The Factors Influencing the Availability of Cobalt in Soils, Uptake by Herbage and Ruminant Health and Productivity

1. In a series of laboratory experiments involving a total of eighteen soils, the adsorption and desorption characteristics of Co were examined. When the adsorption data from eight soils were applied to various adsorption models, both the Freundlich and Tempkin equations showed good agreement with the observed adsorption pattern. Further, soil pH was identified as the most important factor governing the amount of Co adsorbed and desorbed. For one soil, Co adsorption from a 14.73 ug Co ml -1 solution was complete at pH >8.0, whereas, only negligible amounts of this Co was desorbable. For the same soil at pH <5.0, however, all the adsorbed Co was desorbed within a two-hour shaking period with a Co free solution. Both soil texture and organic matter content appeared to have a strong influence on Co adsorption and desorption, with the role of reducible manganese becoming more important in determining the amount of Co desorbed from samples left for periods of between 2 to 4 weeks. However, while an attempt was made to define an adsorption/desorption index for predicting the residual value of Co application to pasture only preliminary suggestions are presented here

Tips for small group teaching

Catriona Bell – ORCID: 0000-0001-8501-1697 https://orcid.org/0000-0001-8501-1697Item not available in this repository.Item previously deposited in University of Bristol repository at: https://research-information.bris.ac.uk/en/publications/8c710347-ed8b-40c2-85fd-c8d494968a5eThis article, the fourth in a series aimed at providing veterinary staff and students with tips and tools to enhance teaching and learning, looks at how to make the most of small group teaching situations.https://doi.org/10.1136/inp.g337936pubpub

Taking the lead: learners’ experiences across the disciplines

The first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning

How do we learn?

Catriona Bell – ORCID: 0000-0001-8501-1697 https://orcid.org/0000-0001-8501-1697Item not available in this repository.Item previously deposited in University of Bristol repository at: https://research-information.bris.ac.uk/en/publications/6a792657-431c-442b-b834-d90e07944877Almost all veterinary surgeons teach, yet very little training is provided to vets on how to teach effectively. This article forms the first in a series aimed at providing veterinary staff and students with tips and tools to enhance the teaching opportunities that arise in practice.https://doi.org/10.1136/inp.g160836pubpub