Assessing final-year practical work through group projects; A further study

The use of a group-based approach to project working has been shown to provide significant advantage to students in terms of project outcomes, motivation and engagement. The Department of Chemistry at the University of Reading has recently explored the use of group projects for final year practical work. In this model, students are presented with a research problem that they investigate within a team of three to five students. Students are expected to divide the work and share results in a manner that closely resembles project working in industry. This paper will report the experiences and attitudes of final-year BSc students towards this group-based approach, and outline the self-identified skills development of these students

Assessing final-year practical work through group projects

The final year project is a valuable research experience for undergraduates and can be one of the most rewarding aspects of their degree course. With increasing student numbers it is becoming more difficult to supervise students effectively, as truly independent enquiry-based working requires significant supervision, time and resource. To address this, the Department of Chemistry at the University of Reading has recently explored the use of group projects for final year practical work. Students work in teams of 3 to 5 and are presented with a research problem to investigate. These are genuine problems where the answer is unknown and the work open-ended. The students must work together to investigate the problem, dividing the work and sharing results in a manner that more closely resembles project working outside of academia. The students’ output is assessed through a variety of means including a group presentation and report. The projects were successful, with all students completing the work to a satisfactory level and developing strong team-working skills. This paper will outline some of the issues faced in the first year of delivery, and the steps taken to alleviate them

Sowing the seeds of change: Students taking the lead in chemical education research projects

This article outlines the benefits to institutions of engaging students (undergraduate and postgraduate) in carrying out education research projects. The activity outlined herein is probably best described as „action research‟, which potentially lays the foundation for chemical education research in the future. These projects aim to identify (or develop) best practice and provide the evidence to convince occasionally cynical academics that a new approach is effective in enhancing learning and/or the student experience. The benefits to the students carrying out the projects in terms of skills development and increased confidence are discussed, along with the benefits to academics and their institutions

Encouraging independent thought and learning in first year practical classes

The transition from A-level to degree-level practical classes then to a research project, hence from dependent learner to independent researcher, is a hurdle that all students face when studying for a chemistry degree. This can be daunting so any innovations that aid this transition are of great value. At the University of Reading, the first year practical course has been redesigned to facilitate this transition by embedding independent thought and experimentation across all chemistry disciplines (introductory, organic, inorganic and physical). Examples of experiments that provide opportunities for independent student investigation, along with student perceptions of the experiments of the course, are given. Using this model for practical-class delivery, student engagement, confidence, independence and ultimately preparedness for year 2 were improved

Discover EDS: Tales of Implementation and Use

This paper supplements the panel, which was delivered in a “Lively Lunch” format and included presentations by librarians who have employed EBSCO’s Discovery System (EDS) in their academic institutions. The panelists addressed several important aspects of launching a discovery system in an academic library, such as Implementation; Information Literacy; and Assessment, Usability and Customization. The implementation component included technical aspects, business requirements, enhancing the operability of link resolvers, launch preparation, and implementation success. The information literacy portion addressed how academic reference services and library instruction have been transformed because of EDS. Assessment, Usability and Customization focused on customizing the search box and assessing EDS using statistics and usability testing. Michael Gorrell, Executive Vice President of Technology and Chief Information Officer of EBSCO Publishing, was present, and a Q&A time was scheduled at the end of each session for audience members to ask questions, comment, and share experiences. The implementation process of a Discovery Service involves many different aspects and is a large undertaking for any library. Depending on the size of the library, its technology infrastructure, and the number of staff involved, the implementation time can vary greatly. In addition, the planning processes and the considerations made prior to implementation are also affected by the nature and needs of end-users in these institutions. Selecting the resources to include in the discovery service, resolving technical issues, developing a strategy to publicize and market to end-users, and assessing and customizing the product are all part of a continuous course of implementing Discovery Services—a process that begins long before implementation and has no fixed completion. This process involves a collaborative and consorted effort from all areas of librarian expertise, from technical services to public services. The simplicity and comprehensiveness of discovery tools redefine how libraries deliver services across the board, changing the expectations users have of the experience of searching library resources and challenging librarians to redesign instruction and teach information literacy in new ways. These considerations and our own experience with implementing EBSCO’s Discovery System (EDS) at the University of South Florida prompted us to open up a discussion across university and college libraries in the U.S. and across librarian functions, technical, and public services, in order to share, discuss, and learn from each other the lessons of Discovery Service implementation and use. We wanted to focus on the continuous nature of this process, involving the user perspective, as well as the perspective of the vendor, EBSCO. We believe that talking with our colleagues and collaborating with publishers makes us much better positioned to anticipate the changing needs of users and enhance the experience, accessibility, and discoverability of library content

Telomere Length Shows No Association with BRCA1 and BRCA2 Mutation Status

This study aimed to determine whether telomere length (TL) is a marker of cancer risk or genetic status amongst two cohorts of BRCA1 and BRCA2 mutation carriers and controls. The first group was a prospective set of 665 male BRCA1/2 mutation carriers and controls (mean age 53 years), all healthy at time of enrolment and blood donation, 21 of whom have developed prostate cancer whilst on study. The second group consisted of 283 female BRCA1/2 mutation carriers and controls (mean age 48 years), half of whom had been diagnosed with breast cancer prior to enrolment. TL was quantified by qPCR from DNA extracted from peripheral blood lymphocytes. Weighted and unweighted Cox regressions and linear regression analyses were used to assess whether TL was associated with BRCA1/2 mutation status or cancer risk. We found no evidence for association between developing cancer or being a BRCA1 or BRCA2 mutation carrier and telomere length. It is the first study investigating TL in a cohort of genetically predisposed males and although TL and BRCA status was previously studied in females our results don't support the previous finding of association between hereditary breast cancer and shorter TL

Risques associes a des retards de communication verbale chez les nourrissons des communautes sud-africaines non desservies

BACKGROUND :For optimal development young children need warm, responsive, enriched and communicative environments for learning social, language, and other skills. Infants and toddlers exposed to psychosocial risk lack enriched environments and may present with communication delays. AIM : To investigate the relationship between psychosocial risks and communication delays in infants from underserved communities in South Africa. SETTING : Primary healthcare facilities in Tshwane district, South Africa. METHODS : A parent interview and Rossetti Infant Toddler Language Scales were used to collect data from caregivers of 201 infants aged 6–12 months, selected through convenience sampling. Associations between communication delays and risks were determined (Chi-square and Fisher’s exact tests). A log-linear model analysis was used to model the simultaneous effect of significant risks on the probability of having communication delays. RESULTS : Communication delays were present in 13% of infants. Infants with two or more siblings, born from mothers aged 18–29 years who own their house, had a 39% chance of presenting with communication delays. CONCLUSION : Developmental screening and early intervention is important in primary healthcare contexts in South Africa, as a clear relationship has been established between three risk factors and communication delays in infants.CONTEXTE : Pour s’épanouir complètement les jeunes enfants ont besoin d’un environnement chaud, réceptif, enrichi et communicatif pour apprendre le langage social et d’autres compétences. Les nourrissons et les tout-petits exposés à des risques psychosociaux souffrent d’un manque d’environnements enrichissants et pourraient souffrir de retards de communication verbale. OBJECTIF : Pour étudier la relation entre les risques psychosociaux et les retards de communication verbale chez les nourrissons des communautés non desservies en Afrique du Sud. LIEU : Services de soins primaires dans le district de Tshwane, en Afrique du Sud. METHODES : Une entrevue avec les parents et l’Echelle de Compétence linguistique pour les Nourrissons de Rossetti ont été utilisés pour rassembler les données de 201 nourrissons de 6 à 12 mois provenant de leurs gardiens, sélectionnés au moyen d’échantillonnages de proximité. On a remarqué un lien entre les retards et les risques de communication verbale (tests Chi carré et de Fisher). On a utilisé un modèle d’analyse log-linéaire pour modéliser l’effet simultané des risques importants sur la probabilité d’avoir des retards de communication verbale. RESULTATS : On a trouvé des retards de communication verbale chez 13% des nourrissons. Les nourrissons qui vivent avec deux frères ou soeurs ou plus, nés de mères âgées de 18 à 29 ans qui ont leur propre maison, avaient 39% plus de chance d’avoir des retards de communication verbale.http://www.phcfm.orgam201

Role of Engrailed-2 (EN2) as a prostate cancer detection biomarker in genetically high risk men

Controversy surrounds the use of PSA as a biomarker for prostate cancer detection, leaving an unmet need for a novel biomarker in this setting; urinary EN2 may identify individuals with clinically relevant prostate cancer. Male BRCA1 and BRCA2 mutation carriers are at increased risk of clinically significant prostate cancer and may benefit from screening. Urine samples from 413 BRCA1 and BRCA2 mutation carriers and controls were evaluated. Subjects underwent annual PSA screening with diagnostic biopsy triggered by PSA > 3.0 ng/ml; 21 men were diagnosed with prostate cancer. Urinary EN2 levels were measured by ELISA and had a sensitivity of 66.7% and specificity of 89.3% for cancer detection. There was no statistically significant difference in EN2 levels according to genetic status or Gleason score. Urinary EN2 may be useful as a non-invasive early biomarker for prostate cancer detection in genetically high-risk individuals

Longitudinal impact of changes in the residential built environment on physical activity: findings from the ENABLE London cohort study.

BACKGROUND: Previous research has reported associations between features of the residential built environment and physical activity but these studies have mainly been cross-sectional, limiting inference. This paper examines whether changes in a range of residential built environment features are associated with changes in measures of physical activity in adults. It also explores whether observed effects are moderated by socio-economic status. METHODS: Data from the Examining Neighbourhood Activity in Built Living Environments in London (ENABLE London) study were used. A cohort of 1278 adults seeking to move into social, intermediate, and market-rent East Village accommodation was recruited in 2013-2015, and followed up after 2 years. Accelerometer-derived steps (primary outcome), and GIS-derived measures of residential walkability, park proximity and public transport accessibility were obtained both at baseline and follow-up. Daily steps at follow-up were regressed on daily steps at baseline, change in built environment exposures and confounding variables using multilevel linear regression to assess if changes in neighbourhood walkability, park proximity and public transport accessibility were associated with changes in daily steps. We also explored whether observed effects were moderated by housing tenure as a marker of socio-economic status. RESULTS: Between baseline and follow-up, participants experienced a 1.4 unit (95%CI 1.2,1.6) increase in neighbourhood walkability; a 270 m (95%CI 232,307) decrease in distance to their nearest park; and a 0.7 point (95% CI 0.6,0.9) increase in accessibility to public transport. A 1 s.d. increase in neighbourhood walkability was associated with an increase of 302 (95%CI 110,494) daily steps. A 1 s.d. increase in accessibility to public transport was not associated with any change in steps overall, but was associated with a decrease in daily steps amongst social housing seekers (- 295 steps (95%CI - 595, 3), and an increase in daily steps for market-rent housing seekers (410 95%CI -191, 1010) (P-value for effect modification = 0.03). CONCLUSION: Targeted changes in the residential built environment may result in increases in physical activity levels. However, the effect of improved accessibility to public transport may not be equitable, showing greater benefit to the more advantaged

Some general properties of the renormalized stress-energy tensor for static quantum states on (n+1)-dimensional spherically symmetric black holes

We study the renormalized stress-energy tensor (RSET) for static quantum states on (n+1)-dimensional, static, spherically symmetric black holes. By solving the conservation equations, we are able to write the stress-energy tensor in terms of a single unknown function of the radial co-ordinate, plus two arbitrary constants. Conditions for the stress-energy tensor to be regular at event horizons (including the extremal and ``ultra-extremal'' cases) are then derived using generalized Kruskal-like co-ordinates. These results should be useful for future calculations of the RSET for static quantum states on spherically symmetric black hole geometries in any number of space-time dimensions.Comment: 9 pages, no figures, RevTeX4, references added, accepted for publication in General Relativity and Gravitatio