Iron and Nickel Line Diagnostics for the Galactic Center Diffuse Emission

We have observed the diffuse X-ray emission from the Galactic center (GC) using the X-ray Imaging Spectrometer (XIS) on Suzaku. The high-energy resolution and the low-background orbit provide excellent spectra of the GC diffuse X-rays (GCDX). The XIS found many emission lines in the GCDX near the energy of K-shell transitions of iron and nickel. The most pronounced features are FeI K alpha at 6.4 keV and K-shell absorption edge at 7.1 keV, which are from neutral and/or low ionization states of iron, and the K-shell lines at 6.7 keV and 6.9 keV from He-like (FeXXV K alpha) and hydrogenic (FeXXVI Ly alpha) ions of iron. In addition, K alpha lines from neutral or low ionization nickel (NiI K alpha) and He-like nickel (NiXXVII K alpha), and FeI K beta, FeXXV K beta, FeXXVI Ly beta, FeXXV K gamma and FeXXVI Ly gamma are detected for the first time. The line center energies and widths of FeXXV K alpha and FeXXVI Ly alpha favor a collisional excitation (CE) plasma for the origin of the GCDX. The electron temperature determined from the line flux ratio of FeXXV K alpha / FeXXV K beta is similar to the ionization temperature determined from that of FeXXV K alpha /FeXXVI Ly alpha. Thus it would appear that the GCDX plasma is close to ionization equilibrium. The 6.7 keV flux and temperature distribution to the galactic longitude is smooth and monotonic,in contrast to the integrated point source flux distribution. These facts support the hypothesis that the GCDX is truly diffuse emission rather than the integration of the outputs of a large number of unresolved point sources. In addition, our results demonstrate that the chemical composition of Fe in the interstellar gas near the GC is constrained to be about 3.5 times solar.Comment: 11 pages, 19 figures. Accepted for publication in PASJ Suzaku Special Issue (vol. 59 sp. 1

Lack of impact of the ALDH2 rs671 variant on breast cancer development in Japanese BRCA1/2‐mutation carriers

The aldehyde degrading function of the ALDH2 enzyme is impaired by Glu504Lys polymorphisms (rs671, termed A allele), which causes alcohol flushing in east Asians, and elevates the risk of esophageal cancer among habitual drinkers. Recent studies suggested that the ALDH2 variant may lead to higher levels of DNA damage caused by endogenously generated aldehydes. This can be a threat to genome stability and/or cell viability in a synthetic manner in DNA repair-defective settings such as Fanconi anemia (FA). FA is an inherited bone marrow failure syndrome caused by defects in any one of so far identified 22 FANC genes including hereditary breast and ovarian cancer (HBOC) genes BRCA1 and BRCA2. We have previously reported that the progression of FA phenotypes is accelerated with the ALDH2 rs671 genotype. Individuals with HBOC are heterozygously mutated in either BRCA1 or BRCA2, and the cancer-initiating cells in these patients usually undergo loss of the wild-type BRCA1/2 allele, leading to homologous recombination defects. Therefore, we hypothesized that the ALDH2 genotypes may impact breast cancer development in BRCA1/2 mutant carriers. We genotyped ALDH2 in 103 HBOC patients recruited from multiple cancer centers in Japan. However, we were not able to detect any significant differences in clinical stages, histopathological classification, or age at clinical diagnosis across the ALDH2 genotypes. Unlike the effects in hematopoietic cells of FA, our current data suggest that there is no impact of the loss of ALDH2 function in cancer initiation and development in breast epithelium of HBOC patients

A ダイガク キソカンゴガク ジッシュウ 1 ノ ジッシュウ カテイ ヒョウカ

背景 基礎看護学実習Iでの学生の実習に対する充実感は, 以後の学生生活や看護への思いに大きな影響を与える. また, 学生が, 教員や実習指導者との相互関係の中で, 既習した知識や技術を主体的に実習へ活かすことは, 実習目的を達成するために必要不可欠となる.目的 学生が, 基礎看護学実習Iを効果的に実施するため, 学生の視点で実習過程を評価した結果から今後の課題を抽出する.方法 研究の趣旨に賛同した看護大学1年の学生を対象に, 授業過程評価スケール (看護学実習用) を用いて調査した.結果・考察 実習過程は, 総合的には高い評価といえた. 各下位尺度の平均値で最も低かったのは, 【学生-患者関係】であり, 受持ち患者を持たない実習過程のため, 患者との関係からの学びに満足できなかったと考える. 次に, 【オリエンテーション】【学習内容・方法】が低かった. これは, 学生が, オリエンテーションや既習の学習を実習過程へ具体的に活かす方法を理解できていないと考える.結論:一人の患者を通して実習過程を学べる配慮を行う. 実習を連想させる講義やオリエンテーションを行う. また, 継続した教員と指導者の実習調整が必要である.Background A sense of fulfillments of the student of Fundamental Nursing Practice I has a major influence on student\u27s future.Objective The goal is to improve Fundamental Nursing Practice I from the student\u27s evaluation.Methods A evaluation surveys with clinical practice evaluation. Results/Discussion The mean of [orientation], [learning contents, method] and [student - patient relations] were low. Students are not able to understand how to make use of specifically to the training process, learned and orientation. Conclusions Perform a lecture and orientation to suggest practice and continue adjusting among teacher and nurse

Genetic and clinical landscape of breast cancers with germline BRCA1/2 variants

遺伝性乳癌の遺伝学的・臨床学的特徴を解明 --BRCA1/2 変異乳癌は両アレルの不活化の有無により異なった特徴を持つ--. 京都大学プレスリリース. 2020-10-26.The genetic and clinical characteristics of breast tumors with germline variants, including their association with biallelic inactivation through loss-of-heterozygosity (LOH) and second somatic mutations, remain elusive. We analyzed germline variants of 11 breast cancer susceptibility genes for 1, 995 Japanese breast cancer patients, and identified 101 (5.1%) pathogenic variants, including 62 BRCA2 and 15 BRCA1 mutations. Genetic analysis of 64 BRCA1/2-mutated tumors including TCGA dataset tumors, revealed an association of biallelic inactivation with more extensive deletions, copy neutral LOH, gain with LOH and younger onset. Strikingly, TP53 and RB1 mutations were frequently observed in BRCA1- (94%) and BRCA2- (9.7%) mutated tumors with biallelic inactivation. Inactivation of TP53 and RB1 together with BRCA1 and BRCA2, respectively, involved LOH of chromosomes 17 and 13. Notably, BRCA1/2 tumors without biallelic inactivation were indistinguishable from those without germline variants. Our study highlights the heterogeneity and unique clonal selection pattern in breast cancers with germline variants

カンゴ ダイガク 1ネンジ ニ オケル 「フィジカルアセスメント」 ノジュギョウ ヒョウカ ト カダイ

背景 医療の高度化に伴い,看護師の高い判断能力と医療チームをまとめていく調整能力が求められており,看護学教育では,「フィジカルアセスメント」を強化することが必要とされている.A大学看護学部(以下本学)は,2011年度に開設し,シラバスの調整上「フィジカルアセスメント」は,1年次前期に開講している.また,学生のレディネスに配慮し,「人体の構造と機能」と「フィジカルアセスメント」を関連付けた授業を試みている. 目的 2011年度前期に行った「フィジカルアセスメント」の授業方法と内容,開講時期について検討し,課題を明らかにする.方法 本学1年71名を対象に,研究の倫理的配慮を説明し,承諾の得られた学生に,授業過程評価スケール尺度(看護学講義用)を基に作成した質問紙調査を行った. 質問紙の内容は,授業の展開に関する7項目と学生主体のプレゼンテーションに関する5項目を5段階で評価した.結果 質問紙調査の結果は,授業の展開を問う7項目の平均は,7項目中6項目は3.9以上であった.最も評価が低かったのは,「専門用語に対してわかりやすい説明であった」が,平均3.5であった.学生が主体となって行ったプレゼンテーションに関する評価5項目の平均は,5項目中3項目は3.9 ～ 4.0であった.最も低かったのは「自分の意見を発言できた」3.5で,次に低かったのは「発表後の達成感があった」3.6であった.考察 質問紙調査で授業の展開に関する7項目中6項目が3.9以上であり,授業に興味をしめしていた.プレゼンテーションでは5項目中3項目に3.9以上の結果から,学生のレディネスを考え,「人体の構造と機能」を学生主体のプレゼンテーションとして授業に導入したことで,積極的に事前学習に取り組んだ結果であると考える.また,「人体の構造と機能」を事前学習することで,「フィジカルアセスメント」の学習目標が明確になり,授業の展開に対して肯定的な評価を得た.一方,授業の展開を問う項目の「専門用語に対してわかりやすい説明であった」が3.5と低かったのは,医療の専門用語について十分に学べていない時期であると考えられる.さらに,プレゼンテーションに関する評価の「自分の意見を発言できた」と「発表後の達成感があった」が3.5,3.6と低かったのは,「人体の構造と機能」が「フィジカルアセスメント」の授業に必要であると考えられない学生がいたためだと考える. 結論 本学での「フィジカルアセスメント」を効果的に実施するには,学生のレディネスを考えた開講時期を考慮し,教科書の選定や授業内容を再検討する必要がある.Background Due to the medical advancement,it is now more important than ever to educate the nurses to have the ability to make good judgment,make adjustments quickly,have solid leadership,and perform stronger "physical assessments" in the nursing science education program.Therefore,in 2011 I have added the material on "physical assessments" in the course for,"Human body function and structure",which is a course taught to the first graders in the first trimester. Purpose The goal is to evaluate the "physical assessments" form students in class of 2011 based on their knowledge and performance. Methods A class evaluation survey with a standard evaluation scale( 5 pts scale) was given to all 71 students. The contents of the survey consisted 7 questions of developments of the class and 5 questions about students\u27 presentation with five stages. Results On the survey,6 out of 7 scored higher than 3.9 pts on average for the 7 questions.The lowest scored question was,"The definitions for technical terminology were easy to understand".However,the average score was 3.5.As for the 5 questions,3 out of 5 scored an average of 3.9-4.0 pts.The lowest scored question was," I was able to state my opinion",which scored 3.5 pts.The second lowest question was,"I felt accomplished after doing the presentation" with the score of 3.6 pts. Discussion In overall,the students showed interest in the class "physical assessments ".Students especially showed interest in using the medical instruments.By experimenting with equipment first hand helps the students to gain experience and feel comfortable the tools.Unfortunately,as much as this class was efficient, it seems that teaching "physical assessments" to the first graders is too early.The material for the course is too advanced for many of the students to understand the terminology and lectures.Thus,teaching the course to upper classmen will have a better result and many of the students will be able to absorb the material faster and easier and more likely be able to utilize the new knowledge in the future. Conclusion In 2012,the course "physical assessments" changed from being taught to the first grader to a later semester and the material has been reviewed and adjusted to a first grade level

日本人における生殖細胞系列病的変異保有リスク予測の最適化

京都大学新制・課程博士博士(医学)甲第24089号医博第4865号新制||医||1059(附属図書館)京都大学大学院医学研究科医学専攻(主査)教授 武藤 学, 教授 万代 昌紀, 教授 松田 文彦学位規則第4条第1項該当Doctor of Medical ScienceKyoto UniversityDFA