Early detection of fungal biomass on library materials

Library materials are susceptible to fungal deterioration. The paper constituents of archival materials are subjected to harmful physical and chemical processes as they are slowly consumed by fungi. Remediation of fungal contamination can be costly and risk further damage to fragile or previously degraded materials. Early detection of fungal growth would permit the use of relatively noninvasive treatments to remediate fungal contamination of artifacts before visible or lasting damage has occurred. Current methods used for the detection of microbial biomass, such as colony counts, microscopic biovolume estimation, and ergosterol analysis are expensive, time consuming, or are inappropriate for use with fungi. Beta-N-acetylhexosaminidase (EC 3.2.1.52) activity provides a rapid and reliable means of fungal detection on a variety of cultural heritage materials. Adapted for use on archival materials, fluorogenic 4-Methylumbelliferyl (MUF) labeled substrate N-acetyl-Beta-D-glucosamine (NAG) was used to detect fungal beta-N-acetylhexosaminidase activity. The fluorescence generated by minute quantities of fungi was quickly detected at an early stage of growth. The sensitivity of the assay was comparable to other biochemical techniques. The fluorometric assay was well-suited for early detection of fungal biomass on paper and assessment of the effectiveness of common remediation practices.     

The human costs of part-time day release

Four cohorts of unqualified school leavers, starting in part-time day release engineering courses in local technical colleges between 1950 and 1960 were the subjects of four studies during their first three years at college.35% (714) of them replied to a questionnaire sent out in 1966. The enquiry covered their achievement at college, their careers in industry and the relationship between the two. Response rates were biased in favour of the more successful in the early years at college.This paper is concerned with the 110 respondents (17%) who had obtained a Higher National Certificate by 1966. The percentages varied with time from about 40% for those starting in 1950 down to 9% for the 1960 cohort.The evidence presented suggests that despite an inbuilt failure rate on the part-time National Certificate courses some students persisted against the odds for as long as twelve years in order to achieve professional qualifications by this route. This heavy price in terms of human endeavour is contrasted with the cost-benefit analyses of the economists which show that the production of qualified manpower by the HNC route provides higher rates of return to society than full-time University courses.In answer to the question about their plans for the education of their own children 59% of all respondents and 77% of those who had achieved the higher qualification wanted longer schooling, University degree and other full-time courses. It seems unlikely that those who have themselves struggled for years along the cheap, hard way will readily accept economic arguments for the continuation of these conditions for the next generation.

---

Résumé Quatre cohortes de sujets ayant quitté l'école sans qualification et ayant entamé une scolarité à temps partiel en technologie dans des petits collèges techniques entre 1950 et 1960 ont fait l'objets d'une recherche portant sur leur trois premières années de scolarité.714 sujets (35%) ont répondu à un questionnaire qui a été administré en 1966. L'enquête portait sur les résultats obtenus au collège, sur la carrière professionelle dans l'industrie et sur les relations entre les deux. Les taux de réponse présentaient un biais correspondant à une surreprésentation des sujets qui avaient eu les meilleurs résultats dans les premières années au collège. L'article traite des 110 répondants (17%) qui avaient obtenu le Certificat national supérieur (Higher National Certificate) en 1966. Le pourcentage variait d'environ 40% pour ceux qui avaient débuté en 1950 à 9% pour la cohorte de 1960.Les faits montrent que, en dépit du taux d'échec aux cours du Certificat national, certains étudiants ont persisté contre vents et marées pendant quelque douze ans dans l'espoir d'acquérir une qualification professionnelle par ce moyen. Le prix ainsi payé, que l'on peut estimer très lourd en termes humains de sacrifices et d'efforts, contraste avec les analyses en termes de coûts et de bénéfices faites par les économistes qui montrent que la production de main-d'oeuvre qualifiée par la voie du Certificat national procure un taux de rétribution pour la société supérieur à celui qui est procuré par l'enseignement universitair à plein temps. en réponse à une question portant sur leurs intentions en ce qui concerne la scolarité de leurs propres enfants, 59% de l'ensemble des répondants et 77% des sujets qui avaient obtenu le plus haut degré de qualification ont déclaré viser une scolarité longue, un diplôme universitaire et un enseignement à plein-temps. Il semble improbable que ceux qui ont dû eux-mêmes lutter pendant de longues années pour avancer sur la voie ardue de la scolarité à bon marché accepteront facilement les arguments économiques que l'on avance pour justifier la prolongation de ces conditions à la génération suivante.

     

Changing the marks-based culture of learning through peer-assisted tutorials

We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students’ end-of-year total; all tutorial work becomes essentially voluntary. We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found.     

Technical Communication and Physical Location: Topoi and Architecture in Computer Classrooms

This essay presents analyses of two of the ten site visits of computer classrooms (CCRs) conducted between 1998 and 2003. The two sites are located institutionally within departments of English of two U.S. university campuses. The two CCRs examined here were: (1) observed on site by the author in 2000 and 2001; (2) analyzed according to a set of criteria established before the on-site analyses; and (3) photographed. In addition, a digital writing-rhetoric and/or technical writing faculty member was interviewed in person during each site visit. The analysis, part of a book-length project, provides partial data for determining some kinds of physical and architectural/design issues that existed in selected CCRs in the early 2000s and in a number of similar digital environments today     

How Effective is Our University? A Study of Graduates from the University of Malawi

The diminished resources available to a University in a developing country which has at the same time great national responsibilities require that the University will aim to be as efficient and effective as possible. This study of graduates of the University of Malawi attempts to measure the effectiveness of the University and to raise policy issues for the improvement of quality.     

Creativity and whole school change: An investigation of English headteacher practices

Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change.