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The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes toward online learning, despite a high level of cybersecurity infrastructure and digital capabilities in KSA universities. There were several calls for enhancing higher-education students’ cyber-hygiene awareness to improve their cybersecurity behaviours, develop healthy cyber-hygiene habits, and ensure positive attitudes toward online learning amid COVID-19. The current research developed an integrated cyber-hygiene model for improving this behaviour entitled the quadruple “E” approach (QEA), which includes four stages: educate (E1), explore (E2), execute (E3), and evaluate (E4). The research compares students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-implementation of QEA. A sample of 446 bachelor students distributed between females and males in four public KSA universities was adopted during the academic year 2021. The results showed statistically significant differences in students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-adoption of the QEA. Students showed more positive cyber-hygiene behaviour and attitudes toward online learning post-QEA adoption than pre-QEA implementation. In addition, female students have more positive behaviour and attitudes than their male counterparts post the adoption of QEA. The current research stimulates positive cyber-hygiene behaviour and enhances attitudes toward online learning in universities, which have implications for the sustainability of KSA higher education, particularly in relation to SDGs 4 and 10.

Zika virus (ZIKV) pandemic and its implication in congenital malformations and severe neurological disorders had created serious threats to global health. ZIKV is a mosquito-borne flavivirus which spread rapidly and infect a large number of people in a shorter time-span. Due to the lack of effective therapeutics, this had become paramount urgency to discover effective drug molecules to encounter the viral infection. Various anti-ZIKV drug discovery efforts during the past several years had been unsuccessful to develop an effective cure. The NS2B-NS3 protein was reported as an attractive therapeutic target for inhibiting viral proliferation, due to its central role in viral replication and maturation of non-structural viral proteins. Therefore, the current in silico drug exploration aimed to identify the novel inhibitors of Zika NS2B-NS3 protease by implementing an e-pharmacophore-based high-throughput virtual screening. A 3D e-pharmacophore model was generated based on the five-featured (ADPRR) pharmacophore hypothesis. Subsequently, the predicted model is further subjected to the high-throughput virtual screening to reveal top hit molecules from the various small molecule databases. Initial hits were examined in terms of binding free energies and ADME properties to identify the candidate hit exhibiting a favourable pharmacokinetic profile. Eventually, molecular dynamic (MD) simulations studies were conducted to evaluate the binding stability of the hit molecule inside the receptor cavity. The findings of the in silico analysis manifested affirmative evidence for three hit molecules with −64.28, −55.15 and −50.16 kcal/mol binding free energies, as potent inhibitors of Zika NS2B-NS3 protease. Hence, these molecules holds the promising potential to serve as a prospective candidates to design effective drugs against ZIKV and related viral infections.

Background Inflammation-provoked disorders including cancer are arbitrated by cyclooxygenase-2 (COX-2). Celecoxib and niflumic acid are among the potent and selective inhibitors of this enzyme while aspirin (acetylsalicylic acid) and sodium salicylate are its non-selective and lesser potent inhibitors. Despite these proven studies, the comparative structural study of these selective and non-selective molecules at atomistic scale in complex state with COX-2 that may answer this differential inhibitory behavior has not been accomplished spotlighting the imperative need of additional research in this area. Thus, this study was framed to provide a strong explanation for the enigma of higher inhibitory activity of celecoxib-niflumic acid duo in comparison to aspirin and sodium salicylate towards COX-2. Methods A contemporary approach including advanced molecular docking against COX2, molecular dynamics of receptor-ligand complexes, simulation-trajectory-backed MMGBSA for different time points, radius of gyration (Rg) calculations, and e-pharmacophores approach was employed to attain a rational conclusion. Results Our findings demonstrated the higher binding affinity of celecoxib and niflumic acid over aspirin and sodium salicylate against COX-2. Although both selective and non-selective COX-2 inhibitors manifested nearly the same stability in the active site of this enzyme but the e-pharmocophoric features found in the case of selective inhibitors scored over non-selective ones. Thus, our findings excluded the differential stability to be the cause of stronger potency of selective inhibitors but attributed their potency to greater number of complementary features present in these inhibitors against the active site of inflammation engendering COX-2.

For any odd positive integer x, define ( x n ) n ⩾ 0 and ( a n ) n ⩾ 1 by setting x 0 = x ,   x n = 3 x n − 1 + 1 2 a n such that all x n are odd. The 3 x + 1 problem asserts that there is an x n = 1 for all x. Usually, ( x n ) n ⩾ 0 is called the trajectory of x. In this paper, we concentrate on ( a n ) n ⩾ 1 and call it the E-sequence of x. The idea is that we generalize E-sequences to all infinite sequences ( a n ) n ⩾ 1 of positive integers and consider all these generalized E-sequences. We then define ( a n ) n ⩾ 1 to be Ω -convergent to x if it is the E-sequence of x and to be Ω -divergent if it is not the E-sequence of any odd positive integer. We prove a remarkable fact that the Ω -divergence of all non-periodic E-sequences implies the periodicity of ( x n ) n ⩾ 0 for all x 0 . The principal results of this paper are to prove the Ω -divergence of several classes of non-periodic E-sequences. Especially, we prove that all non-periodic E-sequences ( a n ) n ⩾ 1 with lim ¯ n → ∞ b n n > log 2 3 are Ω -divergent by using Wendel’s inequality and the Matthews and Watts’ formula x n = 3 n x 0 2 b n ∏ k = 0 n − 1 ( 1 + 1 3 x k ) , where b n = ∑ k = 1 n a k . These results present a possible way to prove the periodicity of trajectories of all positive integers in the 3 x + 1 problem, and we call it the E-sequence approach.

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous investigations. Approaches to e-teaching ranged from a focus on information transmission to a focus on communication and collaboration. An analysis of perceptions of the teaching situation in relation to e-learning identified key themes influencing adopted approaches: control of teaching, institutional strategy, pedagogical and technological support, time required, teacher skills for using e-learning, and student abilities and willingness for using learning technology. Associations between these elements showed three groups of teachers: one focusing on transmission of information teaching both face-to-face and online while having a general negative perception of the teaching situation in relation to e-learning; a second focusing on student learning both face-to-face and online while having a general positive perception; and a third presenting unexpected patterns of associations. These results may be helpful for supporting different groups of teachers in employing e-learning in their on-campus units of study. At the same time, further research is proposed for inquiring into specific approaches in different disciplines and different university contexts.

In this article, we are concerned with the E-Bayesian (the expectation of Bayesian estimate) method, the maximum likelihood and the Bayesian estimation methods of the shape parameter, and the reliability function of one-parameter Burr-X distribution. A hybrid generalized Type-II censored sample from one-parameter Burr-X distribution is considered. The Bayesian and E-Bayesian approaches are studied under squared error and LINEX loss functions by using the Markov chain Monte Carlo method. Confidence intervals for maximum likelihood estimates, as well as credible intervals for the E-Bayesian and Bayesian estimates, are constructed. Furthermore, an example of real-life data is presented for the sake of the illustration. Finally, the performance of the E-Bayesian estimation method is studied then compared with the performance of the Bayesian and maximum likelihood methods.

The role and place of project skills in the realization of competence approach are analyzed. On the basis of analysis of different approaches to the interpretation of terms “pedagogical project”, “project skills” their content is generalized. According to the combination of received results and obtaining modern theory and practice of textbook creating the model of students’ skills forming to project a textbook is lighted up. The table of contents of model presents four basic components: purpose, block of knowledge, block of projective abilities, result. Four types of projective skills are emphasized: organizational skills, informative skills, skills to design, diagnostic skills. Directions of the use of the worked out model are developed for diagnosis the modern state of formed projective skills and improvement of corresponding methods of studies.

Improving the performance of e-learning services to provide a scalable and effective e-learning system is a big challenge for the educational organizations. The e-learning system faces many challenges in pedagogical services (e.g. learning design and learning content problems), and technical services (e.g. resource provisioning and financial cost). This article presents an e-learning environment based on cloud computing (PCLE) in attempt to enhance the e-learning services' by customizing the contents of the course's material depending on the students' knowledge, experiences, and requirements. Also, the system focuses on supporting and achieving reusability, interoperability, adaptation and personalization in order to overcome the passive role of the student and transfer it into an interactive and useful participation. On the other hand, PCLE is built over the cloud computing environment trying to overcome the traditional web-hosting challenges as scalability, availability, and cost.

Concerned calls for more empirical research in the area of fully or blended online learning approaches have yet to be heeded. The concern is not unwarranted given that most higher learning institutions worldwide are moving increasingly to partial or complete online course offerings. Our own work in this area has been directed at uncovering challenges in Virtual Learning Environments (VLE's), particularly those related to participatory issues that are being recognized in educational scholarship from a sociocultural perspective as the essence of successful learning, regardless of the field. The high stakes involved in learners´ proactive and critical participation in knowledge building through social interaction online, as opposed to passive assimilation, are closely connected to effective programs and their desired outcomes. We have argued that understanding the barriers that prevent these participatory practices involves a multifaceted perspective, including the voices of learners, and importantly, teaching practitioners. The significant quantitative and qualitative data we have generated in the different phases of our longitudinal inquiry using case study methodology have revealed disturbing challenges in the programs. These issues are primarily rooted in the degree of active participation on the part of many learners, especially in essential social interactive practices and this despite the commitment, enthusiasm and support of instructors for the VLE modality. Yet without significant student engagement and responsive participation not only are learning goals jeopardized, but so too is the underlying cost structure that often is assumed to support such programs. We are left with seeking a way forward. To do so, in this paper, we apply the investigative work we have done to emerging frameworks for evaluating these online programs. Our aim is to uncover a clear and evidenced-based argument for solutions to offer to key stakeholders and concrete steps they can take for improving their blended modality program offerings. The results of this exercise we believe provide an accessible roadmap for action for the large-scale online program in our investigation and new insight for online learning more broadly.

An effective state is essential to achieving socio-economic and sustainable development. With the advent of globalization, there are growing pressures on governments and organizations around the world to be more responsive to the demands of internal and external stakeholders for good governance, accountability and transparency, greater development effectiveness, and delivery of tangible results. Governments, parliaments, citizens, the private sector, NGOs, civil society, international organizations and donors are among the stakeholders interested in better performance. As demands for greater accountability and real results have increased, there is an attendant need for enhanced results-based monitoring and evaluation of policies, programs, and projects. This Handbook provides a comprehensive ten-step model that will help guide development practitioners through the process of designing and building a results-based monitoring and evaluation system. These steps begin with a “Readiness Assessment” and take the practitioner through the design, management, and importantly, the sustainability of such systems. The Handbook describes each step in detail, the tasks needed to complete each one, and the tools available to help along the way.