"COVID 19 and Long Covid: Rapidly Developing Therapies For a New Disease" - An Interview With Art Wallace M.D. Ph.D. of the VA Medical Center San Francisco and UCSF

by Samantha Dvorin, Archie Williams High School 

Art Wallace is a cardiac anesthesiologist and biomedical engineer who works as a professor emeritus of anesthesiology and perioperative care at UCSF and the Chief of Anesthesia at VAMC SF. He researches drug and device development to reduce perioperative risk. He has a B.S. in engineering and applied science from Yale. He also has an M.D. and Ph.D. from Johns Hopkins Medical School in Biomedical Engineering. On Wednesday, November 30, 2022, Dr. Wallace presented "COVID 19 and Long Covid: Rapidly Developing Therapies For a New Disease" at the Marin Science Seminar. We asked him some questions about his work.

1. How has the world of drug development and research changed since the emergence of COVID-19?

Science has had to speed up dramatically. Normal drug development takes one to two decades. In COVID we had to do it in 1-2 years. Prior to COVID, the fastest any vaccine had ever been developed was 4 years. With COVID, it was done in 1 year! AIDS has been around 40 years and we still don't have a vaccine.

2.  Who is most at risk for Long COVID and is it preventable?

Older people, people with co-existing disease, and unvaccinated people. But, young, healthy, vaccinated people, who didn't get very ill with covid can still get Long COVID. Prevention is very simple, don't get COVID and get vaccinated and boosted.

3. What are some common misconceptions people have about COVID, especially Long COVID?

There are several diseases such as myofascial syndrome and chronic fatigue syndrome which we don't understand. We don't know the cause or have any treatment or know if they are really diseases. When a disease is of unclear origin with no therapy there is a tendency to say it is psychosomatic (in your head) or is just depression. When Long COVID came along some people thought it was just depression. Some thought it was psychosomatic. The NIH invested more than 1 billion dollars with the sole question of “is this a real disease?” and gave the grantees four years to figure it out. These grants were not allowed to search for cures for long covid, just ask, does it exist. A month after the request for proposals, an epidemiologist in the VA Al-Aly did epidemiology to show exactly what the symptoms were, how many people got them, and how long they last, essentially making the NIH studies, which hadn't yet even started, useless. 

4. Why does every patient experience Long COVID differently and does it have anything to do with previous health issues or the severity of their initial COVID diagnosis?

Long COVID seems to be a multitude of problems. Microvascular damage, autonomic damage, neuroinflammatory processes, cardiac and renal damage, and psychiatric problems. People who get severe COVID have more problems with long covid, but people who get mild COVID can still develop long covid. The exact cause is unclear. It is likely multiple factors including immune response, the severity of illness, microvascular damage with small thrombi causing stroke, neuroinflammation, and maybe some residual virus. The causes are unknown.

5. Does having the COVID vaccine and the subsequent boosters have any effect on the likelihood of getting Long COVID or on the severity of the disease? 

Yes. Vaccination reduces the risk of long covid by about 15%.

6.  What does a typical day as a cardiac anesthesiologist and biomedical engineer look like?

Get up at 5 am to go to work. Three days a week I work in the OR providing anesthesia care to patients. Two days a week I do administrative work (hire people, get them paid, etc, etc, etc). I then use the rest of the time to do science (figure out how to pay for it, fill out paperwork to get it approved, write grants, develop software, publish papers). Then go home around 7 pm. Oh, then I am on call at night and on weekends when people have a disaster.

Dr. Wallace in the operating room

7.  What advice would you give a young person interested in medicine or medical research? 

Study hard, take science, math, etc classes. Do well in class. Apply to the best college you can get into. Get perfect grades. Then take a year of English, a year of calculus or higher math, a year of chemistry with a lab, a year of organic chemistry with a lab, a year of physics with a lab, biochemistry, psychology, statistics, and then major in something. I was an electrical engineer. Volunteer in hospitals so you can decide if and why you want to be a doctor. Volunteer in a lab doing research to learn how to do research. Then apply to medical school and or an MD/Ph.D.

8. What is your team working on now to advance the drug development process for Covid and Long COVID? 

We are looking at publishing continuously a daily update on vaccine efficacy and boosters. We are trying to get funding for the long covid drug development project. Paying for research is the hardest part.

Learn More:

• https://marinscienceseminar.com/covid-19-and-long-covid-rapidly-developing-therapies-for-a-new-disease/ 

• https://www.commonwealthfund.org/blog/2022/two-years-covid-vaccines-prevented-millions-deaths-hospitalizations 

• https://www.nytimes.com/2022/12/14/health/long-covid-deaths.html 

Covid-19 and Long COVID: Rapidly Developing Therapies for a New Disease

 On November 30, 2022 Art Wallace presented studies and statistics on a new disease, Long  COVID.

Art Wallace, MD PHD

Art Wallace introducing himself!

He explained the problems with Covid variants and why Long COVID presents negative long term effects.

Explaining their research objectives!

Learn more about Covid-19 and Long COVID at Marin Science Seminar!

Covid-19 and Long Covid Seminar Teaser

 COVID-19 AND LONG COVID: RAPIDLY DEVELOPING THERAPIES FOR A NEW DISEASE

By Art Wallace, MD, PhD

November 30th, 2022 

“Blinded by the Lack of Light: Genetics of Pigmentation and Eye Loss in Cave-dwelling Crustacean” - An Interview With Meredith Protas Ph.D. of Dominican University of California

 by Samantha Dvorin, Archie Williams High School 

Meredith Protas is an associate professor and MS Biological Sciences Director at Dominican University. Her lab investigates the evolution and genetics of cave-dwelling creatures like crustaceans. Previously, she did research at UC Berkeley on cave-dwelling crustaceans and studied the genetic basis of human eye disease at UCSF. She has a B.A. in biology from Pomona College and a Ph.D. in Genetics from Harvard. On Wednesday, November 16, 2022, Dr. Protas presented “The Genetics Behind Eye Degeneration in Cave-dwelling Crustaceans” at the Marin Science Seminar. We asked her some questions about what she does.

1. What made you interested in studying cave crustaceans and evolutionary biology in general?

I felt like there were a lot of interesting questions in cave biology and I wanted to understand how the same things (like eye loss and loss of pigment) happened in very different organisms.

 2. How are the cave-dwelling and surface-dwelling forms of the isopod crustacean different?

There are lots of things, but some examples include loss of eyes, loss of pigment, and longer antennae.

3. What is your favorite crustacean or cave-dwelling creature in general?

I like Proteus anguinus, which is a cave-dwelling salamander. It’s known for having an unusually long lifespan.

Proteus anguinus, also known as Olm

4. Since many animals lose traits they no longer need (like how many cave animals lose their eyes and pigment), are there any traits you think humans will lose as we continue to evolve?

That’s a good question- it’ll depend if losing something doesn’t cause some extra negative things from happening but also if there is an advantage to that loss. Also, it’ll depend if the loss gives humans a reproductive advantage.

5. What is hands-on field work like (ie. exploring caves and collecting samples)?

We don’t do much of this currently, but I have gone to caves to collect animals. Then we bring them to the lab and work with them there.

 6. What does a day in the lab with your Dominican University students look like?

We tend to do a lot of molecular work- PCR, DNA extraction, and gel electrophoresis.

Dr. Protas in the lab with a student

7. What advice would you give to young people interested in genetics and scientific research?

Find some interesting questions and see how you can be a part of answering them.

8. Are there any projects you are working on right now?

Yes, using some genomic techniques and also looking at variation present in the surface form.

Dr. Protas' Zoom Seminar

Learn More:

- https://works.bepress.com/meredith-protas/

- https://marinscienceseminar.com/blinded-by-the-lack-of-light/

The Genetics Behind Eye Degeneration in Cave-dwelling Crustaceans

 On November 16, 2022. Dr. Meredith Protas gave a presentation on zoom to share how genes and mutations are responsible for cave-specific characteristics in organisms!

Introduction to presentation.

Dr. Protas gave everyone opportunities to showcase their knowledge asking them driving questions!

Question- "How do unique characters evolve?"

We all learned a lot about cave animals and the traits that make them unique!

Cave Animals and their characteristics!

Dr. Protas explained how cave animals have no eyesight and are different colors compared to their terrestrial cousins.

What makes cave animals different?

Learn more about Cave-dwelling Crustaceans at Marin Science Seminar!

I'm a Botanist (and unfortunately I don't know why your succulent isn't flowering!)

 On November 9, 2022, Dr. Sarah Jacobs came to Terra Linda to share the field work and responsibilities of a Botanist.

Texas Indian Paintbrush

Dr. Jacobs starts the presentation with a story of how she became a botanist.

Steps to becoming a botanist

Dr. Jacobs explains the role of a systematic botanist and museum scientist and how they collect data from the field to classify plants.

Systematic botany

To learn more about Botany and the best parts of it visit Marin Science Seminar!

Teaser: "I'm a Botanist, (and unfortunately I don’t know why your succulent isn’t flowering!)"

 "I'm a Botanist" 

Presented by Sarah Jacobs

Talk Date: 11/9/2022

Teaser edited by Eliza Gould

"Understanding Air Quality Data in the Bay Area" - An Interview With Michael Flagg of the Bay Area Air Quality Management District

by Samantha Dvorin, Archie Williams High School 

Michael Flagg is a principal air quality specialist at the Bay Area Air Quality Management District (BAAQMD) in the Ambient Air Quality Analysis Office Section. Prior to working at BAAQMD, Flagg worked at the EPA’s Region 9 Air Quality Analysis for 10 years where he was a national expert on air monitoring, quality assurance and control, and data analysis regarding federal policy decisions. He has a bachelor’s degree in Environmental Engineering from California Polytechnic State University, San Luis Obispo. On Wednesday, October 12, 2022, Flagg presented “Understanding Air Quality Data in the Bay Area" at the Marin Science Seminar. We asked him some questions about what he does.

1. How does air quality monitoring using professional high-tech equipment differ from monitoring with air sensors that any person can purchase?

The main difference is the purpose of the monitoring. The high-tech equipment the Air District uses in its air monitoring sites is used to track air quality over time, ensure compliance with health-based air quality standards, and provide accurate information to the public. Air sensors are typically used for collecting air quality data in lots of different places. Community groups use these networks to determine where air quality may be higher and use that information to advocate for a reduction in emissions. Also, the high-tech equipment is very expensive and takes full-time employees to run every day, while sensors are relatively cheaper and easier to operate.

2. What does a day at the Bay Area Air Quality Management District look like for you?

A typical day starts with checking my email for any new incoming requests for data analysis, input on different projects, or answering questions about air quality and air monitoring. Generally, I try to look a the most recent air quality data every day to stay informed about what is happening in the Bay Area. Most of my time is working on specific projects, like data analysis, working with community groups on air monitoring, or reviewing documents.

Image from Flagg's San Francisco Chronicle Article

3. Why do you think air quality and pollution management are so important?

Breathing clean air is a basic human right and the Air District's mission is to reduce air pollution for all Bay Area residents. This is especially important in communities of color that have experienced decades of environmental racism and are exposed to higher levels of pollution than other groups.

4. How has the world of air quality management changed since the emergence of new air monitoring technology?

It really has made collecting air quality data easier, which empowers people to understand the air quality in their neighborhoods and advocate for changes.

5. How is air pollution not only an environmental problem but also a social/equality issue?

Through policies like redlining, communities of color live in close proximity to more sources of air pollution than other groups. These communities experience disproportionate levels of exposure to poor air quality and as an agency need to work toward reducing air quality in the Bay Area in an equitable way - meaning we should be working to reduce air pollution in the worst areas first.

6. How can people get involved with improving air pollution and advocating for a cleaner world?

Engaging with all levels of government and advocating for clean air or working with community-based organizations to raise awareness about air quality and how to get local improvements are a few examples.

7. What advice would you give to a young person interested in environmental protection and air quality work?

Learn about air quality in your area and connect with like-minded people that are passionate about environmental protection, whether that be a group of friends or a local organization.

8. Are there any projects you are working on right now?

I am working on quite a few different projects, but right now I am working on a program called the Bay Air Center that provides technical support on air monitoring and air quality to local community groups that are interested in collecting data with air sensors or advocating for cleaner air in their community.

Learn More:

• https://www.baaqmd.gov/ 

• https://marinscienceseminar.com/understanding-air-quality-data-in-the-bay-area/ 

• https://www.sfchronicle.com/projects/2022/outer-sunset-air-quality/

"Video Games, The Metaverse and the Future of Science Education" - An Interview With Dane Lancaster of XR Marin

 by Samantha Dvorin, Archie Williams High School 

Dane Lancaster is the director of XR Marin, an organization that works to bring immersive education and VR technology to schools and other educational communities. He has a BS in Chemistry and was previously the CTO at the Marin County Office of Education.  On Wednesday, September 28, 2022, Lancaster presented "Video Games, The Metaverse and the Future of Science Education" at the Marin Science Seminar. We asked him some questions about what he does.

1. How were you introduced to immersive education and the idea that students’ learning might improve with VR?

I have been interested in investigating how technology can enhance learning for many years.  I was introduced to virtual reality about six years ago when the first VR headsets were introduced by HTC and Oculus/Facebook. An app called theBlu had been released and when I tried it, I was blown away by the sense of presence and immersion while floating around in a coral reef abundant with sea life. I immediately saw the power of VR and imagined how similar immersive experiences could be used to

engage students in a range of subjects in the classroom. I have found that traditional learning combined with immersion, movement, and hands-on experiences in VR amplifies learning, as reported in a wide range of studies in the US and abroad.  

Community Night at XR Marin

2. What advice would you give to someone interested in implementing VR education at their school or institution? 

First, I would suggest that they try VR themselves. I have found that it is difficult to explain what VR is to someone who has not tried it before. Second, I would recommend that they connect with educators in the VR community who have implemented VR in the classroom. No use in reinventing the wheel or finding out the hard way how not to deploy VR in their subject area. Third, start small with a pilot. Maybe begin with one lesson augmented by an immersive experience and then if successful expand to additional topics. 

3. How do you persuade people that VR education is effective, especially with all the folks skeptical of the usefulness of the technology?

Again, I would select a few educational VR apps for them to try. Then I would provide them with the names of schools and universities that are effectively using immersive tech for education and include a list of research studies that describe the effectiveness of immersive learning experiences. Educational leaders will need data to understand why VR works to support any decisions they make to expend funds to purchase VR devices and apps. If possible, they should visit a local school or college classroom and talk with students and teachers about their impressions, pros, and cons.     

4. What is the best part of your job?

I have always been curious about learning science and how we can enhance learning. Immersive learning using VR is a new and exciting field. Sooooooo interesting to be at the forefront of this new frontier.  

5. What is the worst part of your job?

I sometimes wish the world would catch up faster. I am a bit impatient and find it annoying that others don't always see what seems obvious to me. But that's life!

 6. Have you always been interested in technology and STEM?

I have always been interested in how things work from atoms to cells in our bodies to stars in the universe.  My curiosity about those things and why we are here has yet to fade. 

7. How has your past work at the Marin County Office of Education influenced your current career?

I believe that education is the most important gift we can give to our fellow human beings. I have always been thirsty for knowledge. My 20 years at the Marin County Office of Education gave me the opportunity to get deeply involved in the interface between technology and teaching and learning.  One of the freedoms I was given was to introduce emerging technologies to students and the local educational community. Two of the most rewarding activities at the Marin COE were organizing the MARINOVATORS Maker Faire and founding the XR Marin Learning Lab and Training Center.

8. Are there any projects you are working on right now?

One exciting project XRMarin is working on now is the assembly of a group of high school students interested in participating in developing a VR experience demonstrating the impact of climate change on sea level rise in Marin. The students will have a variety of roles in the project including VR developers, 3D artists, storytellers, researchers, and social media managers. The goal is to work with the County of Marin government's Sea Level Rise group to produce an immersive experience that educates the community on the potential disruption to low-lying areas in Marin over the next 50 years and what steps can be taken to alleviate the results of sea level rise. The plan is to showcase the Marin Sea Level Rise VR Experience at the Marin County Fair next summer.  Let me know if you know anyone who might be interested in joining this project.

• Contact Dane Lancaster at dane@xrmarin.net, if you might be interested. Click here for more information about XR Marin

Teaser: Video Games, the Metaverse, and the Future of Science Education

Video Games, the Meta Verse, and the Future of Science Education Teaser

Edited by Eliza Gould

Talk Date: 9/28/2022

Video Games, the Metaverse, and the Future of Science Education Teaser from Marin Science Seminar on Vimeo.

How the Survival of Elephant Seals is Helping Scientists Research Climate Change

by Samantha Dvorin, Archie Williams High School 

Female elephant seal recording data
(Costa, 2022) 

  

 One marine animal is making a big splash in the scientific community for its assistance in tracking ocean temperature fluctuations using tagged sensors, population data, and migration patterns. The mysterious elephant seals were once some of the most hunted ocean creatures, almost to the point of extinction in the nineteenth century. Their thick layer of blubber was exploited by whalers and hunters and used as an oil source. These animals have made a huge comeback thanks to conservation efforts, awareness, and legal protection, especially in Antarctica and California.

   There are two species of these earless marine mammals, the Northern elephant seal (Mirounga angustirostris) and the Southern elephant seal (Mirounga leonina). The Northern elephant seal is native to California, Baja California, Mexico, and other nearby offshore islands while the Southern elephant seal can be found in sub-Antarctic and Antarctic waters (Moritsch & Lee, 2021). Most elephant seals spend their time breeding on land but living in colder water. Breeding season is an especially intense time for these animals as males fight for dominance and battle to collect a large group of female elephant seals. After the breeding season, they make their way to the water and spend their time migrating in search of food. They spend months at sea searching and diving deep for fish, squid, and similar marine creatures (U.S. National Park Service, 2021).

    Despite defying the odds and repopulating, elephant seals are still left to face the consequences of climate change. As the burning of fossil fuels like coal, oil, and gas continues, marine animals are some of the most affected because they rely on the oceans for their habitat and food. Sea ice provides both a home for aquatic creatures like polar bears, penguins, and seals, but it also affects the temperature of the oceans. Many organisms are being forced to migrate due to warming water; some even have to change their feeding and breeding patterns to acclimate to their new normal. These prolonged water warming events are becoming more common and are referred to as Marine heat waves. The most prolific in recent history is the North Pacific Blob which stretched from 2013 until 2016. It was the longest-lasting and most extensive marine heat wave recorded which caused many elephant seals to migrate toward colder water where they can find better prey. But scientists are using elephant seals to inform the world of the extent of damage done by these heat waves both on the surface and deeper (Wong, 2022).

Southern elephant seals with sensors (McMahon, 2016)

    Biologists and ocean scientists at UC Santa Cruz did a study collecting ocean data using tags placed on Northern elephant seals. The seals record depth, temperature, and salinity data that would be otherwise extremely difficult for the researchers to obtain. The seal data collected during the Blob revealed that this ocean-warming event extended deeper into the ocean than once believed, as deep as 1,000 meters below the surface. Marine heatwaves are likely to occur more frequently and severely as temperatures continue to rise worldwide. Understanding these heat waves like the “Blob” will allow scientists to predict their severity, development, and more (Hosler et al., 2022).

Northern Elephant Seals at Año Nuevo Reserve (Hosler, 2022)

Northern elephant seals are not the only species being used to understand our Earth’s changing climate. In Antarctica, Southern elephant seals are helping scientists track the influence of climate change using sensor-tracking devices similar to the UC Santa Cruz study. Data from the deep diving seals shows that melting ice sheets are disrupting the worldwide food system as the oceans become less salty. This lack of salt is likely affecting the global ocean conveyor belt that transfers heat across the Earth’s seas (McSweeny, 2016). The seals allow scientists to obtain a large range of data patterns as they follow their diverse migration practices. Although once on the brink of extinction, elephant seal populations have bounced back and are now major contributors in allowing scientists to better understand the impacts of climate change on the ocean and marine mammals. 

On September 21, 2022, Ph.D. student Alison Payne presented “Cutting Edge Research on Elephant Seals at Año Nuevo Reserve” at the Marin Science Seminar where she discussed the natural history of elephant seals and the long-term monitoring program at Año Nuevo. Learn more about Alison and her work here.

Works Cited

Herraiz, L. (2016, August 23). Seals help scientists get to the bottom of Antarctic changes. Carbon Brief. Retrieved December, 2022, from https://www.carbonbrief.org/seals-help-scientists-get-to-the-bottom-of-antarctic-changes/

Hosler, R. R., Keates, T. R., Costa, D. P., & Edward, C. A. (2022, July 4). Extent and Magnitude of Subsurface Anomalies During the Northeast Pacific Blob as Measured by Animal-Borne Sensors. AGU Online Library. Retrieved December, 2022, from https://agupubs.onlinelibrary.wiley.com/doi/full/10.1029/2021JC018356

Moritsch, M., & Lee, C. J. (2021). Elephant Seals. National Geographic. Retrieved December, 2022, from https://www.nationalgeographic.com/animals/mammals/facts/elephant-seals

U.S. National Park Service. (2021, May 21). Northern Elephant Seal. National Park Service. Retrieved December, 2022, from https://www.nps.gov/places/northern-elephant-seal.htm

Wong, K. (2022, August 4). Elephant Seals Measure "the Blob" - Natural Reserve System. UC Natural Reserve System. Retrieved December, 2022, from https://ucnrs.org/elephant-seals-measure-the-blob/

Yale Environment 360. (2016, August 24). How Elephant Seals Are Helping Scientists Study Climate Change. Yale E360. Retrieved December, 2022, from https://e360.yale.edu/digest/how_elephant_seals_are_helping_scientists_study_climate_change

Fall 2022 Marin Science Seminar Schedule

 Fall 2022 Marin Science Seminar Schedule

Dates: Six Wednesdays per semester, 7:30 – 8:30 pm

Location: Terra Linda High School, 320 Nova Albion Way, San Rafael – 

NEW! Innovation Hub (Park or enter by the San Rafael City Schools entrance, the entrance to the IH is by staff parking, through the courtyard on the 1st floor.) 

 

Fall 2022 Series

 

·      Sept. 21: Cutting Edge Research on Elephant Seals at Año Nuevo Reserve with Allison Payne, PhD student at UC Santa Cruz

·      Sept. 28: Video Games, The Metaverse and the Future of Science Educationwith Dane Lancaster of XRMarin and the Marin County Office of Education

·      Oct. 12: Understanding Air Quality Data in the Bay Area with Michael Flagg of Bay Area Air Quality Management District

·      Nov. 9: I’m a Botanist (and unfortunately I don't know why your succulent isn't flowering!) with Sarah Jacobs PhD of the California Academy of Sciences

·      Nov. 16: The Genetics Behind Eye Degeneration in Cave-dwelling Crustaceanswith Meredith Protas PhD of Dominican University, San Rafael

·      Nov. 30: Discovering Drug Therapies for COVID and Long COVID with Art Wallace MD PhD of VA Medical Center SF and UC San Francisco

 

Important Info.

Masks are required at all Marin Science Seminars this semester. No eating or drinking is allowed in the Innovation Hub. Extra Credit forms and sign-in sheets are available at the events for those attending for credit. There will still be Q&A and discussion. Thank you for your patience and understanding!