Seawater carbonate chemistry and encrusting algal communities duirng a mesocosm experiment, 2007

Owing to anthropogenic emissions, atmospheric concentrations of carbon dioxide could almost double between 2006 and 2100 according to business-as-usual carbon dioxide emission scenarios. Because the ocean absorbs carbon dioxide from the atmosphere, increasing atmospheric carbon dioxide concentrations will lead to increasing dissolved inorganic carbon and carbon dioxide in surface ocean waters, and hence acidification and lower carbonate saturation states. As a consequence, it has been suggested that marine calcifying organisms, for example corals, coralline algae, molluscs and foraminifera, will have difficulties producing their skeletons and shells at current rates, with potentially severe implications for marine ecosystems, including coral reefs. Here we report a seven-week experiment exploring the effects of ocean acidification on crustose coralline algae, a cosmopolitan group of calcifying algae that is ecologically important in most shallowwater habitats. Six outdoor mesocosms were continuously supplied with sea water from the adjacent reef and manipulated to simulate conditions of either ambient or elevated seawater carbon dioxide concentrations. The recruitment rate and growth of crustose coralline algae were severely inhibited in the elevated carbon dioxide mesocosms. Our findings suggest that ocean acidification due to human activities could cause significant change to benthic community structure in shallow-warm-water carbonate ecosystems.

Effects of reduced and business-as-usual CO2 emission scenarios on the algal territories of the damselfish Pomacentrus wardi (Pomacentridae)

Turf algae are a very important component of coral reefs, featuring high growth and turnover rates, whilst covering large areas of substrate. As food for many organisms, turf algae have an important role in the ecosystem. Farming damselfish can modify the species composition and productivity of such algal assemblages, while defending them against intruders. Like all organisms however, turf algae and damselfishes have the potential to be affected by future changes in seawater (SW) temperature and pCO2. In this study, algal assemblages, in the presence and absence of farming Pomacentrus wardi were exposed to two combinations of SW temperature and pCO2 levels projected for the austral spring of 2100 (the B1 "reduced" and the A1FI "business-as-usual" CO2 emission scenarios) at Heron Island (GBR, Australia). These assemblages were dominated by the presence of red algae and non-epiphytic cyanobacteria, i.e. cyanobacteria that grow attached to the substrate rather than on filamentous algae. The endpoint algal composition was mostly controlled by the presence/absence of farming damselfish, despite a large variability found between the algal assemblages of individual fish. Different scenarios appeared to be responsible for a mild, species specific change in community composition, observable in some brown and green algae, but only in the absence of farming fish. Farming fish appeared unaffected by the conditions to which they were exposed. Algal biomass reductions were found under "reduced" CO2 emission, but not "business-as-usual" scenarios. This suggests that action taken to limit CO2 emissions may, if the majority of algae behave similarly across all seasons, reduce the potential for phase shifts that lead to algal dominated communities. At the same time the availability of food resources to damselfish and other herbivores would be smaller under "reduced" emission scenarios.

Temporal biomass dynamics of an Arctic plankton bloom

Ocean acidification and carbonation, driven by anthropogenic emissions of carbon dioxide (CO2), have been shown to affect a variety of marine organisms and are likely to change ecosystem functioning. High latitudes, especially the Arctic, will be the first to encounter profound changes in carbonate chemistry speciation at a large scale, namely the under-saturation of surface waters with respect to aragonite, a calcium carbonate polymorph produced by several organisms in this region. During a CO2 perturbation study in 2010, in the framework of the EU-funded project EPOCA, the temporal dynamics of a plankton bloom was followed in nine mesocosms, manipulated for CO2 levels ranging initially from about 185 to 1420 ?atm. Dissolved inorganic nutrients were added halfway through the experiment. Autotrophic biomass, as identified by chlorophyll a standing stocks (Chl a), peaked three times in all mesocosms. However, while absolute Chl a concentrations were similar in all mesocosms during the first phase of the experiment, higher autotrophic biomass was measured at high in comparison to low CO2 during the second phase, right after dissolved inorganic nutrient addition. This trend then reversed in the third phase. There were several statistically significant CO2 effects on a variety of parameters measured in certain phases, such as nutrient utilization, standing stocks of particulate organic matter, and phytoplankton species composition. Interestingly, CO2 effects developed slowly but steadily, becoming more and more statistically significant with time. The observed CO2 related shifts in nutrient flow into different phytoplankton groups (mainly diatoms, dinoflagellates, prasinophytes and haptophytes) could have consequences for future organic matter flow to higher trophic levels and export production, with consequences for ecosystem productivity and atmospheric CO2.

Evaluación para el aprendizaje en la asignatura sistemas operativos en modalidad online: un estudio cualitativo basado en la taxonomía de Bloom

La asignatura Sistemas Operativos presenta dificultades para su aprendizaje, pero poco se conoce acerca de las mismas, ya que no han sido determinadas ni estudiadas por la literatura. Asimismo, los trabajos existentes sobre la enseñanza y aprendizaje de Sistemas Operativos se limitan a proponer distintos enfoques para impartir la asignatura y en general no evalúan el aprendizaje de los estudiantes para comprobar la eficacia del método propuesto ni usan metodologías de investigación rigurosas. Por otra parte, la impartición de la asignatura Sistemas Operativos en modalidad online ha sido escasamente estudiada y podría tener dificultades adicionales a las de la modalidad presencial, ya que el contexto online impone una serie de restricciones tanto para el profesor como para el estudiante. En la presente tesis se ha llevado a cabo una evaluación formativa en la asignatura Sistemas Operativos, perteneciente al Grado de Ingeniería Informática de una universidad online. El objetivo inicial de la evaluación era descubrir las dificultades de los estudiantes para la comprensión de los conceptos de la asignatura. Posteriormente y, dada la buena aceptación de la evaluación por parte de los estudiantes, se ampliaron los objetivos del trabajo para explorar los efectos de la evaluación realizada sobre el aprendizaje. La evaluación formativa diseñada está basada en la taxonomía revisada de Bloom y sus principales objetivos son: (a) promover el aprendizaje significativo y (b) hacer a los estudiantes conscientes de su proceso de aprendizaje. La metodología de investigación utilizada es el estudio de caso cualitativo y la muestra está constituida por 9 estudiantes del total de 13 matriculados en la asignatura. Los datos cualitativos analizados proceden de las pruebas de evaluación formativa llevadas a cabo por los estudiantes durante la impartición de la asignatura. Los conceptos de sistemas operativos que han resultado más difíciles de comprender en el curso online estudiado han sido las interrupciones y los semáforos. Además, alrededor de estos conceptos se han identificado las dificultades específicas y sus posibles causas. Las dificultades descubiertas acerca de los semáforos corroboran las investigaciones existentes en el área de programación concurrente. El resto de las dificultades identificadas no habían sido determinadas por la literatura existente. En cuanto a los efectos de la evaluación formativa sobre el aprendizaje, la evidencia empírica muestra que ésta ha provocado en los estudiantes una reflexión profunda sobre los conceptos de la asignatura y sobre su propio proceso de aprendizaje. El estudio de caso presentado puede ayudar a los profesores del área de ingeniería a crear evaluaciones formativas en cursos online. La tesis, por tanto, realiza aportaciones relevantes en las áreas de enseñanza y aprendizaje de sistemas operativos, evaluación formativa, metodologías cualitativas y educación online. ABSTRACT Operating Systems is a difficult subject to learn; however little is known about said difficulties, as they have not been studied nor determined by the relevant literature. Existing studies on teaching and learning the subject of operating systems are limited to presenting different approaches for teaching the subject and generally do not evaluate students’ learning to verify the effectiveness of the proposed methods, nor do they use rigorous research methodologies. On the other hand, there are very few studies on teaching operating systems online, which may inherently present more difficulties than the in-person format, since an online context imposes a series of restrictions on both professors and students, such as not having face-to-face interaction for communications. This thesis studies a formative assessment of the subject of operating systems, as part of the Degree in Information Technology Engineering for an online university. The initial objective of this assessment was to determine the students’ difficulties in conceptual comprehension for this subject. Once students had accepted the assessment, the study’s objectives were expanded to include an investigation of the effects of the assessment on learning. The designed formative assessment was based on Revised Bloom’s Taxonomy with the following main objectives: (a) to promote meaningful learning and (b) (b) to make students aware of their learning process. The research methodology involves a qualitative case study with a sample consisting of 9 of the total 13 students registered for this course. The qualitative data analyzed comes from the formative assessment tests taken by these students during the course. The most difficult operating systems concepts for students in the online course were interrupts and semaphores. Additionally, the specific difficulties and their possible causes have been identified. The students’ comprehension difficulties with semaphores corroborate the existing research in the area of concurrent programming. The other identified difficulties were not discussed in the existing literature. Regarding the effects of the formative assessment on learning, the empirical evidence shows that it causes students to reflect carefully on the subject’s concepts as well as their own learning process. The presented case study can help professors in the area of engineering to create formative assessments for online courses. This thesis, therefore, makes relevant contributions to the areas of teaching and learning operating systems, formative assessment, qualitative methodologies, and online education.

The DNA Helicase Activity of BLM Is Necessary for the Correction of the Genomic Instability of Bloom Syndrome Cells

Bloom syndrome (BS) is a rare autosomal recessive disorder characterized by growth deficiency, immunodeficiency, genomic instability, and the early development of cancers of many types. BLM, the protein encoded by BLM, the gene mutated in BS, is localized in nuclear foci and absent from BS cells. BLM encodes a DNA helicase, and proteins from three missense alleles lack displacement activity. BLM transfected into BS cells reduces the frequency of sister chromatid exchanges and restores BLM in the nucleus. Missense alleles fail to reduce the sister chromatid exchanges in transfected BS cells or restore the normal nuclear pattern. BLM complements a phenotype of a Saccharomyces cerevisiae sgs1 top3 strain, and the missense alleles do not. This work demonstrates the importance of the enzymatic activity of BLM for its function and nuclear localization pattern.

Nuclear structure in normal and Bloom syndrome cells

Bloom syndrome (BS) is a rare cancer-predisposing disorder in which the cells of affected persons have a high frequency of somatic mutation and genomic instability. BLM, the protein altered in BS, is a RecQ DNA helicase. This report shows that BLM is found in the nucleus of normal human cells in the nuclear domain 10 or promyelocytic leukemia nuclear bodies. These structures are punctate depots of proteins disrupted upon viral infection and in certain human malignancies. BLM is found primarily in nuclear domain 10 except during S phase when it colocalizes with the Werner syndrome gene product, WRN, in the nucleolus. BLM colocalizes with a select subset of telomeres in normal cells and with large telomeric clusters seen in simian virus 40-transformed normal fibroblasts. During S phase, BS cells expel micronuclei containing sites of DNA synthesis. BLM is likely to be part of a DNA surveillance mechanism operating during S phase.

Chlorophyll and carotenoid binding in a simple red algal light-harvesting complex crosses phylogenetic lines

The membrane proteins of peripheral light-harvesting complexes (LHCs) bind chlorophylls and carotenoids and transfer energy to the reaction centers for photosynthesis. LHCs of chlorophytes, chromophytes, dinophytes, and rhodophytes are similar in that they have three transmembrane regions and several highly conserved Chl-binding residues. All LHCs bind Chl a, but in specific taxa certain characteristic pigments accompany Chl a: Chl b and lutein in chlorophytes, Chl c and fucoxanthin in chromophytes, Chl c and peridinin in dinophytes, and zeaxanthin in rhodophytes. The specificity of pigment binding was examined by in vitro reconstitution of various pigments with a simple light-harvesting protein (LHCaR1), from a red alga (Porphyridium cruentum), that normally has eight Chl a and four zeaxanthin molecules. The pigments typical of a chlorophyte (Spinacea oleracea), a chromophyte (Thallasiosira fluviatilis), and a dinophyte (Prorocentrum micans) were found to functionally bind to this protein as evidenced by their participation in energy transfer to Chl a, the terminal pigment. This is a demonstration of a functional relatedness of rhodophyte and higher plant LHCs. The results suggest that eight Chl-binding sites per polypeptide are an ancestral trait, and that the flexibility to bind various Chl and carotenoid pigments may have been retained throughout the evolution of LHCs.

Association of glycolate oxidation with photosynthetic electron transport in plant and algal chloroplasts.

Photosynthetic carbon metabolism is initiated by ribulose-bisphosphate carboxylase/oxygenase (Rubisco), which uses both CO2 and O2 as substrates. One 2-phosphoglycolate (P-glycolate) molecule is produced for each O2 molecule fixed. P-glycolate has been considered to be metabolized exclusively via the oxidative photosynthetic carbon cycle. This paper reports an additional pathway for P-glycolate and glycolate metabolism in the chloroplasts. Light-dependent glycolate or P-glycolate oxidation by osmotically shocked chloroplasts from the algae Dunaliella or spinach leaves was measured by three electron acceptors, methyl viologen (MV), potassium ferricyanide, or dichloroindophenol. Glycolate oxidation was assayed with 3-(3,4)-dichlorophenyl)-1,1-dimethylurea (DCMU) as oxygen uptake in the presence of MV at a rate of 9 mol per mg of chlorophyll per h. Washed thylakoids from spinach leaves oxidized glycolate at a rate of 22 mol per mg of chlorophyll per h. This light-dependent oxidation was inhibited completely by SHAM, an inhibitor of quinone oxidoreductase, and 75% by 2,5-dibromo-3-methyl-6-isopropyl-p-benzoquinone (DBMIB), which inhibits electron transfer from plastoquinone to the cytochrome b6f complex. SHAM stimulated severalfold glycolate excretion by algal cells, Dunaliella or Chlamydomonas, and by isolated Dunaliella chloroplasts. Glycolate and P-glycolate were oxidized about equally well to glyoxylate and phosphate. On the basis of results of inhibitor action, the possible site which accepts electrons from glycolate or P-glycolate is a quinone after the DCMU site but before the DBMIB site. This glycolate oxidation is a light-dependent, SHAM-sensitive, glycolate-quinone oxidoreductase system that is associated with photosynthetic electron transport in the chloroplasts.

Remoção da biomassa algal e determinação da concentração de microcistina pelo Método ELISA em ensaios de coagulação, sedimentação, filtração e adsorção

Nessa pesquisa são relatados os resultados da determinação das concentrações de microcistina e de biomassa algal após as várias etapas de tratamento de amostras de água coletadas junto ao reservatório de Barra Bonita-SP visando obtenção de água potável. O tratamento foi realizado em escala de laboratório com e sem aplicação de carvão ativado em pó (CAP) e as etapas foram: coagulação com aplicação de cloreto férrico, sedimentação, filtração em papel de filtro. Foi possível observar que a pré-clarificação desse tipo de água por coagulação seguida de sedimentação requereu dosagens relativamente elevadas de cloreto férrico (80 mg/L), tendo sido verificada eficiência muito baixa de remoção de microcistina nas etapas de tratamento por sedimentação seguida de filtração, quando não foi aplicado CAP. Apenas com a aplicação de CAP a microcistina foi reduzida à níveis que atendessem os padrões de potabilidade previstos na Portaria 518/04 (concentração menor que 1 μg/L). A determinação de microcistina pelo método que utiliza Imunoadsorventes Ligados à Enzima (ELISA) mostrou-se uma ferramenta útil e confiável para detectar e quantificar essa toxina, embora ainda apresente custo relativamente elevado.