Gas Phase Production and Loss of Isoprene Epoxydiols

Isoprene epoxydiols (IEPOX) form in high yields from the OH-initiated oxidation of isoprene under low-NO conditions. These compounds contribute significantly to secondary organic aerosol formation. Their gas-phase chemistry has, however, remained largely unexplored. In this study, we characterize the formation of IEPOX isomers from the oxidation of isoprene by OH. We find that cis-β- and trans-β-IEPOX are the dominant isomers produced, and that they are created in an approximate ratio of 1:2 from the low-NO oxidation of isoprene. Three isomers of IEPOX, including cis-β- and trans-β, were synthesized and oxidized by OH in environmental chambers under high- and low-NO conditions. We find that IEPOX reacts with OH at 299 K with rate coefficients of (0.84 ± 0.07) × 10^(–11), (1.52 ± 0.07) × 10^(–11), and (0.98 ± 0.05) × 10^(–11) cm^3 molecule^(–1) s^(–1) for the δ1, cis-β, and trans-β isomers. Finally, yields of the first-generation products of IEPOX + OH oxidation were measured, and a new mechanism of IEPOX oxidation is proposed here to account for the observed products. The substantial yield of glyoxal and methylglyoxal from IEPOX oxidation may help explain elevated levels of those compounds observed in low-NO environments with high isoprene emissions

SN 2011hw: Helium-Rich Circumstellar Gas and the Luminous Blue Variable to Wolf-Rayet Transition in Supernova Progenitors

We present optical photometry and spectroscopy of the peculiar Type IIn/Ibn supernova SN2011hw. Its light curve exhibits a slower decline rate than normal SNeIbc, with a peak absolute magnitude of -19.5 (unfiltered) and a secondary peak of -18.3 mag (R). Spectra of SN2011hw are unusual compared to normal SN types, most closely resembling the spectra of SNeIbn. We center our analysis on comparing SN 2011hw to the well-studied TypeIbn SN2006jc. While the two SNe have many important similarities, the differences are quite telling: compared to SN2006jc, SN2011hw has weaker HeI and CaII lines and relatively stronger H lines, its light curve has a higher luminosity and slower decline rate, and emission lines associated with the progenitor's CSM are narrower. One can reproduce the unusual continuum shape of SN2011hw with equal contributions of a 6000K blackbody and a spectrum of SN2006jc. We attribute this emission component and many other differences between the two SNe to extra opacity from a small amount of additional H in SN2011hw, analogous to the small H mass that makes SNeIIb differ from SNeIb. Slower speeds in the CSM and elevated H content suggest a connection between the progenitor of SN2011hw and the class of Ofpe/WN9 stars, which have been associated with LBVs in their hot quiescent phases between outbursts, and are H-poor - but not H-free like classical Wolf-Rayet (WR) stars. We conclude that the similarities and differences between SN2011hw and SN2006jc can be largely understood if their progenitors exploded at different points in the transitional evolution from an LBV to a WR star.Comment: 11 pages, 7 figures, submitted to MNRA

Downregulation of Mcl-1 has anti-inflammatory pro-resolution effects and enhances bacterial clearance from the lung

Phagocytes not only coordinate acute inflammation and host defense at mucosal sites, but also contribute to tissue damage. Respiratory infection causes a globally significant disease burden and frequently progresses to acute respiratory distress syndrome, a devastating inflammatory condition characterized by neutrophil recruitment and accumulation of protein-rich edema fluid causing impaired lung function. We hypothesized that targeting the intracellular protein myeloid cell leukemia 1 (Mcl-1) by a cyclin-dependent kinase inhibitor (AT7519) or a flavone (wogonin) would accelerate neutrophil apoptosis and resolution of established inflammation, but without detriment to bacterial clearance. Mcl-1 loss induced human neutrophil apoptosis, but did not induce macrophage apoptosis nor impair phagocytosis of apoptotic neutrophils. Neutrophil-dominant inflammation was modelled in mice by either endotoxin or bacteria (Escherichia coli). Downregulating inflammatory cell Mcl-1 had anti-inflammatory, pro-resolution effects, shortening the resolution interval (R(i)) from 19 to 7 h and improved organ dysfunction with enhanced alveolar–capillary barrier integrity. Conversely, attenuating drug-induced Mcl-1 downregulation inhibited neutrophil apoptosis and delayed resolution of endotoxin-mediated lung inflammation. Importantly, manipulating lung inflammatory cell Mcl-1 also accelerated resolution of bacterial infection (R(i); 50 to 16 h) concurrent with enhanced bacterial clearance. Therefore, manipulating inflammatory cell Mcl-1 accelerates inflammation resolution without detriment to host defense against bacteria, and represents a target for treating infection-associated inflammation

Exploring the Impact of Service Learning in Haiti on the Cultural Competence of OTD Students

As society trends towards increased cultural diversity, the need for cultural competence in the field of occupational therapy (OT) becomes more acute. Immersion in another culture within the curriculum offers the student an opportunity to put their knowledge into practice and recognize the need to competently interact with members of another culture. This study explored the impact of a service learning trip to Haiti, providing seating and mobility services, on all four factors of cultural intelligence (CQ; i.e., metacognitive CQ, cognitive CQ, motivational CQ, behavioral CQ) for occupational therapy doctoral (OTD) students. Using the cultural intelligence scale (CQS), a one-group pretest-posttest design with a paired-samples t-test (α \u3c 0.05) rejected the null hypotheses to support service learning as a pedagogy which enhanced the four factors of CQ for the sample. With increased emphasis on producing culturally sensitive OTD professionals, service learning projects in a cross-cultural setting as a pedagogy extend beyond skill development (e.g., wheelchair fittings) to building coping strategies for interacting with clients (metacognitive CQ), enhancing knowledge of culture (cognitive CQ), persisting to overcome any cultural barriers (motivational CQ), and building the behavioral repertoire (behavioral CQ) of occupational therapists. Contrasting the results from this study with research into the efficacy of short-term study tours, service learning positively impacts behavioral CQ, whereas short-term study tours do not have the same impact. This article details the service learning project and provides recommendations for future research

Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Occupational therapists must demonstrate a broad spectrum of knowledge, clinical reasoning skills, and professionalism to be effective practitioners. Development of ethical practice must begin with the educational process to shape character traits as building blocks of moral reasoning. This article puts forth a cross-cultural service learning curricular module as lived experience for development of character traits in occupational therapy students. This mixed methods study investigated lived experience in the form of cross-cultural service learning as a pedagogy for development of character traits, as measured by the CIVIC, necessary to navigate professional ethical standards. Findings suggest a cross-cultural lived experience for occupational therapy doctoral students providing seating and mobility services in Guatemala significantly impacted character traits associated with professional ethical standards. Similar lived experience embedded in an occupational therapy curriculum may contribute to character development to guide ethical practice for the next generation of occupational therapists

Probing host pathogen cross-talk by transcriptional profiling of both Mycobacterium tuberculosis and infected human dendritic cells and macrophages

This study provides the proof of principle that probing the host and the microbe transcriptomes simultaneously is a valuable means to accessing unique information on host pathogen interactions. Our results also underline the extraordinary plasticity of host cell and pathogen responses to infection, and provide a solid framework to further understand the complex mechanisms involved in immunity to M. tuberculosis and in mycobacterial adaptation to different intracellular environments

Curriculum resumido no Ensino Médio: as mudanças nos padrões de matemática e os ganhos acadêmicos, formatura do Ensino Médio e a continuação dos estudos universitários dos alunos

Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school.  In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates.  We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.La educación matemática es una cuestión de política pública en los EE.UU. y las presiones que enfrentan los estudiantes y las escuelas se ven agravadas por las crecientes expectativa de asistir a la universidad después de graduarse en la secundaria. En este estudio se investigó si los esfuerzos políticos para restringir el plan de estudios de secundaria en términos de requisitos de los cursos y los exámenes de graduación influyen tres  resultados educativos - los resultados de las pruebas de matemáticas, la graduación de secundaria y las tasas de continuación de estudios universitarios. Empleamos dos métodos complementarios de análisis - de efectos fijos y la diferencia en diferencias (DID)- en un panel de datos para todos los 50 estados de 1990 a 2008. Nuestros resultados sugieren que las dos políticas en los estados pueden impedir que algunos estudiantes completen la escuela secundaria, particularmente en el corto plazo, pero las dos políticas parecen aumentar la proporción de estudiantes que van a la universidad directamente después de terminar la escuela secundaria. El análisis DID ofrece mayor apoyo a las políticas de los prerrequisitos de los cursos de matemáticas que los exámenes de egreso obligatorio, pero los efectos son modestos. Tanto el DID  como el análisis de efectos fijos confirman la importancia del financiamiento escolar en la mejora de las tasas de graduación y los resultados de las pruebas escolares.A educação Matemática é uma questão de política pública nos EUA e as pressões que enfrentam os alunos e as escolas são agravados pela crescente expectativa de comparecimento a universidade após o ensino médio. Neste estudo examinamos se os esforços políticos para limitar o currículo do ensino médio em termos de exigências de cursos e exames de egressos obrigatórios afetam três resultados educacionais - os resultados dos testes em  matemática, a conclusão do ensino médio e as taxas de continuação para a universidade. Nós empregamos dois métodos analíticos complementares - efeitos fixos e diferença em diferenças (DID) - em um painel de dados para todos os 50 estados de 1990 a 2008. Nossos resultados sugerem que ambas as políticas nos estados podem impedir alguns estudantes de completar o ensino secundário, particularmente no curto prazo, mas ambas as políticas parecem aumentar a proporção de estudantes que continuam para a universidade diretamente do Ensino Médio. A DID análise oferece mais apoio às políticas de pré-requisitos aos cursos de matemática do que aos exames de saída obrigatória, mas os efeitos são modestos. Tanto o DID  quanto a análise de efeitos fixos confirmam a importância do financiamento das escolas na melhoria das taxas de graduação do ensino médio e nos resultados dos testes