The parish churches, cathedral, and corporation of Salisbury: continuity and change c.1480-c.1650

An analysis of the accounts of the churches of Salisbury, in conjunction with the ledgers of the civic authority, provides evidence of change and continuity in the worship of the citizens and the social role of religion for a single city in the sixteenth and seventeenth centuries. This occurred during a period when the jurisdiction and control of the bishop was reduced from the whole city to just the cathedral and its surrounding close. At the same time, the civic authorities became more involved in the business of the church, and by the time of the Civil War it was employing lecturers and providing housing for the ministers of the city churches. Individual chapters explore lay devotion in the form of the trade guilds, and the cults of St Osmund and the Holy Name; illumination including the provision of window glass and the use of artificial illumination in which tallow became more commonly used; the interior and exterior soundscape of bells, organs and other music, and an examination of the Caroline church through the trial of the iconoclast Henry Sherfield. Both change and continuity in all of these aspects can be seen during the period of the long Reformation, along with the sensory experiences of the laity, and the construction of artefacts including windows and organs. This study has revealed some atypical findings in the city of Salisbury: firstly, the continuation of trade guild celebrations during the long Reformation, including church worship and the memorialization of members. Secondly, through experimentation with beeswax and tallow, where evidence is provided that tallow candles may not have produced such a poor light or smoky environment as previously thought. Thirdly, it is shown that church bells continued to be rung in the city, their use evolving over time, as the number of religious services reduced, whilst ringing to announce local and national events increased. Finally, music continued to be sung and played during the sixteenth and seventeenth centuries, with the purchase of replacement organs and their continued maintenance, including the instrument in the church of St Edmund, despite the congregation being known for its puritan tendencies

Genetic Influences on Pubertal Development and Links to Behavior Problems

Genetic influences on adolescent psychological development are likely to be mediated and moderated by pubertal hormones. Combining genetic analyses with advanced models of pubertal development, we extended work on the measurement and psychological significance of puberty. We examined how genetic and environmental influences on puberty vary by the way that development is described (logistic versus linear models versus traditional methods) and the different aspects of puberty (adrenarche vs. gonadarche), and how genes and environment contribute to the covariation between different descriptions and aspects of puberty, and between pubertal development and behavior problems (substance use, age at sexual initiation). We also considered how puberty moderated the heritability of psychological outcomes (internalizing and externalizing problems), and sex differences. Participants from the Colorado Longitudinal Twin Study (403 girls, 395 boys) reported their pubertal development annually from ages 9 through 15; they and their parents reported their behavior in mid-to-late adolescence. There was a large genetic contribution to pubertal timing for both sexes no matter how it was measured, but findings for pubertal tempo varied by method. Genetic covariation accounted for most of the phenotypic correlations among different indicators of pubertal timing, and between pubertal timing and psychological outcome. We consider the implications of our results for understanding how pubertal hormones mediate or moderate genetic and environmental influences on psychological development.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/123047/1/Genetic Influences on Pubertal Development and Links to Behavior Problems..pd

Modeling Pubertal Timing and Tempo and Examining Links to Behavior Problems

Research on the role of puberty in adolescent psychological development requires attention to the meaning and measurement of pubertal development. Particular questions concern the utility of self-report, the need for complex models to describe pubertal development, the psychological significance of pubertal timing vs. tempo, and sex differences in the nature and psychological significance of pubertal development. We used longitudinal self-report data to model linear and logistic trajectories of pubertal development, and used timing and tempo estimates from these models, and from traditional approaches (age at menarche and time from onset of breast development to menarche), to predict psychological outcomes of internalizing and externalizing behavior problems, and early sexual activity. Participants (738 girls, 781 boys) reported annually from ages 9 through 15 on their pubertal development, and they and their parents reported on their behavior in mid-to-late adolescence and early adulthood. Self-reports of pubertal development provided meaningful data for both boys and girls, producing good trajectories, and estimates of individuals' pubertal timing and tempo. A logistic model best fit the group data. Pubertal timing was estimated to be earlier in the logistic compared to linear model, but linear, logistic, and traditional estimates of pubertal timing correlated highly with each other and similarly with psychological outcomes. Pubertal tempo was not consistently estimated, and associations of tempo with timing and with behavior were model dependent. Advances in modeling facilitate the study of some questions about pubertal development, but assumptions of the models affect their utility in psychological studies.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/123048/1/Modeling Pubertal Timing and Tempo and Examining Links to Behavior Problems.pd

Response to early literacy instruction in the United States, Australia, and Scandinavia A behavioral-genetic analysis

Abstract Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at .84 in Australia, .68 in the U.S., and .33 in Scandinavia. The effects of shared environment on kindergarten reading were estimated at .09 in Australia, .25 in the U.S., and .52 in Scandinavia. A similar pattern of genetic and environmental influences was obtained for kindergarten spelling. One year later when twins in all three samples had received formal literacy instruction for at least one full school year, heritability was similarly high across country, with estimated genetic influences varying between .79 and .83 for reading and between .62 and .79 for spelling. These findings indicate that the pattern of genetic and environmental influences on early reading and spelling development varies according to educational context, with genetic influence increasing as a function of increasing intensity of early instruction. Longitudinal analyses revealed genetic continuity for both reading and spelling between kindergarten and Grade 1 across country. However, a new genetic factor comes into play accounting for independent variance in reading at Grade 1 in the U.S. and Scandinavia, suggesting a change in genetic influences on reading. Implications for responseto-instruction are discussed. 4 Historically, and as late as 1800, more than 50% of the population in most western countries was illiterate. The opportunity to learn to read and write was a privilege, to a large extent determined by social-cultural conditions In this article, we continue to report on our International Longitudinal Twin Study (ILTS) of early language and literacy development The main purpose here was to compare genetic and environmental influences on early reading and spelling skills across three twin samples tested in the United States, Australia, and Scandinavia (i.e., Sweden and Norway) and across time of testing (i.e., kindergarten and Grade 1). Two questions are addressed: First, are there any differences in the pattern of genetic and environmental influences on early reading and spelling skills across country? Second, what are the changes in the pattern of genetic and environmental influences on reading and spelling from kindergarten to Grade 1? The general expectation is that the effects of environment on literacy skills should decrease and the genetic contribution increase as a function of intensity and consistency of instruction, across countries and time. This approach should also inform recent interest in response-to-intervention, or RTI, as a method to ascertain, define, and remediate 5 reading difficulties The ILTS has previously documented substantial effects of genes and relatively minor However, in a recent ILTS study of data collected near the end of kindergarten ), individual differences in reading and spelling skills were mainly 6 accounted for by genetic factors in a sample of Australian twins, with estimates of .91 and .84, respectively. In contrast, in a sample of U.S. twins from the state of Colorado, only approximately half of the variance in reading and spelling was accounted for by genetic influences, with the other half attributed to shared and non-shared environment. Although these country differences in genetic and environmental influences on individual differences in reading and spelling were not statistically significant with the available sample sizes, we hypothesized that the trends might be explained by country differences in educational practice. Compulsory school starts at around age five in both Australia and Colorado, but in New South Wales, Australian children enter a school system regulated by a state-wide curriculum mandating that at least 35% of a full school week (9 am to 3 pm, five days a week) should be devoted to language and literacy instruction. In contrast, in Colorado children attend kindergarten school for only 3-4 hours each day, and there is no state-mandated curriculum for teaching reading and spelling. One plausible explanation for the different pattern of genetic and environmental influences on reading and spelling in Australia and U.S. is that a state-wide curriculum emphasizing intense literacy instruction reduces the environmental range in the population, and thus, the amount of variance in reading and spelling skills that can be accounted for by environmental factors. Another explanation is that the greater intensity of instruction in NSW engages genetically-influenced learning processes earlier than in the US, resulting in a higher genetic contribution to overall variability. To further explore these hypotheses, the present study includes a sample of Scandinavian twins. In Scandinavia, compulsory school starts when the child is seven years old, that is, one to two years later compared to Australia and the U.S. Nevertheless, almost all children do attend kindergarten prior to compulsory attendance in Grade 1, but kindergarten curriculum in Sweden and Norway emphasizes social, emotional, and aesthetic development rather than early literacy acquisition. In this way, Scandinavia represents a population where environmental 7 variation outside of school might have a substantial impact on individual differences in kindergarten reading and spelling skills because there is no formal reading instruction in kindergarten. Instead, literacy socialization is mainly given informally at home. However, at seven years of age, in Grade 1, teaching reading and spelling is the target activity in school, and literacy instruction is guided by a master plan common to all schools in Sweden and Norway. This change from informal literacy teaching taking place at the children's home to a countrywide curriculum emphasizing formal reading and spelling instruction should reduce environmental range and increase the intensity of engagement. From kindergarten to Grade 1, we hypothesize, therefore, that the heritability of literacy skills increases and the importance of shared environment decreases in Scandinavia. To summarize, we hypothesize different contributions from genes and environment to kindergarten literacy skills across countries. We also hypothesize an increase in genetic effects on literacy from kindergarten to Grade 1, especially in Scandinavia where formal reading instruction is introduced one year later than in Australia and the U.S. These questions are addressed in the present study through univariate behavior-genetic analyses of data from identical and same-sex fraternal twins tested near the end of kindergarten and first grade. In addition to comparing the magnitudes of genetic and environmental influences between countries and grades in univariate analyses, with a multivariate approach we also address the question whether the same or different sources of genetic and environmental influences account for individual differences in literacy at kindergarten and Grade 1. Based on the differences in the curriculum for literacy instruction across countries summarized above, we hypothesize continuity in the pattern of genetic and environmental influences on reading and spelling from kindergarten to Grade 1 in Australia, but a possible change in genetic and environmental effects on literacy skills in Scandinavia, with the US representing an intermediate case. Method Participants The kindergarten sample comprised a total of 812 same-sex twin pairs recruited from the Colorado Twin Registry in the U.S., the National Heath and Medical Research Council's Australian Twin Registry, and from the Medical Birth Registries in Norway and Sweden (see Actual attrition because of families leaving the project is virtually zero. Only participants for whom the predominant language of their country (i.e., English, Swedish, or Norwegian) was the first language spoken at home were selected. There were no significant differences in parents' mean years of education across twin samples. Also, the means were around 14 years suggesting that level of education is representative for each country. Zygosity was determined by DNA analysis from cheek swab collection, or, in a minority of cases, by selected items from the questionnaire by Literacy skills Reading. Reading skills in kindergarten and Grade 1 were measured by both the word and nonword subtests from the Test of Word Reading Efficiency (TOWRE; Torgesen, Wagner, & Rashotte, 1999), with both Forms A and B administered and averaged to increase reliability (test-retest reliability for children aged 6-9 years, .97 for word and .90 for nonword standard scores). In each Form, children read a list of words and a list of nonwords as quickly as possible in 45 sec. A composite measure of reading skill was created for phenotypic analyses, justified by high correlations, .83 and .86 on average, between word and nonword reading at both kindergarten and at the end of Grade 1. For the behavior genetic analyses, we modelled the four subtests of word and nonword reading as latent traits. Spelling. At kindergarten, spelling was measured by a test developed by Byrne and Fielding- Procedure Children were assessed individually by trained examiners in their homes and/or schools at the end of kindergarten and Grade 1. To foster fidelity of assessment between testers and sites, we have adopted the practice of videotaping samples of test sessions and having each tester inspect the tapes of other testers. In this study, we only report on reading and spelling measures performed at each age. However, in single one-hour sessions at each of kindergarten and Grade 1, several other measures such as phonological awareness, RAN, and verbal abilities were included (for details, see Analysis One-way analyses of variance (ANOVA) and Tukey HSD post hoc tests were performed to test differences between country samples for reading and spelling at kindergarten and Grade 1. The magnitude of the mean differences was calculated using Cohen's d. Genetic and environmental influences on reading and spelling skills across country and within country 11 across time were analyzed using monozygotic (MZ) and dizygotic (DZ) twin correlations, and models were fitted from raw data using maximum likelihood estimation in Mx Results Reading and spelling skills across country Means and standard deviations for reading and spelling at kindergarten and Grade 1 across country and effect size estimations for mean differences are presented in Behavior-genetic analyses Standardized raw data adjusted for age and gender effects within each twin sample were used as input for all behavior-genetic analyses. To estimate the relative influence on individual differences from additive genetic effects (a 2 ), shared-environment effects (c 2 ), and nonsharedenvironment effects (e 2 ), the data for reading and spelling skills were subjected to structural equation modelling by use of the Mx statistical modelling package (Neale, Boker, Xie, & Maes, 2002). In this section, we start by presenting correlations between MZ and DZ twins

Physics in Riemann's mathematical papers

Riemann's mathematical papers contain many ideas that arise from physics, and some of them are motivated by problems from physics. In fact, it is not easy to separate Riemann's ideas in mathematics from those in physics. Furthermore, Riemann's philosophical ideas are often in the background of his work on science. The aim of this chapter is to give an overview of Riemann's mathematical results based on physical reasoning or motivated by physics. We also elaborate on the relation with philosophy. While we discuss some of Riemann's philosophical points of view, we review some ideas on the same subjects emitted by Riemann's predecessors, and in particular Greek philosophers, mainly the pre-socratics and Aristotle. The final version of this paper will appear in the book: From Riemann to differential geometry and relativity (L. Ji, A. Papadopoulos and S. Yamada, ed.) Berlin: Springer, 2017

Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations

Background: There is much to be realised in the educational potential of national and world heritage sites. Such sites need to be supported in sharing their resources with a wide and international public, especially within formal education. Two-dimensional (2D) and three-dimensional (3D) heritage site visualisations could serve this need. Our study focuses on the teacher-perceived possibilities and benefits for education around such visualisations. Purpose: We describe how a group of UK teachers perceive the potential of cross-curricular learning that could arise from an Italian world heritage site. The teachers commented on 2D visualisations of artefacts from this site, as well as the design of a 3D immersive environment to serve educational purposes. We consider as follows: (1) how the cross-curricular teaching potential of such resources is perceived, and (2) what design features of a 3D immersive environment teachers suggest are needed for educational explorations. Sample: We recruited 10 teachers from the Midlands region of the UK and carried out semi-structured interviews. Methods: Interviews were transcribed and a thematic analysis applied to the conversations. Questioning was grounded in the examination of 2D and 3D visual resources. This provoked cross-curricular and educational design thinking. Results: Teacher responses highlighted a wide range of cross-curricular possibilities. However, they expressed a more ‘assimilative’ than ‘accommodative’ approach when relating resources to the curriculum. Such ‘assimilation’ involved seeing the site artefacts as raw material for more instrumental ‘curriculum activities’ (e.g. within art and design, geography, maths or literacy) rather than a more accommodative approach whereby curricular disciplines were exercised to make new meaning from the artefacts. In relation to 3D technology design, most teachers highlighted three technology features that would render it well matched to educational practice and three educational benefits over non-3D immersive environments. Conclusions: Teachers can easily imagine a rich range of opportunities to utilise 2D and 3D heritage site artefacts within the curriculum. However, the largely assimilative nature of this cross-curricular appropriation suggests the value of providing more guidance and support to teachers in the interpretation and application of artefacts. Their design suggestions can usefully inform construction of educational features within 3D immersive technologies that support heritage site experiences

Detection and Localisation of PrPSc in the Liver of Sheep Infected with Scrapie and Bovine Spongiform Encephalopathy

Prions are largely contained within the nervous and lymphoid tissue of transmissible spongiform encephalopathy (TSE) infected animals. However, following advances in diagnostic sensitivity, PrPSc, a marker for prion disease, can now be located in a wide range of viscera and body fluids including muscle, saliva, blood, urine and milk, raising concerns that exposure to these materials could contribute to the spread of disease in humans and animals. Previously we demonstrated low levels of infectivity in the liver of sheep experimentally challenged with bovine spongiform encephalopathy. In this study we show that PrPSc accumulated in the liver of 89% of sheep naturally infected with scrapie and 100% of sheep challenged with BSE, at both clinical and preclinical stages of the disease. PrPSc was demonstrated in the absence of obvious inflammatory foci and was restricted to isolated resident cells, most likely Kupffer cells

Genome-wide Association Meta-analysis of Childhood and Adolescent Internalizing Symptoms

Objective: To investigate the genetic architecture of internalizing symptoms in childhood and adolescence. Method: In 22 cohorts, multiple univariate genome-wide association studies (GWASs) were performed using repeated assessments of internalizing symptoms, in a total of 64,561 children and adolescents between 3 and 18 years of age. Results were aggregated in meta-analyses that accounted for sample overlap, first using all available data, and then using subsets of measurements grouped by rater, age, and instrument. Results: The meta-analysis of overall internalizing symptoms (INToverall) detected no genome-wide significant hits and showed low single nucleotide polymorphism (SNP) heritability (1.66%, 95% CI = 0.84-2.48%, n(effective) = 132,260). Stratified analyses indicated rater-based heterogeneity in genetic effects, with self-reported internalizing symptoms showing the highest heritability (5.63%, 95% CI = 3.08%-8.18%). The contribution of additive genetic effects on internalizing symptoms appeared to be stable over age, with overlapping estimates of SNP heritability from early childhood to adolescence. Genetic correlations were observed with adult anxiety, depression, and the well-being spectrum (vertical bar r(g)vertical bar > 0.70), as well as with insomnia, loneliness, attention-deficit/hyperactivity disorder, autism, and childhood aggression (range vertical bar r(g)vertical bar = 0.42-0.60), whereas there were no robust associations with schizophrenia, bipolar disorder, obsessive-compulsive disorder, or anorexia nervosa. Conclusion: Genetic correlations indicate that childhood and adolescent internalizing symptoms share substantial genetic vulnerabilities with adult internalizing disorders and other childhood psychiatric traits, which could partially explain both the persistence of internalizing symptoms over time and the high comorbidity among childhood psychiatric traits. Reducing phenotypic heterogeneity in childhood samples will be key in paving the way to future GWAS success.Peer reviewe

Home and Online Management and Evaluation of Blood Pressure (HOME BP) using a digital intervention in poorly controlled hypertension: randomised controlled trial

Objective: The HOME BP (Home and Online Management and Evaluation of Blood Pressure) trial aimed to test a digital intervention for hypertension management in primary care by combining self-monitoring of blood pressure with guided self-management. Design: Unmasked randomised controlled trial with automated ascertainment of primary endpoint. Setting: 76 general practices in the United Kingdom. Participants: 622 people with treated but poorly controlled hypertension (>140/90 mm Hg) and access to the internet. Interventions: Participants were randomised by using a minimisation algorithm to self-monitoring of blood pressure with a digital intervention (305 participants) or usual care (routine hypertension care, with appointments and drug changes made at the discretion of the general practitioner; 317 participants). The digital intervention provided feedback of blood pressure results to patients and professionals with optional lifestyle advice and motivational support. Target blood pressure for hypertension, diabetes, and people aged 80 or older followed UK national guidelines. Main outcome measures: The primary outcome was the difference in systolic blood pressure (mean of second and third readings) after one year, adjusted for baseline blood pressure, blood pressure target, age, and practice, with multiple imputation for missing values. Results: After one year, data were available from 552 participants (88.6%) with imputation for the remaining 70 participants (11.4%). Mean blood pressure dropped from 151.7/86.4 to 138.4/80.2 mm Hg in the intervention group and from 151.6/85.3 to 141.8/79.8 mm Hg in the usual care group, giving a mean difference in systolic blood pressure of −3.4 mm Hg (95% confidence interval −6.1 to −0.8 mm Hg) and a mean difference in diastolic blood pressure of −0.5 mm Hg (−1.9 to 0.9 mm Hg). Results were comparable in the complete case analysis and adverse effects were similar between groups. Within trial costs showed an incremental cost effectiveness ratio of £11 ($15, €12; 95% confidence interval £6 to £29) per mm Hg reduction. Conclusions: The HOME BP digital intervention for the management of hypertension by using self-monitored blood pressure led to better control of systolic blood pressure after one year than usual care, with low incremental costs. Implementation in primary care will require integration into clinical workflows and consideration of people who are digitally excluded. Trial registration: ISRCTN13790648