The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK

In the STFC funded Epistemic Insight Initiative project, The Power of Light, a series of resources have been designed informed by co-creation activities, pilot lessons, and workshops that involved children in schools and with their families in community spaces. Through this project with Diamond, we brought into classrooms and community spaces how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The resources we develop support teachers' and their students' sense of agency when exploring 'how knowledge works' and how knowledge is built through different disciplines (including the natural sciences, the arts, and the humanities). This 'zine', with its focus on how scientists have been working with paleotonologists to investigate evidence, found inside the fossilised leg of a thescelosaurus, of the cataclysmic event that led to the extinction of dinosaurs. Zine 2 'Why does life exist?' has been developed through co-creative activities involving research scientists at Diamond Light Source (UK), academics, primary school teachers, STEM ambassadors, and Diamond's public engagement team. Zines use an appealing combination of text and images to create a concise comic-like narrative format to generate enthusiasm about a particular area of interest - the series of zines designed for this project focuses on research taking place at the Diamond facility. The Diamond Light Source facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. This zine is designed to be accessible to ages 8+, and works well with a short animation (available in both Zenodo and on the Epistemic Insight You Tube channel) that has been created with additional funding from STFC. Teaching notes are available for this zine, with guidance and activity sheets to support working with the Power of Light resources. This zine explores these discussion questions: 1) What is needed for living things to exist on Earth? 2) What helps us to learn more about past events? 3) What enables us to be able say we 'know' something

The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK

In the STFC funded Epistemic Insight Initiative project, The Power of Light, a series of resources have been designed informed by co-creation activities, pilot lessons, and workshops that involved children in schools and with their families in community spaces. Through this project with Diamond, we brought into classrooms and community spaces how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The resources we develop support teachers' and their students' sense of agency when exploring 'how knowledge works' and how knowledge is built through different disciplines (including the natural sciences, the arts, and the humanities). This 'zine', with its focus on how scientists have been working with astronomers, geographers, and other disciplines to explore relationships between matter in environments that we cannot directly experience here on Earth, in space, and into the future through the use of scientific modelling and a synchrotron. Zine 3, with its focus on space and energy, has been developed through co-creative activities involving research scientists at Diamond Light Source (UK), academics, primary school teachers, STEM ambassadors, and Diamond's public engagement team. Zines use an appealing combination of text and images to create a concise comic-like narrative format to generate enthusiasm about a particular area of interest - the series of zines designed for this project focuses on research taking place at the Diamond facility. The Diamond Light Source facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. This zine is designed to be accessible to ages 8+, and works well with a short animation (available in both Zenodo and on the Epistemic Insight You Tube channel) that has been created with additional funding from STFC. Teaching notes are available for this zine, with guidance and activity sheets to support working with the Power of Light resources. This zine explores these discussion questions: 1) What do we know bout our planet Earth (and how it 'works')? 2) What can help us build knowledge about things beyond planet Earth? 3) What might help to inform our thinking when making choices and decisions

The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK

In the STFC funded Epistemic Insight Initiative project, The Power of Light, a series of resources have been designed informed by co-creation activities, pilot lessons, and workshops that involved children in schools and with their families in community spaces. Through this project with Diamond, we brought into classrooms and community spaces how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The resources we develop support teachers' and their students' sense of agency when exploring 'how knowledge works' and how knowledge is built through different disciplines (including the natural sciences, the arts, and the humanities). This 'zine', with its focus on how scientists have been working with historians and archaeologists to preserve the Mary Rose (Henry the Eighth's favourite ship that was sunk in the Solent in England's southern coast), has been developed through co-creative activities involving research scientists at Diamond Light Source (UK), academics, primary school teachers, STEM ambassadors, and Diamond's public engagement team. Zines use an appealing combination of text and images to create a concise comic-like narrative format to generate enthusiasm about a particular area of interest - the series of zines designed for this project focuses on research taking place at the Diamond facility. The Diamond Light Source facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. This zine is designed to be accessible to ages 8+, and works well with a short animation (available in both Zenodo and on the Epistemic Insight You Tube channel) that has been created with additional funding from STFC. Teaching notes are available for this zine, with guidance and activity sheets to support working with the Power of Light resources. This zine explores these discussion questions: 1) What are examples of changes we can observe? 2) What helps us to know more about the things around us? 3) What might we use to help us observe changes

Interaction of Medicago truncatula Lysin Motif Receptor-Like Kinases, NFP and LYK3, Produced in Nicotiana benthamiana Induces Defence-Like Responses

Receptor(-like) kinases with Lysin Motif (LysM) domains in their extracellular region play crucial roles during plant interactions with microorganisms; e.g. Arabidopsis thaliana CERK1 activates innate immunity upon perception of fungal chitin/chitooligosaccharides, whereas Medicago truncatula NFP and LYK3 mediate signalling upon perception of bacterial lipo-chitooligosaccharides, termed Nod factors, during the establishment of mutualism with nitrogen-fixing rhizobia. However, little is still known about the exact activation and signalling mechanisms of MtNFP and MtLYK3. We aimed at investigating putative molecular interactions of MtNFP and MtLYK3 produced in Nicotiana benthamiana. Surprisingly, heterologous co-production of these proteins resulted in an induction of defence-like responses, which included defence-related gene expression, accumulation of phenolic compounds, and cell death. Similar defence-like responses were observed upon production of AtCERK1 in N. benthamiana leaves. Production of either MtNFP or MtLYK3 alone or their co-production with other unrelated receptor(-like) kinases did not induce cell death in N. benthamiana, indicating that a functional interaction between these LysM receptor-like kinases is required for triggering this response. Importantly, structure-function studies revealed that the MtNFP intracellular region, specific features of the MtLYK3 intracellular region (including several putative phosphorylation sites), and MtLYK3 and AtCERK1 kinase activity were indispensable for cell death induction, thereby mimicking the structural requirements of nodulation or chitin-induced signalling. The observed similarity of N. benthamiana response to MtNFP and MtLYK3 co-production and AtCERK1 production suggests the existence of parallels between Nod factor-induced and chitin-induced signalling mediated by the respective LysM receptor(-like) kinases. Notably, the conserved structural requirements for MtNFP and MtLYK3 biological activity in M. truncatula (nodulation) and in N. benthamiana (cell death induction) indicates the relevance of the latter system for studies on these, and potentially other symbiotic LysM receptor-like kinase

The relationship between minimum gap and success probability in adiabatic quantum computing

We explore the relationship between two figures of merit for an adiabatic quantum computation process: the success probability $P$ and the minimum gap $\Delta_{min}$ between the ground and first excited states, investigating to what extent the success probability for an ensemble of problem Hamiltonians can be fitted by a function of $\Delta_{min}$ and the computation time $T$. We study a generic adiabatic algorithm and show that a rich structure exists in the distribution of $P$ and $\Delta_{min}$. In the case of two qubits, $P$ is to a good approximation a function of $\Delta_{min}$, of the stage in the evolution at which the minimum occurs and of $T$. This structure persists in examples of larger systems.Comment: 13 pages, 6 figures. Substantially updated, with further discussion of the phase diagram and the relation between one- and two-qubit evolution, as well as a greatly extended list of reference

Medicago truncatula contains a second gene encoding a plastid located glutamine synthetase exclusively expressed in developing seeds

<p>Abstract</p> <p>Background</p> <p>Nitrogen is a crucial nutrient that is both essential and rate limiting for plant growth and seed production. Glutamine synthetase (GS), occupies a central position in nitrogen assimilation and recycling, justifying the extensive number of studies that have been dedicated to this enzyme from several plant sources. All plants species studied to date have been reported as containing a single, nuclear gene encoding a plastid located GS isoenzyme per haploid genome. This study reports the existence of a second nuclear gene encoding a plastid located GS in <it>Medicago truncatula</it>.</p> <p>Results</p> <p>This study characterizes a new, second gene encoding a plastid located glutamine synthetase (GS2) in <it>M. truncatula</it>. The gene encodes a functional GS isoenzyme with unique kinetic properties, which is exclusively expressed in developing seeds. Based on molecular data and the assumption of a molecular clock, it is estimated that the gene arose from a duplication event that occurred about 10 My ago, after legume speciation and that duplicated sequences are also present in closely related species of the Vicioide subclade. Expression analysis by RT-PCR and western blot indicate that the gene is exclusively expressed in developing seeds and its expression is related to seed filling, suggesting a specific function of the enzyme associated to legume seed metabolism. Interestingly, the gene was found to be subjected to alternative splicing over the first intron, leading to the formation of two transcripts with similar open reading frames but varying 5' UTR lengths, due to retention of the first intron. To our knowledge, this is the first report of alternative splicing on a plant GS gene.</p> <p>Conclusions</p> <p>This study shows that <it>Medicago truncatula </it>contains an additional GS gene encoding a plastid located isoenzyme, which is functional and exclusively expressed during seed development. Legumes produce protein-rich seeds requiring high amounts of nitrogen, we postulate that this gene duplication represents a functional innovation of plastid located GS related to storage protein accumulation exclusive to legume seed metabolism.</p

Contribution of NFP LysM Domains to the Recognition of Nod Factors during the Medicago truncatula/Sinorhizobium meliloti Symbiosis

The root nodule nitrogen fixing symbiosis between legume plants and soil bacteria called rhizobia is of great agronomical and ecological interest since it provides the plant with fixed atmospheric nitrogen. The establishment of this symbiosis is mediated by the recognition by the host plant of lipo-chitooligosaccharides called Nod Factors (NFs), produced by the rhizobia. This recognition is highly specific, as precise NF structures are required depending on the host plant. Here, we study the importance of different LysM domains of a LysM-Receptor Like Kinase (LysM-RLK) from Medicago truncatula called Nod factor perception (NFP) in the recognition of different substitutions of NFs produced by its symbiont Sinorhizobium meliloti. These substitutions are a sulphate group at the reducing end, which is essential for host specificity, and a specific acyl chain at the non-reducing end, that is critical for the infection process. The NFP extracellular domain (ECD) contains 3 LysM domains that are predicted to bind NFs. By swapping the whole ECD or individual LysM domains of NFP for those of its orthologous gene from pea, SYM10 (a legume plant that interacts with another strain of rhizobium producing NFs with different substitutions), we showed that NFP is not directly responsible for specific recognition of the sulphate substitution of S. meliloti NFs, but probably interacts with the acyl substitution. Moreover, we have demonstrated the importance of the NFP LysM2 domain for rhizobial infection and we have pinpointed the importance of a single leucine residue of LysM2 in that step of the symbiosis. Together, our data put into new perspective the recognition of NFs in the different steps of symbiosis in M. truncatula, emphasising the probable existence of a missing component for early NF recognition and reinforcing the important role of NFP for NF recognition during rhizobial infection

Pelvic and breast examination skills curricula in United States medical schools: a survey of obstetrics and gynecology clerkship directors

Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students. Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing. Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula, and to assess clerkship director satisfaction with current educational strategies at their institutions. Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic United States medical schools were invited to complete an anonymous 15-item web-based questionnaire. Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine (FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as excellent, while 18% rated breast examination training as excellent. Conclusions: Pelvic and breast examinations are most commonly taught during the Ob/Gyn clerkship using GTAs, simulation trainers and clinical patients, and are assessed by direct faculty observation during the Ob/Gyn clerkship. While the majority of Ob/Gyn clerkship directors were not highly satisfied with either pelvic or breast examination training programs, they were less likely to describe their breast examination training programs as excellent as compared to pelvic examination training—overall suggesting an opportunity for improvement. The survey results will be useful in identifying future challenges in teaching such skills in a cost-effective manner. Electronic supplementary material The online version of this article (doi:10.1186/s12909-016-0835-6) contains supplementary material, which is available to authorized users