James Redfern

Using Soxhlet Ethanol Extraction to Produce and Test Plant Material (Essential Oils) for Their Antimicrobial Properties

As the issue of antimicrobial resistance continues to grow, there is a renewed interest in deriving antimicrobial products from natural compounds, particularly extracts from plant materials. This paper describes how essential oil can be extracted from the common herb, thyme ( Thymus vulgaris ) in the classroom. Subsequently, the extract can be tested for its antimicrobial activity. A number of variables are suggested.

Practical microbiology in schools: a survey of UK teachers

A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations.

Transforming a school learning exercise into a public engagement event: ‘The Good, the Bad and The Algae’

School science laboratory classes and hands-on public engagement activities share many common aims and objectives in terms of science learning and literacy. This article describes the development and evaluation of a microbiology public engagement activity, ‘The Good, the Bad and the Algae’, from a school laboratory activity. The school activity was developed as part of an educational resource which aimed to promote practical microbiology in the classroom. The public engagement activity was derived locally for National Science and Engineering Week 2011 and was subsequently adapted for a national science and engineering fair (The Big Bang 2012). The aim of the session was to raise awareness of the importance of algae and to encourage hands-on laboratory examination in a fun and informal manner. Evaluation of the first event, delivered in a workshop format, helped shape the educational resource before publication. The second event was modified to enable delivery to a larger audience. Both events were successful in terms of enjoyment and engagement. Over 2200 people participated in the Big Bang activity over three days, with evaluation indicating 80% of participants had increased awareness/knowledge of algae after the event. The success of both iterations of the activity demonstrates that it is possible to transform a simple school activity into an exciting and effective public engagement activity.

Effect of humidity and temperature on the survival of Listeria monocytogenes on surfaces

Listeria monocytogenes is a pathogenic bacterium, with human disease and infection linked to dairy products, seafood, ready‐to‐eat meat and raw & undercooked meats. Stainless steel is the most common food preparation surface and therefore, it is important to understand how food storage conditions such as surface materials, temperature and relative humidity can affect survival of L. monocytogenes. In this study, survival of L. monocytogenes on stainless steel was investigated at three temperatures (4, 10 and 21°C), each approx. 11, 50 and 85% humidity. Results indicate that the lower the temperature, the more cells were recovered in all three humidity environments, while medium humidity enhances survival, irrespective of temperature. Lower humidity decreases recovery at all temperatures. These data support the guidance noted above that humidity control is important, and that lower humidity environments are less likely to support retention of viable L. monocytogenes on a stainless steel surface.

What's in a Name? Exploring the Nomenclature of Science Communication in the UK.

This study, via a consideration of the literature, and a limited survey of active science communicators, presents concise and workable definitions for science outreach, public engagement, widening participation, and knowledge exchange, in a UK context. Sixty-six per cent of participants agreed that their definitions of outreach, public engagement, and widening participation aligned with those of their colleagues, whilst 64% felt that their personal definitions matched those of their institute. However, closer inspection of the open-ended questions found the respondents often differed in the use of the nomenclature. In particular, the respondents found it difficult to define knowledge exchange in this context. It is hoped that this initial study will form the foundation of future work in this area, and that it will help to further develop the debate regarding the need for a consistent nomenclature across science communication.

What does the UK public want from academic science communication

The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

What is a microbiologist? A survey exploring the microbiology workforce

Microbiology has a long tradition of making inspirational, world-changing discovery. Microbiology now plays essential roles in many disciplines, leading to some microbiologists raising concern over the apparent loss of identity. An electronic survey was undertaken to capture the scientific identity (based on scientific discipline) of people for whom microbiology forms a part of their profession, in addition to information regarding their first degree (title, country and year in which the degree was completed) and the sector in which they currently work. A total of 447 responses were collected, representing 52 countries from which they gained their first degree. Biology was the most common first degree title (of 32 titles provided), while microbiologist was the most common scientific identity (of 26 identities provided). The data collected in this study gives a snapshot of the multidisciplinarity, specialism and evolving nature of the microbiology academic workforce. While the most common scientific identity chosen in this study was that of a microbiologist, it appears that the microbiological workforce is contributed to by a range of different disciplines, highlighting the cross-cutting, multidisciplined and essential role microbiology has within scientific endeavour. Perhaps, we should be less concerned with labels, and celebrate the success with which our discipline has delivered.

Developing microbiological learning materials for schools: best practice.

A resource for schools focusing on algae was developed subsequent to a review of the UK National Curriculum and teaching specifications, which revealed a significant opportunity for practical microbiology in schools. The five practical activities and the entire resource were trialled and refined so that the final publication provided valid, interesting and educational activities. After distribution to 750 schools, post-publication (summative) evaluation demonstrated a need to heavily emphasize curriculum links, and to remind teachers about resource on a regular basis. We believe that this process (from initial idea to final evaluation) provides an example of best practice in developing a practical microbiology educational resource.

Impact of educational interventions on adolescent attitudes and knowledge regarding vaccination: A pilot study

Background Current immunisation levels in England currently fall slightly below the threshold recommended by the World Health Organization, and the three-year trend for vaccination uptake is downwards. Attitudes towards vaccination can affect future decisions on whether or not to vaccinate, and this can have significant public health implications. Interventions can impact future vaccination decisions, and these interventions can take several forms. Relatively little work has been reported on the use of vaccination interventions in young people, who form the next generation of individuals likely to make vaccination decisions. Method We investigated the impact of two different types of educational intervention on attitudes towards vaccination in young people in England. A cohort of young people (n = 63) was recruited via a local school. This group was divided into three sub-groups; one (n = 21) received a presentation-based intervention, one (n = 26) received an interactive simulation-based intervention, and the third (n = 16) received no intervention. Participants supplied information on (1) their attitudes towards vaccination, and (2) their information needs and views on personal choice concerning vaccination, at three time points: immediately before and after the intervention, and after six months. Results Neither intervention had a significant effect on participants’ attitudes towards vaccination. However, the group receiving the presentation-based intervention saw a sustained uplift in confidence about information needs, which was not observed in the simulation-based intervention group. Discussion Our findings with young people are consistent with previous work on vaccination interventions aimed at adults, which have shown limited effectiveness, and which can actually reduce intention to vaccinate. Our findings on the most effective mode of delivery for the intervention should inform future discussion in the growing “games for health” domain, which proposes the use of interactive digital resources in healthcare education.

Refreshing the public appetite for ‘good bacteria’: menus made by microbes

Abstract A series of events was developed to engage audiences in discussion around the importance of microorganisms in the production of fermented foods, particularly through tasting. The events were designed to attract different audiences: families attending a science museum; families in their community space; and adults in different informal eating environments. Information was provided, alongside interactive activities where possible. Feedback was positive in that the audiences enjoyed the format, the food and the events themselves, although science itself was not always specifically mentioned. The dining experience format provided a versatile and informal opportunity for engagement between experts and non-experts, and is suggested as a valuable template for similar activities, assuming appropriate budgeting and advertising issues are addressed, alongside appropriate objective setting and effective evaluation.