Beagle 2: Seeking the signatures of life on Mars

ESA's Beagle 2 lander will land on Mars to search for signatures of present and past life. A Gas Analysis Package (GAP) with a mass spectrometer, XRF, Mossbauer, stereo cameras, microscope, environmental sensors, rock corer/grinder, and a Mole attachment are on the lander

Improving math instruction in schools that serve the poor

Public alarm concerning how well U.S. schools are performing in mathematics compared to other developed nations is increasing. Reports of inadequate teaching, poor curriculum design, and low performance on standardized test have been fueled by the media. These issues in American mathematics classrooms are far compounded in schools that serve the poorest in America. When comparing mathematical proficiency rates of U.S. schools with other countries, schools with less than 25% free and reduced lunch score competitively with counterparts in other countries. In contrast, schools with rates of free and reduced lunch higher than 50% score dismally in comparison. Conditions such as poorly trained teachers, lack of support, insufficient instructional programs, focus on low level skills, low expectations, overwhelming workloads, poor work conditions all contribute to the inferior level of instruction received by students in these schools. There are, however, schools that serve students of poverty that are beating the odds and performing on par and in some cases better than schools that serve more affluent students. To determine what can be reproduced elsewhere, this thesis take a look what is taking place in these schools: a demanding curriculum, implementation of problem solving, deep understanding and communication of mathematics, continual reworking of curriculum, using varied instructional practices, building relationships, and teacher leadership. For instructional practices to improve, teachers must step up and become leaders in the classroom to impact the environment and school culture. Six principles are discussed that are critical to making the changes necessary to impact student achievement in schools that serve the poor. To assist in the battle to improve instruction and student learning in schools that serve the poor, colleges and universities can play a critical role. This thesis describes the preliminary outcomes of two large-scale LSU projects at high need, high poverty schools in the Greater Baton Rouge area: the Pilot Professional Development Project and the Baker Project. It is hoped that the lessons learned will help others to start similar programs at one of the many schools that serve the poor that in dire need for help from higher education mathematics departments

Mental Health Literacy, Education, and Implications for Mental Disorder

Mental health literacy (MHL) improves the recognition and treatment of mental disorders. The completion of a bachelor’s degree has been correlated with higher levels of MHL, and higher levels of MHL are reported to improve mental health status (MHS). While educational attainment has a significant positive relationship with MHL, the strength and significance of education in predicting MHL level remains unclear. A health literacy conceptualization and self-efficacy theory underpinned further examination of these variables in this study. A survey was administered to a sample of 105 university graduates in Georgia enrolled in one of five bachelor’s degree disciplines: education, humanities, social science, natural science, formal science, or applied science. A Multivariate Analysis of Variance was conducted from the results of two surveys, the Mental Health Literacy Survey and the Mental Health Screening Form – III, to determine the statistical significance of the relationship between the participant’s bachelor’s degree discipline, MHL level, and the individual’s MHS. The results failed to show that increases in MHL for college graduates were related to curricula. It was, however, determined that increased MHL levels correlated with fewer problems with mental health. These results have implications for supporting the use of MHL-improving experiences in education as one avenue of prevention of the development of mental disorders. Increased MHL in the public via educational institutions may bring about social change by aiding individuals in the identification of mental disorder symptoms, help-seeking, and treatment adherence, and by helping reduce stigma about mental health

Reductions in cardiovascular, cerebrovascular, and respiratory mortality following the national Irish smoking ban: Interrupted time-series analysis

Copyright @ 2013 Stallings-Smith et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.This article has been made available through the Brunel Open Access Publishing Fund.Background: Previous studies have shown decreases in cardiovascular mortality following the implementation of comprehensive smoking bans. It is not known whether cerebrovascular or respiratory mortality decreases post-ban. On March 29, 2004, the Republic of Ireland became the first country in the world to implement a national workplace smoking ban. The aim of this study was to assess the effect of this policy on all-cause and cause-specific, non-trauma mortality. Methods: A time-series epidemiologic assessment was conducted, utilizing Poisson regression to examine weekly age and gender-standardized rates for 215,878 non-trauma deaths in the Irish population, ages ≥35 years. The study period was from January 1, 2000, to December 31, 2007, with a post-ban follow-up of 3.75 years. All models were adjusted for time trend, season, influenza, and smoking prevalence. Results: Following ban implementation, an immediate 13% decrease in all-cause mortality (RR: 0.87; 95% CI: 0.76-0.99), a 26% reduction in ischemic heart disease (IHD) (RR: 0.74; 95% CI: 0.63-0.88), a 32% reduction in stroke (RR: 0.68; 95% CI: 0.54-0.85), and a 38% reduction in chronic obstructive pulmonary disease (COPD) (RR: 0.62; 95% CI: 0.46-0.83) mortality was observed. Post-ban reductions in IHD, stroke, and COPD mortalities were seen in ages ≥65 years, but not in ages 35-64 years. COPD mortality reductions were found only in females (RR: 0.47; 95% CI: 0.32-0.70). Post-ban annual trend reductions were not detected for any smoking-related causes of death. Unadjusted estimates indicate that 3,726 (95% CI: 2,305-4,629) smoking-related deaths were likely prevented post-ban. Mortality decreases were primarily due to reductions in passive smoking. Conclusions: The national Irish smoking ban was associated with immediate reductions in early mortality. Importantly, post-ban risk differences did not change with a longer follow-up period. This study corroborates previous evidence for cardiovascular causes, and is the first to demonstrate reductions in cerebrovascular and respiratory causes

SUMO chain formation is required for response to replication arrest in S. pombe

SUMO is a ubiquitin-like protein that is post-translationally attached to one or more lysine residues on target proteins. Despite having only 18% sequence identity with ubiquitin, SUMO contains the conserved betabetaalphabetabetaalphabeta fold present in ubiquitin. However, SUMO differs from ubiquitin in having an extended N-terminus. In S. pombe the N-terminus of SUMO/Pmt3 is significantly longer than those of SUMO in S. cerevisiae, human and Drosophila. Here we investigate the role of this N-terminal region. We have used two dimensional gel electrophoresis to demonstrate that S. pombe SUMO/Pmt3 is phosphorylated, and that this occurs on serine residues at the extreme N-terminus of the protein. Mutation of these residues (in pmt3-1) results in a dramatic reduction in both the levels of high Mr SUMO-containing species and of total SUMO/Pmt3, indicating that phosphorylation of SUMO/Pmt3 is required for its stability. Despite the significant reduction in high Mr SUMO-containing species, pmt3-1 cells do not display an aberrant cell morphology or sensitivity to genotoxins or stress. Additionally, we demonstrate that two lysine residues in the N-terminus of S. pombe SUMO/Pmt3 (K14 and K30) can act as acceptor sites for SUMO chain formation in vitro. Inability to form SUMO chains results in aberrant cell and nuclear morphologies, including stretched and fragmented chromatin. SUMO chain mutants are sensitive to the DNA synthesis inhibitor, hydroxyurea (HU), but not to other genotoxins, such as UV, MMS or CPT. This implies a role for SUMO chains in the response to replication arrest in S. pomb

A high-resolution infrared spectroscopic investigation of the halogen atom-HCN entrance channel complexes solvated in superfluid helium droplets

Rotationally resolved infrared spectra are reported for the X-HCN (X = Cl, Br, I) binary complexes solvated in helium nanodroplets. These results are directly compared with that obtained previously for the corresponding X-HF complexes [J. M. Merritt, J. K\"upper, and R. E. Miller, PCCP, 7, 67 (2005)]. For bromine and iodine atoms complexed with HCN, two linear structures are observed and assigned to the $^{2}\Sigma_{1/2}$ and $^{2}\Pi_{3/2}$ ground electronic states of the nitrogen and hydrogen bound geometries, respectively. Experiments for HCN + chlorine atoms give rise to only a single band which is attributed to the nitrogen bound isomer. That the hydrogen bound isomer is not stabilized is rationalized in terms of a lowering of the isomerization barrier by spin-orbit coupling. Theoretical calculations with and without spin-orbit coupling have also been performed and are compared with our experimental results. The possibility of stabilizing high-energy structures containing multiple radicals is discussed, motivated by preliminary spectroscopic evidence for the di-radical Br-HCCCN-Br complex. Spectra for the corresponding molecular halogen HCN-X$_{2}$ complexes are also presented.Comment: 20 pages, 15 figures, 6 tables, RevTe

Successfully Teaching Ethics For Effective Learning

This paper is concerned with identifying keys to successfully teach ethics. The keys are: addressing the relevance challenge; striving to achieve a balance between the active engagement of students with issues and a critical analysis of choices in to be made in real-life situations; attending to or managing the learning process to include learning styles and experiential learning; debriefing experientially-oriented learning activities; and institutionalizing outcomes of ethics education objectives. The paper discusses results of a study that attempted to answer the question “What is required to successfully deliver experientially-oriented ethics educatio