WISDOM: history and early demise - was it inevitable?

In 1989, the UK Medical Research Council (MRC) agreed that, if feasible, a randomized controlled trial to assess the long-term risks and benefits of hormone replacement therapy (HRT) was a priority. Feasibility work began in 1990 and demonstrated that a large-scale multicenter trial was possible. An application for funding for a main trial was submitted to MRC in 1993 and, after extensive review, funding was released in late 1996. Set-up work for the trial - the Women's International Study of long Duration Oestrogen after Menopause (WISDOM) - began in 1997 with recruitment in 1999. In October 2002, following the early discontinuation of one arm of the US Women's Health Initiative HRT trial, the MRC decided to stop the WISDOM trial. This article, by the principal UK investigators of WISDOM, sets out the background and history of the trial

Kennedy Space Center: GO

KSC Vision We are an active multiuser spaceport Spaceport Management & Integration Operational Philosoph

Creating semiclassical black holes in collider experiments and keeping them on a string

We argue that a simple modification of the TeV scale quantum gravity scenario allows production of semiclassical black holes in particle collisions at the LHC. The key idea is that in models with large extra dimensions the strength of gravity in the bulk can be higher than on the brane where we live. A well-known example of this situation is the case of warped extra dimensions. Even if the energy of the collision is not sufficient to create a black hole on the brane, it may be enough to produce a particle which accelerates into the bulk up to trans-Planckian energy and creates a large black hole there. In a concrete model we consider, the black hole is formed in a collision of the particle with its own image at an orbifold plane. When the particle in question carries some Standard Model gauge charges the created black hole gets attached to our brane by a string of the gauge flux. For a 4-dimensional observer such system looks as a long-lived charged state with the mass continuously decreasing due to Hawking evaporation of the black hole. This provides a distinctive signature of black hole formation in our scenario.Comment: Journal version, a misprint correcte

The effect of exercise on depressive symptoms in adolescents: a systematic review and meta-analysis

Objective: The purpose of this review was to examine the treatment effect of physical exercise on depressive symptoms for adolescents aged 13 to 17 years. Method: A systematic search of 7 electronic databases identified relevant randomized controlled trials. Following removal of duplicates, 543 texts were screened for eligibility. Screening, data extraction, and trial methodological quality assessment (using the Delphi list) were undertaken by 2 independent researchers. Standardized mean differences were used for pooling postintervention depressive symptom scores. Results: Eleven trials met the inclusion criteria, 8 of which provided the necessary data for calculation of standardized effect size. Exercise showed a statistically significant moderate overall effect on depressive symptom reduction (standardized mean difference [SMD] = −0.48, 95% CI = −0.87, −0.10, p = .01, I2 = 67%). Among trials with higher methodological scoring, a nonsignificant moderate effect was recorded (SMD = −0.41, 95% CI = −0.86, 0.05, p = .08). In trials with exclusively clinical samples, exercise showed a statistically significant moderate effect on depressive symptoms with lower levels of heterogeneity (SMD = −0.43, 95% CI = −0.84, −0.02, p = .04, I2 = 44%). Conclusion: Physical exercise appears to improve depressive symptoms in adolescents, especially in clinical samples in which the moderate antidepressant effect, higher methodological quality, and lowered statistical heterogeneity suggest that exercise may be a useful treatment strategy for depression. Larger trials with clinical samples that adequately minimize the risk of bias are required for firmer conclusions on the effectiveness of exercise as an antidepressant treatment

Long-Lived Neutralino NLSPs

We investigate the collider signatures of heavy, long-lived, neutral particles that decay to charged particles plus missing energy. Specifically, we focus on the case of a neutralino NLSP decaying to Z and gravitino within the context of General Gauge Mediation. We show that a combination of searches using the inner detector and the muon spectrometer yields a wide range of potential early LHC discoveries for NLSP lifetimes ranging from 10^(-1)-10^5 mm. We further show that events from Z(l+l-) can be used for detailed kinematic reconstruction, leading to accurate determinations of the neutralino mass and lifetime. In particular, we examine the prospects for detailed event study at ATLAS using the ECAL (making use of its timing and pointing capabilities) together with the TRT, or using the muon spectrometer alone. Finally, we also demonstrate that there is a region in parameter space where the Tevatron could potentially discover new physics in the delayed Z(l+l-)+MET channel. While our discussion centers on gauge mediation, many of the results apply to any scenario with a long-lived neutral particle decaying to charged particles.Comment: 31 pages, 12 figure

Digging over that old ground: an Australian perspective of women's experience of psychosocial assessment and depression screening in pregnancy and following birth

BACKGROUND: There is increasing recognition of the need to identify risk factors for poor mental health in pregnancy and following birth. In New South Wales, Australia, health policy mandates psychosocial assessment and depression screening for all women at the antenatal booking visit and at six to eight weeks after birth. Few studies have explored in-depth women’s experience of assessment and how disclosures of sensitive information are managed by midwives and nurses. This paper describes women’s experience of psychosocial assessment and depression screening examining the meaning they attribute to assessment and how this influences their response. METHODS: This qualitative ethnographic study included 34 women who were observed antenatally in the clinic with 18 midwives and 20 of the same women who were observed during their interaction with 13 child and family health nurses after birth in the home or the clinic environment. An observational tool, 4D&4R, together with field notes was used to record observations and were analysed descriptively using frequencies. Women also participated in face to face interviews. Field note and interview data was analysed thematically and similarities and differences across different time points were identified. RESULTS: Most participants reported that it was acceptable to them to be asked the psychosocial questions however they felt unprepared for the sensitive nature of the questions asked. Women with a history of trauma or loss were distressed by retelling their experiences. Five key themes emerged. Three themes; ’Unexpected: a bit out of the blue’, ‘Intrusive: very personal questions’ and ‘Uncomfortable: digging over that old ground’, describe the impact that assessment had on women. Women also emphasised that the approach taken by the midwife or nurse during assessment influenced their experience and in some cases what they reported. This is reflected in the themes titled: Approach: ’sensitivity and care’ and ’being watched’. CONCLUSIONS: The findings emphasise the need for health services to better prepare women for this assessment prior to and after birth. It is crucial that health professionals are educationally prepared for this work and receive ongoing training and support in order to always deliver care that is empathetic and sensitive to women who are disclosing personal information

Spectacle lens fabrication in an optometric practice

Recently many of our classmates have asked questions concerning the actual set-up of an ophthalmic lens fabrication lab in an optometric practice. Our colleagues and peers not only want to know about feasibility, investment, space, equipment, and prices, but also how to perform the actual process of spectacle making. As graduating optometrists some of our classmates will enter into an association with an older established optometrist and some will go into solo practice. In either case one of their duties may be doing the actual lab work in spectacle fabrication. This is very common practice in the current optometric community. As more and more optometrists become involved with lab work, the need for a manual of this type is obvious. A literature search proved fruitless in obtaining any source that covers the breadth and scope of the edging process in its entirety. Optometric and optician\u27s publications sometimes deal with various aspects of the spectacle fabrication process, but we have found these to be too general and in the style of an overview or snapshot . We were unable to find any source containing the actual mechanisms involved. A previous research project involved a video tape of the edging process from a local laboratory, and was aimed toward explaining how the edging process is accomplished. We feel that the tape was good in that it oriented the viewer as to how this is done . However, the thrust of our project is to explain, step-by-step, how to edge lenses in an optometric office. The manual will be written from the perspective of How to do it , rather than how it is done . To our knowledge, this work will be the first of its kind, and will represent a compilation of technical information obtained from manufacturers of laboratory equipment, combined with textbook information, and original writings based on our training and experience as laboratory 1 opticians. The authors do not intend this manual to be a statement saying that professional optometrists should spend their time edging lenses. To the contrary, we feel that the optometrist should spend his/her time doing what he/she was trained to do, that is, providing vision care. If however, a spectacle fabrication lab is to be incorporated into an optometric practice, two things are necessary. First, the optometrist needs to know the processes involved as well as the equipment required in order to set up the lab. Second, he/she needs a working knowledge of the basic mechanics and procedures involved, in order to train personnel if necessary