PucC and LhaA direct efficient assembly of the light-harvesting complexes in <i>Rhodobacter sphaeroides</i>

The mature architecture of the photosynthetic membrane of the purple phototroph Rhodobacter sphaeroides has been characterised to a level where an atomic-level membrane model is available, but the roles of the putative assembly proteins LhaA and PucC in establishing this architecture are unknown. Here we investigate the assembly of light-harvesting LH2 and reaction centre-light-harvesting1-PufX (RC-LH1-PufX) photosystem complexes using spectroscopy, pull-downs, native gel electrophoresis, quantitative mass spectrometry and fluorescence lifetime microscopy to characterise a series of lhaA and pucC mutants. LhaA and PucC are important for specific assembly of LH1 or LH2 complexes, respectively, but they are not essential; the few LH1 subunits found in ΔlhaA mutants assemble to form normal RC-LH1-PufX core complexes showing that, once initiated, LH1 assembly round the RC is cooperative and proceeds to completion. LhaA and PucC form oligomers at sites of initiation of membrane invagination; LhaA associates with RCs, bacteriochlorophyll synthase (BchG), the protein translocase subunit YajC and the YidC membrane protein insertase. These associations within membrane nanodomains likely maximise interactions between pigments newly arriving from BchG and nascent proteins within the SecYEG-SecDF-YajC-YidC assembly machinery, thereby co-ordinating pigment delivery, the co-translational insertion of LH polypeptides and their folding and assembly to form photosynthetic complexes. LhaA and PucC form oligomers at the sites where invagination of the cytoplasmic membranes is initiated, and they play important roles in photosystem assembly in the purple phototrophic bacterium Rhodobacter sphaeroides. Establishing the architecture of the photosynthetic membrane involves interplay between LhaA, reaction centre complexes, bacteriochlorophyll synthase, the protein translocase subunit YajC, and the YidC membrane protein insertase. These associations likely coordinate the delivery of pigments and the membrane insertion, folding and assembly of photosystem polypeptides

High Energy Neutrino Astronomy: Towards Kilometer-Scale Detectors

Of all high-energy particles, only neutrinos can directly convey astronomical information from the edge of the universe---and from deep inside the most cataclysmic high-energy processes. Copiously produced in high-energy collisions, travelling at the velocity of light, and not deflected by magnetic fields, neutrinos meet the basic requirements for astronomy. Their unique advantage arises from a fundamental property: they are affected only by the weakest of nature's forces (but for gravity) and are therefore essentially unabsorbed as they travel cosmological distances between their origin and us. Many of the outstanding mysteries of astrophysics may be hidden from our sight at all wavelengths of the electromagnetic spectrum because of absorption by matter and radiation between us and the source. For example, the hot dense regions that form the central engines of stars and galaxies are opaque to photons. In other cases, such as supernova remnants, gamma ray bursters, and active galaxies, all of which may involve compact objects or black holes at their cores, the precise origin of the high-energy photons emerging from their surface regions is uncertain. Therefore, data obtained through a variety of observational windows---and especially through direct observations with neutrinos---may be of cardinal importance. In this talk, the scientific goals of high energy neutrino astronomy and the technical aspects of water and ice Cherenkov detectors are examined, and future experimental possibilities, including a kilometer-square deep ice neutrino telescope, are explored.Comment: 13 pages, Latex, 6 postscript figures, uses aipproc.sty and epsf.sty. Talk presented at the International Symposium on High Energy Gamma Ray Astronomy, Heidelberg, June 200

Are we developing career-readiness skills in science graduates?

BACKGROUND As students transition from university education to employment, they require a range of skills and competencies to ensure future career readiness, including technical expertise, problem-solving abilities, effective communication, social network building, cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017). A number of these attributes are captured within the Threshold Learning Outcomes for Science graduates (Jones et al., 2011). The fluidity of careers also requires a greater emphasis on the development of metacognitive and reflective abilities so that graduates will have the capability, capacity, and confidence to use their personal resources appropriately and flexibly, regardless of environment. However, recent research has suggested that generic skill development is lacking in undergraduate science curricula (Sarkar et al., 2020). The work presented here aimed to understand more about the employability skills viewed as important by academics, students, graduates, and industry whilst also gauging perceived levels of attainment and confidence in those skills. DESIGN AND METHODS The confidence and capability of academics to prepare Science students to be career ready was explored by conducting surveys and community-of-practice style workshops. The perspectives of industry employers, students, and graduates was sought via surveys and focus groups. This information was then used in a co-creation workshop to identify effective ways of providing career pathways and industry connections to students as well as to develop employability skills. RESULTS AND CONCLUSIONS Survey results identified four key employability skills that were deemed important by all groups, but which industry felt were underdeveloped in graduates, and in which students were not confident. These were: working in a team and acknowledging other viewpoints, effective time management, communication to various audiences and making confident decisions. Discussions held in the academic-specific workshop identified key roadblocks to the effective implementation of employability skill development. These were: lack of opportunity/time to integrate skills into existing curricula, engaging students to participate, and assessment of the skills. The co-creation workshop then captured industry and academic insights facilitating the development of potential methodologies to overcome these roadblocks to help in teaching the key skills identified. Outcomes will be used to develop national best-practice guidelines for the integration of employability skill development. This may facilitate changes to the Science curriculum to ensure graduates are career ready. REFERENCES Jackson, D. (2018). Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International Journal of Work-Integrated Learning, 19, 23-35. Jones, S., Yates, B., &amp; Kelder, J. (2011). Science Learning and Teaching Academic Standards Statement. Australian Learning &amp; Teaching Council, Sydney. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. Sarkar, M., Overton, T., Thompson, C. D., &amp; Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research &amp; Development, 39(2), 346–361. Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

Future-proofing career readiness in science graduates: where, when and how?

BACKGROUND To ensure future career readiness, students must develop a range of skills and capacities including technical expertise, problem-solving abilities, effective communication, social and professional network building, interpersonal and cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017) as well as develop a well-grounded self-identity (Jackson, 2017). Given that careers are continuously evolving and perpetually fluid (Starr-Glass, 2019), graduates also need to critically perceive, engage, and reflect on their own identity and self-efficacy (Sarkar et al., 2016). However, recent research has shown that there is a lack of generic skill development in undergraduate science curricula (Sarkar et al., 2020) and academics have expressed concerns about their ability to provide reflective practice opportunities for students. This project, funded by the Australian Council of Deans of Science, aims to enhance the confidence and capability of academics to enhance their students career readiness; promote collaborative curriculum development between industry partners, graduates, and students; and develop national best practice guidelines for the enhancement of science graduate employability skills. THE WORKSHOP You are invited to join us for a collaborative and interactive workshop to explore where, when, and how employability skills could be implemented within the Sciences curriculum. We have used insights from students, graduates, industry employers and academics to propose possible best practice guidelines. This workshop will specifically road-test the co-created guidelines while also providing an opportunity for participants to further explore the following aspects: development of generic skills identified as more difficult to teach (such as metacognitive and reflective abilities, resilience and adaptability) enhancing the knowledge of career pathways and connecting with employers scaffolding and integration of work integrated learning activities into the curriculum (both in the workplace and in the classroom). REFERENCES Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74, 833–853. Jackson, D. (2018) Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International J Work-Integrated Learning, 19, 23-35. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. https://doi.org/10.1080/13676261.2016.1260697 Sarkar, M., Overton, T., Thompson, C. D., &amp; Rayner, G.  (2016) Graduate employability: View of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48. Sarkar, M., Overton, T., Thompson, C. D., &amp; Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research &amp; Development, 39(2), 346–361. Starr-Glass D (2019) Doing and being: future graduates, careers and Industry 4.0. On the Horizon, 27, 145–152. Tomlinson M (2017) Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

The Use of Virtual Reality Facilitates Dialectical Behavior Therapy® “Observing Sounds and Visuals” Mindfulness Skills Training Exercises for a Latino Patient with Severe Burns: A Case Study

Sustaining a burn injury increases an individual’s risk of developing psychological problems such as generalized anxiety, negative emotions, depression, acute stress disorder, or post-traumatic stress disorder. Despite the growing use of Dialectical Behavioral Therapy® (DBT®) by clinical psychologists, to date, there are no published studies using standard DBT® or DBT® skills learning for severe burn patients. The current study explored the feasibility and clinical potential of using Immersive Virtual Reality (VR) enhanced DBT® mindfulness skills training to reduce negative emotions and increase positive emotions of a patient with severe burn injuries. The participant was a hospitalized (in house) 21-year-old Spanish speaking Latino male patient being treated for a large (>35% TBSA) severe flame burn injury. Methods: The patient looked into a pair of Oculus Rift DK2 virtual reality goggles to perceive the computer-generated virtual reality illusion of floating down a river, with rocks, boulders, trees, mountains, and clouds, while listening to DBT® mindfulness training audios during 4 VR sessions over a 1 month period. Study measures were administered before and after each VR session. Results: As predicted, the patient reported increased positive emotions and decreased negative emotions. The patient also accepted the VR mindfulness treatment technique. He reported the sessions helped him become more comfortable with his emotions and he wanted to keep using mindfulness after returning home. Conclusions: Dialectical Behavioral Therapy is an empirically validated treatment approach that has proved effective with non-burn patient populations for treating many of the psychological problems experienced by severe burn patients. The current case study explored for the first time, the use of immersive virtual reality enhanced DBT® mindfulness skills training with a burn patient. The patient reported reductions in negative emotions and increases in positive emotions, after VR DBT® mindfulness skills training. Immersive Virtual Reality is becoming widely available to mainstream consumers, and thus has the potential to make this treatment available to a much wider number of patient populations, including severe burn patients. Additional development, and controlled studies are needed

Explaining variable effects of an adaptable implementation package to promote evidence-based practice in primary care : a longitudinal process evaluation

This study is funded by the National Institute for Health Research (NIHR) [Programme Grants for Applied Research (Grant Reference Number RP-PG-1209-10040)] (https://www.nihr.ac.uk/).Background Implementing evidence-based recommendations is challenging in UK primary care, especially given system pressures and multiple guideline recommendations competing for attention. Implementation packages that can be adapted and hence applied to target multiple guideline recommendations could offer efficiencies for recommendations with common barriers to achievement. We developed and evaluated a package of evidence-based interventions (audit and feedback, educational outreach and reminders) incorporating behaviour change techniques to target common barriers, in two pragmatic trials for four “high impact” indicators: risky prescribing; diabetes control; blood pressure control; and anticoagulation in atrial fibrillation. We observed a significant, cost-effective reduction in risky prescribing but there was insufficient evidence of effect on the other outcomes. We explored the impact of the implementation package on both social processes (Normalisation Process Theory; NPT) and hypothesised determinants of behaviour (Theoretical Domains Framework; TDF). Methods We conducted a prospective multi-method process evaluation. Observational, administrative and interview data collection and analyses in eight primary care practices were guided by NPT and TDF. Survey data from trial and process evaluation practices explored fidelity. Results We observed three main patterns of variation in how practices responded to the implementation package. First, in integration and achievement, the package “worked” when it was considered distinctive and feasible. Timely feedback directed at specific behaviours enabled continuous goal setting, action and review, which reinforced motivation and collective action. Second, impacts on team-based determinants were limited, particularly when the complexity of clinical actions impeded progress. Third, there were delivery delays and unintended consequences. Delays in scheduling outreach further reduced ownership and time for improvement. Repeated stagnant or declining feedback that did not reflect effort undermined engagement. Conclusions Variable integration within practice routines and organisation of care, variable impacts on behavioural determinants, and delays in delivery and unintended consequences help explain the partial success of an adaptable package in primary care.Publisher PDFPeer reviewe

Ratios of Community Respiration to Photosynthesis and Rates of Primary Production in Lake Erie Via Oxygen Isotope Techniques

ABSTRACT. To evaluate levels of primary production and community metabolism in Lake Eri

Impact of noncardiac findings in patients undergoing CT coronary angiography:a substudy of the Scottish computed tomography of the heart (SCOT-HEART) trial

Objectives Noncardiac findings are common on coronary computed tomography angiography (CCTA). We assessed the clinical impact of noncardiac findings, and potential changes to surveillance scans with the application of new lung nodule guidelines. Methods This substudy of the SCOT-HEART randomized controlled trial assessed noncardiac findings identified on CCTA. Clinically significant noncardiac findings were those causing symptoms or requiring further investigation, follow-up or treatment. Lung nodule follow-up was undertaken following the 2005 Fleischner guidelines. The potential impact of the 2015 British Thoracic Society (BTS) and the 2017 Fleischner guidelines was assessed. Results CCTA was performed in 1,778 patients and noncardiac findings were identified in 677 (38%). In 173 patients (10%) the abnormal findings were clinically significant and in 55 patients (3%) the findings were the cause of symptoms. Follow-up imaging was recommended in 136 patients (7.6%) and additional clinic consultations were organized in 46 patients (2.6%). Malignancy was diagnosed in 7 patients (0.4%). Application of the new lung nodule guidelines would have reduced the number of patients undergoing a follow-up CT scan: 68 fewer with the 2015 BTS guidelines and 78 fewer with the 2017 Fleischner guidelines; none of these patients subsequently developed malignancy. Conclusions Clinically significant noncardiac findings are identified in 10% of patients undergoing CCTA. Application of new lung nodule guidelines will reduce the cost of surveillance, without the risk of missing malignancy

Assessing service use for mental health by Indigenous populations in Australia, Canada, New Zealand and the United States of America: a rapid review of population surveys

Abstract Background Indigenous people in Australia, Canada, New Zealand and the United States of America experience disproportionately poor mental health compared to their non-Indigenous counterparts. To optimally allocate resources, health planners require information about the services Indigenous people use for mental health, their unmet treatment needs and the barriers to care. We reviewed population surveys of Indigenous people to determine whether the information needed to guide service development is being collected. Methods We sought national- or state-level epidemiological surveys of Indigenous populations conducted in each of the four selected countries since 1990 that asked about service use for mental health. Surveys were identified from literature reviews and web searches. We developed a framework for categorising the content of each survey. Using this framework, we compared the service use content of the surveys of Indigenous people to each other and to general population mental health surveys. We focused on identifying gaps in information coverage and topics that may require Indigenous-specific questions or response options. Results Nine surveys met our inclusion criteria. More than half of these included questions about health professionals consulted, barriers to care, perceived need for care, medications taken, number, duration, location and payment of health professional visits or use of support services or self-management. Less than half included questions about interventions received, hospital admissions or treatment dropout. Indigenous-specific content was most common in questions regarding use of support services or self-management, types of health professionals consulted, barriers to care and interventions received. Conclusions Epidemiological surveys measuring service use for mental health among Indigenous populations have been less comprehensive and less standardised than surveys of the general population, despite having assessed similar content. To better understand the gaps in mental health service systems for Indigenous people, systematically-collected subjective and objective indicators of the quality of care being delivered are needed.https://deepblue.lib.umich.edu/bitstream/2027.42/137782/1/12961_2017_Article_233.pd