Evaluation of dredged material proposed for ocean disposal from MOTBY

The National Park Service, US Department of the Interior requested U.S. Army Corps of Engineers/New York District (USACE-NYD) to evaluate sediments around the Military Ocean Terminal (MOTBY) in Bayonne, New Jersey for unconfined ocean disposal at the Mud Dump Site. Sediment samples were collected from MOTBY. Tests and analyses were conducted on MOTBY sediment core samples. The evaluation of proposed dredged material from MOTBY included grain size and total organic carbon (TOC) analyses and one acute toxicity test with the amphipod Ampelisca abdita. In addition to this benthic toxicity test, a bioaccumulation test (28-day exposure) was conducted

Evaluation of Dredged Material Proposed for Ocean Disposal from Port Chester, New York

Port Chester was one of seven waterways that the US Army Corps of Engineers-New York District requested the Battelle Marine Sciences Laboratory to sample and evaluate for dredging and disposal in March 1994. Tests and analyses were conducted on Port Chester sediment core samples. Because the Port Chester area is located on the border between New York and southeast Connecticut, its dredged material may also be considered for disposal at the Central Long Island Sound Disposal Site. The sediment evaluation consisted of bulk sediment chemical analyses, chemical analyses of site water and dredged material elutriate preparations, water-column and benthic acute toxicity tests, and bioaccumulation studies. Individual sediment core samples collected from Port Chester were analyzed for grain size, moisture content, and total organic carbon. In addition, sediment was analyzed for bulk density, specific gravity, metals, chlorinated pesticides, polychlorinated biphenyl congers, polynuclear aromatic hydrocarbons and 1,4-dichlorobenzene

The integrated stress response remodels the microtubule-organizing center to clear unfolded proteins following proteotoxic stress

Cells encountering stressful situations activate the integrated stress response (ISR) pathway to limit protein synthesis and redirect translation to better cope. The ISR has also been implicated in cancers, but redundancies in the stress-sensing kinases that trigger the ISR have posed hurdles to dissecting physiological relevance. To overcome this challenge, we targeted the regulatory node of these kinases, namely, the S51 phosphorylation site of eukaryotic translation initiation factor eIF2α and genetically replaced eIF2α with eIF2α-S51A in mouse squamous cell carcinoma (SCC) stem cells of skin. While inconsequential under normal growth conditions, the vulnerability of this ISR-null state was unveiled when SCC stem cells experienced proteotoxic stress. Seeking mechanistic insights into the protective roles of the ISR, we combined ribosome profiling and functional approaches to identify and probe the functional importance of translational differences between ISR-competent and ISR-null SCC stem cells when exposed to proteotoxic stress. In doing so, we learned that the ISR redirects translation to centrosomal proteins that orchestrate the microtubule dynamics needed to efficiently concentrate unfolded proteins at the microtubule-organizing center so that they can be cleared by the perinuclear degradation machinery. Thus, rather than merely maintaining survival during proteotoxic stress, the ISR also functions in promoting cellular recovery once the stress has subsided. Remarkably, this molecular program is unique to transformed skin stem cells, hence exposing a vulnerability in cancer that could be exploited therapeutically

The role of illness scripts in the development of medical diagnostic expertise: Results from an interview study

In this article, we describe a study in which some current ideas about illness scripts are tested. Participants at 4 levels of medical expertise were asked to describe either a prototypical patient or the clinical picture associated with a number of different diseases. It was found that participants at intermediate levels of expertise mentioned, both absolutely and relatively, many enabling conditions (patient contextual factors such as sex, age, medical history, and occupation) when asked to describe a prototypical patient with a disease, whereas the instruction to describe the clinical picture of a disease revealed a monotonic relation with expertise level. The amount of biomedical information in the descriptions decreased with increasing expertise level for both types of instruction. In addition, a positive relation was found between number of actual patients seen with a particular disease and number of enabling conditions mentioned. These results were interpreted as supportive of the present conceptualization of the illness script theory

Photo-centric variability of quasars caused by variations in their inner structure: Consequences on Gaia measurements

We study the photocenter position variability due to variations in the quasar inner structure. We consider variability in the accretion disk emissivity and torus structure variability due to different illumination by the central source. We discuss possible detection of these effects by Gaia. Observations of the photocenter variability in two AGNs, SDSS J121855+020002 and SDSS J162011+1724327 have been reported and discussed. With investigation of the variations in the quasar inner structure we explore how much this effect can affect the position determination and whether it can be (or not) detected with Gaia mission. We used (a) a model of a relativistic disk, including the perturbation that can increase brightness of a part of the disk, and consequently offset the photocenter position, and (b) a model of a dusty torus which absorbs and re-emits the incoming radiation from accretion disk. We estimated the value of the photocenter offset due to these two effects. We found that perturbations in the inner structure can significantly offset the photocenter. It depends on the characteristics of perturbation and accretion disk and structure of the torus. In the case of two considered QSOs the observed photocenter offsets cannot be explained by variations in the accretion disk and other effects should be considered. We discussed possibility of exploding stars very close to the AGN source, and also possibility that there are two variable sources in the center of these two AGNs that may indicate a binary super-massive black hole system on a kpc (pc) scale. The Gaia mission seems to be very perspective, not only for astrometry, but also for exploring the inner structure of AGNs. We conclude that variations in the quasar inner structure can affect the observed photocenter (up to several mas). There is a chance to observe such effect in the case of bright and low-redshifted QSOs.Comment: 12 pages, 8 figures, 3 tables. Accepted for publication in Astronomy and Astrophysics. Language improved, typos correcte

Effects of tutor-related behaviours on the process of problem-based learning

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students’ learning process and on their final achievement. The extent of students’ learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students’ ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors’ subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases