Oil in subsurface reservoirs is biodegraded by resident microbial communities. Water-mediated, anaerobic conversion of hydrocarbons to methane and CO₂, catalyzed by syntrophic bacteria and methanogenic archaea, is thought to be one of the dominant processes. We compared 160 microbial community compositions in ten hydrocarbon resource environments (HREs) and sequenced twelve metagenomes to characterize their metabolic potential. Although anaerobic communities were common, cores from oil sands and coal beds had unexpectedly high proportions of aerobic hydrocarbon-degrading bacteria. Likewise, most metagenomes had high proportions of genes for enzymes involved in aerobic hydrocarbon metabolism. Hence, although HREs may have been strictly anaerobic and typically methanogenic for much of their history, this may not hold today for coal beds and for the Alberta oil sands, one of the largest remaining oil reservoirs in the world. This finding may influence strategies to recover energy or chemicals from these HREs by in situ microbial processes.

CC-4047 (Actimid) and CC-5013 (Revimid) belong to a class of thalidomide analogs collectively known as the immunomodulatory drugs (IMiDs), which are currently being assessed in the treatment of patients with multiple myeloma and other cancers. IMiDs potently enhance T cell and natural killer cell responses and inhibit tumor necrosis factor-α, interleukin (IL)-1β, and IL-12 production from LPS-stimulated peripheral blood mononuclear cells. However, the molecular mechanism of action for these compounds is unknown. Herein, we report on the ability of the IMiDs to up-regulate production of IL-2 from activated human CD4⁺ and CD8⁺ peripheral blood T cells, production of IL-2 and IFN-γ from T helper (Th)1-type cells, and production of IL-5 and IL-10 from Th2-type cells. Elevation of IL-2 production from Jurkat T cells was observed as early as 6 h poststimulation and correlated with an increase in IL-2 promoter activity that was dependent upon the proximal but not the distal AP-1 binding site. The IMiDs enhanced AP-1-driven transcriptional activity 2- to 4-fold after 6 h of T cell stimulation, and their relative potencies for AP-1 activation correlated with their potencies for increased IL-2 production in Jurkat T cells and in CD4⁺ or CD8⁺ human peripheral blood T cells. The most potent of these IMiDs, CC-4047, had no effect on nuclear factor of activated T cells transcriptional activity, calcium signaling, or phosphorylation of extracellular signal-regulated kinase 1/2, c-Jun NH₂-terminal kinase 1/2, p38 mitogen-activated protein kinase, or c-Jun/Jun D in Jurkat T cells. These data suggest that IMiDs increase T cell cytokine production by potentiating AP-1 transcriptional activity.

The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

Equity, equality, diversity, inclusion, belonging, dignity, justice, accessibility, accountability, and decolonization are individual concepts used to engage with problematic social situations of marginalized groups. Phrases that put together these concepts in different ways, such as “equity, diversity and inclusion”, “equality, diversity, and inclusion”, “diversity, equity and inclusion”, “equity, diversity, inclusion, and accessibility”, “justice, equity, diversity, and inclusion”, and “equity, diversity, inclusion, and decolonization” are increasingly used, indicating that any one of these concepts is not enough to guide policy decisions. These phrases are also used to engage with problems in the workplace. Universities are one workplace where these phrases are used to improve the research, education, and general workplace climate of marginalized students, non-academic staff, and academic staff. EDI policy frameworks such as Athena SWAN and DIMENSIONS: equity, diversity, and inclusion have been also set up with the same purpose. What EDI data are generated within the academic literature focusing on EDI in the workplace, including the higher education workplace, influence the implementation and direction of EDI policies and practices within the workplace and outside. The aim of this scoping review of academic abstracts employing SCOPUS, the 70 databases of EBSCO-HOST and Web of Sciences, was to generate data that allow for a detailed understanding of the academic inquiry into EDI. The objective of this study was to map out the engagement with EDI in the academic literature by answering seven research questions using quantitative hit count manifest coding: (1) Which EDI policy frameworks and phrases are mentioned? (2) Which workplaces are mentioned? (3) Which academic associations, societies, and journals and which universities, colleges, departments, and academic disciplines are mentioned? (4) Which medical disciplines and health professionals are mentioned? (5) Which terms, phrases, and measures of the “social” are present? (6) Which technologies, science, and technology governance terms and ethics fields are present? (7) Which EDI-linked groups are mentioned and which “ism” terms? Using a qualitative thematic analysis, we aimed to answer the following research question: (8) What are the EDI-related themes present in relation to (a) the COVID-19/pandemic, (b) technologies, (c) work/life, (d) intersectionality, (e) empowerment of whom, (f) “best practices”, (g) evaluation and assessment of EDI programs, (h) well-being, and (i) health equity. We found many gaps in the academic coverage, suggesting many opportunities for academic inquiries and a broadening of the EDI research community.