Investigating periphyton biofilm response to changing phosphorus concentrations in UK rivers using within-river flumes

The excessive growth of benthic algal biofilms in UK rivers is a widespread problem, resulting in loss of plant communities and wider ecological damage. Elevated nutrient concentrations (particularly phosphorus) are often implicated, as P is usually considered the limiting nutrient in most rivers. Phosphorus loadings to rivers in the UK have rapidly decreased in the last decade,due to improvements in sewage treatment and changes to agricultural practises. However, in many cases, these improvements in water quality have not resulted in a reduction in nuisance algal growth. It is therefore vital that catchment managers know what phosphorus concentrations need to be achieved, in order to meet the UK’s obligations to attain good ecological status, under the EU’s Water Framework Directive. This study has developed a novel methodology, using within river mesocosms, which allows P concentrations of river water to be either increased or decreased, and the effect on biofilm accrual rate is quantified. These experiments identify the phosphorus concentrations at which algae becomes P-limited, which can be used to determine knowledge-based P targets for rivers. The ability to reduce P concentrations in river water enables algae–nutrient limitation to be studied in nutrient-enriched rivers for the first time

A triclinic polymorph of benzanilide : disordered molecules form hydrogen-bonded chains

Peer reviewedPublisher PD

Probabilistic Risk Analysis and Margin Process for a Flexible Thermal Protection System

Atmospheric entry vehicle thermal protection systems are margined due to the uncertainties that exist in entry aeroheating environments and the thermal response of the materials and structures. Entry vehicle thermal protections systems are traditionally over-margined for the heat loads that are experienced along the entry trajectory by designing to survive stacked worst-case scenarios. Additionally, the conventional heat shield design and margin process offers very little insight into the risk of over-temperature during flight and the corresponding reliability of the heat shield performance. A probabilistic margin process can be used to appropriately margin the thermal protection system based on rigorously calculated risk of failure. This probabilistic margin process allows engineers to make informed aeroshell design, entry-trajectory design, and risk trades while preventing excessive margin from being applied. This study presents the methods of the probabilistic margin process and how the uncertainty analysis is used to determine the reliability of the entry vehicle thermal protection system and associated risks of failure

BugVis:Commit slicing for fault visualisation

In this paper we present BugVis, our tool which allows the visualisation of the lifetime of a code fault. The commit history of thefault from insertion to fix is visualised. Unlike previous similartools, BugVis visualises only the lines of each commit involved inthe fault. The visualisation creates a commit slice throughout thehistory of the fault which enables comprehension of the evolutionof the code involved in the fault

Preferred Learning Style and Academic Self-Efficacy as Predictors of Academic Engagement amongst University Students

Academic engagement (AE) is a large predictor of academic success at university level (Green et al., 2012; Eryilmaz, 2015). AE of a student can be improved by contextual factors, alongside personal attributes (Skinner and Pitzer, 2012), such as academic self-efficacy (ASE). Previous literature has shown academic self-efficacy to be a large predictor of AE and educational success (Chemers et al., 2001; Green et al., 2012; Eryilmaz, 2015; Ansong et al., 2016); therefore allocating resources to improve students’ AE could be considered worthwhile.Students preferred learning styles are considered important by both educators and students (Knoll et al., 2016), with educators being urged to alter teaching methods to accommodate students learning styles (Pashler et al., 2009). Evidence largely shows that students learning styles, when catered to, do not cause better learning or performance (Loo, 2004; Pashler et al., 2009; Rieder and Willingham, 2010; Knoll et al., 2016); therefore it can be considered that allocating resources to accommodating students preferred learning style is wasteful (Paschler et al., 2008; Lewis, 2013). However, students may engage more if their preferred learning style is congruent with standard university teaching methods.This study, consisting of 157 participants, seeks to explore whether, and the extent to which, ASE and preferred learning style congruence with university teaching methods can predict AE, as to better inform decision on resource allocation. A multiple regression analysis found both preferred learning style and ASE significantly predicted AE, although ASE more so. A two-way ANOVA showed that both ASE and preferred learning style had a significant main effect on AE score, of a large and medium effect size respectively. Further research should be conducted to determine whether this link with preferred learning style and ASE is as it seems, or if it is due to other factors, or possibly students having a higher ASE due to feeling as though they will achieve as their preferred learning style is congruent with university teaching method

Peer victimisation during adolescence and its impact on depression in early adulthood:prospective cohort study in the United Kingdom

Objective: To investigate the strength of the association between victimisation by peers at age 13 years and depression at 18 years. Design: Longitudinal observational study. Setting: Avon Longitudinal Study of Parents and Children, a UK community based birth cohort. Participants: 6719 participants who reported on peer victimisation at age 13 years. Main outcome measures: Depression defined according to international classification of diseases, 10th revision (ICD-10) criteria, assessed using the clinical interview schedule-revised during clinic assessments with participants when they were aged 18 years. 3898 participants had data on both victimisation by peers at age 13 years and depression at age 18 years. Results: Of the 683 participants who reported frequent victimisation at age 13 years, 101 (14.8%) were depressed according to ICD-10 criteria at 18 years; of the 1446 participants reporting some victimisation at age 13 years, 103 (7.1%) were depressed at age 18 years; and of the 1769 participants reporting no victimisation at age 13 years, 98 (5.5%) were depressed at age 18 years. Compared with children who were not victimised those who were frequently victimised by peers had over a twofold increase in odds of depression (odds ratio 2.96, 95% confidence interval 2.21 to 3.97, P<0.001). This association was slightly reduced when adjusting for confounders (2.32, 1.49 to 3.63, P<0.001). The population attributable fraction suggested that 29.2% (95% confidence interval 10.9% to 43.7%) of depression at age 18 years could be explained by peer victimisation if this were a causal relation. Conclusion: When using observational data it is impossible to be certain that associations are causal. However, our results are consistent with the hypothesis that victimisation by peers in adolescence is associated with an increase in the risk of developing depression as an adult