A. Abdul Aziz

Phytoremediation of soil contaminated with used lubricating oil using Jatropha curcas

Soil contamination by used lubricating oil from automobiles is a growing concern in many countries, especially in Asian and African continents. Phytoremediation of this polluted soil with non-edible plant like Jatropha curcas offers an environmental friendly and cost-effective method for remediating the polluted soil. In this study, phytoremediation of soil contaminated with 2.5 and 1% (w/w) waste lubricating oil using J. curcas and enhancement with organic wastes [Banana skin (BS), brewery spent grain (BSG) and spent mushroom compost (SMC)] was undertaken for a period of 180 days under room condition. 56.6% and 67.3% loss of waste lubricating oil was recorded in Jatropha remediated soil without organic amendment for 2.5% and 1% contamination, respectively. However addition of organic waste (BSG) to Jatropha remediation rapidly increases the removal of waste lubricating oil to 89.6% and 96.6% in soil contaminated with 2.5% and 1% oil, respectively. Jatropha root did not accumulate hydrocarbons from the soil, but the number of hydrocarbon utilizing bacteria was high in the rhizosphere of the Jatropha plant, thus suggesting that the mechanism of the oil degradation was via rhizodegradation. These studies have proven that J. curcas with organic amendment has a potential in reclaiming hydrocarbon-contaminated soil.

Pairing as an instructional strategy to promote soft skills amongst clinical dental students

Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills.