patients with CRC and a control group, who had all had normal colonoscopy. Structured interviews and clinical records notes were used to determine drug exposure. Logistic regression was used to compare statin exposure and correct for confounding factors. Results: There was a significant inverse association between previous statin use and a diagnosis of CRC (OR = 0.43 (95% confidence interval 0.25 – 0.80), pyears: OR = 0.18 (0.06 – 0.55), p<0.01). Conclusions: Statins use was associated with a protective effect against the development of CRC. This effect is associated with a significant dose and duration response. These findings need to be repeated in other observational studies before an interventional study can be considered

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed