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Metadata harvesting has been established by the Open Archives Initiative as a viable mechanism for connecting a provider of data to a purveyor of services. The Open Digital Library model is an emerging framework which attempts to break up the services into appropriate components based also on the basic philosophy of the OAI model. This framework has been applied to various projects and evaluated for its simplicity, extensibility and reusability to support the hypothesis that digital libraries should be built from simple Web service‐like components instead of as monolithic software applications.

NDLTD, the Networked Digital Library of Theses and Dissertations, supports and encourages the production and archiving of electronic theses and dissertations (ETDs). While many current NDLTD member institutions and consortia have individual collections accessible online, there has until recently been no single mechanism to aggregate all ETDs to provide NDLTD‐wide services (e.g. searching). With the emergence of the Open Archives Initiative (OAI), that has changed. The OAI’s Protocol for Metadata Harvesting is a robust interoperability solution that defines a standard method of exchanging metadata. While working with the OAI to develop and test the metadata harvesting standard, we have set up and actively maintain a central NDLTD metadata collection and multiple user portals. We discuss in this article our experiences in building this distributed digital library based upon the work of the OAI.

This paper aims to present findings of a study that was carried out to identify strategies of enabling learners in developing countries to fully exploit the potential of learning management systems (LMSs). The study set out to: identify the services of learning management systems that are most needed and desired by university learners in developing countries; and identify appropriate access strategies that would guide design decisions on how to effectively and satisfactorily deliver such services to the university students in developing countries.

A total of 144 students from two African universities participated in the study by responding to an online survey questionnaire. The questionnaire asked students: how often they accessed LMSs to obtain, create and exchange information and knowledge; their preference for the different devices used for accessing the LMS; the LMS services they are most often required to access; and the services they most desire to use.

The findings of the survey indicate that the most desired and most accessed LMS services by the students include: assignments, announcements, resources, course outlines and the chat room. At the same time, mobile phones are rated the least used devices for accessing the LMS services, mainly due to inadequate design of LMSs for mobile interaction.

The paper also presents mobile LMS interface designs and ideas achieved through a participatory design process for enhancing the accessibility of the most needed and desired LMS services on mobile phones.

This paper aims to propose a model which serves to illustrate that a number of factors are responsible for, and contribute to, the different forms of sustainability of digital information services. It also seeks to identify some areas of information research and their interrelationship in the context of sustainability of digital information services.

This research is based on critical analysis of a range of research and policy documents, and an environment scan, in different aspects of sustainability of information systems and services. Recent and relevant past research studies as well as some relevant government policies and initiatives have been critically analyzed in order to identify various factors that are said to contribute to the economic, social and environmental sustainability of information services.

It is noted that the sustainability of information has not been studied within the mainstream information science research. However, several previous research studies have produced findings and models that can be used to achieve some aspects of sustainability of information. It is also noted that various parameters of sustainability are inter-related and hence a proper research agenda has to be prepared, and concerted research efforts are needed in order to be able to develop and manage sustainable digital information services.

A model has been proposed showing the various factors to be studied for achieving the economic, social and environmental sustainability of information services. Interrelations among the different factors and their implications for sustainability of digital information systems services are also discussed.

The model is expected to open new vistas for research in the economic, social and environmental sustainability of digital information systems and services. It will develop new tools, technologies and applications for building sustainable information systems and services appropriate for the digital era.

The presence of heavy metals in milk causes many acute and chronic physiological dysfunctions in human organs. The present study aims to investigate the heavy metals in cow's and buffalo's milk of two major cities, Karachi and Gujranwala, Pakistan to estimate metal intake by humans from this source.

In total, 48 milk samples from 2 cities were drawn from animals' udder to avoid contamination. Each sample was digested with nitric acid at 105 ^oC (degree Celsius) on a pre-heated electric hot plate to investigate the metals by atomic absorption spectroscopy (flame type). Air-acetylene technique analyzed chromium, cadmium and lead, and the hydride method analyzed arsenic in the milk samples.

The results revealed the highest mean lead concentration (19.65 ± 43.86 ppb) in the milk samples, followed by chromium (2.10 ± 2.33 ppb) and arsenic (0.48 ± 0.73 ppb). Cadmium was not detected in any sample, assuming cadmium's occurrence was below the detection level. The concentrations of all the metals in the samples of the two cities do not differ statistically. Lead concentrations in the buffalo's milk were higher than in cow's milk (p < 0.05). However, the concentrations of arsenic and chromium between buffalo's and cow's milk do not differ statistically. The present study reveals a lower level of metals in the milk than those conducted elsewhere. The mean concentrations of all the metals met the World Health Organization's (WHO) safety guidelines (1993).

Although cadmium causes toxicity in the human body, cadmium could not be measured because cadmium's concentration was below the detection level, which is 1 ppb.

This study will help reduce the toxic metals in our environment, and the sources of heavy metals, particularly from the industrial sector could be identified. The feed and water consumed by the milking animals could be carefully used for feeding them.

This study will help reduce the diseases and malfunction of human organs and organ systems since these heavy metals cause toxicity and carcinogenicity in humans. Arsenic and chromium cause cancer while lead causes encephalopathy (a brain disease).

The study reports heavy metal concentrations in the two attributes of four independent variables of raw milk samples that were scarcely reported from Pakistan.

The population of internationally forcibly displaced people, which includes refugees and asylum seekers, is large and heterogeneous. To determine the varying reasons for and experiences during the migration journey, including exposure to violence and health- and integration-related needs, there is an urgent need to involve children with refugee backgrounds in research and development activities. This chapter describes a model for the child participatory approach developed at Barnafrid, a national competence centre on violence against children at Linköping University in Sweden. The model has been tested in the Long Journey to Shelter study, which investigated exposure to violence and its consequences on mental health and functional ability among forcibly displaced children and young adults. As part of this project, we conducted workshops with children (n = 36, aged 13–18 years) to design a questionnaire on exposure to community violence in the country of resettlement. Experiences recounted during the child participatory workshops indicated no problems involving newly arrived children with refugee backgrounds and Swedish-born adolescents in research activities. However, attention should be paid to proper preparatory work and the need for adjustments. We discuss the results in light of other studies on refugee child participation, the United Nations Convention on the Rights of a Child and diversity considerations.

This study investigates the relationship between social commerce adoption determinants, perceived trust and purchase behaviour among pastry product consumers.

The research data were collected using a five-point Likert from 409 pastry consumers through an online survey. Partial least square-structural equation modelling (PLS-SEM) was utilised to test the study model and hypotheses.

The study findings indicate that pastry consumers perceived social commerce as effortless, engaging, enjoyable, can be trusted, simple to use and time-saving, motivating them to consume pastry products via social commerce platforms.

This study provides insights and implications for social commerce researchers and marketers related explicitly to perishable products.

This study is one of the few studies that predict and explain the consumer acceptance of social commerce in the pastry products realm. As only a handful of research has endeavoured to research social commerce, this study findings contribute to the conceptualisation of technology acceptance theory by understanding the determinants of social commerce adoption among consumers.

The fact that the ME has been an area of conflicts throughout its history is an indication of its utmost relevance to the strategy formulations of major powers. The ME can be called “the land bridge of civilization” because it links Africa with Eurasia, and it has been the trade route of peoples from Asia, Africa, and Europe. Ancient empires, as well as contemporary major powers, have competed for power and influence in the region to enhance their relative economic and military positions. The discovery of oil in the region escalated the struggle among major powers, created societal dislocations, and increased internal and external conflicts. The ME has been the major artery of contact for over 3000 years (Weatherby, 2001, pp. 1–4). One hundred years ago, scholar-adventurer John L. Stoddard recognized this fact when he described a small portion of the region, Palestine. According to Stoddard, “Palestine has an area only a little larger than the state of Massachusetts, while Russia occupies one seventh of the habitable globe: yet in the scales of intellectuals and moral value the little province of Judea outweighs beyond comparison the empire of Czar” (Weatherby, 2001, pp. 1–4).

Knowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0.

The authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale.

Results from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority.

This study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies.

The curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively.

The advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.