Laboratory and non-laboratory-based risk prevention models for secondary prevention of cardiovascular disease : the LIPID study

Aims : The aims of this study were to examine whether risk prediction models for recurrent cardiovascular disease (CVD) events have prognostic value, and to particularly examine the performance of those models based on non-laboratory data. We also aimed to construct a risk chart based on the risk factors that showed the strongest relationship with CVD.

Methods and results : Cox proportional hazards models were used to calculate a risk score for each recurrent event in a CVD patient who was enrolled in a very large randomized controlled clinical trial. Patients were then classified into groups according to quintiles of their risk score. These risk models were validated by calibration and discrimination analyses based on data from patients recruited in New Zealand for the same study. Non-laboratory-based risk factors, such as age, sex, body mass index, smoking status, angina grade, history of myocardial infarction, revascularization, stroke, diabetes or hypertension and treatment with pravastatin, were found to be significantly associated with the risk of developing a recurrent CVD event. Patients who were classified into the medium and high-risk groups had two-fold and four-fold the risk of developing a CVD event compared with those in the low-risk group, respectively. The risk prediction models also fitted New Zealand data well after recalibration.

Conclusion : A simpler non-laboratory-based risk prediction model performed equally as well as the more comprehensive laboratory-based risk prediction models. The risk chart based on the further simplified Score Model may provide a useful tool for clinical cardiologists to assess an individual patient's risk for recurrent CVD events.

Emissions laboratory upgraded for new regulations

This article has a look inside Ford Australia's emissions test facilities, recently upgraded to meet the new emissions regulation requirements.  Other articles cover the conversion of plastic waste to commercial-grade diesel, the use of ozone in a commercial laundry and an underground wall to reduce the leaching of contaminants into the Hunter River.

Memory on the beach : an Australian memory (and hypnosis) laboratory

The memory (and hypnosis) lab at the University of New South Wales investigates a broad range of memory topics. We try to find innovative methods from cognitive and clinical psychology to address theoretical and empirical questions about memory. We aso use hypnosis as one major methodological tool in our investigations of memory (as well as other cognitive processes). In this paper, we review the projects currently underway in our memory (and hypnosis) lab.

A learning laboratory approach for business improvement : the case of discontinuous innovation

This paper considers the current situation within Australian manufacturing SMEs and their approaches to innovation and international competitive advantage. Using the viewpoint and language of complexity theory, we consider the variety of possibilities available to SMEs in this area. We then consider a particular international project on Discontinuous Innovation, how this has been deployed in Europe and Australia and the knowledge gained from our interactions with Australian SMEs to date around this project. Finally we consider the general development of a “Learning Laboratory” approach to working with SMEs and the differences required to make such approach successful in Europe and in different settings in Australia.

The advancing science by enhancing learning in the laboratory (ASELL) project : the next chapter

Most researchers agree that the laboratory experience ranks as a significant factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010.

Bioanalytical experiments for the undergraduate laboratory : monitoring glucose in sports drinks

This paper describes two complementary bioanalytical experiments for analyzing the concentration of glucose in sports drinks. The first experiment is a spectrophotometric enzyme assay employing the enzymes glucose oxidase (GOx) and horseradish peroxidase (HRP). The glucose is oxidized by the GOx, producing hydrogen peroxide, which is the substrate for HRP. In the reduction of the H2O2 a chromogen is oxidized, causing a color change. In the partner experiment, the GOx is immobilized on a platinum electrode using a dialysis membrane. The hydrogen peroxide produced in the enzyme reaction is monitored amperometrically by oxidizing the hydrogen peroxide produced. The simple method of preparing the enzyme electrode is useful in demonstrating the important parameters in defining the response of enzyme electrodes. The same sports drinks are analyzed in both experiments. The two experiments together illustrate the advantage of bioanalysis in analyzing complex samples with minimal sample preparation.

Prediction of chlorine and THMs concentration profile in bulk drinking water distribution systems from laboratory data

Nearly all drinking water distribution systems experience a "natural" reduction of disinfection residuals. The most frequently used disinfectant is chlorine, which can decay due to reactions with organic and inorganic compounds in the water and by liquid/solids reaction with the biofilm, pipe walls and sediments. Usually levels of 0.2-0.5 mg/L of free chlorine are required at the point of consumption to maintain bacteriological safety. Higher concentrations are not desirable as they present the problems of taste and odour and increase formation of disinfection by-products. It is usually a considerable concern for the operators of drinking water distribution systems to manage chlorine residuals at the "optimum level", considering all these issues. This paper describes how the chlorine profile in a drinking water distribution system can be modelled and optimised on the basis of readily and inexpensively available laboratory data. Methods are presented for deriving the laboratory data, fitting a chlorine decay model of bulk water to the data and applying the model, in conjunction with a simplified hydraulic model, to obtain the chlorine profile in a distribution system at steady flow conditions. Two case studies are used to demonstrate the utility of the technique. Melbourne's Greenvale-Sydenham distribution system is unfiltered and uses chlorination as its only treatment. The chlorine model developed from laboratory data was applied to the whole system and the chlorine profile was shown to be accurately simulated. Biofilm was not found to critically affect chlorine decay. In the other case study, Sydney Water's Nepean system was modelled from limited hydraulic data. Chlorine decay and trihalomethane (THM) formation in raw and treated water were measured in a laboratory, and a chlorine decay and THM model was derived on the basis of these data. Simulated chlorine and THM profiles agree well with the measured values available. Various applications of this modelling approach are also briefly discussed.

Implications of short and long term critical flux experiments for laboratory-scale MBR operations

This paper evaluates the critical flux obtained by different techniques including tests with different flux step lengths (20 and 40 min and 7 days) and modes of operation (continuous and intermittent) under low and high MLSS concentrations. The paper also analyses a couple of long-term tests (flow rate of 40 and 20 L/day) to obtain the time required to reach the critical flux experimentally and compares those values with the results obtained numerically from a mathematical model. It was found that intermittent mode with membrane relaxation was useful in controlling the fouling of membrane and in restoring the membrane from fouling at lower MLSS.

Prediction of chlorine and trihalomethanes concentration profile in bulk drinking water distribution systems from laboratory data

Nearly all drinking water distribution systems experience a "natural" reduction of disinfection residuals. The most frequently used disinfectant is chlorine, which can decay due to reactions with organic and inorganic compounds in the water and by liquid/solids reaction with the biofilm, pipe walls and sediments. Usually levels of 0.2-0.5 mg/L of free chlorine are required at the point of consumption to maintain bacteriological safety. Higher concentrations are not desirable as they present the problems of taste and odour and increase formation of disinfection by-products. It is usually a considerable concern for the operators of drinking water distribution systems to manage chlorine residuals at the "optimum level", considering all these issues. This paper describes how the chlorine profile in a drinking water distribution system can be modelled and optimised on the basis of readily and inexpensively available laboratory data. Methods are presented for deriving the laboratory data, fitting a chlorine decay model of bulk water to the data and applying the model, in conjunction with a simplified hydraulic model, to obtain the chlorine profile in a distribution system at steady flow conditions. Two case studies are used to demonstrate the utility of the technique. Melbourne's Greenvale-Sydenham distribution system is unfiltered and uses chlorination as its only treatment. The chlorine model developed from laboratory data was applied to the whole system and the chlorine profile was shown to be accurately simulated. Biofilm was not found to critically affect chlorine decay. In the other case study, Sydney Water's Nepean system was modelled from limited hydraulic data. Chlorine decay and trihalomethane (THM) formation in raw and treated water were measured in a laboratory, and a chlorine decay and THM model was derived on the basis of these data. Simulated chlorine and THM profiles agree well with the measured values available. Various applications of this modelling approach are also briefly discussed.

The advancing science by enhancing learning in the laboratory (ASELL) project : the first Australian multidisciplinary workshop

Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010, present some views of academic and student delegates, and make comparisons with other workshops.
Introduction

ASELL : the advancing science by enhancing learning in the laboratory project

Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.

A head mountable deep brain stimulation device for laboratory animals

Deep brain stimulation has emerged as an effective method to treat certain medical conditions. Electrical charges are injected into the target tissue through a conducting electrode exciting the tissue. A variety of DBS devices have been developed based on different operation principles. Majority of these devices, however, employ complex circuitry and are bulky. In clinical trials, laboratory animals need to freely move around and perform activities whilst receiving brain stimulation for days. This paper presents a simple lightweight head mountable deep brain stimulation device that can be carried by the animal during the course of a clinical trial. The device produces continuous current pulses of specific characteristics. It employs passive charge balancing to minimize undesirable effects on the target tissue. The device is constructed and its performance tested.

Advancing science by enhancing learning in the laboratory (ASELL)

Final report of the the Advancing Science by Enhancing Learning in the Laboratory (ASELL) project. 

Most researchers agree that the laboratory experience ranks as a significant factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating and improving the laboratory experience of students, and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project, with ALTC funding, has now expanded to include those disciplines.

The launching pad for ASELL was a multidisciplinary workshop held in Adelaide in April, 2010. This workshop involved 100 academics and students, plus 13 Deans of Science (or delegates), covering the three enabling sciences of biology, chemistry and physics. Thirty-nine undergraduate experiments were trialled over the three days of the workshop. More importantly, professional development in laboratory education was developed in the 42 academic staff that attended the workshop.

Following the workshop, delegates continued to evaluate, develop and improve both individual experiments and whole laboratory programs in their home institutions, mentored by the ASELL Team. Some highlights include:
- more than 15,000 student surveys carried out by delegates during 2010/11
- 10 whole lab programs were surveyed by delegates
- 4 new ASELL-style workshops, conducted by ASELL-trained delegates were run in 2010/11
- more than 100 ASELL-tested experiments available on the website (www.asell.org)
- ASELL workshops conducted in Philippines, Ireland in 2010, and planned in the USA and Thailand for 2011
- significant improvement in student evaluation of whole laboratory programs and individual experiments measured in universities using the ASELL approach
- high profile of ASELL activities in the Australian Council of Deans of Science (ACDS)
- research project on the misconceptions of academic staff about laboratory learning completed
- significant research on student learning in the laboratory, and staff perceptions of student learning have been carried out during 2010/11
- research results have been benchmarked against staff and students in the USA.

The biggest unresolved issue for ASELL is one of sustainability in the post-ALTC funding era. ASELL will make a series of recommendations to the ACDS, but the future of the program depends, to a large part, on how the ACDS responds.