Model theory of operator algebras III: Elementary equivalence and II_1 factors

We use continuous model theory to obtain several results concerning isomorphisms and embeddings between II_1 factors and their ultrapowers. Among other things, we show that for any II_1 factor M, there are continuum many nonisomorphic separable II_1 factors that have an ultrapower isomorphic to an ultrapower of M. We also give a poor man's resolution of the Connes Embedding Problem: there exists a separable II_1 factor such that all II_1 factors embed into one of its ultrapowers.Comment: 16 page

Realist complex intervention science: applying realist principles across all phases of the Medical Research Council framework for developing and evaluating complex interventions

The integration of realist evaluation principles within randomised controlled trials (‘realist RCTs’) enables evaluations of complex interventions to answer questions about what works, for whom and under what circumstances. This allows evaluators to better develop and refine mid-level programme theories. However, this is only one phase in the process of developing and evaluating complex interventions. We describe and exemplify how social scientists can integrate realist principles across all phases of the Medical Research Council framework. Intervention development, modelling, and feasibility and pilot studies need to theorise the contextual conditions necessary for intervention mechanisms to be activated. Where interventions are scaled up and translated into routine practice, realist principles also have much to offer in facilitating knowledge about longer-term sustainability, benefits and harms. Integrating a realist approach across all phases of complex intervention science is vital for considering the feasibility and likely effects of interventions for different localities and population subgroups

Double-strand break repair and homologous recombination in Schizosaccharomyces pombe

In recent years our understanding of double strand break repair and homologous recombination in Schizosaccharomyces pombe has increased significantly, and the identification of novel pathways and genes with homologues in higher eukaryotes has increased its value as a model organisms for double strand break repair. We will review the S. pombe literature on double strand break repair, mainly focussing on homologous recombination in mitotic cells

A genome-wide association study for morphometric traits in quarter horse

A genome-wide association study for morphometric traits was conducted in 184 Quarter Horses, 120 from a racing population, and 64 from a cutting population, which were genotyped using the Illumina EquineSNP50 chip. Association analysis was performed with 42,058 single-nucleotide polymorphisms (SNPs) (after quality control) using Qxpak5 software. The following traits were measured: weight (W), rump length (RL), and body length (BL). These morphometric traits are important for the best performance in race and cutting events. For weight, three SNPs associated (P < .0001) were found on chromosomes (Equus caballus autosomes [ECA]) 2 and 3. For rump length, eight SNPs associated (P < .0001) were found on ECA 2, 3, 6, 7, 9, 21, and 26. On ECA 3 and ECA 8, two SNPs were associated (P < .0001) with body length. So, a total of 13 important chromosomal regions were identified with Q values of 0.53 (SNPs for W), 0.40 (SNPs for RL), and 0.99 (SNPs for BL). Positional and functional candidate genes emerging from this study were WWOX and AAVPR1A. Further studies are required to confirm these associations in other populations. (c) 2014 Elsevier Inc. All rights reserved

Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis

Background: In contrast to curriculum-based health education interventions in schools, the school environment approach promotes health by modifying schools’ physical/social environment. This systematic review reports on the health effects of the school environment and processes by which these might occur. It includes theories, intervention outcome and process evaluations, quantitative studies and qualitative studies. Research questions Research question (RQ)1: What theories are used to inform school environment interventions or explain school-level health influences? What testable hypotheses are suggested? RQ2: What are the effects on student health/inequalities of school environment interventions addressing organisation/management; teaching/pastoral care/discipline; and the physical environment? What are the costs? RQ3: How feasible/acceptable and context dependent are such interventions? RQ4: What are the effects on student health/inequalities of school-level measures of organisation/management; teaching/pastoral care/discipline; and the physical environment? RQ5: Through what processes might such influences occur? Data sources A total of 16 databases were searched between 30 July 2010 and 23 September 2010 to identify relevant studies, including the British Educational Index, the Cumulative Index to Nursing and Allied Health Literature, the Health Management Information Consortium, EMBASE, MEDLINE and PsycINFO. In addition, references of included studies were checked and authors contacted. Review methods In stage 1, we mapped references concerning how the school environment affects health and consulted stakeholders to identify stage 2 priorities. In stage 2, we undertook five reviews corresponding to our RQs. Results Stage 1: A total of 82,775 references were retrieved and 1144 were descriptively mapped. Stage 2: A total of 24 theories were identified (RQ1). The human functioning and school organisation, social capital and social development theories were judged most useful. Ten outcome evaluations were included (RQ2). Four US randomised controlled trials (RCTs) and one UK quasi-experimental study examined interventions building school community/relationships. Studies reported benefits for some, but not all outcomes (e.g. aggression, conflict resolution, emotional health). Two US RCTs assessed interventions empowering students to contribute to modifying food/physical activity environments, reporting benefits for physical activity but not for diet. Three UK quasi-experimental evaluations examined playground improvements, reporting mixed findings, with benefits being greater for younger children and longer break times. Six process evaluations (RQ3) reported positively. One study suggested that implementation was facilitated when this built on existing ethos and when senior staff were supportive. We reviewed 42 multilevel studies, confining narrative synthesis to 10 that appropriately adjusted for confounders. Four UK/US reports suggested that schools with higher value-added attainment/attendance had lower rates of substance use and fighting. Three reports from different countries examined school policies on smoking/alcohol, with mixed results. One US study found that schools with more unobservable/unsupervised places reported increased substance use. Another US study reported that school size, age structure and staffing ratio did not correlate with student drinking. Twenty-one qualitative reports from different countries (RQ5) suggested that disengagement, lack of safety and lack of participation in decisions may predispose students to engage in health risks. Limitations We found no evidence regarding health inequalities or cost, and could not undertake meta-analysis. Conclusions There is non-definitive evidence for the feasibility and effectiveness of school environment interventions involving community/relationship building, empowering student participation in modifying schools’ food/physical activity environments, and playground improvements. Multilevel studies suggest that schools that add value educationally may promote student health. Qualitative studies suggest pathways underlying these effects. This evidence lends broad support to theories of social development, social capital and human functioning and school organisation. Further trials to examine the effects of school environment modifications on student health are recommended

Acurácia da predição genômica para altura do quadril em bovinos Brahman com uso de diferentes matrizes de parentesco

The objective of this work was to evaluate the effects of genomic information on the genetic evaluation of hip height in Brahman cattle using different matrices built from genomic and pedigree data. Hip height measurements from 1,695 animals, genotyped with high-density SNP chip or imputed from 50 K high-density SNP chip, were used. The numerator relationship matrix (NRM) was compared with the H matrix, which incorporated the NRM and genomic relationship (G) matrix simultaneously. The genotypes were used to estimate three versions of G: observed allele frequency (HGOF), average minor allele frequency (HGMF), and frequency of 0.5 for all markers (HG50). For matrix comparisons, animal data were either used in full or divided into calibration (80% older animals) and validation (20% younger animals) datasets. The accuracy values for the NRM, HGOF, and HG50 were 0.776, 0.813, and 0.594, respectively. The NRM and HGOF showed similar minor variances for diagonal and off-diagonal elements, as well as for estimated breeding values. The use of genomic information resulted in relationship estimates similar to those obtained based on pedigree; however, HGOF is the best option for estimating the genomic relationship matrix and results in a higher prediction accuracy. The ranking of the top 20% animals was very similar for all matrices, but the ranking within them varies depending on the method used.O objetivo deste trabalho foi avaliar os efeitos da informação genômica na avaliação genética para altura do quadril em bovinos da raça Brahman, por meio de diferentes matrizes construídas com dados genômicos e de pedigree. Utilizaram-se medidas de altura do quadril de 1.695 animais, genotipados com SNP chip de alta densidade ou imputados do 50 K SNP chip de alta densidade. A matriz de pedigree “numerator relationship matrix” (NRM) foi comparada à matriz H, a qual incorporou as matrizes NRM e de parentesco genômico (G) simultaneamente. Os genótipos foram utilizados para estimar três versões de G: frequência observada dos alelos (HGOF), média da menor frequência alélica (HGMF) e frequência de 0,5 para todos os marcadores (HG50). Para a comparação das matrizes, foram utilizadas informações completas ou divididas em conjuntos de dados de calibração (80% dos animais mais velhos) e de validação (20% dos mais jovens). Os valores de acurácia para NRM, HGOF e HG50 foram 0,776, 0,813 e 0,594, respectivamente. NRM e HGOF foram semelhantes, com menores variâncias para os elementos da diagonal e fora da diagonal, bem como para os valores genéticos estimados. O uso de informações genômicas resultou em estimativas de parentesco semelhantes às obtidas com base em pedigree; entretanto, H­GOF é a melhor opção para estimar a matriz de parentesco genômico e resulta em maiores acurácias de predição. O ranking dos animais top 20% foi muito semelhante para as matrizes, mas a classificação dentro destas varia dependendo do método

Spontaneous Gender Categorization in Masking and Priming Studies: Key for Distinguishing Jane from John Doe but Not Madonna from Sinatra

Facial recognition is key to social interaction, however with unfamiliar faces only generic information, in the form of facial stereotypes such as gender and age is available. Therefore is generic information more prominent in unfamiliar versus familiar face processing? In order to address the question we tapped into two relatively disparate stages of face processing. At the early stages of encoding, we employed perceptual masking to reveal that only perception of unfamiliar face targets is affected by the gender of the facial masks. At the semantic end; using a priming paradigm, we found that while to-be-ignored unfamiliar faces prime lexical decisions to gender congruent stereotypic words, familiar faces do not. Our findings indicate that gender is a more salient dimension in unfamiliar relative to familiar face processing, both in early perceptual stages as well as later semantic stages of person construal