Researching skills development: students as partners in this process

Many employers report that newly qualified graduates lack key skills necessary for success in the workplace. Although variable, many lack general ‘transferable’ or ‘soft’ skills including communication and teamworking. Staff at Edinburgh Napier University have sought to address this using the Skills Passport tool. The main element of the Skills Passport is the Skills Evidence Evaluation Record (SEER), which encourages students to document and reflect on their skills throughout their time at university in preparation for employment.The purpose of this study was to explore students’ awareness of, and attitudes towards, their own skills development. Two final year students were recruited to the project and collected data from first to fourth year students via a questionnaire they designed to gather data about the Skills Passport and skills development as part of their final year project. In addition, an employer focus group and individual interviews gathered the thoughts of employers regarding graduates’ skills sets and the skills important to them as employers.Students were aware that transferable skills are highly desirable, and that extracurricular activities are important; they become increasingly concerned about their skills development as they progress through their studies. These results suggest that students are aware of and are willing to invest extra time in their skills development, but that they require further support from the institution in order to be more confident about future employment prospects

Into the toxicity potential of an array of parabens by biomimetic liquid chromatography, cell viability assessments and in silico predictions

Five parabens (PBs) i.e., Methylparaben (MP), Ethylparaben (EP), Isopropylparaben (iPrP), Isobutylparaben (iBuP), Benzylparaben (BzP), and their parent compound i.e., para–hydroxy Benzoic Acid (pHBA), were studied both in vitro and in silico. Specifically, we determined their retention on several both protein- (Human Serum Albumin and α1-acidic glycoprotein) and lipid- (immobilized artificial membrane (IAM)) based biomimetic stationary phases to evaluate their penetration potential through the biomembranes and their possible distribution in the body. The IAM phases were based either on phosphatidylcholine (PC) analogues i.e., PC.MG and PC.DD2 or on sphingomyelin (SPH). We also assessed their viability effect on breast cancer cells (MCF-7) via MTT assay subjecting the cells to five different PB concentrations i.e., 100 μM, 10 μM, 1 μM, 0.1 μM and 0.01 μM. Finally, their pharmacokinetics, and toxicity were assessed by the ADMET Predictor™ software.Isopropylparaben was found to be more active than 17β estradiol (E2) employed as positive control, on the screened cell line inducing cell proliferation up to 150 % more of untreated cells. Other analogues showed only a slight/moderate cell proliferation activity, with parabens having longer/branched side chain showing, on average, a higher proliferation rate. Significant linear direct relationships (for PC.DD2 r2 = 0.89, q2 = 0.86, for SPH r2 = 0.89, q2 = 0.85, for both P value < 0.05) were observed between the difference in proliferative effect between the readout and the control at 0.01 μM concentration and the retention on the IAM phases measured at pH 5.0 for all compounds but pHBA, which is the only analyte of the dataset supporting a carboxylic acid moiety. IAM affinity data measured at pH 7.0 were found to be related to the effective human jejunal permeability as predicted by the software ADMET® Predictor, which is relevant when PBs are added to pharmaceutical and food commodities

Carbon black nanoparticles induce type II epithelial cells to release chemotaxins for alveolar macrophages.

Background - Alveolar macrophages are a key cell in dealing with particles deposited in the lungs and in determining the subsequent response to that particle exposure. Nanoparticles are considered a potential threat to the lungs and the mechanism of pulmonary response to nanoparticles is currently under intense scrutiny. The type II alveolar epithelial cell has previously been shown to release chemoattractants which can recruit alveolar macrophages to sites of particle deposition. The aim of this study was to assess the responses of a type II epithelial cell line (L-2) to both fine and nanoparticle exposure in terms of secretion of chemotactic substances capable of inducing macrophage migration.ResultsExposure of type II cells to carbon black nanoparticles resulted in significant release of macrophage chemoattractant compared to the negative control and to other dusts tested (fine carbon black and TiO2 and nanoparticle TiO2) as measured by macrophage migration towards type II cell conditioned medium. SDS-PAGE analysis of the conditioned medium from particle treated type II cells revealed that a higher number of protein bands were present in the conditioned medium obtained from type II cells treated with nanoparticle carbon black compared to other dusts tested. Size-fractionation of the chemotaxin-rich supernatant determined that the chemoattractants released from the epithelial cells were between 5 and 30 kDa in size.ConclusionThe highly toxic nature and reactive surface chemistry of the carbon black nanoparticles has very likely induced the type II cell line to release pro-inflammatory mediators that can potentially induce migration of macrophages. This could aid in the rapid recruitment of inflammatory cells to sites of particle deposition and the subsequent removal of the particles by phagocytic cells such as macrophages and neutrophils. Future studies in this area could focus on the exact identity of the substance(s) released by the type II cells in response to particle exposure

The Pancreas Is Altered by In Utero Androgen Exposure: Implications for Clinical Conditions Such as Polycystic Ovary Syndrome (PCOS)

Using an ovine model of polycystic ovary syndrome (PCOS), (pregnant ewes injected with testosterone propionate (TP) (100 mg twice weekly) from day (d)62 to d102 of d147 gestation (maternal injection – MI-TP)), we previously reported female offspring with normal glucose tolerance but hyperinsulinemia. We therefore examined insulin signalling and pancreatic morphology in these offspring using quantitative (Q) RT-PCR and western blotting. In addition the fetal pancreatic responses to MI-TP, and androgenic and estrogenic contributions to such responses (direct fetal injection (FI) of TP (20 mg) or diethylstilbestrol (DES) (20 mg) at d62 and d82 gestation) were assessed at d90 gestation. Fetal plasma was assayed for insulin, testosterone and estradiol, pancreatic tissue was cultured, and expression of key β-cell developmental genes was assessed by QRT-PCR. In female d62MI-TP offspring insulin signalling was unaltered but there was a pancreatic phenotype with increased numbers of β-cells (

Enhancing skills development and reflective practise in students during their programme of study

The transition to the workplace can be challenging for new graduates. At Edinburgh Napier our approach is to work proactively with students to prepare them for the world of work. Staff within the School of Applied Sciences have partnered with both internal and external stakeholders to provide opportunities for students to gain experience and develop skills to support this transition. This led to the development of the Skills Passport project within the School and a strong focus on graduate employability. At the core of this is a Skills Evidence and Evaluation Record (SEER), modelled upon employer competency frameworks, and aiming to help students understand the professional development required by industry, assess gaps in their personal skills, and proactively engage with opportunities in order to tailor a plan for their own professional development needs. There are a number of key challenges with this approach: firstly, getting students to engage with these opportunities (see their value as integral to their personal development); secondly, ensuring a joined up approach (building links from year to year and across modules); and lastly, ensuring staff buy-in. Continued and appropriate support is required to ensure we can effectively support these issues and we encourage all stakeholders including staff, students and employers to reflect on the effectiveness of this approach. Here we present some data and reflections on how our approach has worked and where it needs further refinement into a flexible tool that will stand the test of time, continue to support students effectively and also meet the changing needs of industry

Ticks and Lyme Disease.

Ticks are prevalent in parts of the UK during the summer months. Charlotte Chalmers, Janis MacCallum, Jane Brown and Ros Anderson discuss the associated diseases and recommend a method of removal

Audio feedback: richer language but no measurable impact on student performance

Audio feedback has been shown to be popular and well received by students. However, there is little published work to indicate how effective audio feedback is in improving student performance. Sixty students from a first year science degree agreed to take part in the study; thirty were randomly assigned to receive written feedback on coursework, thirty students received their feedback via audio files. Mean marks awarded for the coursework for each group were not significantly different. The end of module test included questions that specifically assessed topics from the coursework. Overall test results were not significantly different for the two groups, nor were marks for the coursework-specific questions. Samples of the tutor feedback were analysed and the language categorised. The mean word counts for audio feedback were significantly higher than word counts for written feedback. Analysis of the language used in feedback (measured by word count) indicated significantly higher word counts for audio feedback in the following categories, ‘explaining misunderstandings’ and ‘demonstration of good practice’. Since word counts for audio feedback might be expected to include a number of ‘filler’ words, the number of comments made under different categories was also compared for audio and written feedback. Significantly more comments were made using audio feedback in the categories ‘giving praise’, ‘explaining misunderstandings’, ‘demonstration of good practice’ and ‘justifying marks’. Under the heading ‘suggesting approaches to future work’ more comments were made using written feedback than audio, although the mean number of comments in both forms of feedback in this category was very low. Whilst marks may not be improved for those students receiving audio rather than written feedback, the feedback given is much richer

Ticks and Lyme Disease.

Ticks are prevalent in parts of the UK during the summer months. Charlotte Chalmers, Janis MacCallum, Jane Brown and Ros Anderson discuss the associated diseases and recommend a method of removal