Response of Nodularia spumigena to pCO2 - Part 3: Turnover of phosphorus compounds

Diazotrophic cyanobacteria often form extensive summer blooms in the Baltic Sea driving their environment into phosphate limitation. One of the main species is the heterocystous cyanobacterium Nodularia spumigena. N. spumigena exhibits accelerated uptake of phosphate through the release of the exoenzyme alkaline phosphatase that also serves as an indicator of the hydrolysis of dissolved organic phosphorus (DOP). The present study investigated the utilization of DOP and its compounds (e.g. ATP) by N. spumigena during growth under varying CO2 concentrations, in order to estimate potential consequences of ocean acidification on the cell's supply with phosphorus. Cell growth, phosphorus pool fractions, and four DOP-compounds (ATP, DNA, RNA, and phospholipids) were determined in three set-ups with different CO2 concentrations (341, 399, and 508 µatm) during a 15-day batch experiment. The results showed rapid depletion of dissolved inorganic phosphorus (DIP) in all pCO2 treatments while DOP utilization increased with elevated pCO2, in parallel with the growth stimulation of N. spumigena. During the growth phase, DOP uptake was enhanced by a factor of 1.32 at 399 µatm and of 2.25 at 508 µatm compared to the lowest pCO2 concentration. Among the measured DOP compounds, none was found to accumulate preferentially during the incubation or in response to a specific pCO2 treatment. However, at the beginning 61.9 ± 4.3% of the DOP were not characterized but comprised the most highly utilized fraction. This is demonstrated by the decrement of this fraction to 27.4 ± 9.9% of total DOP during the growth phase, especially in response to the medium and high pCO2 treatment. Our results indicate a stimulated growth of diazotrophic cyanobacteria at increasing CO2 concentrations that is accompanied by increasing utilization of DOP as an alternative P source.

Data base on pelagic ciliates grazing and growth rate as a function of size, prey size and type compiled from the literature

Microzooplankton (the 20 to 200 µm size class of zooplankton) is recognised as an important part of marine pelagic ecosystems. In terms of biomass and abundance pelagic ciliates are one of the important groups of organism in microzooplankton. However, their rates - grazing and growth - , feeding behaviour and prey preferences are poorly known and understood. A set of data was assembled in order to derive a better understanding of pelagic ciliates rates, in response to parameters such as prey concentration, prey type (size and species), temperature and their own size. With these objectives, literature was searched for laboratory experiments with information on one or more of these parameters effect studied. The criteria for selection and inclusion in the database included: (i) controlled laboratory experiment with a known ciliates feeding on a known prey; (ii) presence of ancillary information about experimental conditions, used organisms - cell volume, cell dimensions, and carbon content. Rates and ancillary information were measured in units that meet the experimenter need, creating a need to harmonize the data units after collection. In addition different units can link to different mechanisms (carbon to nutritive quality of the prey, volume to size limits). As a result, grazing rates are thus available as pg C/(ciliate*h), µm**3/(ciliate*h) and prey cell/(ciliate*h); clearance rate was calculated if not given and growth rate is expressed as the growth rate per day.

PeECE III - Pelagic Ecosystem CO2 Enrichment Study, Raunefjord, Bergen, Norway, 2005

The effects of CO2-induced seawater acidification on plankton communities were also addressed in a series of 3 mesocosm experiments, called the Pelagic Ecosystem CO2 Enrichment (PeECE I-III) studies, which were conducted in the Large-Scale Mesocosm Facilities of the University of Bergen, Norway in 2001, 2003 and 2005, respectively. Each experiment consisted of 9 mesocosms, in which CO2 was manipulated to initial concentrations of 190, 350 and 750 µatm in 2001 and 2003, and 350, 700 and 1050 µatm in 2005. The present dataset concerns PeECE III.

Documentación de estudio para sistemas audiovisuales

Este proyecto es una documentación sintetizada, para los alumnos de Grado en Imagen y Sonido, de todos los conceptos que conciernen a la asignatura Sistemas Audiovisuales. No obstante puede servir para todo aquel al que le interese la materia, sin ser necesariamente estudiante. El material se basa en la recopilación de libros de diversos autores, páginas web y catálogos de productos de empresas del sector audiovisual. Se intenta con esto incentivar en el auto-aprendizaje, proporcionando multitud de fuentes de información. El documento se ha dividido en dos bloques temáticos correspondientes a los temas: 1- Dispositivos de captación y reproducción de sonido e imagen. 2- Señales y formatos de audio y vídeo. Aunque no es tema de este proyecto pero si de la asignatura hay que nombrar el tercer bloque temático, Introducción a los sistemas de transmisión de audio y vídeo. Dado que hay suficiente documentación de estudio sobre éste se ha optado por no incluirlo. Cada bloque temático a su vez contiene cuatro unidades didácticas. Cada unidad se ha desarrollado de manera independiente a las demás, es decir, que cada unidad puede ser estudiada sin necesidad de recurrir a otras unidades para comprender la/s que interesa/n. Por otro lado hay que remarcar que todos los capítulos tienen relación entre sí. La documentación se complementa al final de cada unidad didáctica con un test de evaluación que a su vez ha sido publicado dentro del entorno de Moodle en la página correspondiente a la asignatura. Para ello se ha accedido a esta plataforma on line con el rol de editor de contenido. Para la elaboración de los cuestionarios se han tomado los conceptos clave de cada unidad didáctica, de esta manera los alumnos pueden saber si han comprendido lo que se explica en la documentación y mejorar así sus conocimientos. Para la redacción y estructuración de cada unidad didáctica, así como el documento en general, se ha cogido como referencia la Taxonomía de objetivos de la Educación o Taxonomía de Bloom. Dado que el dominio cognitivo del lector se encuadra dentro del ‘nivel de comprensión’, el documento no resulta tedioso en su estudio. No obstante introduce al alumno en los temas más importantes de la materia, proporcionando una base sólida de conocimiento en sistemas audiovisuales. Es precisamente el interés en hacer lo más accesible posible este documento lo que ha dificultado su elaboración, ya que el área de estudio es muy extensa y es difícil sintetizar sin eliminar contenido importante. No obstante para hacer más fiable el documento se ha seguido las pautas temáticas y argumentales marcadas por el Departamento Ingeniería Audiovisual y Comunicaciones de la Escuela Universitaria de Ingeniería Técnica de Telecomunicaciones de la Universidad Politécnica de Madrid verificando cada uno de los capítulos con los profesores de este departamento. Al tratarse de un proyecto con fines académicos, el texto se ha apoyado por figuras, esquemas, tablas, anexos y desarrollo de ecuaciones para hacer más comprensible lo que se expone. Algunos de estas informaciones se incluyen en inglés y no se ha creído conveniente su traducción dado que gran parte de la información que encontrará el alumno a lo largo de la carrera vendrá escrita en este idioma. Por último hay que decir al lector que es conveniente, pero no necesario, tener ciertas nociones de cálculo, álgebra, ondas y circuitos para seguir con fluidez lo que a continuación se expone. ABSTRACT. This project concerns all the concepts and topics of the subject Audiovisual Systems. It has been created for students of Sound and Image Degree, however everyone who's interested in this subject could use it even if isn’t a student. The document is divided into two main thematic sections corresponding to the topics: 1- Catchment and reproduction devices of sound and image. 2- Audio and video signals and formats. Even if this subject it isn’t mention in this project, it’s very important to quote a third important thematic of this block , such as Introduction about Transmission of Audio and Video System. Since there is enough study-documentation about this topic, it has been taken the choice to don’t integrate this chapter in this project. Every thematic block in this project is divided in chapters that have been developed in an independent way: that’s means that for each unit it is not necessary to look forward to other chapters in this project On the other hand it is necessary to emphasize that all the chapters are related one to each other. Every didactic unit and chapter ends with an evaluation test , that has been published with Moodle System using a content editor account. Those exercises will help in a easy way the student to improve his skills and his own ability. Collection of books of various authors, websites and product catalogs of audiovisual companies are used in this document and are included for stimulate the curiosity of the student. The key concepts of each unit have been used for making tests, so in this way students could be able to know if they have understood what the documentation explains and improve his skills. For writing and building each didactic unit, such as in the general document, it has been taken reference from Bloom’s Taxonomy. Since the skills and competence of the student are concentrated in the ‘comprehension level’, it will not be very complicated or hard to study. In spite of everything, all of thematic treated and discussed in documentation gives a solid knowledge of topic about audiovisual systems. The most difficult thing of realizing this document it was to take very complex topic and try to explain them as simply as possible In spite of everything for making this document as much accurated as possible it has been taken as point of reference rules established by the Department of Audiovisual Engineering & Communications of University School of Telecommunications Engineering (EUITT-UPM). This Project reach academic goal, for this reason in this document images, tables, annexes and outlines are enclosed in this document for an easier compression. At last, it’s necessary to say that each lector must have necessary a basic knowledge about arithmetic, calculus, waves and electronic circuits in the order that he could follow in a fluently way what the documentation set out.

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.

Light-induced expression of fatty acid desaturase genes

In cyanobacterial cells, fatty acid desaturation is one of the crucial steps in the acclimation processes to low-temperature conditions. The expression of all the four acyl lipid desaturase genes of Synechocystis PCC 6803 was studied as a function of temperature and separately as a function of light. We used cells grown at 25°C in light-activated heterotrophic growth conditions. In these cells, the production of α-linolenic acid and 18:4 fatty acids was negligible and the synthesis of γ-linolenic acid was remarkably suppressed compared with those of the cells grown photoautotrophically. The cells grown in the light in the presence of glucose showed no difference in fatty acid composition compared with cells grown photoautotrophically. The level of desC mRNA for Δ9 desaturase was not affected by either the temperature or the light. It was constitutively expressed at 25°C with and without illumination. The level of desB transcripts was negligible in the dark-grown cells and was enhanced about 10-fold by exposure of the cells to light. The maximum level of expression occurred within 15 min. The level of desA and desD mRNAs was higher in dark-grown cells than that of desB mRNA for ω3 desaturase. However, the induction of both desA and desD mRNAs for Δ12 and Δ6 desaturases, respectively, was enhanced by light about 10-fold. Rifampicin, chloramphenicol, and 3-(3,4-dichlorophenyl)-1,1-dimethylurea completely blocked the induction of the expression of desA, desB, and desD. Consequently, we suggest the regulatory role of light via photosynthetic processes in the induction of the expression of acyl lipid desaturases.