National Association of Disabled Staff Networks (NADSN) – “Our Stories: Experiences from our Disabled Staff Networks across the UK”

The National Association of Disabled Staff Networks (NADSN) held a panel session at the National Association of Disability Practitioners (NAPD) 2015 annual conference to share experiences from Disabled Staff Networks across the UK. Interestingly, it was the only workshop at the event exploring disabled staff experiences and best practice, whilst all the others focused on services to and support for students (NADP, 2015). This article summarises and expands on the discussion, but is not intended to be a comprehensive guide to disabled staff networks

Lessons learned from implementing blended and online undergraduate chemistry laboratory teaching during the Covid-19 pandemic

In March 2020, the Covid-19 pandemic led to unprecedented circumstances which impacted significantly on Higher Education. Since that time, requirements for social distancing and reduced access to in-lab teaching facilities have meant a dramatic redesign of many Chemistry undergraduate laboratory courses. This chapter presents the lessons learned from the redevelopment of the 2020-2021 first-year chemistry undergraduate laboratory course at Durham University. The two pre-existing laboratory modules were converted from their traditional in-lab delivery (supported by online pre- and post-lab activities) to a blended delivery module and a fully online module. The blended module focused on the key manipulative skills students need to gain competence in to progress successfully to second year laboratory work. The fully online module focused on scientific enquiry skills. This chapter presents practical and theoretical considerations for the development of blended or online laboratory courses before discussing lessons learned from the evaluation of the process of implementing the course and the impact for students

A Combined Spectrophotometer and Fluorometer to Demonstrate the Principles of Absorption Spectroscopy

A dual-function student-crafted instrument is described as part of a laboratory activity aimed to teach both the principles and practical aspects of absorption spectroscopy to secondary and introductory undergraduate students. Using minimal changes in an arrangement that is based on interlocking bricks and low-cost components, both a fluorometer and photometer have been constructed. The former demonstrates the principles of the Beer–Lambert law visually and quantitatively by acquiring the spatial light attenuation through a fluorescent sample. The latter then demonstrates its practical application in a visible-light spectrometer by measuring the absorption spectrum of an aqueous permanganate solution

Circulating microRNAs in sera correlate with soluble biomarkers of immune activation but do not predict mortality in ART treated individuals with HIV-1 infection: A case control study

Introduction: The use of anti-retroviral therapy (ART) has dramatically reduced HIV-1 associated morbidity and mortality. However, HIV-1 infected individuals have increased rates of morbidity and mortality compared to the non-HIV-1 infected population and this appears to be related to end-organ diseases collectively referred to as Serious Non-AIDS Events (SNAEs). Circulating miRNAs are reported as promising biomarkers for a number of human disease conditions including those that constitute SNAEs. Our study sought to investigate the potential of selected miRNAs in predicting mortality in HIV-1 infected ART treated individuals. Materials and Methods: A set of miRNAs was chosen based on published associations with human disease conditions that constitute SNAEs. This case: control study compared 126 cases (individuals who died whilst on therapy), and 247 matched controls (individuals who remained alive). Cases and controls were ART treated participants of two pivotal HIV-1 trials. The relative abundance of each miRNA in serum was measured, by RTqPCR. Associations with mortality (all-cause, cardiovascular and malignancy) were assessed by logistic regression analysis. Correlations between miRNAs and CD4+ T cell count, hs-CRP, IL-6 and D-dimer were also assessed. Results: None of the selected miRNAs was associated with all-cause, cardiovascular or malignancy mortality. The levels of three miRNAs (miRs -21, -122 and -200a) correlated with IL-6 while miR-21 also correlated with D-dimer. Additionally, the abundance of miRs -31, -150 and -223, correlated with baseline CD4+ T cell count while the same three miRNAs plus miR- 145 correlated with nadir CD4+ T cell count. Discussion: No associations with mortality were found with any circulating miRNA studied. These results cast doubt onto the effectiveness of circulating miRNA as early predictors of mortality or the major underlying diseases that contribute to mortality in participants treated for HIV-1 infection

Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines the perceived confidence and preparedness of the students in relation to areas of practical science skills at the start of their degree courses. The study employed an exploratory sequential mixed methods design, with the findings from focus groups with students at the end of their post-16 studies used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England.The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that students’ self-efficacy in relation to practical science was impacted by the closures of post-16 education establishments, ongoing social distancing and the removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education.</p