A real-time PCR method for quantification of the total and major variant strains of the Deformed wing virus

Funding: ELB was supported by a Biotechnology and Biological Sciences Research Council (BBSRC) EASTBIO Doctoral Training Partnership (http://www.bbsrc.ac.uk) [grant number BB/J01446X/1] and an Eastern Association Regional Studentship (EARS) and The Morley Agricultural Foundation awarded to ASB. CRC was supported by a KTN BBSRC CASE studentship (BB/M503526/1) (http://www.bbsrc.ac.uk), part-funded by the Scottish Beekeeping Association (https://www.scottishbeekeepers.org.uk/) and the Animal Health - Disease Prevention, Scottish Government awarded to ASB CRC. This project received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 613960 (SMARTBEES) (http://www.smartbees-fp7.eu/) awarded to ASB. The funders had no role in study design, data collection and analysis decision to publish, or preparation of the manuscript. Acknowledgments The authors wish to thank Mr W. Thrale, Mr Z. Blackmore, Mr J. Quinlan, and Mr J. Palombo for sample collection from the South East of England and Margie Ramsey for Beinn Eighe National Nature Reserve sample collection.Peer reviewedPublisher PD

“Gender Differences in Autism”: TED Talks as Inclusive Spaces for Co-creation of Collective Memories

Autism Spectrum Disorder (ASD) has been historically studied, identified, and diagnosed more in males than females which can be attributed to a range of factors other than biological. The preponderance of males with autism is often associated with the Extreme Male Brain (EMB) theory which contends that this male bias is interceded by the amplification of male-biased sex differences in the expression of autism-associated traits found in typical populations. This long-held notion of attaching autism to the male gender had severely impacted the females on the spectrum leading to late diagnosis, misdiagnosis, and “masking” in order to blend in. Media also played a role in the near-exclusive portrayal of autistic people as white males which is outrageously unrepresentative of reality. The present paper analyses the narratives of self-identified autistic women about their experiences shared through TED Talks which offer both individual and collective counter-narratives to articulate new understandings. The paper attempts a qualitative interpretation of 5 such talks to demonstrate how speaking about these narratives in public and influential spaces like TED Talks de-constructs collective memories (process) and constitutes constructing La Memoire Collective between the knowledge of experience and shared memories

Rapid virological surveillance of community influenza infection in general practice

No abstract available

A putative serine protease, SpSsp1, from Saprolegnia parasitica is recognised by sera of rainbow trout, Oncorhynchus mykiss

Acknowledgements Our work was supported by the BBSRC (BB/C518457/1, BB/G012075/1, BB/J018333/1) (K.L.M., C.J.S., J.S.C., K.S.D., and P.v.W.), the University of Aberdeen (V.L.A., C.J.S., and P.v.W.), MSD Animal Health (J.S.C., K.S.D., and A.H.v.d.B), and The Royal Society (P.v.W.). This work was also supported by a Marie Curie Initial Training Networks with the SAPRO (sustainable approaches to reduce Oomycete (Saprolegnia) infections in aquacultures) grant PITN-GA-2009-238550 (A.H.v.d.B., L.L., C.J.S., P.v.W.). We would like to acknowledge Aberdeen Proteomics for carrying out LC–MS/MS and Laura Grenville-Briggs for valuable discussion and technical help. We are grateful to the Broad Institute (Carsten Russ, Rays Jiang, Brian Haas, and Chad Nusbaum), Brett Tyler (VBI), and P.v.W. for early release of draft supercontigs of the genome sequence of isolate CBS233.65, which helped us identify SpSsp1.Peer reviewedPublisher PD

Global Cue Inconsistency Diminishes Learning of Cue Validity

We present a novel two-stage probabilistic learning task that examines the participants’ ability to learn and utilize valid cues across several levels of probabilistic feedback. In the first stage, participants sample from one of three cues that gives predictive information about the outcome of the second stage. Participants are rewarded for correct prediction of the outcome in stage two. Only one of the three cues gives valid predictive information and thus participants can maximise their reward by learning to sample from the valid cue. The validity of this predictive information, however, is reinforced across several levels of probabilistic feedback. A second manipulation involved changing the consistency of the predictive information in stage one and the outcome in stage two. The results show that participants, with higher probabilistic feedback, learned to utilise the valid cue. In inconsistent task conditions, however, participants were significantly less successful in utilising higher validity cues. We interpret this result as implying that learning in probabilistic categorization is based on developing a representation of the task that allows for goal-directed action

Parental responses to child experiences of trauma following presentation at emergency departments: a qualitative study

Objective Parents are often children's main source of support following fear-inducing traumatic events, yet little is known about how parents provide that support. The aim of this study was to examine parents' experiences of supporting their child following child trauma exposure and presentation at an emergency department (ED). Design Semistructured qualitative interviews analysed using thematic analysis. Setting The setting for this study was two National Health Service EDs in England. Participants 20 parents whose child experienced a traumatic event and attended an ED between August 2014 and October 2015. Results Parents were sensitive to their child's distress and offered reassurance and support for their child to resume normal activities. However, parental beliefs often inhibited children's reinstatement of pretrauma routines. Support often focused on preventing future illness or injury, reflective of parents' concerns for their child's physical well-being. In a minority of parents, appraisals of problematic care from EDs contributed to parents' anxiety and perceptions of their child as vulnerable post-trauma. Forgetting the trauma and avoidance of discussion were encouraged as coping strategies to prevent further distress. Parents highlighted their need for further guidance and support regarding their child's physical and emotional recovery. Conclusions This study provides insight into the experiences of and challenges faced by parents in supporting their child following trauma exposure. Perceptions of their child's physical vulnerability and treatment influenced parents' responses and the supportive strategies employed. These findings may enable clinicians to generate meaningful advice for parents following child attendance at EDs post-trauma

A polarizable interatomic force field for TiO2_2 parameterized using density functional theory

We report a classical interatomic force field for TiO$_2$, which has been parameterized using density functional theory forces, energies, and stresses in the rutile crystal structure. The reliability of this new classical potential is tested by evaluating the structural properties, equation of state, phonon properties, thermal expansion, and some thermodynamic quantities such as entropy, free energy, and specific heat under constant volume. The good agreement of our results with {\em ab initio} calculations and with experimental data, indicates that our force-field describes the atomic interactions of TiO$_2$ in the rutile structure very well. The force field can also describe the structures of the brookite and anatase crystals with good accuracy.Comment: Accepted for publication in Phys. Rev. B; Changes from v1 include multiple minor revisions and a re-write of the description of the force field in Section II

Is earlier obesity associated with poorer executive functioning later in childhood? Findings from the Millennium Cohort Study

BACKGROUND: Children affected with overweight or obesity have been associated with having lower educational achievement compared to peers who are non-overweight/obese. One of the drivers of this association could be a link between obesity and poorer executive function. Evidence is limited to small, cross-sectional studies which lack adjustment for important common causes. OBJECTIVE: We investigate the association between weight status and executive function longitudinally in mid-childhood, accounting for potential common causes. METHODS: Linear regression analyses were conducted to examine associations between weight status between 5 and 7 years and executive functioning at 11 years in members of the Millennium Cohort Study (n = 7739), accounting for a wide range of potential common causes. Age- and sex-specific International Obesity Taskforce cut-points for body mass index (BMI) were used. Executive function, including decision-making, impulsivity and spatial working memory, was assessed using the Cambridge Neuropsychological Test Automated Battery. RESULTS: There were no unadjusted associations between weight status and decision-making or impulsivity. After adjustment for all potential common causes, there was a lack of consistent evidence to support an association between persistent obesity (including overweight) between 5 and 7 years and spatial working memory task at 11 years. CONCLUSIONS: We found little evidence that poorer spatial working memory contributes to the association of children with obesity having lower educational achievement