1,147 research outputs found

    Narrowing the Range of Future Climate Projections Using Historical Observations of Atmospheric CO2

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    This is the final version. Available from American Meteorological Society via the DOI in this recordUncertainty in the behavior of the carbon cycle is important in driving the range in future projected climate change. Previous comparisons of model responses with historical CO2 observations have suggested a strong constraint on simulated projections that could narrow the range considered plausible. This study uses a new 57-member perturbed parameter ensemble of variants of an Earth system model for three future scenarios, which 1) explores a wider range of potential climate responses than before and 2) includes the impact of past uncertainty in carbon emissions on simulated trends. These two factors represent a more complete exploration of uncertainty, although they lead to a weaker constraint on the range of future CO2 concentrations as compared to earlier studies. Nevertheless, CO2 observations are shown to be effective at narrowing the distribution, excluding 30 of 57 simulations as inconsistent with historical CO2 changes. The perturbed model variants excluded are mainly at the high end of the future projected CO2 changes, with only 8 of the 26 variants projecting RCP8.5 2100 concentrations in excess of 1100 ppm retained. Interestingly, a minority of the high-end variants were able to capture historical CO2 trends, with the large-magnitude response emerging later in the century (owing to high climate sensitivities, strong carbon feedbacks, or both). Comparison with observed CO2 is effective at narrowing both the range and distribution of projections out to the mid-twenty-first century for all scenarios and to 2100 for a scenario with low emissions.This work was supported by the Joint U.K. DECC/DEFRA Met Office Hadley Centre Climate Programme (GA01101). Chris Jones’s contribution was supported by the CRESCENDO project under the European Union's Horizon 2020 research and innovation programme, Grant Agreement 641816. Jo House was supported by a Leverhulme Early Career Fellowship and EU FP7 Project LUC4C (603542). Stephen Sitch was supported by the EU FP7 through Project LUC4C (GA603542)

    Dynamics of multi-stage infections on networks

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    This paper investigates the dynamics of infectious diseases with a nonexponentially distributed infectious period. This is achieved by considering a multistage infection model on networks. Using pairwise approximation with a standard closure, a number of important characteristics of disease dynamics are derived analytically, including the final size of an epidemic and a threshold for epidemic outbreaks, and it is shown how these quantities depend on disease characteristics, as well as the number of disease stages. Stochastic simulations of dynamics on networks are performed and compared to output of pairwise models for several realistic examples of infectious diseases to illustrate the role played by the number of stages in the disease dynamics. These results show that a higher number of disease stages results in faster epidemic outbreaks with a higher peak prevalence and a larger final size of the epidemic. The agreement between the pairwise and simulation models is excellent in the cases we consider

    A statistical network analysis of the HIV/AIDS epidemics in Cuba

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    The Cuban contact-tracing detection system set up in 1986 allowed the reconstruction and analysis of the sexual network underlying the epidemic (5,389 vertices and 4,073 edges, giant component of 2,386 nodes and 3,168 edges), shedding light onto the spread of HIV and the role of contact-tracing. Clustering based on modularity optimization provides a better visualization and understanding of the network, in combination with the study of covariates. The graph has a globally low but heterogeneous density, with clusters of high intraconnectivity but low interconnectivity. Though descriptive, our results pave the way for incorporating structure when studying stochastic SIR epidemics spreading on social networks

    An intervention modelling experiment to change GP's intentions to implement evidence-based practice : using theory-based interventions to promote GP management of upper respiratory tract infection without prescribing antibiotics #2

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    Background: Psychological theories of behaviour may provide a framework to guide the design of interventions to change professional behaviour. Behaviour change interventions, designed using psychological theory and targeting important motivational beliefs, were experimentally evaluated for effects on the behavioural intention and simulated behaviour of GPs in the management of uncomplicated upper respiratory tract infection (URTI). Methods: The design was a 2 × 2 factorial randomised controlled trial. A postal questionnaire was developed based on three theories of human behaviour: Theory of Planned Behaviour; Social Cognitive Theory and Operant Learning Theory. The beliefs and attitudes of GPs regarding the management of URTI without antibiotics and rates of prescribing on eight patient scenarios were measured at baseline and post-intervention. Two theory-based interventions, a "graded task" with "action planning" and a "persuasive communication", were incorporated into the post-intervention questionnaire. Trial groups were compared using co-variate analyses. Results: Post-intervention questionnaires were returned for 340/397 (86%) GPs who responded to the baseline survey. Each intervention had a significant effect on its targeted behavioural belief: compared to those not receiving the intervention GPs completing Intervention 1 reported stronger self-efficacy scores (Beta = 1.41, 95% CI: 0.64 to 2.25) and GPs completing Intervention 2 had more positive anticipated consequences scores (Beta = 0.98, 95% CI = 0.46 to 1.98). Intervention 2 had a significant effect on intention (Beta = 0.90, 95% CI = 0.41 to 1.38) and simulated behaviour (Beta = 0.47, 95% CI = 0.19 to 0.74). Conclusion: GPs' intended management of URTI was significantly influenced by their confidence in their ability to manage URTI without antibiotics and the consequences they anticipated as a result of doing so. Two targeted behaviour change interventions differentially affected these beliefs. One intervention also significantly enhanced GPs' intentions not to prescribe antibiotics for URTI and resulted in lower rates of prescribing on patient scenarios compared to a control group. The theoretical frameworks utilised provide a scientific rationale for understanding how and why the interventions had these effects, improving the reproducibility and generalisability of these findings and offering a sound basis for an intervention in a "real world" trial. Trial registration: Clinicaltrials.gov NCT00376142This study is funded by the European Commission Research Directorate as part of a multi-partner program: Research Based Education and Quality Improvement (ReBEQI): A Framework and tools to develop effective quality improvement programs in European healthcare. (Proposal No: QLRT-2001-00657)

    The social value of a QALY : raising the bar or barring the raise?

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    Background: Since the inception of the National Institute for Health and Clinical Excellence (NICE) in England, there have been questions about the empirical basis for the cost-per-QALY threshold used by NICE and whether QALYs gained by different beneficiaries of health care should be weighted equally. The Social Value of a QALY (SVQ) project, reported in this paper, was commissioned to address these two questions. The results of SVQ were released during a time of considerable debate about the NICE threshold, and authors with differing perspectives have drawn on the SVQ results to support their cases. As these discussions continue, and given the selective use of results by those involved, it is important, therefore, not only to present a summary overview of SVQ, but also for those who conducted the research to contribute to the debate as to its implications for NICE. Discussion: The issue of the threshold was addressed in two ways: first, by combining, via a set of models, the current UK Value of a Prevented Fatality (used in transport policy) with data on fatality age, life expectancy and age-related quality of life; and, second, via a survey designed to test the feasibility of combining respondents’ answers to willingness to pay and health state utility questions to arrive at values of a QALY. Modelling resulted in values of £10,000-£70,000 per QALY. Via survey research, most methods of aggregating the data resulted in values of a QALY of £18,000-£40,000, although others resulted in implausibly high values. An additional survey, addressing the issue of weighting QALYs, used two methods, one indicating that QALYs should not be weighted and the other that greater weight could be given to QALYs gained by some groups. Summary: Although we conducted only a feasibility study and a modelling exercise, neither present compelling evidence for moving the NICE threshold up or down. Some preliminary evidence would indicate it could be moved up for some types of QALY and down for others. While many members of the public appear to be open to the possibility of using somewhat different QALY weights for different groups of beneficiaries, we do not yet have any secure evidence base for introducing such a system

    On N = 2 Truncations of IIB on T^{1,1}

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    We study the N=4 gauged supergravity theory which arises from the consistent truncation of IIB supergravity on the coset T^{1,1}. We analyze three N=2 subsectors and in particular we clarify the relationship between true superpotentials for gauged supergravity and certain fake superpotentials which have been widely used in the literature. We derive a superpotential for the general reduction of type I supergravity on T^{1,1} and this together with a certain solution generating symmetry is tantamount to a superpotential for the baryonic branch of the Klebanov-Strassler solution.Comment: 32 pages, v2:references adde

    Massive Abelian Gauge Symmetries and Fluxes in F-theory

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    F-theory compactified on a Calabi-Yau fourfold naturally describes non-Abelian gauge symmetries through the singularity structure of the elliptic fibration. In contrast Abelian symmetries are more difficult to study because of their inherently global nature. We argue that in general F-theory compactifications there are massive Abelian symmetries, such as the uplift of the Abelian part of the U(N) gauge group on D7-branes, that arise from non-Kahler resolutions of the dual M-theory setup. The four-dimensional F-theory vacuum with vanishing expectation values for the gauge fields corresponds to the Calabi-Yau limit. We propose that fluxes that are turned on along these U(1)s are uplifted to non-harmonic four-form fluxes. We derive the effective four-dimensional gauged supergravity resulting from F-theory compactifications in the presence of the Abelian gauge factors including the effects of possible fluxes on the gauging, tadpoles and matter spectrum.Comment: 49 page

    The formation of professional identity in medical students: considerations for educators

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    <b>Context</b> Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity – ways of being and relating in professional contexts.<p></p> <b>Objectives</b> This article conceptualises the processes underlying the formation and maintenance of medical students’ professional identity drawing on concepts from social psychology.<p></p> <b>Implications</b> A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed.<p></p> <b>Conclusions</b> Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education
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