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A multitude of wireless sensor devices and technologies are being developed and deployed in cities all over the world. Sensor applications in city environments may include highly mobile installations that span large areas which necessitates sensor mobility support. This paper presents and validates two mechanisms for supporting sensor mobility between different administrative domains. Firstly, EAP-Swift, an Extensible Authentication Protocol (EAP)-based sensor authentication protocol is proposed that enables light-weight sensor authentication and key generation. Secondly, a mechanism for handoffs between wireless sensor gateways is proposed. We validate both mechanisms in a real-life study that was conducted in a smart city environment with several fixed sensors and moving gateways. We conduct similar experiments in an industry-based anechoic Long Term Evolution (LTE) chamber with an ideal radio environment. Further, we validate our results collected from the smart city environment against the results produced under ideal conditions to establish best and real-life case scenarios. Our results clearly validate that our proposed mechanisms can facilitate efficient sensor authentication and handoffs while sensors are roaming in a smart city environment.

This article measures and discusses six teacher groups' (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with student-learning data. Their findings suggest that most teacher groups spend the vast majority of their time collecting and analyzing data, with little time devoted to exploring potential data sources and reflecting on implications of their data analysis. Furthermore, "time on task" is less important than stance in determining the nature of the inquiry activity. Implications of these results are explored.

Both light and temperature have dramatic effects on plant development. Phytochrome photoreceptors regulate plant responses to the environment in large part by controlling the abundance of PHYTOCHROME INTERACTING FACTOR (PIF) transcription factors. However, the molecular determinants of this essential signaling mechanism still remain largely unknown. Here, we present evidence that the BLADE-ON-PETIOLE (BOP) genes, which have previously been shown to control leaf and flower development in Arabidopsis, are involved in controlling the abundance of PIF4. Genetic analysis shows that BOP2 promotes photo-morphogenesis and modulates thermomorphogenesis by suppressing PIF4 activity, through a reduction in PIF4 protein level. In red-light-grown seedlings PIF4 ubiquitination was reduced in the bop2 mutant. Moreover, we found that BOP proteins physically interact with both PIF4 and CULLIN3A and that a CULLIN3-BOP2 complex ubiquitinates PIF4 in vitro. This shows that BOP proteins act as substrate adaptors in a CUL3BOP1/BOP2 E3 ubiquitin ligase complex, targeting PIF4 proteins for ubiquitination and subsequent degradation.

Background: Obstetric ultrasound has become an indispensable part of antenatal care worldwide. Although the use of ultrasound has shown benefits in the reduction of maternal and foetal morbidity and mortality, it has also raised many ethical challenges. Because of insufficient numbers of midwives in Rwanda, uncomplicated pregnancy care is usually provided by nurses in local health centres. Obstetric ultrasound is generally performed by physicians at higher levels of healthcare, where midwives are also more likely to be employed. Objectives: To explore Rwandan midwives’ experiences and views of the role of obstetric ultrasound in relation to clinical management, including ethical aspects. Methods: A qualitative study design was employed. Six focus group discussions were held in 2015 with 23 midwives working in maternity care in rural and urban areas of Rwanda, as part of the CROss Country Ultrasound Study (CROCUS). Results: Obstetric ultrasound was experienced as playing a very important role in clinical management of pregnant women, but participants emphasised that it should not overshadow other clinical examinations. The unequal distribution of ultrasound services throughout Rwanda was considered a challenge, and access was described as low, especially in rural areas. To increase the quality of maternity care, some advocated strongly for midwives to be trained in ultrasound and for physicians to receive additional training. In general, pregnant women were perceived both as requesting more ultrasound examinations than they received, and as not being satisfied with an antenatal consultation if ultrasound was not performed. Conclusions: Obstetric ultrasound plays a significant role in maternity care in Rwanda. Increasing demand for ultrasound examinations from pregnant women needs to be balanced with medical indication and health benefits. Training of midwives to perform obstetric ultrasound and further training for physicians would help to address access to ultrasound for greater numbers of women across Rwanda. RESPONSIBLE EDITOR Virgilio Mariano Salazar Torres, Karolinska Institute, Sweden

Background/Context: Schools and districts are increasingly emphasizing evidence-based decision making as a means for improving teaching and learning. In response, professional development efforts have shifted toward situated, sustained activities that involve groups of teachers in reflective inquiry about student learning data, instructional practices, and curricular goals. Although strong evidence exists regarding the benefits of looking at student work, there is little research that investigates how teachers might work together to attain these benefits. Classroom teachers often lack the necessary skills and supports to enact data-based inquiry in a manner that informs and influences classroom practices. Purpose/Objective/Research Question/Focus of Study: In response to a need for specific frameworks to support teachers' collaborative interactions around student learning data, we have developed a conceptual framework for describing and characterizing key influences on teachers' actions and interactions. The purpose of this article is to fully describe the two dimensions that constitute the framework, illustrate them with examples from multiple cases, and discuss potential implications of the framework on research and practice. Population/Participants/Subjects: This framework was developed from multiyear case analyses of seven professional learning communities (PLCs). The teachers in these PLCs were secondary science and mathematics teachers who were supported by a 3-year professional development project. Research Design: We began to derive this conceptual framework using constant comparison in the development of semiannual case studies. Preliminary results and hypotheses on the specific ways in which teacher groups were interacting as they worked with student learning data led to the need to better conceptualize what was occurring. Building on others' work related to stance, we used grounded theory methods to construct and refine this framework. Findings/Results: A detailed framework and examples are provided regarding collaborative teacher inquiry groups' inquiry stance along two dimensions: (1) their epistemological stance toward student learning data, and (2) the nature of their dialogue when using these data in their inquiry process. The first dimension is delineated by four descriptive categories ranging from an improving to a proving stance; the second dimension ranges from sustained negotiation to no negotiation. Conclusions/Recommendations: This analysis of inquiry stance in a collaborative group is valuable in providing a detailed tool for empirical analyses of collaborative teacher development in the context of working with student learning data. Additionally, it provides practical support for facilitators and school leaders by characterizing fundamental and often hidden influences on PLC processes and outcomes.

Using data on Swedish university entrants, this study finds that earnings are significantly lower for students who change universities compared to students who do not change. Earnings differences decrease over time and over the earnings distribution. The pattern in the estimates seems consistent with non-transfer students having higher earnings because of their earlier labor market entry and transfer students catching up because of their additional human-capital investments. But by changing universities, individuals signal that they are more likely to jump between jobs, and some employers account for these factors when screening job applicants. (Contains 4 tables and 4 notes.)

Through the process of initiating, implementing, and sustaining a schoolwide professional learning community (PLC), teachers and administrators at the pseudonymous Silver Valley Middle School provide a powerful example of distributed leadership in action. New leadership roles, coordination, and interdependency among staff have led to an increased sense of collective responsibility for improving the learning of each student. By acknowledging and using teachers' knowledge and expertise, and by giving teachers different forms of leadership positions and control of their learning groups, their knowledge and expertise will grow and deepen. Leadership based on expertise that is broadly shared across a number of team members and focused on negotiated goals holds the greatest chance for sustaining schools as learning communities focused on student learning and achievement.

There is considerable disagreement in the academic literature about whether raising school expenditure improves educational outcomes. Yet changing the level of resources is one of the key policy levers open to governments. In England, school expenditure has increased by about 40% since 2000. Thus assessing whether such spending has had an impact on educational outcomes is of paramount importance. We address this issue using data of better quality than what are often available in similar studies and test our identification assumption by use of a falsification test. We find that the increase in school expenditure over recent years has had a consistently positive effect on outcomes at the end of primary school. Back-of-envelope calculations suggest that the investment may well be cost-effective. There is also some evidence of heterogeneity in the effect of expenditure, with higher effects for students who come from economically disadvantaged backgrounds. (Contains 3 tables and 2 figures.)

The Partnership for Reform in Secondary Science and Mathematics (PRiSSM) is a three-year project that targeted mathematics and science teachers in middle and high schools from six districts in southwest Washington. Consistent with NSDC (2009) recommendations for professional development, PRiSSM involved collaborative teacher teams in reflecting on and discussing content goals and student learning data to improve practice. Based on the authors' ongoing work with PRiSSM teachers and administrators, they have identified five important considerations essential to maximizing the potential of teacher collaborations around content-specific learning objectives. In this article, the authors discuss these five considerations: (1) Teacher-defined inquiry focus; (2) Principal involvement; (3) Benefits of single-disciplined learning communities; (4) Supporting research skills and content-specific discussions about student learning data; and (5) Teacher leaders as facilitators.

Devoting time to a professional learning community (PLC) can be frustrating or rewarding. The authors have experienced both of these outcomes and can share processes that may help make your PLC one that enriches your professional growth and improves your students' learning. In this article they provide guidelines to make your experience worthwhile. (Contains 2 figures and 5 online resources.)

This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. Specific findings related to the nature of the teacher interactions and subsequent impacts on practice are discussed. The findings focus on (a) the nature of the interactions within the teacher group and their impact on instructional decision-making and theory-building, (b) the role of student work in their collaborative inquiry, and (c) the role and impact of the inquiry group's facilitation processes. A description of the professional development provides context for the results. The teachers in this study were able to build individual and collective theories on learners and instruction. The limitations of their inquiry context and their own conversational norms allowed for deeper reflections on classroom practice than on learners and learning. Specific connections between the inquiry work and classroom practice are found.

Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers' conversations. Polite, congenial conversations remain superficially focused on sharing stories of practice, whereas collegial dialogue probes more deeply into teaching and learning. Examples of talk taken from collaborative teacher inquiry groups are used to illustrate these important differences. Specific recommendations are provided, including the role that teacher leaders can play in adopting and modeling specific strategies that support the use of more substantive professional conversation.

As professional learning communities (PLCs) are proliferating as a form of teacher professional development, it is important to understand what "PLC work" is and how it impacts teacher learning. This article reports on secondary science and mathematics teachers' participation in PLCs and engagement in collaborative inquiry. The PLC provided a structure for coming together; their inquiry questions focused their attention on gaps between a shared vision for student learning and student achievement. Qualitative data from three in-depth cases are analyzed in three categories: (1) collective activities, (2) questions raised, and (3) knowledge generated. The cases show different trajectories of teachers' PLC work and reveal the difficulties teachers had in asking critical questions about their practices. (Contains 2 tables and 1 figure.)

Preservice teachers in a K-8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.

Background/Context: The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little research on the professional development of those who design and support these PD efforts. Purpose/Objective/Research Question/Focus of Study: To better understand how to support secondary teachers' engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers' support of teachers' engagement in a collaborative inquiry cycle. Research Design: A narrative case study design was used to examine the evolution of the professional development group from its inception in March 2004 through December 2005, halfway through the project's duration. The particular timeframe was targeted to explore the developmental phase of the group and critical decisions that shaped the group structure and direction. Data Collection and Analysis: Traditional qualitative data sources were collected and analyzed in the construction of the narrative, including interviews with the professional developers, archived documents, and video and audio recordings of meetings. Conclusions/Recommendations: The PD group's focus on how to foster and sustain a culture of collaborative inquiry provides insights into the structures and processes that support this kind of collaborative endeavor. Assuming an inquiry stance toward the work was challenged by the ongoing business of implementing a large-scale project and the demands of people's other work in school districts and universities. Difficulties related to communication between and during meetings also occurred. An explicit reliance on collaborative norms and explicitly using processes such as dialogue structured by protocols, distributing leadership responsibilities, and co-constructing an inquiry focus based on data analysis helped the group develop and maintain an inquiry stance. These findings inform the support of teachers undertaking collaborative inquiry for professional growth

This article presents five case studies of grade six to grade eight science and mathematics teachers engaged in supported collaborative inquiry. The research focus is on teachers' growth trajectories related to their participation in professional learning communities supported through a professional development project. There were noticeably different trajectories in the teachers' progress through the inquiry cycle and a variation in the degree of collaboration in different professional learning communities. Some of the successes and challenges are attributed to the cross-grade, cross-disciplinary nature of the collaboration; others to teachers' existing relationships with each other prior to the beginning of this professional development project. The case study data indicate that dialogic inquiry grounded in classroom-based data is a key element in teachers' professional growth.

Within-family estimates have been considered a remedy to selection bias in estimates of long-run consequences of teen motherhood. A major critique, however, is that heterogeneity within the family might still bias the estimates. Using Swedish data on biological sisters, I revisit the question of the consequences of teenage motherhood. My contribution lies in controlling for heterogeneity within the family by using premotherhood school performance, a characteristic that differs across sisters. My findings confirm the presumption that within-family heterogeneity can result in biased sibling estimates. Moreover, my results show that when controlling for school performance, the siblings approach and a traditional cross-section yield similar coefficients.

The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged from this analysis: knowledge negotiation, consultation, and rejection. Knowledge negotiation was a sustained inquiry stance involving intentional actions to understand each other's knowledge representations. This was theorized as having the most potential for transformation of the cultural resources associated with science education. Only one of the nine partnerships in the study was characterized by knowledge negotiation. To explain this, the extensive support for university partners in creating a dialogic community is contrasted with the lack of support for participating teachers. The existence of power differentials between partners and the relevance of this to knowledge consultation are also discussed.

Hans Olsson,1,2 Agneta Jansson,3 Birgitta Holmlund,3 Cecilia Gunnarsson2,4 1Molecular and Immunological Pathology, Department of Clinical and Experimental Medicine, Faculty of Health Sciences, Linköping University, Linköping, Sweden; 2Department of Clinical Pathology and Clinical Genetics, Östergötland County Council, Linköping, Sweden; 3Division of Oncology, Department of Clinical and Experimental Medicine, Faculty of Health Sciences, Linköping University, Linköping, Sweden; 4Division of Genetics, Department of Clinical and Experimental Medicine, Faculty of Health Sciences, Linköping University, Linköping, Sweden Abstract: The human epidermal growth factor receptor 2 gene (HER2) is amplified in approximately 15%–20% of all breast cancers. This results in overexpression of the HER2 protein, which is associated with worse clinical outcomes in breast cancer patients. Several studies have shown that trastuzumab, a monoclonal antibody that interferes with the HER2/neu receptor, can improve overall survival in patients with HER2-positive breast cancer. Immunohistochemistry (IHC), combined with different methods for in situ hybridization, is currently used for routine assessment of HER2 status. The aim of the present study was to determine whether real-time polymerase chain reaction (PCR) can serve as a supplementary method for evaluation of HER2 status in primary breast cancer. For this purpose, 145 formalin-fixed paraffin-embedded primary breast cancer samples were tested by real-time PCR amplification of HER2, using amyloid precursor protein as a reference. The results were compared with HER2 status determined by fluorescence in situ hybridization (FISH) and IHC. The specificity, sensitivity, and reproducibility of real-time PCR were evaluated, and a comparison of formalin-fixed and fresh-frozen samples was performed. This showed concordance of 93% between real-time PCR and FISH, and 86% between real-time PCR and IHC. Therefore, we suggest that real-time PCR can be a useful supplementary method for assessment of HER2 status. Keywords: 17q, breast cancer, HER2, real-time PCR

We present Bedmap2, a new suite of gridded products describing surface elevation, ice-thickness and the seafloor and subglacial bed elevation of the Antarctic south of 60° S. We derived these products using data from a variety of sources, including many substantial surveys completed since the original Bedmap compilation (Bedmap1) in 2001. In particular, the Bedmap2 ice thickness grid is made from 25 million measurements, over two orders of magnitude more than were used in Bedmap1. In most parts of Antarctica the subglacial landscape is visible in much greater detail than was previously available and the improved data-coverage has in many areas revealed the full scale of mountain ranges, valleys, basins and troughs, only fragments of which were previously indicated in local surveys. The derived statistics for Bedmap2 show that the volume of ice contained in the Antarctic ice sheet (27 million km3) and its potential contribution to sea-level rise (58 m) are similar to those of Bedmap1, but the mean thickness of the ice sheet is 4.6% greater, the mean depth of the bed beneath the grounded ice sheet is 72 m lower and the area of ice sheet grounded on bed below sea level is increased by 10%. The Bedmap2 compilation highlights several areas beneath the ice sheet where the bed elevation is substantially lower than the deepest bed indicated by Bedmap1. These products, along with grids of data coverage and uncertainty, provide new opportunities for detailed modelling of the past and future evolution of the Antarctic ice sheets.

Project-based science (PBS) provides opportunities for students to engage in sustained inquiry in meaningful contexts. Science teachers want their students to attain scientific literacy for applications beyond the classroom. Unfortunately, many students view school, and especially school science, as disconnected from their lives and interests. PBS is a powerful way to help students make connections between school science and the community. While PBS is a wonderful teaching tool, it can be difficult to enact in the high school classroom. Scaffolding students' efforts as they undertake literature and field research, make contacts with community members, and design and carry out projects tests both the teacher's and students' organizational skills. In this article, the author developed a focus sheet to guide students through the complexity of PBS. Using focus sheets in the classroom ensures greater success for students participating in PBS. The students' understanding increases as they find scientific information and synthesize and apply it in contexts. (Contains 1 figure.)

In order to better understand the spatial distribution of subglacial environments, ground-based radar profiling data were analyzed for a total distance of ~ 3300 km across Dronning Maud Land, East Antarctica. The relationship between geometrically corrected bed returned power [Pcbed]dB in decibels and ice thickness H was examined. When H is smaller than a~critical value that varies according to location, [Pcbed]dB tends to decrease relatively smoothly with increasing H, which is explicable primarily by the cumulative effect of dielectric attenuation within the ice. However, at locations where H is larger than the critical H values, anomalous increases and fluctuations in [Pcbed]dB were observed, regardless of the choice of radar frequency or radar-pulse width. In addition, the amplitude of the fluctuations often range 10 ~ 20 dB. We argue that the anomalous increases are caused by higher bed reflectivity associated with the existence of subglacial water. We used these features to delineate frozen and temperate beds. Approximately two-thirds of the investigated area was found to have a temperate bed. The beds of the inland part of the ice sheet tend to be temperate, with the exception of subglacial high mountains. In contrast, the beds of coastal areas tend to be frozen, with the exception of fast-flowing ice on the subglacial lowland or troughs. We argue that this new analytical method can be applied to other regions.

To better understand the spatio-temporal variability of the glaciological environment in Dronning Maud Land (DML), East Antarctica, a 2800-km-long Japanese-Swedish traverse was carried out. The route includes ice divides between two ice-coring sites at Dome Fuji and EPICA DML. We determined the surface mass balance (SMB) averaged over various time scales in the late Holocene based on studies of snow pits and firn cores, in addition to radar data. We find that the large-scale distribution of the SMB depends on the surface elevation and continentality, and that the SMB differs between the windward and leeward sides of ice divides for strong-wind events. We suggest that the SMB is highly influenced by interactions between the large-scale surface topography of ice divides and the wind field of strong-wind events that are often associated with high-precipitation events. Local variations in the SMB are governed by the local surface topography, which is influenced by the bedrock topography. In the eastern part of DML, the accumulation rate in the second half of the 20th century is found to be higher by ~15 % than averages over longer periods of 722 a or 7.9 ka before AD 2008. A similar increasing trend has been reported for many inland plateau sites in Antarctica with the exception of several sites on the leeward side of the ice divides.

Storglaciären, located in the Kebnekaise massif in northern Sweden, has a long history of glaciological research. Early photo documentations date back to the late 19th century. Measurements of front position variations and distributed mass balance have been carried out since 1910 and 1945/46, respectively. In addition to these in-situ measurements, aerial photographs have been taken at decadal intervals since the beginning of the mass balance monitoring program and were used to produce topographic glacier maps. Inaccuracies in the maps were a challenge to early attempts to derive glacier volume changes and resulted in major differences when compared to the direct glaciological mass balances. In this study, we reanalyzed dia-positives of the original aerial photographs of 1959, -69, -80, -90 and -99 based on consistent photogrammetric processing. From the resulting digital elevation models and orthophotos, changes in length, area, and volume of Storglaciären were computed between the survey years, including an assessment of related errors. Between 1959 and 1999, Storglaciären lost an ice volume of 19×106 m3, which corresponds to a cumulative ice thickness loss of 5.69 m and a mean annual loss of 0.14 m. This ice loss resulted largely from a strong volume loss during the period 1959–80 and was partly compensated during the period 1980–99. As a consequence, the glacier shows a strong retreat in the 1960s, a slowing in the 1970s, and pseudo-stationary conditions in the 1980s and 1990s.

Seasonal glaciological mass balances have been measured on Storglaciären without interruption since 1945/46. In addition, aerial surveys have been carried out on a decadal basis since the beginning of the observation program. Early studies had used the resulting aerial photographs to produce topographic glacier maps with which the in-situ observations could be verified. However, these maps as well as the derived volume changes are subject to errors which resulted in major differences between the derived volumetric and the glaciological mass balance. As a consequence, the original photographs were re-processed using uniform photogrammetric methods, which resulted in new volumetric mass balances for 1959–69, 1969–80, 1980–90, and 1990–99. We compared these new volumetric mass balances with mass balances obtained by standard glaciological methods including an uncertainty assessment considering all related previous studies. The absolute differences between volumetric and the glaciological mass balances are 0.8 m w.e. for the period of 1959–69 and 0.3 m w.e. or less for the other survey periods. These deviations are slightly reduced when considering corrections for systematic uncertainties due to differences in survey dates, reference areas, and internal ablation, whereas internal accumulation systematically increases the mismatch. However, the mean annual differences between glaciological and volumetric mass balance are less than the uncertainty of the in-situ stake reading and stochastic error bars of both data series overlap. Hence, no adjustment of the glaciological data series to the volumetric one is required.

Examines the history of two Swedish pre-school institutions: (1) the child-crib, a full-day institution for supervision of children of poor parents and (2) the kindergarten, a pedagogically-based half-day activity for children of wealthier parents. Explores the social contexts in which these family and childcare institutions belonged. (CMK)

The infant diet has short- and long-term health consequences. Updated data regarding the dietary intake of Finnish infants are lacking. The objectives of this study were to describe infant food and nutrient intake and to identify food sources of the nutrients. Altogether, 739 healthy infants were studied. Dietary intake and breastfeeding frequency were assessed with a three-day food record at 1 year of age. Dietary intake was calculated separately for non-breastfed and breastfed infants. One-third (36%) of the infants were partially breastfed and 95% consumed mass-produced baby foods. The infants’ diet consisted mainly of infant formula, dairy milk, porridges, fruit and berry foods, and meat dishes. The mean vegetable, fruit and berry consumption was 199 g/day. Most nutrient intakes were adequate except for fat, linoleic acid, vitamin D and iron from food. Mean sucrose intake, as a percentage of total energy intake (E%), was 5–6 E%. High protein intake (>20 E%) was observed in 19% of non-breastfed infants. Overall, the infants’ diet was favorable since vegetable and fruit consumption was reasonably high and nutrient intake was mostly adequate. However, the fat intake was lower, and protein intake higher than recommended. Increasing the consumption of vegetable oils and reducing the intake of red meat and dairy milk may further improve the diet of 1-year-olds.

Discusses various problems with Activitymania (prepackaged activities for science instruction) in the context of teaching scientific inquiry. Suggests that teachers clearly define conceptual goals and their relationships to students' lives and interests before selecting classroom activities. (PVD)

Background: With several efforts being made by key stakeholders to bridge the gap between beneficiaries and their having full access to free supplies, frequent stock-out, pilfering, collection of user fees for health commodities, and poor community engagement continue to plague the delivery of health services at the primary health care (PHC) level in rural Nigeria. Objective: To assess the potential in the use of telecommunication technology as an effective way to engage members of the community in commodity stock monitoring, increase utilization of services, as well as promote accountability and community ownership. Methods: The pilot done in 8 PHCs from 4 locations within Nigeria utilized telecommunication technologies to exchange information on stock monitoring. A triangulated technique of data validation through cross verification from 3 subsets of respondents was used: 160 ward development committee (WDC) members, 8 officers-in-charge (OICs) of PHCs, and 383 beneficiaries (health facility users) participated. Data collection made through a call center over a period of 3 months from July to September 2014 focused on WDC participation in inventory of commodities and type and cost of maternal, neonatal, and child health services accessed by each beneficiary. Results: Results showed that all WDCs involved in the pilot study became very active, and there was a strong cooperation between the OICs and the WDCs in monitoring commodity stock levels as the OICs participated in the monthly WDC meetings 96% of the time. A sharp decline in the collection of user fees was observed, and there was a 10% rise in overall access to free health care services by beneficiaries. Conclusion: This study reveals the effectiveness of mobile phones and indicates that telecommunication technologies can play an important role in engaging communities to monitor PHC stock levels as well as reduce the incidence of user fees collection and pilfering of commodities (PHC) level in rural communities.

Technological advances within the area of wireless sensor technology allow WSNs to be used in a increasing number of measurement scenarios. As new application areas are emerging, such as infrastructure monitoring and smart cities, the need for sensor mobility handling requires efficient and secure authentication protocols. This paper presents EAP-Swift, a novel EAP based authentication protocol with a focus on lightweight processing and faster response. It supports end-to-end session encryption key generation and mutual authentication. By utilizing lightweight hashing algorithms, the challenge-response authentication mechanism uses only two round trips to the AAA server for the complete authentication procedure leading to the reduction of latency by 33% compared to the baseline protocols. Further, using extensive experimentation, we validate that the authentication time can be kept below 250 ms and the power consumption can be kept below 15 mJ. Furthermore, we show that a battery lifetime of more than four years can be achieved when running the system on a regular button cell battery. Finally, the protocol was verified in terms of security using the AVISPA tool.

BackgroundTafazzin (TAZ), a transmembrane protein contributes in mitochondrial structural and functional modifications through cardiolipin remodeling. TAZ mutations are associated with several diseases, but studies on the role of TAZ protein in carcinogenesis and radiotherapy (RT) response is lacking. Therefore we investigated the TAZ expression in rectal cancer, and its correlation with RT, clinicopathological and biological variables in the patients participating in a clinical trial of preoperative RT.Methods140 rectal cancer patients were included in this study, of which 65 received RT before surgery and the rest underwent surgery alone. TAZ expression was determined by immunohistochemistry in primary cancer, distant, adjacent normal mucosa and lymph node metastasis. In-silico protein-protein interaction analysis was performed to study the predictive functional interaction of TAZ with other oncoproteins.ResultsTAZ showed stronger expression in primary cancer and lymph node metastasis compared to distant or adjacent normal mucosa in both non-RT and RT patients. Strong TAZ expression was significantly higher in stages I-III and non-mucinious cancer of non-RT patients. In RT patients, strong TAZ expression in biopsy was related to distant recurrence, independent of gender, age, stages and grade (p = 0.043, HR, 6.160, 95% CI, 1.063-35.704). In silico protein-protein interaction study demonstrated that TAZ was positively related to oncoproteins, Livin, MAC30 and FXYD-3.ConclusionsStrong expression of TAZ protein seems to be related to rectal cancer development and RT response, it can be a predictive biomarker of distant recurrence in patients with preoperative RT.

Tibial muscular dystrophy (TMD) is a late onset, autosomal dominant distal myopathy that results from mutations in the two last domains of titin. The cascade of molecular events leading from the causative Titin mutations to the preterm death of muscle cells in TMD is largely unknown. In this study we examined the mRNA and protein changes associated with the myopathology of TMD. To identify these components we performed gene expression profiling using muscle biopsies from TMD patients and healthy controls. The profiling results were confirmed through quantitative real-time PCR and protein level analysis. One of the pathways identified was activation of endoplasmic reticulum (ER) stress response. ER stress activates the unfolded protein response (UPR) pathway. UPR activation was supported by elevation of the marker genes HSPA5, ERN1 and the UPR specific XBP1 splice form. However, UPR activation appears to be insufficient to correct the protein abnormalities causing its activation because degenerative TMD muscle fibres show an increase in ubiquitinated protein inclusions. Abnormalities of VCP-associated degradation pathways are also suggested by the presence of proteolytic VCP fragments in western blotting, and VCP's accumulation within rimmed vacuoles in TMD muscle fibres together with p62 and LC3B positive autophagosomes. Thus, pathways controlling turnover and degradation, including autophagy, are distorted and lead to degeneration and loss of muscle fibres.