Using oxygen isotopes to quantitatively assess residual CO2 saturation during the CO2CRC Otway Stage 2B Extension residual saturation test

Residual CO2 trapping is a key mechanism of secure CO2 storage, an essential component of the Carbon Capture and Storage technology. Estimating the amount of CO2 that will be residually trapped in a saline aquifer formation remains a significant challenge. Here, we present the first oxygen isotope ratio (δ18O) measurements from a single-well experiment, the CO2CRC Otway 2B Extension, used to estimate levels of residual trapping of CO2. Following the initiation of the drive to residual saturation in the reservoir, reservoir water δ18O decreased, as predicted from the baseline isotope ratios of water and CO2, over a time span of only a few days. The isotope shift in the near-wellbore reservoir water is the result of isotope equilibrium exchange between residual CO2 and water. For the region further away from the well, the isotopic shift in the reservoir water can also be explained by isotopic exchange with mobile CO2 from ahead of the region driven to residual, or continuous isotopic exchange between water and residual CO2 during its back-production, complicating the interpretation of the change in reservoir water δ18O in terms of residual saturation. A small isotopic distinction of the baseline water and CO2 δ18O, together with issues encountered during the field experiment procedure, further prevents the estimation of residual CO2 saturation levels from oxygen isotope changes without significant uncertainty. The similarity of oxygen isotope-based near-wellbore saturation levels and independent estimates based on pulsed neutron logging indicates the potential of using oxygen isotope as an effective inherent tracer for determining residual saturation on a field scale within a few days

New loci associated with birth weight identify genetic links between intrauterine growth and adult height and metabolism.

Birth weight within the normal range is associated with a variety of adult-onset diseases, but the mechanisms behind these associations are poorly understood. Previous genome-wide association studies of birth weight identified a variant in the ADCY5 gene associated both with birth weight and type 2 diabetes and a second variant, near CCNL1, with no obvious link to adult traits. In an expanded genome-wide association meta-analysis and follow-up study of birth weight (of up to 69,308 individuals of European descent from 43 studies), we have now extended the number of loci associated at genome-wide significance to 7, accounting for a similar proportion of variance as maternal smoking. Five of the loci are known to be associated with other phenotypes: ADCY5 and CDKAL1 with type 2 diabetes, ADRB1 with adult blood pressure and HMGA2 and LCORL with adult height. Our findings highlight genetic links between fetal growth and postnatal growth and metabolism

Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise.

BACKGROUND: Medical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors. METHOD: Aggregated data were collected for 50 measures across 29 UK medical schools. Data include institutional history (e.g. rate of production of hospital and GP specialists in the past), curricular influences (e.g. PBL schools, spend per student, staff-student ratio), selection measures (e.g. entry grades), teaching and assessment (e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores, Foundation satisfaction, postgraduate examination performance and fitness to practise (postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail. RESULTS: Medical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant with p < 0.05, and 201 (16.4%) reached a Tukey-adjusted criterion of p < 0.0025. Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reported greater student satisfaction with feedback also showed lower performance at postgraduate examinations. More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs. Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools. A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning. Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs. CONCLUSIONS: Medical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety

The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning.

BACKGROUND: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL). METHOD: The Analysis of Teaching of Medical Schools (AToMS) survey used detailed timetables provided by 25 schools with standard 5-year courses. Timetabled teaching events were coded in terms of course year, duration, teaching format, and teaching content. Ten schools used PBL. Teaching times from timetables were validated against two other studies that had assessed GP teaching and lecture, seminar, and tutorial times. RESULTS: A total of 47,258 timetabled teaching events in the academic year 2014/2015 were analysed, including SSCs (student-selected components) and elective studies. A typical UK medical student receives 3960 timetabled hours of teaching during their 5-year course. There was a clear difference between the initial 2 years which mostly contained basic medical science content and the later 3 years which mostly consisted of clinical teaching, although some clinical teaching occurs in the first 2 years. Medical schools differed in duration, format, and content of teaching. Two main factors underlay most of the variation between schools, Traditional vs PBL teaching and Structured vs Unstructured teaching. A curriculum map comparing medical schools was constructed using those factors. PBL schools differed on a number of measures, having more PBL teaching time, fewer lectures, more GP teaching, less surgery, less formal teaching of basic science, and more sessions with unspecified content. DISCUSSION: UK medical schools differ in both format and content of teaching. PBL and non-PBL schools clearly differ, albeit with substantial variation within groups, and overlap in the middle. The important question of whether differences in teaching matter in terms of outcomes is analysed in a companion study (MedDifs) which examines how teaching differences relate to university infrastructure, entry requirements, student perceptions, and outcomes in Foundation Programme and postgraduate training

Simultaneous quantitative analysis of Ni, VO, Cu, Zn and Mn geoporphyrins by liquid chromatography-high resolution multistage mass spectrometry: Method development and validation

© 2016 Elsevier B.V. A method is described for the identification and quantification of Cu, Ni, VO, Zn and Mn metalloporphyrins in geological samples using a high performance liquid chromatography (HPLC) system coupled to a high resolution Thermo Orbitrap XL mass spectrometer (MS). The linear correlation of the detector response to the compound concentrations in Cu, Ni, VO, Zn and Mn porphyrin standards (R2 values between 0.9975 and 0.9994), verified the suitability of the methodology for the quantification of these compounds. Furthermore, the method was validated by the analysis of complex porphyrin distributions in geological sample isolates from the Australian Toolebuc Formation and Bight Basin. By using the high resolution of the Orbitrap MS detector it was not only possible to reproduce the porphyrin distributions reported from previous analyses of the same isolates, but also to identify and resolve a range of additional compounds such as an iso-butyl C34 VO porphyrin indicative of palaeoenvironmental photic zone euxinia and several Cu and Zn porphyrins. The methodology described here provides a new high resolution tool for routine analysis of complex metalloporphyrin distributions in geological sample extracts, enabling the simultaneous quantitative analysis of Cu, Ni, VO, Zn and Mn porphyrins without the need of prior de-metalation or further fractionation of the porphyrin extract. The high resolution of the Orbitrap MS combined with the ability to perform multistage mass spectrometry leads to a significant improvement in compound detection and identification, which shows a high potential in the analysis of low abundance porphyrins, such as high-molecular-weight porphyrins with extended alkyl side-chains

Hydrogen isotopic compositions of petroleum hydrocarbons

To examine the processes which influence D/H ratios of petroleum, we measured δD of bulk oils, saturated, aromatic, and polar oil fractions, individual n-alkanes, formation waters and kerogen from source rocks. These data provide new insights into the H-isotopic variability of petroleum