Standard bioassays were studied to evaluate their value in guiding remedial action decisions at sites contaminated with wood treatment operation wastes. The toxicities of sediment, sediment elutriate and whole water samples collected from a creek adjacent to a wood treatment site in Mississippi were estimated using six bioassays and compared with estimated concentrations of creosote and related materials obtained from the same samples by infrared spectroscopy. Of the bioassays, Duphniu and Microtox were most sensitive to the contaminants from the wood treatment operation. Based on an analysis of these samples, chemical analysis alone is insufficient to guide cleanup decisions, but bioassays alone can provide usable guidance, especially if more than one contaminant is present. Keywords-CreosoteBioassay Chemical waste Toxicity Sediments IN T R 0 DUCT I 0 N Rarely are waste sites contaminated with single chemicals, so chemical analyses alone are uninformative regarding actual environmental hazards [ 11. The actual toxicity of a site may also not be reflected by a simple list of the chemicals present because of the interactive nature of contaminants. Bioassays are a cost-effective alternative for estimating not only the concentration of myriad known and unknown chemicals but also the actual environmental toxicity at a hazardous waste site. Information from bioassays can be used to rank sites according to hazard potential and to locate contamination for cleanup operations [ 1,2].

During the sixteenth and seventeenth centuries, the most important study in the English grammar schools was Latin. The fact is well known, and so are the reasons for it. The pedagogical methods are, however, generally not easy to learn in detail. The writings of some educational theorists and the statutes of certain schools present a fragmentary picture of these methods, but an adequate account has yet to be written. This paper deals with the method called ‘double translation', an educational tool which some of the best teachers in England employed with great effect, but one which was quickly blunted in the hands of less able instructors. Double translation has received some attention from students of English Renaissance education, notably Foster Watson and T. W. Baldwin. Some misunderstanding of the method has arisen because of a confusion between double translation and ‘imitation'.

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