<p>The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data.  A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students have more positive attitudes toward the flipped learning approach than society in general does toward it.  Accordingly, teachers are advised to select a language-teaching approach that is helpful for students. They should also consider the perspectives of students. Improvement in reading skill is not necessarily attributed to only one of the approaches analyzed in this study.</p>

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BackgroundIncidence of food-borne infections from Listeria monocytogenes, a parasite that has adapted intracellular residence to avoid antibody onslaught, has increased dramatically in the past few years. The apparent lack of an effective vaccine that is capable of evoking the desired cytotoxic T cell response to obliterate this intracellular pathogen has encouraged the investigation of alternate prophylactic strategies. It should also be noted that Archaebacteria (Archae) lipid-based adjuvants enhance the efficacy of subunit vaccines. In the present study, the adjuvant properties of archaeosomes (liposomes prepared from total polar lipids of archaebacteria, Halobacterium salinarum) combined with immunogenic culture supernatant antigens of L. monocytogenes have been exploited in designing a vaccine candidate against experimental listeriosis in murine model.MethodsArchaeosome-entrapped secretory protein antigens (SAgs) of L. monocytogenes were evaluated for their immunological responses and tendency to deplete bacterial burden in BALB/c mice challenged with sublethal listerial infection. Various immunological studies involving cytokine profiling, lymphocyte proliferation assay, detection of various surface markers (by flowcytometric analysis), and antibody isotypes (by enzyme-linked immunosorbent assay) were used for establishing the vaccine potential of archaeosome-entrapped secretory proteins.ResultsImmunization schedule involving archaeosome-encapsulated SAgs resulted in upregulation of Th1 cytokine production along with boosted memory in BALB/c mice. It also showed protective effect by reducing listerial burden in various vital organs (liver and spleen) of the infected mice. However, the soluble form of the antigens (SAgs) and their physical mixture with sham (empty) archaeosomes, besides showing feeble Th1 response, were unable to protect the animals against virulent listerial infection.ConclusionOn the basis of the evidence provided by the current data, it is inferred that archaeosome-entrapped SAgs formulation not only enhances cytotoxic T cell response but also helps in the clearance of pathogens and thereby increases the survival of the immunized animals.

Purpose The link between SME performance, growth and development is well established; however, the characteristics of SMEs that allow firms to be successful in the long run in an underdeveloped country context, i.e. Pakistan, are still unclear. This paper aims to bridge this gap by identifying the SMEs’ characteristics that set them apart from their rivals and become successful. Design/methodology/approach This study uses Storey’s development framework to identify the SMEs’ characteristics. Data is gathered using the case study method from SMEs with a metropolitan context in Pakistan. A narrative methodological framework was used during the data gathering and analysing stages. Findings Findings of this study indicate that the prosperity of SMEs in Pakistan is dependent on a combination of characteristics, including entrepreneurial characteristics of owner–managers, knowledge of business operating models, social networks and relationship building and innovation in business style. Additionally, other factors such as governance structure, strategic planning of market diversification and export characteristics also influence the prosperity of an SME. These findings may have several important implications for key stakeholders, including entrepreneurs, SMEs and policymakers in the government. Originality/value This research provides evidence about factors that can help an SME to become successful in uncertain situations surrounding a business environment. Theoretically, the contribution of this research is that it demonstrates that entrepreneurial characteristics and the effective leadership style of owner–managers can help SMEs achieve prosperity in external unforeseeable situations.

The main objective of this study is to explore various barriers that are preventing Pakistani HEIs (universities) students from learning online in this COVID-19 pandemic. Applying a qualitative research design, twelve (12) in-depth interviews were conducted with individual business school participants (students), selected at undergraduate and graduate levels to participate. Data were collected from six (06) universities in Islamabad, Pakistan. After collecting the data using a self-developed questionnaire, a thematic analysis method within the qualitative research was applied to uncover several barriers relating to the objective of this study. Eight themes emerged from the interview data: internet technology access, the content of digital slides, student’s perception towards online learning, power outages during COVID-19 pandemic, students’ fear of losing marks and impact on employment, faculty skills in using technology to teach online, student’s stress and health in the COVID-19 pandemic and student skills to use distance learning tools. Based on the findings, students who live in rural areas are more affected by online learning during the COVID-19 pandemic than students in urban areas due to identified barriers and, most importantly, lack of technology infrastructure. Opportunities and future recommendations have been provided to the relevant authorities to conduct and deliver smooth online education in the country during pandemic.