The influence of bird droppings and uric acid on the radial growth of five species of saxicolous lichens

Bird droppings were applied over 1 year as a thick paste and as a suspension in deionized water to five species of lichens with different distributions on and off bird perching stones. The paste and suspension increased the radial growth of Parmelia conspersa while the paste increased the growth of Xanthoria parietina and reduced the growth and caused loss of colour in Parmelia glabratula ssp. fuliginosa. There were no statistically significant effects of paste or suspension on the growth of Physcia grisea or Parmelia saxatilis. In P. conspersa and X. parietina the growth responses were similar through the year but in P. glabratula the inhibitory effect of the paste was significant after 8 months growth. Application of a suspension of uric acid over 1 year had no statistically significant effects on the growth of P. conspersa, P. glabratula or X. parietina and was unlikely to be responsible for the effects of bird droppings on growth. The growth responses of the five species agreed well with their distributions in the field.

The role of the undergraduate work placement in developing employment competences:results from a 5 year study of employers

There is increasing research interest into the nature of competences required to secure a graduate job. This paper examines the role of the undergraduate work placement in developing such employment competences. In order to do this we draw upon a framework of generic competences developed in a previous project by one of the authors, together with data on how these competences are valued by graduates and employers. We also draw upon a survey of employers and students who have participated in an Aston Business School work placement. The work placement year is an integral feature of Aston’s undergraduate business programme and gives up to 600 students a year the experience of working with well known companies. For the past five years we have conducted a survey of these companies to assess their experience of employing our undergraduates on work placements and to examine the skills and competencies developed by students in the learning process. In this paper we compare data from both pieces of research to examine how competences developed during the undergraduate work placement contribute to the enhancement of graduate employment.

Neonatal seizures and post-neonatal epilepsy:a seven-year follow-up study

BACKGROUND: Seizures are one of the most common symptoms of acute neurological disorders in newborns. This study aims at evaluating predictors of epilepsy in newborns with neonatal seizures. METHODS: we recruited consecutively eighty-five neonates with repeated neonatal video-EEG-confirmed seizures between Jan 1999 and Dec 2004. The relationship between clinical, EEG and ultrasound data in neonatal period and the development of post-neonatal epilepsy was investigated at 7 years of age. RESULTS: Fifteen patients (17.6%) developed post-neonatal epilepsy. Partial or no response to anticonvulsant therapy (OR 16.7, 95% CI: 1.8-155.8, p= .01; OR 47, 95% CI: 5.2-418.1, p<.01 respectively), severely abnormal cerebral ultrasound scan findings (OR: 5.4; 95% CI: 1.1-27.4; p<.04), severely abnormal EEG background activity (OR: 9.5; 95% CI: 1.6-54.2; p= .01) and the presence of status epilepticus (OR: 6.1; 95% CI: 1.8-20.3; p<.01) were found to be predictors of epilepsy. However, only the response to therapy seemed to be an independent predictor of post-neonatal epilepsy. CONCLUSION: Neonatal seizures seem to be related to post-neonatal epilepsy. Recurrent and prolonged neonatal seizures may act on an epileptogenic substrate, causing further damage, which is responsible for the subsequent clinical expression of epilepsy.

The role of the undergraduate work placement in developing employment competences:results from a 5 year survey of employers

School examine the role of the work placement in developing ‘soft’ competences among management undergraduates. They draw upon a five-year survey in which students and their employers are asked about the personal development and performance of the students during their placement year. The authors’ findings provide confirmation of the value of the placement year, particularly as an opportunity for building self confidence, and for developing the inter-personal competences necessary to integrate effectively in a collaborative environment. In contrast, competences necessary for the effective performance of individual roles, and in particular competences relating to leading, persuading and influencing others, are less highly rated. Whilst not wholly conclusive, these findings provide some important pointers to the need for further research into the complementary roles played by university-based and work-based learning in developing the competences needed to enhance graduate employability.