Legumes as food ingredient: characterization, processing, and applications

Editores: Jiménez-López, José Carlos (CSIC); Clemente, Alfonso (CSIC

`What is a Thing?': Topos Theory in the Foundations of Physics

The goal of this paper is to summarise the first steps in developing a fundamentally new way of constructing theories of physics. The motivation comes from a desire to address certain deep issues that arise when contemplating quantum theories of space and time. In doing so we provide a new answer to Heidegger's timeless question ``What is a thing?''. Our basic contention is that constructing a theory of physics is equivalent to finding a representation in a topos of a certain formal language that is attached to the system. Classical physics uses the topos of sets. Other theories involve a different topos. For the types of theory discussed in this paper, a key goal is to represent any physical quantity $A$ with an arrow \breve{A}_\phi:\Si_\phi\map\R_\phi where \Si_\phi and $\R_\phi$ are two special objects (the `state-object' and `quantity-value object') in the appropriate topos, $\tau_\phi$. We discuss two different types of language that can be attached to a system, $S$. The first, \PL{S}, is a propositional language; the second, \L{S}, is a higher-order, typed language. Both languages provide deductive systems with an intuitionistic logic. With the aid of \PL{S} we expand and develop some of the earlier work (By CJI and collaborators.) on topos theory and quantum physics. A key step is a process we term `daseinisation' by which a projection operator is mapped to a sub-object of the spectral presheaf \Sig--the topos quantum analogue of a classical state space. The topos concerned is \SetH{}: the category of contravariant set-valued functors on the category (partially ordered set) \V{} of commutative sub-algebras of the algebra of bounded operators on the quantum Hilbert space \Hi.Comment: To appear in ``New Structures in Physics'' ed R. Coeck

Track D Social Science, Human Rights and Political Science

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138414/1/jia218442.pd

Whole-genome sequencing reveals host factors underlying critical COVID-19

Critical COVID-19 is caused by immune-mediated inflammatory lung injury. Host genetic variation influences the development of illness requiring critical care1 or hospitalization2,3,4 after infection with SARS-CoV-2. The GenOMICC (Genetics of Mortality in Critical Care) study enables the comparison of genomes from individuals who are critically ill with those of population controls to find underlying disease mechanisms. Here we use whole-genome sequencing in 7,491 critically ill individuals compared with 48,400 controls to discover and replicate 23 independent variants that significantly predispose to critical COVID-19. We identify 16 new independent associations, including variants within genes that are involved in interferon signalling (IL10RB and PLSCR1), leucocyte differentiation (BCL11A) and blood-type antigen secretor status (FUT2). Using transcriptome-wide association and colocalization to infer the effect of gene expression on disease severity, we find evidence that implicates multiple genes—including reduced expression of a membrane flippase (ATP11A), and increased expression of a mucin (MUC1)—in critical disease. Mendelian randomization provides evidence in support of causal roles for myeloid cell adhesion molecules (SELE, ICAM5 and CD209) and the coagulation factor F8, all of which are potentially druggable targets. Our results are broadly consistent with a multi-component model of COVID-19 pathophysiology, in which at least two distinct mechanisms can predispose to life-threatening disease: failure to control viral replication; or an enhanced tendency towards pulmonary inflammation and intravascular coagulation. We show that comparison between cases of critical illness and population controls is highly efficient for the detection of therapeutically relevant mechanisms of disease

Storying stories

In many countries courses on Literature and Medicine (LitMed) are part of the medical curriculum, to develop and teach knowledge and skills in the area of Medical Humanities. We describe a LitMed course designed to encourage medical students at a university medical center to incorporate the biopsychosocial model into their clinical skills. A LitMed course for medical students is described and contextualized within the field of medical humanities with a focus on biopsychosocial responses to illness. The components of the course are presented, along with details of specific relevant novels employed, other study materials, and assignment examples. Preliminary evidence for positive course outcomes included students publishing peer reviewed papers, and enthusiastic faculty response. The course also led to renewed initiatives to incorporate LitMed in the medical curriculum. Suggestions for future teaching activities in this area are provided. Teaching a LitMed course is feasible, strengthens the adoption of a biopsychosocial approach in medical students, and is evaluated positively by students and staff from medical schools