For decades, scholars have debated which mode of education is superior. Some argue that online is superior and others argue that online is less effective than traditional face-to-face courses. Still others suggest that the hybrid mode (e.g., online blended with face-to-face lectures) is the most desired and productive content delivery method for students. However, students' perceptions towards online learning as compared to traditional face-to-face learning have largely been overlooked. This paper intends to fill this void in the literature and explore minority students' perceptions towards online learning versus traditional face-to-face modes of education in higher education.
The rapid spread of antimicrobial resistant Neisseria gonorrhoeae continues to pose a serious threat to global health. To successfully treat and control gonococcal infections, rapid diagnosis is critical. Currently, nucleic acid amplification tests are the recommended diagnostic, however, these are both technically demanding and time consuming, making them unsuitable for resource-poor clinics. Consequently, there is a substantial need for an affordable, point-of-care diagnostic to use in these settings. In this study, DNA-functionalised gold nanoparticles (gold nanoprobes), with the ability to specifically detect the DNA Uptake Sequence (DUS) of Neisseria gonorrhoeae, were prepared. Using complementary annealing, the gold nanoprobes were shown to hybridise to genomic gonococcal DNA, causing a significant shift in their salt stability. By exploiting the shift in nanoprobe stability under the presence of target DNA, a solution-based colorimetric diagnostic for gonococcal DNA was prepared. Detection of purified genomic DNA was achieved in under 30 minutes, with a detection limit of 15.0 ng. Significantly, testing with DNA extracted from an off-target control organism suggested specificity for Neisseria. These results highlight the potential of DUS-specific gold nanoprobes in the rapid point-of-care diagnosis of gonococcal infections.
In academic institutions around the world, faculty and administrators are searching for new ways to improve teaching effectiveness and prepare students for a more demanding global workplace. Although improving the effectiveness of teaching has long been acknowledged as an important priority, at most academic institutions current performance assessment programs for evaluating faculty effectiveness are often perceived as being limited, ineffective and outmoded. In this paper, we identify key shortcomings of current teaching assessment methods and suggest an improved seven-step coaching model for improving teaching effectiveness. The proposed model also includes ten testable propositions for improving teaching effectiveness.
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