Blue biotechnology: enhancement of bioremediation using bacterial biofilms on biodegradable scaffolds

Petroleum hydrocarbons are still the most threatening environmental pollutants. A promising non invasive and low-cost technology for the treatment of contaminated sites is based on bioremediation by biodegrading microorganism endowed with catabolic ability towards oil and derivatives. New methods are needed to enhance and optimize natural biodegradation, such as the immobilization of hydrocarbons degraders in many types of supports. We developed a scaffold-bacteria bioremediation system to clean up oil contamination based on degradable 3D scaffolds. The polycaprolactone component is biodegradable, produced in the melt, i.e. at low cost and without the use of toxic solvents. The biofilm is made of highly performing HC-degrading bacteria such as the marine hydrocarbonoclastic bacteria (HCB) (1) or solid n-alkane degrading Actinobacteria (2, 3). The bacterial biofilm is observed within the whole structure of scaffold using scanning electron microscopy. The bioremediation efficiency of such systems was tested on crude oil by GC-FID analysis and compared whit planktonic cells. The biofilms formation was a promoting factor for biodegradation showing hydrocarbon removal up to 70% and 15% more in respect to the planktonic cells. Increasing availability of the contaminants and a better interaction between the hydrophobic substrate and the bacterial cells resulted in developing the degradation rate. Biofilm-mediated bioremediation is a new tool to be developed for bioremediation of acquatic system

[Turner-like syndrome: a case report].

A prepubescent 11 year-old girl came to our attention for short stature. Auxological evaluation showed peculiar phenotype. In order to exclude Turner syndrome standard karyotype was performed with normal result. Because of anemia and selective deficiency of the erythroid lineage further investigations were performed and a diagnosis of Blackfan-Diamond anemia was made

La Relación Entre la Motivación Docente y Variables de la Organización: Revisión de la Literatura

Abstract Teacher motivation plays a central role in education because ofitsimpacton student motivation. Previous reviews of teacher motivation have focused on individual variables and psychopathology indicators. However, it is also important to understand the effect of organizational variableson teacher motivationbecause these highlightthe contextthat the teacher is a part of(i.e.,the school). The literature review in this paper analysed studies related to teacher motivation and a pre-defined group of organizational variablesthat werepublished between 1990 and 2014 in several electronic databases.The study found that organizational culture was the most studied variable associated with teacher motivationand most studies in this area were published between 2010 and 2014.Further,there was a prevalence of quantitative studies. This paper concludes with the theoreticaland practical implications of the results,as well assuggestions for future research directions

Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students

Giuseppe Santisi,1 Paola Magnano,2 Silvia Platania,1 Tiziana Ramaci2 1Department of Educational Sciences, University of Catania, Catania, Italy; 2Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Italy Background: The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Methods: Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. Results: The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Conclusion: Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one’s future career. Keywords: career, transition, identity, satisfaction, resource