The SARS-CoV-2 Omicron variant has demonstrated enhanced transmissibility and escape of vaccine-derived immunity. Although first-generation vaccines remain effective against severe disease and death, ...robust evidence on vaccine effectiveness (VE) against all Omicron infections, irrespective of symptoms, remains sparse. We used a community-wide serosurvey with 5,310 subjects to estimate how vaccination histories modulated risk of infection in infection-naive Hong Kong during a large wave of Omicron BA.2 epidemic in January-July 2022. We estimated that Omicron infected 45% (41-48%) of the local population. Three and four doses of BNT162b2 or CoronaVac were effective against Omicron infection 7 days after vaccination (VE of 48% (95% credible interval 34-64%) and 69% (46-98%) for three and four doses of BNT162b2, respectively; VE of 30% (1-66%) and 56% (6-97%) for three and four doses of CoronaVac, respectively). At 100 days after immunization, VE waned to 26% (7-41%) and 35% (10-71%) for three and four doses of BNT162b2, and to 6% (0-29%) and 11% (0-54%) for three and four doses of CoronaVac. The rapid waning of VE against infection conferred by first-generation vaccines and an increasingly complex viral evolutionary landscape highlight the necessity for rapidly deploying updated vaccines followed by vigilant monitoring of VE.
This paper examined the profile of Singaporean pre‐service teachers in terms of their technological pedagogical content knowledge (TPACK). A total of 1185 pre‐service teachers were studied with a ...TPACK survey. An exploratory factor analysis found five distinctive constructs: technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology and knowledge from critical reflection. The participants of this study did not make conceptual distinctions between TPACK constructs such as technological content knowledge and technological pedagogical knowledge. There were some differences in their TPACK perceptions by gender. However, the influence of age and teaching level were not strong. The methodological and theoretical implications for the development of TPACK surveys were discussed.
Plasmodium knowlesi, a simian malaria parasite responsible for all recent indigenous cases of malaria in Malaysia, infects humans throughout Southeast Asia. There are two genetically distinct ...subpopulations of Plasmodium knowlesi in Malaysian Borneo, one associated with long-tailed macaques (termed cluster 1) and the other with pig-tailed macaques (cluster 2). A prospective study was conducted to determine whether there were any between-subpopulation differences in clinical and laboratory features, as well as in epidemiological characteristics. Over 2 years, 420 adults admitted to Kapit Hospital, Malaysian Borneo with knowlesi malaria were studied. Infections with each subpopulation resulted in mostly uncomplicated malaria. Severe disease was observed in 35/298 (11.7%) of single cluster 1 and 8/115 (7.0%) of single cluster 2 infections (p = 0.208). There was no clinically significant difference in outcome between the two subpopulations. Cluster 1 infections were more likely to be associated with peri-domestic activities while cluster 2 were associated with interior forest activities consistent with the preferred habitats of the respective macaque hosts. Infections with both P. knowlesi subpopulations cause a wide spectrum of disease including potentially life-threatening complications, with no implications for differential patient management.
Researchers have indicated that the collaborative problem‐solving space afforded by the collaborative systems significantly impact the problem‐solving process. However, recent investigations into ...collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual‐based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem‐solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem‐solving activities. The students using the individual‐based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.
Lay Description
What is currently known about the subject matter?
Students tend to solve problems with simulations individually rather than collaboratively.
The free‐riding effect impedes student engagement in the collaborative process.
Collaborative simulations offer new affordances to better facilitate CPS processes.
What their paper adds to this?
Collaborative simulations strengthen interdependence and engagement in collaboration.
However, students did not show a significant enhancement in the learning tests.
They had difficulties transforming discussions into workable problem‐solving actions.
What the implications of study findings for practitioners?
Collaborative simulations can be applied to enhance collaborative engagement.
CPS activities should carefully leverage individual and collaborative learning.
Prompts that help students to closely relate their discussion to the simulation are needed.
This study explored students' perceptions of self‐directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology‐supported classroom ...environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study hypothesized that students' perceptions of learning without technology positively predict their perceptions of learning supported by technology. An instrument was developed and two studies, a pilot study and a main study, were undertaken. The pilot study surveyed 219 secondary school students and established the factors through exploratory factor analysis with good validity and reliability. The main study surveyed 500 secondary school students to confirm the factors and to establish the relationships between these factors through structural equation modeling. The results validated the four‐factor structure model and revealed that students who reportedly engaged in SDL and CL in face‐to‐face contexts also engaged in these forms of learning in technology‐supported contexts. The findings indicate that students' learning without technology support is related to their use of technology for learning. It may be advisable for teachers to develop students' learning processes in the face‐to‐face context without technology before engaging them in technology‐supported learning.
Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology‐based society, it is important that classroom experiences with computers are ...made available for all students. The purpose of this study is to examine pre‐service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre‐service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.
World agriculture is currently based on very limited numbers of crops, representing a significant risk to food supplies, particularly in the face of climate change which is expected to increase the ...frequency of extreme events. Minor and underutilised crops can help to develop a more resilient and nutritionally dense future agriculture. Bambara groundnut Vigna subterranea (L.) Verdc., as a drought resistant, nitrogen-fixing, legume has a role to play. However, as with most underutilised crops, there are significant gaps in knowledge and also negative traits such as ‘hard-to-cook’ and ‘photoperiod sensitivity to pod filling’ associated with the crop which future breeding programmes and processing methods need to tackle, to allow it to make a significant contribution to the well-being of future generations. The current review assesses these factors and also considers what are the next steps towards realising the potential of this crop.
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