Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town

Bibliography: leaves 216-228.This is a qualitative interpretive case study of project work (independent enquiry learning, also labeled topic work or theme work) in a disadvantaged South African primary school. The underlying problem was to examine the potential role of project work in the teaching of information literacy in "information poor" environments. Information literacy is recognised as a crucial outcome in the documentation of Curriculum 2005, the new South African curriculum now being phased in. An Information Skills Learning Programme has been developed and placed in the Learning Area Language, Literacy and Communication. Moreover, information skills have been a compulsory subject in the Western Cape Education Department's Interim Curriculum since 1995. Both the WCED interim curriculum and Curriculum 2005 stress continuous formative assessment via projects and portfolios. Information skills are inherent in good project work, which, internationally, is seen as the ideal context for the integrated learning of these skills. However, information literacy education internationally assumes access to a wide variety of learning resources, such as school libraries, which cannot be assumed in South African schools. The paucity of research within disadvantaged environments as well as the nature of the construct of information literacy explains the choice of methodology - exploratory ethnographic field study. An ex-House of Representatives primary school, within a historically coloured township on the Cape Flats, Cape Town, which regularly undertakes project work, was chosen. The Grade Seven class was selected as Curriculum 2005 was due to be phased in at that level in 1998. The questions framing the study aimed at finding out how projects were conducted within the school, what resources were used, how teachers managed them, and how information literate teachers were

The readiness of public libraries in South Africa for information literacy education: the case of Mpumalanga Province

The purpose of the study is to investigate the readiness of public libraries in South Africa for an enhanced educational role in developing the information literacy of school learners. The public libraries in Mpumalanga Province provide the case site for the study. Across the world, information literacy education has been identified as the raison d'etre of school libraries. There are two arguments for public libraries in South Africa to take on this mission: • the demands of the global economy for information literate school leavers - reflected in South Africa's new school curriculum, which is widely described as "resource-based" and which lists infonnation skills as a critical cross-curricular outcome • the shortage of school libraries in South Africa. It has been estimated that eight million out of 12 million learners do not have access to libraries in their schools. In recent years there have been suggestions that South African public libraries take on a more direct educational and developmental role - which might be more appropriate than the inherited Western model of service. Information literacy education might well be their unique contribution to social inclusion in a country where, on average, less that 10 percent of the population belong to public libraries. The introduction in the late 1990s of the new curriculum has brought a huge increase in the use of public libraries by school learners - most of whom are not signed-up members but who need access to public library resources as they grapple with the information seeking demands of their school projects and assignments. The increase in use has led to much comment in public library circles on the iJJ-preparedness of school learners for project work in the library. The theoretical underpinning of the study comes from the research and theory building of Carole Kuhlthau and Christine Bruce - both of whom have enriched information literacy theory with their "borrowing" from constructivist and relational learning theory. To Kuhhhau, information literacy is a constructive process of building meaning and knowledge. The task of information literacy education in schools and libraries - is to teach people how to learn - not how to find discrete bits of information. Christine Bruce's research highlights the significance of people's conceptions of information and information literacy. She identifies categories of conceptions ranging from those which see information literacy as knowing about resources to those who describe it as creating new knowledge and building wisdom. Effective information literacy education has to take into account the existence of these different conceptions. The PhD study sets out to examine if indeed public libraries in South Africa might assume an enhanced responsibility for information literacy education and, if so, what inhibiting and 111 facilitating factors might exist. The word "readiness" in its title has two layers of meaning: at one level it refers to physical capacity and on a second level to more intangible and subjective attributes such as staff attitudes and beliefs. The research questions examined in the study relate to these two layers of meaning. They are informed also by a wide-ranging survey of the literature of educational change in South Africa and of the role of public libraries, internationally, in information literacy education. The questions can be grouped into three categories: • What is happening at present in terms of information literacy education for school learners? • Do public libraries have the physical capacity for information literacy education? • What are the attributes of public library staff in terms of their experience of and attitudes towards information literacy, information literacy education, and, indeed, towards a stronger educational role for public libraries? Any discussion on the capacity of Mpumalanga's public libraries for information literacy education has immediately to acknowledge the uneven distribution of libraries - common to all South African provinces. The Director of Mpumalanga Provincial Library Service estimates that his province requires 98 new libraries. The Province of Mpumalanga lends itself to the research problem for a number of reasons. Its social and economic characteristics throw into relief the critical issues highlighted in the literature review. It is one of South Africa's five "new'' provinces, having amalgamated two apartheid era "homelands". It is regarded as a "rural" province" with sprawling densely populated but underdeveloped areas. Only 18 percent of its schools have libraries. The study took place in a time of upheaval and restructuring of local government - the tier of government responsible for the day to day management of public libraries. The climate of uncertainty is found to play a significant part in the prevailing low morale of public library staff. The research project has a design structure of two interdependent phases. The overarching theoretical framework is interpretivist constructivism. The realities and meanings constructed by public library staff are central to the problem. However, it employs both qualitative and quantitative methodologies as each contributes to the understanding of the problem. The first phase is a broad survey of 46 public libraries in Mpumalanga, undertaken in March/April 2004, which gathers both qualitative and quantitative data by means of interviews with 57 staff members - based on a semi-structured questionnaire. The aim was to gather quantitative data on the resources and facilities within the libraries and their services to schools - and, by means of several open-ended questions, qualitative data on library staff views on the impact JV of the new curriculum and possible changes in their social role. The first phase leads into the next phase - a more focused participant observation case study of the information literacy programmes in two public libraries in one small town throughout October 2004. Three vignettes scaffold the case study, which serve both to give a sense of context and to highlight the theoretical issues. In this phase, an added perspective is school educators' use of the library - and their beliefs about learning and libraries. Twenty-seven interviews with Grade 7 and 8 educators and principals in the seven schools served by the public libraries were conducted. The analysis of the first phase data led to tentative findings. The second phase case study started afresh - open to alternative or contradictory interpretations. However, its findings are surprisingly convergent with those of the first phase. It seems that Mpumalanga public libraries are heavily engaged in serving school learners. The study indeed concludes that public libraries need school learners - given their low use by adults. Shortcomings in certain physical facilities, such as the lack of space and absence of retrieval tools, are inhibiting factors with the heritage of apartheid still impacting on the availability of and quality of service. The low level of professional education of public library staff is found to impede innovation in library and information service programming. The prevailing information literacy education largely comprises, at present, one-to-one support, although there is a fair amount of source-based group library orientation. Moving from library orientation towards information literacy education will depend on a shift in conceptions of the educational role of public libraries. In the absence of recognition of their curricular role by public library authorities and educationists, many public librarians are not sure that their services to school learners are legitimate. There is, at the same time, dawning recognition that present approaches are not meeting the needs of school learners and that more effective communication with educators is required. This recognition comes from public librarians' frustrating encounters with learners rather than from insight into information literacy education theory and experience. And educators' simplistic conceptions of project work and lack of cognizance of the demands of information seeking in the library do not allow for a more dynamic role for public libraries. The study makes recommendations for various role-players - the library profession, the governance structures of public libraries, public library staff, educators and educationists, and information literacy researchers. The fundamental conclusion is that sustainable information literacy education in public libraries will depend on more dynamic leadership and on a vision of a new model of public library

Comprehensive Rare Variant Analysis via Whole-Genome Sequencing to Determine the Molecular Pathology of Inherited Retinal Disease

Inherited retinal disease is a common cause of visual impairment and represents a highly heterogeneous group of conditions. Here, we present findings from a cohort of 722 individuals with inherited retinal disease, who have had whole-genome sequencing (n = 605), whole-exome sequencing (n = 72), or both (n = 45) performed, as part of the NIHR-BioResource Rare Diseases research study. We identified pathogenic variants (single-nucleotide variants, indels, or structural variants) for 404/722 (56%) individuals. Whole-genome sequencing gives unprecedented power to detect three categories of pathogenic variants in particular: structural variants, variants in GC-rich regions, which have significantly improved coverage compared to whole-exome sequencing, and variants in non-coding regulatory regions. In addition to previously reported pathogenic regulatory variants, we have identified a previously unreported pathogenic intronic variant in $\textit{CHM}$ in two males with choroideremia. We have also identified 19 genes not previously known to be associated with inherited retinal disease, which harbor biallelic predicted protein-truncating variants in unsolved cases. Whole-genome sequencing is an increasingly important comprehensive method with which to investigate the genetic causes of inherited retinal disease.This work was supported by The National Institute for Health Research England (NIHR) for the NIHR BioResource – Rare Diseases project (grant number RG65966). The Moorfields Eye Hospital cohort of patients and clinical and imaging data were ascertained and collected with the support of grants from the National Institute for Health Research Biomedical Research Centre at Moorfields Eye Hospital, National Health Service Foundation Trust, and UCL Institute of Ophthalmology, Moorfields Eye Hospital Special Trustees, Moorfields Eye Charity, the Foundation Fighting Blindness (USA), and Retinitis Pigmentosa Fighting Blindness. M.M. is a recipient of an FFB Career Development Award. E.M. is supported by UCLH/UCL NIHR Biomedical Research Centre. F.L.R. and D.G. are supported by Cambridge NIHR Biomedical Research Centre

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)

Partnership for Research on Ebola VACcination (PREVAC): protocol of a randomized, double-blind, placebo-controlled phase 2 clinical trial evaluating three vaccine strategies against Ebola in healthy volunteers in four West African countries

International audienceAbstract Introduction The Ebola virus disease (EVD) outbreak in 2014–2016 in West Africa was the largest on record and provided an opportunity for large clinical trials and accelerated efforts to develop an effective and safe preventative vaccine. Multiple questions regarding the safety, immunogenicity, and efficacy of EVD vaccines remain unanswered. To address these gaps in the evidence base, the Partnership for Research on Ebola Vaccines (PREVAC) trial was designed. This paper describes the design, methods, and baseline results of the PREVAC trial and discusses challenges that led to different protocol amendments. Methods This is a randomized, double-blind, placebo-controlled phase 2 clinical trial of three vaccine strategies against the Ebola virus in healthy volunteers 1 year of age and above. The three vaccine strategies being studied are the rVSVΔG-ZEBOV-GP vaccine, with and without a booster dose at 56 days, and the Ad26.ZEBOV,MVA-FN-Filo vaccine regimen with Ad26.ZEBOV given as the first dose and the MVA-FN-Filo vaccination given 56 days later. There have been 4 versions of the protocol with those enrolled in Version 4.0 comprising the primary analysis cohort. The primary endpoint is based on the antibody titer against the Ebola virus surface glycoprotein measured 12 months following the final injection. Results From April 2017 to December 2018, a total of 5002 volunteers were screened and 4789 enrolled. Participants were enrolled at 6 sites in four countries (Guinea, Liberia, Sierra Leone, and Mali). Of the 4789 participants, 2560 (53%) were adults and 2229 (47%) were children. Those < 18 years of age included 549 (12%) aged 1 to 4 years, 750 (16%) 5 to 11 years, and 930 (19%) aged 12–17 years. At baseline, the median (25th, 75th percentile) antibody titer to Ebola virus glycoprotein for 1090 participants was 72 (50, 116) EU/mL. Discussion The PREVAC trial is evaluating—placebo-controlled—two promising Ebola candidate vaccines in advanced stages of development. The results will address unanswered questions related to short- and long-term safety and immunogenicity for three vaccine strategies in adults and children. Trial registration ClinicalTrials.gov NCT02876328 . Registered on 23 August 2016