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Mark R Marshall,1– 3,* Samantha Curd,4,* Julia Kennedy,4,* Dharni Khatri,4,* Sophia Lee,4,* Krenare Pireva,4,* Olita Taule’alo,4,* Porsche Tiavale-Moore,4,* Martin J Wolley,3,5,6,* Tian M Ma,3,7,* Angela L Kam,3,8,* Jun S Suh,3,* Trudi J Aspden4,* 1School of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; 2Department of Medicine, Tauranga Hospital, Hauora a Toi Bay of Plenty, Tauranga, New Zealand; 3Department of Renal Medicine, Middlemore Hospital, Counties Manukau Health, Auckland, New Zealand; 4School of Pharmacy, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; 5Endocrine Hypertension Research Centre, University of Queensland Frazer Institute, Greenslopes and Princess Alexandra Hospitals, Brisbane, Queensland, Australia; 6Department of Nephrology, Royal Brisbane and Women’s Hospital, Brisbane, Queensland, Australia; 7Institute for Innovation + Improvement, North Shore Hospital, Auckland, New Zealand; 8Barts Health NHS Trust, London, UK*These authors contributed equally to this workCorrespondence: Mark R Marshall, Tauranga Hospital, Te Whatu Ora Hauora a Toi Bay of Plenty, 29 Cameron Road, Tauranga South, Tauranga, 3112, New Zealand, Tel +6421461766, Email mark.marshall@bopdhb.govt.nzPurpose: Medication non-adherence in dialysis patients is associated with increased mortality and higher healthcare costs. We assessed whether medication adherence is influenced by specific psychometric constructs measuring beliefs about the necessity for medication and concerns about them. We also tested whether medication knowledge, health literacy, and illness perceptions influenced this relationship.Patients and Methods: This study is based on data from a cross-sectional in-person questionnaire, administered to a random sample of all adult dialysis patients at a teaching hospital. The main outcome was self-assessed medication adherence (8-Item Morisky Medication Adherence Scale). The predictors were: concerns about medications and necessity for medication (Beliefs About Medication Questionnaire); health literacy; medication knowledge (Medication Knowledge Evaluation Tool); cognitive, emotional, and comprehensibility Illness perceptions (Brief Illness Perception Questionnaire). Path analysis was performed using structural equations in both covariance and variance-based models.Results: Necessity for medication increased (standardized path coefficient [β] 0.30 [95% CI 0.05, 0.54]) and concerns about medication decreased (standardized β − 0.33 [− 0.57, − 0.09]) medication adherence, explaining most of the variance in outcome (r2=0.95). Medication knowledge and cognitive illness perceptions had no effects on medication adherence, either directly or indirectly. Higher health literacy, greater illness comprehension, and a more positive emotional view of their illness had medium-to-large sized effects in increasing medication adherence. These were indirect rather and direct effects mediated by decreases in concerns about medications (standardized β respectively − 0.40 [− 0.63,-0.16], − 0.60 [− 0.85, − 0.34], − 0.33 [− 0.52, − 0.13]).Conclusion: Interventions that reduce patients’ concerns about their medications are likely to improve adherence, rather than interventions that increase patients’ perceived necessity for medication. Improving patients’ general health literacy and facilitating a better understanding and more positive perception of the illness can probably achieve this. Our study is potentially limited by a lack of generalizability outside of the population and setting in which it was conducted.Keywords: medication adherence, surveys and questionnaires, latent class analysis, renal dialysis

The Simons Observatory (SO) is a cosmic microwave background survey experiment that includes small-aperture telescopes (SATs) observing from an altitude of 5200 m in the Atacama Desert in Chile. The SO SATs will cover six spectral bands between 27 and 280 GHz to search for primordial B-modes to a sensitivity of σ ( r ) = 0.002, with quantified systematic errors well below this value. Each SAT is a self-contained cryogenic telescope with a 35° field of view, 42 cm diameter optical aperture, 40 K half-wave plate, 1 K refractive optics, and 12,000 transition edge sensor detectors. We describe the nominal design of the SATs and present details about the integration and testing for one operating at 93 and 145 GHz.

Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs (e.g., knowledge, skills, and cognitive processes) that guide the creation of concept maps. Instead, they focus on the completeness of the concept map by assigning a composite score, which makes it difficult to generate targeted diagnostic feedback information for advancing students' learning. To apply the diagnostic classification model to the quantitative analysis of concept maps, this study introduced the novel application of the item expansion-based diagnostic classification analysis (IE-DCA) for this purpose. The IE-DCA can not only assess students' concept mapping abilities along a continuum but also classify students according to their concept mapping attributes when constructing the concept maps. The application and benefits of this approach were illustrated using a physics concept-mapping item related to particle and rigid body. Results showed that the estimated attribute profiles via the IE-DCA provided more detailed information about students' latent constructs than the composite score. Overall, this study illustrates the feasibility and potential of applying IE-DCA to analyze concept maps. Future applications of IE-DCS in other assessments in science education are discussed.

One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact.

Andrew W Kam,1– 3 Nathan Gunasekaran,1 Sarah G Chaudhry,1 Matthew Vukasovic,4 Andrew JR White,1,3,5 Adrian T Fung1,3,5,6 1Department of Ophthalmology, Westmead Hospital, Westmead, New South Wales, Australia; 2Executive Unit, Westmead Hospital, Westmead, New South Wales, Australia; 3Westmead and Central Clinical Schools, Discipline of Clinical Ophthalmology and Eye Health, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia; 4Department of Emergency Medicine, Westmead Hospital, Westmead, New South Wales, Australia; 5The Westmead Institute for Medical Research, Westmead Hospital, Westmead, New South Wales, Australia; 6Department of Ophthalmology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Macquarie Park, New South Wales, AustraliaCorrespondence: Adrian T FungDepartment of Ophthalmology, Westmead Hospital, Corner of Hawkesbury and Darcy Roads, Westmead, NSW 2145, AustraliaTel +1 612 9845 6668‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬Email adrian.fung@sydney.edu.auPurpose: To examine changing patterns of ophthalmic presentations to emergency departments (EDs) during the lockdowns associated with the first wave of the COVID-19 pandemic in Australia and the two months immediately following lockdown relaxation.Patients and Methods: This was a retrospective audit of triage coding and ICD-10-AM coding for all patient presentations to four Australian EDs from March 29 to May 31 in 2019 and 2020 (the COVID-19 lockdown period and the corresponding period in 2019), and from June 1 to July 31 in 2019 and 2020 (the post-lockdown period and the corresponding period in 2019). Number of ophthalmic presentations triaged per day and number of seven common and/or time-sensitive, vision threatening ophthalmic diagnoses were examined. Differences in mean daily presentation numbers were assessed with non-paired Student’s t-test with Bonferroni correction.Results: Total ophthalmic presentations per day during COVID-19 lockdowns fell by 16% compared to the corresponding period in 2019 (13.0 ± 4.0 in 2019 vs 10.8 ± 3.3 in 2020, mean ± standard deviation; p=0.01). There was also a significant decrease in presentations of atraumatic retinal detachment, conjunctivitis, and eye pain. In the two months following easing of lockdown restrictions, total ophthalmic presentations per day returned to the same level as that of the corresponding period in 2019 (12.2 ± 4.3 in 2019 vs 12.3 ± 4.1 in 2020, p=0.97).Conclusion: Total ophthalmic presentations and presentations of atraumatic retinal detachment, conjunctivitis and, eye pain to EDs fell during the lockdowns associated with the first wave of COVID-19 in Australia. These may represent delays in patients seeking appropriate medical attention and may have implications on patient morbidity long after the COVID-19 pandemic.Keywords: COVID-19, emergency medicine, ophthalmic epidemiology, retinal detachment, public health

Eye infection is one of the temporary invalidity causes that can lead to blindness. The former antibacterial components of eye drops were polyhexamethylene guanidine hydrochloride and polyhexamethylene guanidine phosphate. Polyhexamethylene guanidine in the form of form of succinate with preserved activity and lover toxicity is described. The antibacterial activity spectra of polyhexamethylene guanidine succinate and polyhexamethylene guanidine hydrochloride were comparatively estimated.

Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.

Research in gamified learning is still needed to expound how gamification may be employed to realistically yield positive effects on learning motivation. It is essential to evaluate whether gamification can foster autonomous forms of motivation, such as intrinsic motivation, which has been related to learning persistence and performance quality, instead of non-autonomous extrinsic motivation, that has been shown to be unsustainable or at worse, harmful to learning. To explore this, the current study investigated how gamified learning affected various motivational dimensions such as the sense of competence, autonomy, valuation, intrinsic motivation, identified regulation and external regulation to provide a clearer picture of the motivational influence of gamification. This study involved a learning activity that was gamified in a long-term context. The findings showed that gamifying a non-graded learning activity increased the sense of autonomy and intrinsic motivation. Interestingly, the findings showed that gamification reduced non-autonomous motivation in an examination-oriented course. Nevertheless, gamified learning did not yield significant effects on the sense of competence and valuation. The relationships between the various motivational dimensions were discussed in this paper.

The idea of remote learning has allowed many learners to overcome the barriers of social distancing during the COVID-19 pandemic in fulfilling learners' expectations. This study aims to investigate the challenges and strategies mature students, especially those career changers, were facing in construction engineering programmes during the pandemic by establishing an inclusive HyFlex collaboration model between two different organisations, namely one Polytechnics (the higher education institute) and an online learning platform institute (the online institute). A questionnaire survey was developed and distributed to all the 16 mature learners joining this Hyflex pathway in New Zealand. Both quantitative and qualitative methodologies were used, and all students were asked to respond to a questionnaire on the HyFlex route using a Likert scale. To ensure the accuracy of the findings, the reliability of the data collected by a questionnaire survey was assessed using Cronbach's alpha. It was found that students were satisfied with their academic performances and knowledge building for career changes with learning through this model; interaction, empathy and connection between learners and facilitators play a key role in the success of the inclusive HyFlex model. The current study adds to the body of knowledge by highlighting challenges and strategies for reducing COVID-19's impact on mature learners studying construction engineering programmes. The findings are critical for industry practitioners and teachers responsible for establishing and upgrading pre- and post-pandemic construction engineering learning programmes to upskill and solve the skill shortage problem in the shortest period possible.

The programme outcomes are broad statements of knowledge, skills, and competencies that the students should be able to demonstrate upon graduation from a programme, while the Educational Taxonomy classifies learning objectives into different domains. The precise mapping of a course outcomes to the programme outcome and the educational taxonomy (Cognitive, Psychomotor and Affective) level is crucial to ensure Constructive Alignment at the fundamental level of a course and to ensure meaningful outcome measurements. Unfortunately, this effort is often subject to bias and human error while the use of information technologies as a mediator in this area remains unexplored. This research paper proposes an automatic learning-based advisory system for engineering curriculum to ensure constructive alignment with programme outcomes and educational taxonomy. We demonstrated the use of natural language processing and machine learning techniques to mitigate human error and bias that is often present in such classification tasks. Textual/semantic embeddings, including Term Frequency-Inverse Document Frequency (TF-IDF), Universal Sentence Encoder (USE), and Word2Vec (W2V), machine learning models (Random Forest, Support Vector Machine, Logistic Regression, and Light Gradient Boosting Machine), and their corresponding techniques for optimizing the training process are extensively investigated. In terms of accuracy, we obtained an encouraging result of 78.83%, and 78.71% for TF-IDF with Random Forest, and USE with Support Vector Machine classifier, respectively. We transformed our work into a web-based solution named the Course Outcomes Diagnostic Tool, embedded in the faculty education web platform, Edu Centre that is ubiquitously adopted by the members in the Faculty of Engineering and Technology, Tunku Abdul Rahman University of Management and Technology. The proposed solution has demonstrated great potential in reducing subjectivity, ambiguity, and human error, thereby improving the constructive alignment at the root level of course design to ensures teaching-learning activities are aligned with regulatory body expectations.

It is critical to investigate the major factors that influence the perceived value and satisfaction of international students in Malaysia, as the country has seen a decrease in international students since 2017 and strives to become an international education hub. This research aims to: (1) ascertain the level of satisfaction experienced by international students attending private universities (PrUs) in the Klang Valley; (2) identify factors and present a model that measures their influence on the perceived value and satisfaction of international students; and (3) propose policy recommendations to key stakeholders. An empirical study was conducted using a quantitative research methodology via physical survey using structured questionnaires. A total of 502 surveys from international students were collected from twelve private universities in the Klang Valley. The partial least squares structural equation modelling technique was employed to assess the measurement and structural model in validating the study model. Based on the empirical findings, the external environment, image, academic and non-academic constructs positively influence perceived value, which affects satisfaction. Results also confirm that the post-behavioural intentions of satisfied international students are word-of-mouth recommendations and loyalty. The results provided new perspectives on attracting and retaining international students to study in Malaysia. Theoretical, policy and practical implications are discussed.