Auger spectroscopy of stratospheric particles : the influence of aerosols on interplanetary dust

Particle collections from the stratosphere via either the JSC Curatorial Program or the U2 Program (NASA Ames) occur between 16km and 19km altitude and are usually part of ongoing experiments to measure parameters related to the aerosol layer. Fine-grained aerosols (<0.1µm) occur in the stratosphere up to 35km altitude and are concentrated between 15km and 25km altitude[1]. All interplanetary dust particles (IDP's) from these stratospheric collections must pass through this aerosol layer before reaching the collection altitude. The major compounds in this aerosol layer are sulfur rich particulates (<0.1µm) and gases and include H2S04, OCS, S02 and CS2 [2].In order to assess possible surface reactions of interplanetary dust particles (IDP's) with ambient aerosols in the stratosphere, we have initiated a Surface Auger Microprobe (SAM) and electron microscope study of selected particles from the JSC Cosmic Dust Collection

Improving undergraduate STEM education: The efficacy of discipline-based professional development

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes

Uncovering Genes with Divergent mRNA-Protein Dynamics in Streptomyces coelicolor

Many biological processes are intrinsically dynamic, incurring profound changes at both molecular and physiological levels. Systems analyses of such processes incorporating large-scale transcriptome or proteome profiling can be quite revealing. Although consistency between mRNA and proteins is often implicitly assumed in many studies, examples of divergent trends are frequently observed. Here, we present a comparative transcriptome and proteome analysis of growth and stationary phase adaptation in Streptomyces coelicolor, taking the time-dynamics of process into consideration. These processes are of immense interest in microbiology as they pertain to the physiological transformations eliciting biosynthesis of many naturally occurring therapeutic agents. A shotgun proteomics approach based on mass spectrometric analysis of isobaric stable isotope labeled peptides (iTRAQ™) enabled identification and rapid quantification of approximately 14% of the theoretical proteome of S. coelicolor. Independent principal component analyses of this and DNA microarray-derived transcriptome data revealed that the prominent patterns in both protein and mRNA domains are surprisingly well correlated. Despite this overall correlation, by employing a systematic concordance analysis, we estimated that over 30% of the analyzed genes likely exhibited significantly divergent patterns, of which nearly one-third displayed even opposing trends. Integrating this data with biological information, we discovered that certain groups of functionally related genes exhibit mRNA-protein discordance in a similar fashion. Our observations suggest that differences between mRNA and protein synthesis/degradation mechanisms are prominent in microbes while reaffirming the plausibility of such mechanisms acting in a concerted fashion at a protein complex or sub-pathway level

Track A Basic Science

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138319/1/jia218438.pd

Surface sulfur measurements on stratospheric particles

The surface chemistries of three particulate samples collected from the lower stratosphere have been determined using a Scanning Auger Microprobe (SAM). These samples are typical of the most abundant natural and anthropogenic particles observed within the stratosphere in the >2µm diameter size fraction. Successive sputtering and analysis below the first few adsorbed monolayers of all particles shows the presence of a thin <150A) sulphur layer. These sulphur regions probably formed by surface reaction of sulphur-rich aerosols with each particle within the stratosphere. Settling rate calculations show that a typical sphere (10µm diameter) may reside within the aerosol layer for ~20 days and thus, provide a qualitative guide to surface sulphur reaction rates

Geoethics and Professionalism: The Responsible Conduct of Scientists

The primary focus of geoethics has traditionally been on the responsible conduct of science: issues such as plagiarism, fabrication or falsification of data, and topics related to the doing of science.  Equally as important to the success of the scientific enterprise are the personal attributes required of being a scientist and the responsible conduct of scientists in their personal interactions with colleagues and the public. In this contribution, numerous aspects of professionalism are addressed, which encompass behaviors and attitudes that impact the ability of scientists to do their work in the social environment of the workplace and with the public. Principles of professionalism have their foundations in concepts related to power, trust, respect, and responsibility. These are topics that are typically not directly addressed in day-to-day workplace communications or in classrooms, but they are essential in providing a safe, inclusive and productive work environment. Administrators, faculty, staff, students, managers and co-workers may encounter all manner of interpersonal conflicts that may affect the safety and productivity of their work environment. In particular, recent revelations about instances of sexual harassment and bullying in the geoscience workplace are of immediate concern and dictate that there must be changes in the geoscience work culture. Know how to recognize the signs of potential trouble, intervene early to prevent a bad situation, know the rules, and have a plan in place about how to respond to and mitigate impacts of unprofessional behaviors