SHORT COMMUNICATION: HYDROCARBON ACCUMULATION AND DISCHARGE BY THE CRAYFISH IN SOME RIVERS OF LAGOS, NIGERIA

Crayfishes exposed to 14C-naphthalene-5% of an aqueous fraction of crude oil in open non-aerated glass jars for 4 h at 25 0C showed no significant differences (P > 0.25) in the amount of naphthalene uptake. Different parts of the crayfishes were quantified for naphthalene uptake and cephalothorax containing hepatopancreas (a food absorption organ) was found to have greater uptake than the tail flesh or tail skeleton. Release of the oil from the crayfishes that were exposed for 1, 2, 3 or 4 h and later placed in open non-aerated jars containing oil-free water showed greater loss of most of the 14C activity during the first 24 h, there was little losses at 48, 72 and 96 h. There was significant volatilization (P < 0.04) of 14C-naphthalene in a 5% of crude oil placed in open, non-aerated, oil-free glass jars for 24 h at 25 0C. (Received May 2, 2001; revised October 19, 2001) Bull.Chem.Soc.Ethiop. 2001, 15(2), 167-17

Establishing Primary Care Network Placements in a new medical school

Establishing primary care network placements in a new medical school. Problem Kent and Medway Medical School is one of five new medical schools established to support the expansion of the workforce. The programme features early clinical placements in the community, starting in year one and .structured as immersion weeks in Primary Care Networks. The KMMS school opened in September 2020 in the midst of the COVID-19 pandemic with all of its attendant challenges. We report on the challenges of establishing primary care placements for a new medical school in the newly established primary care networks (PCN). These offer a unique opportunity for medical students to learn about the provision of proactive personalised and co-ordinated multidisciplinary care at an early and formative stage in their careers. Approach Initial challenges included agreeing selection criteria for the PCNs before attending to the legal complexities of negotiating a service level agreement with the networks, addressing the needs of all stakeholders. With the advent of the COVID 19 pandemic, faculty development was conducted remotely. Challenges of the immersion weeks included compromises associated with lockdown restrictions, limited movement across organisations, social distancing and “shielding” students. Findings We will present a logic model evaluation of this first year of placements. This summarises the resources required, activities (aspects of implementation) as well as the outcomes. These are considered from the perspective of the school, the GP faculty and students. Consequences With a move to place based learning across networks, learning about contracting and quality assurance models may be transferable to other settings. COVID-19 constraints compounded the challenges but offered a unique opportunity to observe multidisciplinary, cross organisation work at first hand in the delivery of the COVD vaccination programme. This balanced the change to a blended learning forma

Pandemic Pandemonium and Primary Care Networks: Experiences of establishing primary care placements in a new medical school

Background: In 2018 five new medical schools were announced to support the expansion of the workforce. The Kent and Medway programme features early clinical placements in the community. These start in year one, structured as immersion weeks in Primary Care Networks. The KMMS school opened in September 2020 in the midst of the COVID-19 pandemic with all of its attendant challenges. We report on the challenges of selecting and establishing the placements in the newly established primary care networks (PCN). These offer a unique opportunity for medical students to learn about the provision of proactive personalised and co-ordinated multidisciplinary care at an early and formative stage in their careers. Over the course of the first year, multiple adjustments to the learning format were required including a move to blended learning. Summary of Work Initial challenges included agreeing selection criteria for the PCNs before attending to the legal complexities of contracting and negotiating a service level agreement with the networks, addressing the needs of all stakeholders. Faculty development was conducted remotely. Challenges of the immersion weeks included compromises associated with lockdown restrictions, limited movement across organisations, social distancing and “shielding” students. Over the course of the immersion weeks, we moved to a blended format, navigating the challenges of recorded assessment presentations. Summary of Results We will present a logic model evaluation of this first year of placements. This summarises the resources required, activities (aspects of implementation) as well as the outcomes. These are considered from the perspective of the school, the GP faculty and students. Discussion and Conclusions Innovation in establishing a new medical school brings a unique set of challenges to negotiate. PCNs are contractual collaborations between practices (not legal entities), presenting a challenge for both contracting and quality evaluation. COVID-19 constraints compounded the complexities but offered a unique opportunity to observe multidisciplinary, cross organisation work at first hand in the delivery of the COVD vaccination programme. This balanced the change to a blended learning format. Take Home Messages Flexibility is a key factor in the successful implementation of a new medical school programme involving a range of stakeholders, particularly during a pandemic

Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist\u27s aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p \u3c 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p \u3e 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p \u3c 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism

Scientific Advancement in Contemporary Society: The Interface between Technology, Science and Law

This article is premised on the relation of technology and applied sciences with law. The three subjects are not only interwoven but cannot be protected and regulated without the viable use of law. The unprecedented advancement ofscientific innovations has far-reaching implication in virtually all ramifications of human endeavour. Technology is an invention created using science, which needs to be sustained by prudent management and law. The research goal is to narrow down a middle ground where all these independent fields can meet and share a symbiotic relationship without stifling each other. The research seeks to ascertain the knowledge and perception of selected university students of Nigeria and India, about Science, Law and Technology. The authors adopted the doctrinal and empirical research methodology coupled with the use of cases and legislations as source of information. The research revealed that majority of the participants has knowledge about the co-existence and impact of Science, Technology and Law in the society. However, the attitude and perception of the participants constitute a fundamental influence on the degree to which technological orientations occur during learning process. Also, 85% of 200 participants agreed that there is need for frequent education and legislation as science and technology evolves in the society. Hence, this article recommends the implementation and frequent modifications of law to continually protect, encourage and ensure the societal sustainability of ethical standards

Performance of rabbits on exclusive day and/or night feeding regime in the derived savannah zone of Nigeria

ABSTRACT: This study was carried out using Twenty four growing rabbits with an average initial weight of between 667 -676 g. The rabbits were randomly allocated into three groups of eight rabbits each, with each rabbit serving as a replicate in a completely randomized design experiment. The rabbits were fed conventionally on concentrate (l00g) and fresh forages -Aspilia africana-Tndax procumbens (200g) per animal per day. The first group which served as the control were provided with feed and water ad libitum while the second group (day feeding) were fed once during the day (08:00 hrs) and provided with only water at night. The third group (night feeding) were fed once in the evening (06:30 hrs) and provided with water during the day. The experiment lasted for eight weeks. Parameters recorded were temperature and humidity of the rabbitary, rectal temperature of the rabbits, feed intake and left over, water consumption, weight gain as well as the pulse rate of the rabbits. Rabbits on exclusive night feeding had final weights (1.62 kg) comparable (P&gt;0.05) with the control (1.58 kg) that were fed ad-libitum (day and night) and higher (P&lt;0.05) than the weight of rabbits (1.48 kg) fed exclusively during the day. Feed wastage was much lower (P&lt;0.05) in rabbits fed exclusively at night. The relative organ weights shows that the kidney, spleen, and intestinal weights were not affected (P&gt;0.05) but there were differences (P&lt;0.05) in weights of lungs, heart and liver for the feeding regimes. It can be concluded that feeding rabbits at night is better to take advantage of their nocturnal habit. This will encourage the participation of individuals whose schedules are busy during the day in rabbit meat production thus making more rabbit available for consumption

Readability, stability, and internal consistency of a new psychometric inventory on evidence-based practice in physiotherapy

Evidence-based practice (EBP) has, in the last decade, gained global prominence in health care professions because it provides the framework for lifelong and self-directed learning. These traits are crucial for the continued provision of quality health care. This study sets out to develop a culturally appropriate instrument to measure physiotherapists' knowledge, beliefs, attitudes, and behaviors relative to the use of EBP and establish the instruments' psychometric properties. A 53-item EBP inventory that consisted of seven parts sociodemographic, EBP competence and behaviors, perceived knowledge of EBP, perceived skills and resources, attitudes about EBP, and barriers related to the use of EBP was created. Theinstrument was administered to 25 physiotherapists within a two-week interval on two occasions. The Flesch-Kincaid Reading Ease and Flesch-Kincaid scores for the instrument were 49.5 and 8.3, respectively. Its Cronbach alpha range from "fair" (0.333, p<.001) to "almost perfect" (0.837, p<.001). The test-retest (stability) scores for the instrument parts were significantly (?2 = 4.738, p<.038) different for only one (competence on EBP) of the seven factors. The overall findings revealed the instrument is relatively easy to comprehend, highly stable, and internally consistent. The availability of this instrument will promote further studies of EBP in physiotherapy

Ameliorative Activity of Ethanol Extract of Artocarpus heterophyllusStem Bark on Pancreaticb-Cell Dysfunction in Alloxan-Induced Diabetic Rats

This study sought to investigate the ameliorative effects of ethanol extractArtocarpus heterophyllus(EAH) in alloxan-induced diabetic rats. The rats were divided into 6 groups, with groups 1 and 2 serving as nondiabetic and diabetic control, respectively; group 3 serving as diabetic rats treated with 5 mg/kg glibenclamide; and groups 4 to 6 were diabetic rats treated with 50, 100, and 150 mg/kg of EAH, respectively. Assays determined were serum insulin, lipid peroxidation, and antioxidant enzyme activities. EAH stem bark reduced fasting blood glucose and lipid peroxidation levels and increased serum insulin levels and activities of antioxidant enzymes. Data obtained demonstrated the ability of EAH stem bark to ameliorate pancreaticb-cell dysfunction in alloxan-induced diabetic rats