An analysis of the long-term variation in stream water quality for three upland catchments at Loch Dee (Galloway, S.W. Scotland) under contrasting land management

International audienceA long term record of water chemistry, consisting of twenty years of weekly spot samples, from three sub-catchments draining into a loch and the loch outflow in Galloway, S.W. Scotland have been analysed. The analysis undertaken consisted of a three component statistical trend model. The technique allows the identification of long-term, seasonal and short-term trends, as well as differentiation between base flow and high flow responses. The land usage in the three sub-catchments is moorland, forest and forest plus lime. The results show that, since the mid-1980s, there has been a gradual decline in stream-water sulphate of the same order as reductions in the deposition of non-marine sulphate. Superimposed on this trend are somewhat random but considerable perturbations to this decline, caused by sea-salt deposition. There is no evidence of changes in surface water nitrate concentrations. The influence of different land management is evident in the sulphate, nitrate and pH data, whilst variations in calcium concentrations are also a product of differences in hydrological routing and the impact of sea-salt episodes. Keywords: trend analysis, acid deposition, land management, water quality, sea-salts, Galloway, S.W. Scotlan

InSb charge coupled infrared imaging device: The 20 element linear imager

The design and fabrication of the 8585 InSb charge coupled infrared imaging device (CCIRID) chip are reported. The InSb material characteristics are described along with mask and process modifications. Test results for the 2- and 20-element CCIRID's are discussed, including gate oxide characteristics, charge transfer efficiency, optical mode of operation, and development of the surface potential diagram

‘It's like the bad guy in a movie who just doesn't die’ : a qualitative exploration of young people's adaptation to eczema and implications for self‐care

Background Eczema is a common childhood inflammatory skin condition, affecting more than one in five children. A popular perception is that children ‘outgrow eczema’, although epidemiological studies have shown that, for many, eczema follows a lifelong episodic course. Objectives To explore the perceptions of young people about the nature of their eczema and how these perceptions relate to their self‐care and adapting to living with eczema. Methods This is a secondary inductive thematic analysis of interviews conducted for Healthtalk.org. In total 23 interviews with young people with eczema were included. Of the 23 participants, 17 were female and six male, ranging from 17 to 25 years old. Results Participants generally experienced eczema as an episodic long‐term condition and reported a mismatch between information received about eczema and their experiences. The experience of eczema as long term and episodic had implications for self‐care, challenging the process of identifying triggers of eczema flare‐ups and evaluating the success of treatment regimens. Participants’ experiences of eczema over time also had implications for adaptation and finding a balance between accepting eczema as long term and hoping it would go away. This linked to a gradual shift in treatment expectations from ‘cure’ to ‘control’ of eczema. Conclusions For young people who continue to experience eczema beyond childhood, a greater focus on self‐care for a long‐term condition may be helpful. Greater awareness of the impact of early messages around ‘growing out of’ eczema and provision of high‐quality information may help patients to manage expectations and support adaptation to treatment regimens

The Arts, Education and Technology: A Winning Combination

This issue of Monographs provides profiles of how local arts agencies, arts organizations, and educators are incorporating new technologies into their already-existing programming and curriculum. The Arts, Education and Technology: A Winning Combination highlights examples of how locally, the arts community and schools are forging new collaborations with patterns such as libraries, universities, public access television stations, cooperative education agencies, and businesses to link arts and technology to the classroom. Funding trends are discussed by Arlene Krebs, author of The Distance Learning Funding Sourcebook. In the resource section is a list of publications and online websites. Believe it or not, this braver new world of technology can be demystified

Diagnostic accuracy of perinatal post-mortem ultrasound (PMUS): a systematic review

OBJECTIVE Ultrasound is ubiquitous in live paediatric imaging; however, its usage in post-mortem setting is less established. This systematic review aims to evaluate the diagnostic accuracy of paediatric post-mortem ultrasound (PMUS). DESIGN MEDLINE, Embase and Cochrane Library databases were queried for studies published between 1998 and 2018 assessing PMUS diagnostic accuracy rates in children<18 years old, using autopsy as reference standard. Risk of bias was assessed using Quality Assessment of Diagnostic Accuracy Studies 2. A bivariate random-effects model was used to obtain combined mean estimates of sensitivity and specificity for different body systems. RESULTS Four studies were included, all relating to ultrasound for perinatal deaths. The mean diagnostic sensitivity and specificity for neurological abnormalities were 84.3% (95% CI: 70.8% to 92.2%) and 96.7% (95% CI: 86.5% to 99.3%); for cardiothoracic abnormalities 52.1% (95% CI: 27.6% to 75.5%,) and 96.6% (95% CI: 86.8% to 99.2%); and for abdominal abnormalities 78.4% (95% CI: 61.0% to 89.4%) and 97.3% (95% CI: 88.9% to 99.4%). Combining all body systems, the mean sensitivity and specificity were 73.3% (95% CI: 59.9% to 83.5%) and 96.6% (95% CI: 92.6% to 98.4%). CONCLUSIONS PMUS demonstrates a reasonable diagnostic accuracy, particularly for abdominal and neurological abnormalities, although cardiac anomalies were less readily identified. TRIAL REGISTRATION NUMBER CRD42018106968

Students\u27 use of personal technology in the classroom: analyzing the perceptions of the digital generation

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms

Routine data linkage to identify and monitor diabetes in clozapine-treated patients with schizophrenia

No abstract available

Maceration determines diagnostic yield of fetal and neonatal whole body post‐mortem ultrasound

OBJECTIVES: To determine factors in non-diagnostic fetal and neonatal post-mortem ultrasound (PMUS) examinations. METHODS: All fetal and neonatal PMUS examinations were included over a 5 year study period (2014 - 2019). Non-diagnostic image quality by body parts (brain, spine, thorax, cardiac, abdomen) were recorded, and correlated with patient variables. Descriptive statistics and logistic regression analyses were performed to identify significant factors for non-diagnostic studies. RESULTS: 265 PMUS examinations were included, with median gestational age of 22 weeks (12 - 42 weeks), post-mortem weight 363g (16 - 4033g) and post-mortem interval of 8 days (0 - 39 days). Diagnostic imaging quality was achieved for 178/265 (67.2%) studies. It was high for abdominal (263/265, 99.2%); thoracic (264/265, 99.6%) and spine (265/265, 100%), but lower for brain (210/265, 79.2%) and cardiac imaging (213/265, 80.4%). Maceration was the best overall predictor for non-diagnostic imaging quality (p<0.0001). Post-mortem fetal weight was positively associated with cardiac (p =0.0133), and negatively associated with brain imaging quality (p =0.0002). Post-mortem interval was not a significant predictor. CONCLUSIONS: Fetal maceration was the best predictor for non-diagnostic PMUS, particularly for brain and heart. Fetuses with marked maceration and suspected cardiac or brain anomalies should be prioritised for post-mortem MRI

Viewpoint – Pouring money down the drain: Can we break the habit by reconceiving wastes as resources?

As water-sector professionals re-discover the value in the 'waste' conveyed in 'waste'water, this Viewpoint argues that the theory of plural rationality (also known as Cultural Theory) may accelerate the switch from waste management to resource recovery. Accordingly, it extends the framing of plural rationality, from its traditional applications in matters of governance and social and economic analysis, to the beginnings of a set of plural schools of engineering thought. This sounds controversial. Indeed, we hope it is. For all too often ways to resolve water issues end up in the impasse of two deeply entrenched positions: the 'technocratic reductionism' of the 'quick engineering fix' to problem solving; and the 'participatory holism' of the 'local, socially sensitive, integrationist' approach. Plural rationality sees this is an impoverished duopoly. Our very strong preference is to find ways of promoting the creative interplay among plural (more than two), mutually opposed, contending ways of framing a problem and resolving it. This, we argue, should not only expand the portfolio of possible alternatives for technology-policy interventions, but also lead to the chosen alternative being preferable — in social, economic, and environmental terms — to what might otherwise have happened. Such solutions are called 'clumsy' in plural rationality theory. We use a synopsis of a case history of restoring water quality in the River Rhine in Europe, within a wider account of the sweep of resource recovery spanning two centuries (late 18th Century through early 21st Century), to illustrate how clumsiness works. This, however, does not extend to our elaborating our proposed set of plural schools of engineering thought beyond just its very beginnings. Our Viewpoint allows us merely to start framing the challenge of developing, and eventually applying, such a notion

Guidance for teaching R programming to non-statisticians

The Centre for Applied Statistics Courses (CASC) at University College London (UCL) provide short courses on statistics and statistical software packages. Popular day-courses include a wellestablished ‘Introduction to R’ course and the newly developed ‘Further Topics in R’. In the latter, attendees are taught intermediate-level topics such as loops and conditional statements. Attendees range from postgraduate students, academic researchers and data analysts in the private sector without a strong background in statistics or programming. First, we highlight some issues with providing our training course to this demographic, derived from our experience and from anonymous online feedback. Second, we discuss some of our solutions to these issues that have shaped our course over time. For example, one issue is catering to a wide audience from differing fields, different levels of computer literacy and approaches to learning. To address this, we prepare for a high level of flexibility on the day and include intermittent practical exercises to get real time feedback on the abilities of attendees. Finally, we reviewed the experiences of other teachers on similar courses documented online and compared these experiences with our own. We offer guidance to other teachers running or developing courses for intermediate-level R programming