H2S paper strip method - A bacteriological test for faecal coliforms in drinking water at various temperatures

Epidemics arising from waterborne diseases are a global health problem. Faecal contamination of drinking water is the main cause of these outbreaks. According to WHO (1996) for drinking water to be safe, a 100 ml sample should not contain any coliform bacteria. The standard methods currently used for routine testing have many limitations especially when applied in remote areas. The H2S method has been developed as an on-site, inexpensive and easy to use method to test drinking water for remote and rural areas. The present work analyses the reliability of the H2S method for detecting faecal contamination in drinking water. The minimum level of faecal coliforms that could be detected and the incubation period required at various levels of contamination were studied. The range of temperatures at which the method was effective and the incubation period required at various temperatures were also determined. The H2S method was found to be able to detect contamination down to a level of 1 CFU/100 ml of coliform bacteria. Although the H2S method could be used at a temperature range of 20 to 44oC, temperatures between 28 to 37oC gave faster results. An incubation period of only 24 hours was required at 37oC, which was found to be the most suitable incubation temperature. The incubation period increased with a decrease or increase in temperature

Electromagnetic corrections for the analysis of low energy pi-p scattering data

We calculate the electromagnetic corrections to the isospin invariant mixing angle and to the two eigenphases for the s and p-waves for low energy pi-p elastic and charge exchange scattering. These corrections have to be applied to the nuclear quantities obtained from phase shift analyses of the experimental data in order to obtain the hadronic phases. We compare our results with earlier calculations and estimate the uncertainties in the corrections.Comment: 19 pages, 5 figures. Uses elsart.cls Accepted for publication in Nuclear Physics

Online interactive assessment with short free-text questions and tailored feedback

A linguistically based authoring tool has been used to write e-assessment questions requiring short free-text answers of up to about 20 words in length (typically a single sentence). The answer matching is sophisticated and students are provided with instantaneous targeted feedback on incorrect and incomplete responses. They are able to use this feedback in reattempting the question. Seventy-five questions of this type have been offered to students on an entry-level interdisciplinary science module and they have been well received. Students have been observed attempting the questions and have been seen to respond in differing ways to both the questions themselves and the feedback provided. The answer matching has been demonstrated to be of similar or greater accuracy than specialist human markers. The software described is all either open source or commercially available, but the purpose of this paper is not to advertise these products but rather to encourage reflection on e-assessment's potential to support student learning

Spiral diffusion of rotating self-propellers with stochastic perturbation

Translationally diffusive behavior arising from the combination of orientational diffusion and powered motion at microscopic scales is a known phenomenon, but the peculiarities of the evolution of expected position conditioned on initial position and orientation have been neglected. A theory is given of the spiral motion of the mean trajectory depending upon propulsion speed, angular velocity, orientational diffusion and rate of random chirality reversal. We demonstrate the experimental accessibility of this effect using both tadpole-like and Janus sphere dimer rotating motors. Sensitivity of the mean trajectory to the kinematic parameters suggest that it may be a useful way to determine those parameters

Parent materials of Yellow-brown loams in the Waikato-Coromandel district.

The yellow-brown loams of the Waikato-Coromandel region are derived from weathered airfall volcanic materials. These materials may be either direct airfall deposits, or erosion products of these deposits, described as reworked ash in some publications. In the erosion products small amounts of other rocks may be included in the parent materials, and these additions may modify to a slight degree the chemical and physical properties of the soil as a yellow-brown loam. In larger amounts these additions result in the formation of intergrades to yellow-brown earths or gley soils

Struggling and juggling: a comparison of assessment loads in research and teaching-intensive universities

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research-and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning

Discipline-Specific Compared to Generic Training of Teachers in Higher Education

A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs