Trust and attitude in consumer food choices under risk

In this paper, attitude and trust are studied in the context of a food scare (dioxin) with the aim of identifying the components of attitude and trust that significantly affect how purchases are determined. A revised version of the model by MAYER et al. (1995) was tested for two types of food: salmon and chicken. The final model for salmon shows that trust is significantly determined by perceived competence, perceived shared values, truthfulness of information and the experiential attitude (the feeling that consuming salmon is positive), but trust has no impact on behavioural intentions. Consumer preferences seem to be determined by a positive experiential attitude and the perception that breeders, sellers and institutions have values similar to those of the consumer. The model for chicken gave very similar results.trust, trust antecedents, attitude, food scare, purchase intention, Consumer/Household Economics, Food Consumption/Nutrition/Food Safety, Risk and Uncertainty,

Analysis of finite element approximations of stokes equations with nonsmooth data

In this paper we analyze the finite element approximation of the Stokes equations with nonsmooth Dirichlet boundary data. To define the discrete solution, we first approximate the boundary datum by a smooth one and then apply a standard finite element method to the regularized problem. We prove almost optimal order error estimates for two regularization procedures in the case of general data in fractional order Sobolev spaces and for the Lagrange interpolation (with appropriate modifications at the discontinuities) for piecewise smooth data. Our results apply in particular to the classic lid-driven cavity problem, improving the error estimates obtained in Cai and Wang [Math. Comp., 78 (2009), pp. 771-787]. Finally, we introduce and analyze an a posteriori error estimator. We prove its reliability and efficiency and show some numerical examples which suggest that optimal order of convergence is obtained by an adaptive procedure based on our estimator.Fil: Duran, Ricardo Guillermo. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Matemática; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Investigaciones Matemáticas "Luis A. Santaló". Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Matemáticas "Luis A. Santaló"; ArgentinaFil: Gastaldi, Lucia. Università degli Studi di Brescia; ItaliaFil: Lombardi, Ariel Luis. Universidad Nacional de Rosario. Facultad de Ciencias Exactas Ingeniería y Agrimensura. Escuela de Ciencias Exactas y Naturales. Departamento de Matemática; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentin

Lipid Exchange and Flip-Flop in Solid Supported Bilayers

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Numerical simulations challenged on the prediction of massive subhalo abundance in galaxy clusters: the case of Abell 2142

In this Letter we compare the abundance of member galaxies of a rich, nearby ($z=0.09$) galaxy cluster, Abell 2142, with that of halos of comparable virial mass extracted from sets of state-of-the-art numerical simulations, both collisionless at different resolutions and with the inclusion of baryonic physics in the form of cooling, star formation, and feedback by active galactic nuclei. We also use two semi-analytical models to account for the presence of orphan galaxies. The photometric and spectroscopic information, taken from the Sloan Digital Sky Survey Data Release 12 (SDSS DR12) database, allows us to estimate the stellar velocity dispersion of member galaxies of Abell 2142. This quantity is used as proxy for the total mass of secure cluster members and is properly compared with that of subhalos in simulations. We find that simulated halos have a statistically significant ($\gtrsim 7$ sigma confidence level) smaller amount of massive (circular velocity above $200\,{\rm km\, s^{-1}}$) subhalos, even before accounting for the possible incompleteness of observations. These results corroborate the findings from a recent strong lensing study of the Hubble Frontier Fields galaxy cluster MACS J0416 \citep{grillo2015} and suggest that the observed difference is already present at the level of dark matter (DM) subhalos and is not solved by introducing baryonic physics. A deeper understanding of this discrepancy between observations and simulations will provide valuable insights into the impact of the physical properties of DM particles and the effect of baryons on the formation and evolution of cosmological structures.Comment: 8 pages, 2 figures. Modified to match the version published in ApJ

A recombination-based method to characterize human BRCA1 missense variants

Purpose. Many missense variants in BRCA1 are of unclear clinical significance. Functional and genetic approaches have been proposed for elucidating the clinical significance of such variants. The purpose of the present study was to evaluate BRCA1 missense variants for their effect on both Homologous Recombination (HR) and Non Homologous End Joining (NHEJ). Methods. HR frequency evaluation: HeLaG1 cells, containing a stably integrated plasmid that allows to measure HR events by gene conversion events were transfected with the pcDNA3β expression vector containing the BRCA1-wild type (BRCA1-WT) or the BRCA1-Unclassified Variants (BRCA1-UCVs). The NHEJ was measured by a random plasmid integration assay. Results. This assays suggested a BRCA1 involvement mainly in the NHEJ. As a matter of fact, the Y179C and the A1789T variant altered significantly the NHEJ activity as compared to the wild type, suggesting that they may be related to BRCA1 associated pathogenicity by affecting this function. The variants N550H and I1766S, and the mutation M1775R did not alter the NHEJ frequency. Conclusions. These data, beside proposing a method for the study of BRCA1 variants effect on HR and NHEJ, highlighted the need for a range of functional assays to be performed in order to identify variants with altered function

Estudiantes de pedagogía en expedición al estudio del artista contemporáneo: encontramos al león en la selva

O artigo reflete sobre expedições para a galeria/ateliê do artista Ernesto Ferro em Sorocaba, SP, realizadas desde 2013 como parte da formação cultural e artística de pedagogas/os da Universidade Federal de São Carlos. A ação questiona: o que profissionais da Educação podem aprender em expedição ao espaço de trabalho do artista contemporâneo? Verificou-se que são favorecidos os exercícios de apreciação, escuta, observação e imaginação. São ampliadas as possibilidades de exploração de materialidades e de produções atuais que inspiram ações a serem feitas com crianças. É propiciada uma transformação das concepções de arte de futuros/as professores/as.The article reflects on expeditions to the artist Ernesto Ferro's gallery/studio in Sorocaba, S.P., carried out since 2013 as part of the cultural and artistic education of pedagogues at the Federal University of São Carlos. The action asks: what Education professionals can learn in an expedition to the contemporary artist's workspace? It was found that the exercises of appreciation, listening, observation and imagination are favored. The possibilities for exploring materialities and current productions that inspire actions to be carried out with children are expanded. A transformation of future teachers' conceptions of art is provided.El artículo reflexiona sobre las expediciones a la galería / estudio del artista Ernesto Ferro en Sorocaba, S.P., realizadas desde 2013 como parte de la formación cultural y artística de pedagogos de la Universidad Federal de São Carlos. La acción pregunta: ¿qué pueden aprender los profesionales de la educación en una expedición al espacio de trabajo del artista contemporáneo? Se constató que se favorecen los ejercicios de apreciación, escucha, observación e imaginación. Se amplían las posibilidades de explorar materialidades y producciones actuales que inspiran acciones a realizar con niños. Se proporciona una transformación de las concepciones del arte de los futuros profesores

Aprendizados de crianças pequenas no jogo dramático

O artigo enfoca o jogo dramático da criança pequena de até cerca de sete anos de idade considerando seus processos complexos de aprendizado. Apresenta ideias-chave e definições deste tipo de jogo, as materialidades utilizadas, e enfoca no que crianças pré-verbais e verbais estão aprendendo em termos de engajamento, conhecimento narrativo, criação de laços interpessoais, estabelecimento de relações sociais com benefícios de aprendizado emocional, o que impacta em sua personalidade reflexiva, tomada de perspectiva, compreensão cultural e resolução de problemas. A metodologia envolve a revisão da literatura em fontes primárias e apresentação de palestra com sugestão de um exercício prático pensado para docentes da Educação Infantil. O levantamento bibliográfico conta com pesquisas contemporâneas, sustentadas pela abordagem histórico-cultural. Os resultados revelam que o jogo dramático é ação simbólica profundamente sociocultural e criativa, que acessa aspectos cognitivos, emocionais, interpretativos e relacionais nascentes das crianças em contextos variados. É um fazer criador compartilhado mesmo quando uma criança brinca sozinha, pois seus temas, papeis encenados e cenários envolvem a apropriação de material sociocultural pela criança, que os apreende e recria

Performances da Pedagogia: uma narrativa estético-pedagógica / Performances of Pedagogy: anaesthetic-pedagogical narrative

O artigo analisa questões que têm emergido de experimentações feitas no cruzamento da formação de professores e da arte da performance no contexto de um curso de Pedagogia. A linguagem performática é abordada em suas dimensões expressiva e formativa, ampliando os horizontes das reflexões sobre as culturas escolares, as relações pedagógicas e as intencionalidades do ato educativo. Para construir o debate, a narrativa é estruturada de forma a revelar as etapas de trabalho de três iniciativas performativas, analisando-as.* * *The article analyzes questions that have emerged from the experiments carried out at the intersection of teacher training and performance art in the context of a Pedagogy course. The performance language is approached in its expressive and formative dimensions, broadening the horizons of reflections on school cultures, pedagogical relationships and the intentionalities of the educational act. In order to construct the debate the narrative is structured in order to reveal the stages of work of three performative initiatives, analyzing them