bluuebunny/crossref_metadata_2025 huggingface dataset:
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version, with Autism Spectrum Addendum (ADIS/ASA)
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This book details the Anxiety and Related Disorders Interview Schedule for DSM-5, Parent Version, with Autism Spectrum Addendum (ADIS/ASA), which is the gold standard semi-structured interview used in clinical research and services to assess and diagnose anxiety disorders in children on the autism spectrum. The interview covers the major DSM-5 anxiety disorders, including specific phobias; social, generalized, and separation anxiety disorders; and obsessive-compulsive disorder. In addition, modules are available to assess distinct expressions of anxiety that are associated with autism, including interfering fears related to changes in routine, difficulties processing social cues, specific sensory experiences, and other specified compulsive behaviors. Finally, specific queries and guidelines are offered to assist clinicians in differentiating autism and anxiety symptoms that can present in a similar fashion. Like the ADIS-C/P-5, the interview provides information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are also able to quantify the severity of illness using a Clinician Severity Rating (CSR). Detailed information on scoring and differential diagnosis is provided in the Autism Supplement.
Separation Anxiety Disorder
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter highlights the section on Separation Anxiety Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). This section provides some guidelines and special considerations for differentiating symptoms of separation anxiety from behavioral difficulties secondary to Autism Spectrum Disorder (ASD). For children with severe intellectual or medical comorbidities, the excessiveness of their separation anxiety should be interpreted within the context of their developmental age and level of physical dependence upon the parent. Moreover, behavioral examples of separation anxiety should be clear and compelling in order to diagnose Separation Anxiety Disorder in a child who cannot or does not express separation fears. Examples of anticipatory separation concerns may be particularly convincing and helpful for differentiating separation anxiety from difficulty with transitions generally. Some children may become upset when a parent leaves, leaves early, or arrives late because these children dislike even small changes to their routine and schedule. The interviewer should be careful not to mistake sensitivity to change as separation anxiety.
Fears of Change and Negative Reactions to Change
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter highlights the section on Fears of Change and Negative Reactions to Change in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). Fear of Change may be a component of Generalized Anxiety Disorder (GAD) in youth on the autism spectrum if such symptoms occur alongside GAD symptoms. If GAD is not present, these symptoms may be represented by a diagnosis of Other Specified Anxiety Disorder if it is deemed clinically appropriate and meaningful for treatment planning. Meanwhile, negative reactions to change are not clearly symptoms of anxiety. These difficulties may be better conceptualized as general emotion dysregulation or rigidity associated with Autism Spectrum Disorder (ASD) rather than a discrete disorder.
Additional Other Specified or Unspecified Anxiety Disorders
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter details the section on Additional Other Specified or Unspecified Anxiety Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). If other unusual or distinct fears, worries, and anxieties are reported that do not meet criteria for existing DSM anxiety disorders or do not seem adequately captured by the existing anxiety categories presented, clinicians may ask the parent/guardian to describe these fears, with clear behavioral examples. The next step is to measure how much the problem has interfered with the child’s friendships, caused problems at school or at home, and stopped the child from doing the things they would like to do. This can be done through the Feelings Thermometer. The interviewer should record the number corresponding to the parent’s anchor response.
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version
Authors: Silverman Wendy K. , Albano Anne Marie , Kerns Connor M.
Published: March 2024

This book outlines the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Versions. These are considered the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents, and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth report and examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Manual, as well as detailed information on use of the Autism Supplement.
Selective Mutism
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter details the section on Selective Mutism in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). Some children have no difficulty talking, laughing, and even singing in front of family members, but in public situations, such as school, they are unable to speak aloud in front of other people. Diagnosis of Selective Mutism requires a failure to speak in selected situations despite speaking in other situations; interference in functioning; and duration of at least 1 month (excluding the first month of school). The interviewer should ask the parent how much the problem has interfered with their child's friendships, caused problems at school or at home, or stopped them from doing the things they would like to do. This can be rated through the Feelings Thermometer.
Panic Disorder
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter highlights the section on Panic Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). The interviewer should make sure that any “Yes” response is not simply caused by exposure to a certain situation or object (Specific Phobia), being the focus of attention (Social Anxiety Disorder), being separated from parents (Separation Anxiety), and so on. If the parent gives examples that are the result of another anxiety disorder, or elaboration of the response to Question lb suggests that the parent does not seem to understand Question la, then the interviewer may ask Question lc to reassess presence of “unexpected” panic attacks. The interviewer should inquire about panic symptoms including shortness of breath, parasthesias, chest pain, and dizziness. Symptom identification and endorsement are often difficult for parents, and require the child identifying these symptoms and their associated distress.
Posttraumatic Stress Disorder (PTSD)/Acute Stress Disorder
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter focuses on the Posttraumatic Stress Disorder (PTSD)/Acute Stress Disorder section of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). By DSM-5 definition, the person must have experienced, witnessed, or been confronted with (an) event(s) that involved actual or threatened death, injury, or threat to the physical integrity of self or others; the person's response must involve intense fear, helplessness, horror or, in children, disorganized or agitated behavior. In order to meet diagnostic criteria for Posttraumatic Stress Disorder (PTSD), the parent must answer “Yes” to at least one of Questions 1–8, “Yes” to one of Questions 10–14, “Yes” to one of Questions 15–16, “Yes” to two or more of Questions 17–23, and “Yes” to two or more of question 24a–24f. In addition, symptoms must be present for more than 1 month and interference in functioning (a rating of 4 or greater) must be evident. If less than 1 month since traumatic event, the interviewer should consider Acute Stress Disorder.
Tic Disorders
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter details the section on Tic Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). A tic is a non-voluntary movement of the body or a vocal sound that can occur suddenly and is repeated, often rapidly. With appropriate sensitivity, the interviewer should physically demonstrate these tics when inquiring about their presence. If duration of motor tics is less than one year, the interviewer should consider a diagnosis of Other Specified Tic Disorder or Unspecified Tic Disorder and skip to Vocal Tics. Symptoms must have persisted for at least one year, although they could wax and wane in frequency, and onset of symptoms must be prior to age 18. It is very important to distinguish interference due to tics from distress due to other comorbid problems such as Attention-Deficit/Hyperactivity Disorder (ADHD) or Obsessive-Compulsive Disorder (OCD). If only motor tics or vocal tics are present and they occurred many times a day, for less than one year, the interviewer should consider a diagnosis of Provisional Tic Disorder.
ADIS-5 Composite Summary Form
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter presents the ADIS-5 Composite Summary Form. The interviewer should record the appropriate term for youth who self-report as transgender, gender-queer, or a different identity, but also inquire for gender assigned at birth (on birth certificate). Meanwhile, the PIR and CIR are, respectively, the parent and child ratings of distress and impairment in functioning experienced by the child or adolescent due to each diagnosis. The CONFIDENCE rating (0 to 100) is assigned by the clinician. The chapter also outlines the Composite Diagnosis and Clinician Severity Rating (CSR). This represents the clinician's assessment of the overall information provided during the interview(s).
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This book outlines the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Versions. These are considered the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents, and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth report and examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Manual, as well as detailed information on use of the Autism Supplement.
Introduction
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter discusses the first part of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). It begins with a brief introduction and explanation of the purpose of the interview. The next step is to obtain a brief description of the presenting complaint, leaving details to be covered by later questions. Throughout the interview, some questions will represent symptoms or criteria for diagnostic categories and are followed by “yes,” “no,” and “other” responses. For some criteria, a certain number of symptoms must be endorsed before those criteria can be assigned. The chapter then provides some instructions on the interviewer’s use of the visual prompt called the Feelings Thermometer. It is important to demonstrate the Feelings Thermometer, giving practice examples and ensuring that the child understands the scale.
Specific Phobia
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter looks at the Specific Phobia module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). The interviewer should make sure that the child is responding to fear of specific objects or situations. For each situation in Question 1a to which the child responded “yes,” the interviewer may obtain fear ratings using the Feelings Thermometer. After obtaining the fear ratings, the interviewer should inquire for avoidance behavior for those items with a fear severity rating of 4 (some) or greater. If no fears are reported in Question 1a or if all fear ratings in Question 1b are 2 or less, the interviewer may skip to the section on Panic Disorder. To meet diagnostic criteria for Specific Phobia, the child must have endorsed a fear of one or more objects or situations with a rating of 4 (some) or greater; avoidance or endurance of the specific situation with intense fear or anxiety; and interference in normal routine, academic functioning, or social activities or relationships. The duration must be 6 months or longer.
Obsessive-Compulsive Disorder
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter details the Obsessive-Compulsive Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). In assessing for the clinical significance of obsessions, persistence is first assessed, followed by distress and resistance. The interviewer should list and rate each obsession identified by the child using the Feelings Thermometer. Meanwhile, in assessing for compulsions, the frequency of the repetitive behavior is rated. Diagnosis of Obsessive-Compulsive Disorder requires the presence of persistent obsessions, which are repetitive and difficult to control, and/or compulsions, or both (more than 1 hour each day). In addition, the symptoms must cause marked distress or cause significant interference in functioning. Recognition by the child that the symptoms are excessive or unreasonable is not necessary to make the diagnosis in children.
Major Depressive Disorder
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter looks at the Major Depressive Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). If the child responds “yes” to Question 1a and “no” to Question 1b (child reports depression but denies current episode), the interviewer should assess suicide risk (Questions 12a–12d) and then skip to the section on Persistent Depressive Disorder (Dysthymia). If the child responds “yes” to any part of Question 12, the interviewer should obtain further details and assess the child’s current risk of harm to self or others. It is important to inquire about the specifics of plan, time of occurrence, frequency of such thoughts, details of the attempt, current absence or presence of ideation, and so on, and take appropriate preventive action. Diagnosis of Major Depressive Disorder requires five “yes” responses to Questions 4–12. At least one symptom must be depressed or irritable mood or loss of interest in usual activities. Also, the symptoms must occur together nearly every day for at least 2 weeks, and interference in functioning must be evident.
Persistent Depressive Disorder (Dysthymia)
Authors: Albano Anne Marie , Silverman Wendy K.
Published: March 2024

This chapter highlights the Persistent Depressive Disorder (Dysthymia) module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). If the child reports a full year of depressed mood or irritability and the presence of at least two symptoms from Questions 2–7, the interviewer should consider a Persistent Depressive Disorder diagnosis. Whether or not the child meets criteria for Persistent Depressive Disorder, all children should be assessed for Major Depressive Disorder. The next step is to measure interference using the Feelings Thermometer. If the child meets the criteria for Persistent Depressive Disorder, the interviewer should inquire about age of onset.
Renal medicine
Authors: White William
Published: March 2024

The aim of this chapter is to help you with your preparation with your medical school exams and raise awareness and your working practical knowledge of renal medicine. This chapter contains 35 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Theories and Frameworks Relevant to Interprofessional Collaboration
Authors: Sherman Deborah Witt , Pfeifle Andrea L.
Published: March 2024

This chapter addresses the value of theories and conceptual frameworks in advancing interprofessional collaboration in healthcare, and specifically their relevance to interprofessional cross-disciplinary collaboration in palliative care. After briefly introducing the process of theory development and application, the authors summarize frameworks that are relevant to interprofessional collaboration in palliative care. The chapter concludes with a vignette that illustrates the use of theories and conceptual frameworks and the intersection of interprofessional education and clinical practice. Discussion questions are included to challenge the reader’s thoughts about the role of theory and its application in palliative care as a model for interprofessional collaboration.
Principles of Interprofessional Education Applied to Palliative Care
Authors: Jones Barbara L. , Currin-McCulloch Jennifer , Fink Regina M.
Published: March 2024

The development of a comprehensive interprofessional palliative care educational program enables learners from various healthcare professions to learn alongside one another, ultimately reflecting and reinforcing interprofessional teamwork. This chapter focuses on the basic principles of interprofessional palliative care curriculum design, competency development, and evaluation. Kern’s 6-step approach describes the components of curriculum development as applied to interprofessional palliative care education, and the Kirkpatrick model is used for program evaluation. Sections include discussion of needs assessments, learning climate, goals and objectives, teaching modalities, and educational strategies. Exemplars of 2 successful interprofessional palliative care educational programs are described and resources are provided.
Interprofessional Palliative Care Education in Academic Settings
Authors: McPherson Mary Lynn , Kitko Lisa
Published: March 2024

Palliative care practitioners, like all healthcare providers, must embrace a philosophy of lifelong learning. Because they practice in an interprofessional environment, prelicensure students would benefit greatly from interprofessional education. In designing professional curricula, it is imperative that faculty consider the core competencies promoted by the Interprofessional Education Collaborative, as well as core competencies and outcomes required for each of the professions involved in palliative care. Practitioners must seek opportunities that provide the knowledge and skills necessary to provide palliative care to patients and families ranging from primary to specialty care provided at community and tertiary medical centers. Many academic institutions in the United States and beyond offer a wide range of continuing professional development, graduate academic certificates, and advanced degrees in palliative care, representing a “60-year curriculum” that aims to meet the educational needs of providers, along a spectrum of expertise.
Interprofessional Specialty Palliative Care Clinical Education and Training
Authors: Kestenbaum Allison , Reid Thomas , Dahlin Constance
Published: March 2024

According to the National Consensus Project guidelines, palliative care is delivered by team members who have completed specialist training and education. In the U.S., this can occur through academic programs, conferences, and post graduate programs that provide content related to specialist practice including content necessary to manage the physical, psychological, cultural, and spiritual aspects of care within the collaboration of the interprofessional team. This chapter summarizes available interprofessional specialty clinical palliative care educational opportunities, including fellowships, residencies, and immersion courses and the current state of policy related to comprehensive interprofessional education. Discussion of barriers and opportunities for interprofessional specialty palliative care education is offered, using available literature and expert opinion derived from surveys, interviews, and communication with palliative care thought leaders. Case studies, pearls of wisdom, and reflection questions support the integration of interprofessional education into specialty palliative care clinical education.
Interprofessional Continuing Education
Authors: Glajchen Myra , Richards Karen
Published: March 2024

Continuing education (CE) is an essential part of professional development for every member of the palliative care team and mandatory to maintain licensure or certification in most states, but relatively few interprofessional palliative care CE training programs are available in the United States. Interprofessional CE prepares healthcare professionals for collaborative practice in today’s palliative care environment as both interprofessional education and high-quality palliative care practice focus on collaboration among health professionals, communication, and teamwork to enhance patient care. Nevertheless, most CE courses tend to be profession-specific and may not fully prepare clinicians to work in interprofessional teams. This chapter describes best practices in adult learning as applied to interprofessional CE, highlights best practices from exemplar interprofessional palliative care CE programs, explores the role of the instructional designer on the development team—especially as related to designing online educational products—and examines challenges and solutions to engage a wide range of professions in the provision of high-quality interprofessional palliative care CE. Readers will be able to benchmark exemplar programs and visit their websites.
Outpatient Palliative Care Clinics
Authors: Cruz-Oliver Dulce M. , Mwamba Kafunyi
Published: March 2024

Outpatient clinics are a new frontier for interprofessional palliative care, a specialty focused on improving the quality of life and relief of symptoms of anyone living with serious illness. Most of the care for chronic and serious illness occurs at home, not in hospitals. Outpatient palliative care clinics reduce the risk of unnecessary re-hospitalizations, and shorten the hospital stays that do occur. Inadequate reimbursement, limited space, and insufficient staffing, as well as limited data on its effectiveness, have posed challenges to the growth of outpatient interprofessional palliative care clinics. This chapter offers a description of the interprofessional team within the context of outpatient palliative care clinics, the models of delivery, the populations they serve, and the challenges to implement interprofessional outpatient palliative care clinics in different settings.
Cardiovascular medicine
Authors: Wilkinson Ian B. , Raine Tim , Wiles Kate , Hateley Peter , Kelly Dearbhla , McGurgan Iain
Published: March 2024

This chapter discusses cardiovascular medicine, including cardiovascular health, cardiovascular symptoms at the bedside, ECG abnormalities, cardiac imaging, echocardiography, cardiac catheterization, cardiovascular drugs, hypertension, angina pectoris, acute coronary syndromes (ACS), complications of MI, arrhythmias, continuous ECG monitoring, narrow complex tachycardia, broad complex tachycardia, atrial fibrillation (AF) and flutter, pacemakers, heart failure, rheumatic fever (RF), mitral valve disease, aortic valve disease, right heart valve disease, cardiac surgery, systemic diseases, infective endocarditis (IE), diseases of heart muscle, pericardial diseases, adult congenital heart disease (ACHD), and driving and the heart.
Search and characterization of third-body candidates around short-period binaries using Kepler and TESS data
Authors: Inácio Jefferson R P , Macêdo Isaac M , Ferreira Éder V X , Lisboa Ronai , Mendes Tarciro N C , Pereira Marildo G , da Silva José R P , Almeida Leonardo A
Published: March 2024

The study of the orbital period variation of short-period binary systems has been important to understand several physical phenomena, such as the emission of gravitational waves, angular momentum loss via magnetic braking, matter transfer between the components, apsidal motion, quadrupole moment variation, and presence of circumbinary bodies. With the advent of large space missions, e.g. Kepler and Transiting Exoplanet Survey Satellite (TESS), an enormous amount of high-precision photometric data with temporal coverage from years to decades has become available. Thus, in this work, we propose to study the orbital period variation of a sample of 253 binary that was observed by both Kepler and TESS and therefore with a temporal coverage of more than 10 yr. The main goal of this paper is the search and characterization of third bodies. Based on the periodicity analysis of the observed minus calculated (O − C) diagram of the sample, 75 of them showed periodic variation and therefore were classified as binary systems with third-body candidates, while the remaining 178 did not show periodic variations. This result is a two-fold increase in tertiary candidates around binary systems compared to the study carried out with only Kepler data. Although our estimated rate of third-body candidates (∼30 per cent) is higher than that obtained only with Kepler data (∼20 per cent), it should be taken as a lower limit.
Discoveries and timing of pulsars in M62
Authors: Vleeschower L , Corongiu A , Stappers B W , Freire P C C , Ridolfi A , Abbate F , Ransom S M , Possenti A , Padmanabh P V , Balakrishnan V , Kramer M , Venkatraman Krishnan V , Zhang L , Bailes M , Barr E D , Buchner S , Chen W
Published: March 2024

Using MeerKAT, we have discovered three new millisecond pulsars (MSPs) in the bulge globular cluster M62: M62H, M62I, and M62J. All three are in binary systems, which means all ten known pulsars in the cluster are in binaries. M62H has a planetary-mass companion with a median mass Mc, med ∼ 3 MJ and a mean density of ρ ∼ 11 g cm−3. M62I has an orbital period of 0.51 d and a Mc, med ∼ 0.15 M⊙. Neither of these low-mass systems exhibit eclipses. M62J has only been detected in the two Ultra High Frequency band (816 MHz) observations with a flux density S816 = 0.08 mJy. The non-detection in the L-band (1284 MHz) indicates it has a relatively steep spectrum (β < −3.1). We also present 23-yr-long timing solutions obtained using data from the Parkes ‘Murriyang’, Effelsberg, and MeerKAT telescopes for the six previously known pulsars. For all these pulsars, we measured the second spin-period derivatives and the rate of change of orbital period caused by the gravitational field of the cluster, and their proper motions. From these measurements, we conclude that the pulsars’ maximum accelerations are consistent with the maximum cluster acceleration assuming a core-collapsed mass distribution. Studies of the eclipses of the redback M62B and the black widow M62E at four and two different frequency bands, respectively, reveal a frequency dependence with longer and asymmetric eclipses at lower frequencies. The presence of only binary MSPs in this cluster challenges models which suggest that the MSP population of core-collapsed clusters should be dominated by isolated MSPs.
Non-radial oscillations in newly born compact star considering effects of phase transition
Authors: Kumar Anil , Thakur Pratik , Sinha Monika
Published: March 2024

The massive stars end their lives by supernova explosions leaving central compact objects that may evolve into neutron stars. Initially, after birth, the star remains hot and gradually cools down. We explore the matter and star properties during this initial stage of the compact stars considering the possibility of the appearance of deconfined quark matter in the core of the star. At the initial stage after the supernova explosion, the occurrence of non-radial oscillation in the newly born compact object is highly possible. Non-radial oscillations are an important source of gravitational waves (GWs). There is a high chance for GWs from these oscillations, especially the nodeless fundamental (f) mode to be detected by next-generation GW detectors. We study the evolution in frequencies of non-radial oscillation after birth considering phase transition and predicting the possible signature for different possibilities of theoretical compact star models.
Multiple Genomic Landscapes of Recombination and Genomic Divergence in Wild Populations of House Mice—The Role of Chromosomal Fusions and Prdm9
Authors: Marín-García Cristina , Álvarez-González Lucía , Marín-Gual Laia , Casillas Sònia , Picón Judith , Yam Keren , Garcias-Ramis María Magdalena , Vara Covadonga , Ventura Jacint , Ruiz-Herrera Aurora
Published: March 2024

Chromosomal fusions represent one of the most common types of chromosomal rearrangements found in nature. Yet, their role in shaping the genomic landscape of recombination and hence genome evolution remains largely unexplored. Here, we take advantage of wild mice populations with chromosomal fusions to evaluate the effect of this type of structural variant on genomic landscapes of recombination and divergence. To this aim, we combined cytological analysis of meiotic crossovers in primary spermatocytes with inferred analysis of recombination rates based on linkage disequilibrium using single nucleotide polymorphisms. Our results suggest the presence of a combined effect of Robertsonian fusions and Prdm9 allelic background, a gene involved in the formation of meiotic double strand breaks and postzygotic reproductive isolation, in reshaping genomic landscapes of recombination. We detected a chromosomal redistribution of meiotic recombination toward telomeric regions in metacentric chromosomes in mice with Robertsonian fusions when compared to nonfused mice. This repatterning was accompanied by increased levels of crossover interference and reduced levels of estimated recombination rates between populations, together with high levels of genomic divergence. Interestingly, we detected that Prdm9 allelic background was a major determinant of recombination rates at the population level, whereas Robertsonian fusions showed limited effects, restricted to centromeric regions of fused chromosomes. Altogether, our results provide new insights into the effect of Robertsonian fusions and Prdm9 background on meiotic recombination.
Comprehensive analysis of intramolecular G-quadruplex structures: furthering the understanding of their formalism
Authors: Farag Marc , Mouawad Liliane
Published: March 2024

G-quadruplexes (G4) are helical structures found in guanine-rich DNA or RNA sequences. Generally, their formalism is based on a few dozen structures, which can produce some inconsistencies or incompleteness. Using the website ASC-G4, we analyzed the structures of 333 intramolecular G4s, of all types, which allowed us to clarify some key concepts and present new information. To each of the eight distinguishable topologies corresponds a groove-width signature and a predominant glycosidic configuration (gc) pattern governed by the directions of the strands. The relative orientations of the stacking guanines within the strands, which we quantified and related to their vertical gc successions, determine the twist and tilt of the helices. The latter impact the minimum groove widths, which represent the space available for lateral ligand binding. The G4 four helices have similar twists, even when these twists are irregular, meaning that they have various angles along the strands. Despite its importance, the vertical gc succession has no strict one-to-one relationship with the topology, which explains the discrepancy between some topologies and their corresponding circular dichroism spectra. This study allowed us to introduce the new concept of platypus G4s, which are structures with properties corresponding to several topologies.
“But Where Does It Stop?”
Authors: Müller Mirjam
Published: March 2024

This chapter seeks to develop a structural account of exploitation that illuminates the relation between social structures and the agency of individuals. To develop this account, the chapter proceeds in four steps. First, it highlights the shortcomings of recent accounts of structural exploitation and argues that these need to be complemented with an account of how exploitative structures are reproduced. Second, drawing in particular on Sally Haslanger’s account of social structures, it develops an understanding of social structures. Third, based on this understanding of social structures, it discusses how structural exploitation is reproduced and how individual agents relate to this reproduction. Finally, it draws implications from this for the question of how structural exploitation can be resisted.
Fair Trade, Bargaining, and Respect for Persons
Authors: Steiner Hillel
Published: March 2024

Citing the distinction between concern and respect, this chapter opens by suggesting that this distinction aligns closely with the difference between focusing on persons as subjects of well-being and persons as subjects of agency, and noting that altruism or benevolence is standardly associated with the former. It then argues that what fair trade overcomes is a respect deficit: a deficit constituted by agents’ truncated scope for personal choice. Offsetting that truncation to the point of equal scope for choice is argued to be a requirement of justice, not altruism. It then displays how unjustly truncated scope for choice generates exploitation. Finally, it shows how the requirement not to exploit applies to exchanges that, unlike supermarket purchases, involve bargaining.
Exploitation Across Time
Authors: Mulkeen Nicola
Published: March 2024

Can we exploit future people? In this chapter I examine three answers to this question and argue all three answers are flawed. I then develop and defend the intergenerational account. Here, I appeal to a structural approach to exploitation to identify a particular type of wrong that we commit against future people. I argue that the intergenerational account provides a more philosophically satisfying explanation of exploitation across time and explains how exploitation between generations is not only possible but in our world is likely to arise. It has recently been argued that identifying exploitation is especially important in policy domains with an extended timeframe. This includes proposals made within climate policy for passing the costs of climate action on to future generations (as proponents put it, ‘making the grandchildren pay’), or governments obtaining credit on a long‐term basis, with the repayments falling on subsequent generations (e.g. our governments passing on the costs of the recent Covid pandemic). But can we exploit future people? If there is no temporal overlap between the exploiters and the exploited, then identifying exploitation is problematic. This chapter examines three attempts to identify exploitation across nonoverlapping generations and argues that all three attempts are flawed. It then develops and defends the “intergenerational account.” Drawing upon a structural approach to exploitation, a specific type of wrong that we commit against future people is identified. The chapter argues that the intergenerational account provides a more philosophically satisfying explanation of exploitation across time and explains how exploitation between generations is not only possible but in our world is likely to arise
Decommodification as Exploitation
Authors: Panitch Vida
Published: March 2024

Anti-commodification theorists appeal to two accounts of exploitation to strengthen their case against body sales: exploitation as wrongful advantage-taking, and exploitation as wrongful use. Theorists who appeal to the former account endeavor to show that payment for bodily goods and intimate services is coercive and unfair, while those who appeal to the latter account endeavor to show that payment is degrading. This chapter will argue that rather than payment for bodily goods and intimate services being either exploitatively unfair or degrading, it is a failure to pay providers of these goods that meets both criteria. Anti-commodification theorists who seek to condemn financial transactions involving the body by appeal to claims about the exploitation of providers have things the wrong way around, and their arguments risk worsening exploitative transactions by contributing to the deception of unpaid providers of bodily goods.
Why Youth Died by Suicide
Authors: Mueller Anna S. , Abrutyn Seth
Published: March 2024

This chapter examines why youth died by suicide in Poplar Grove even though the community is full of protective factors like supportive friends and family. To do this the chapter uses a method called social autopsy. Social autopsies can help uncover the root causes of a surprising or disproportionately high rate of a particular cause of death while focusing on a geographic location. Our social autopsies in Poplar Grove revealed that youth’s suicidal pain was frequently tied to perceiving oneself as not living up to Poplar Grove’s intense and homogeneous expectations for “good” kids. While the suicides also had complex psychological and possibly biological causes, this chapter makes clear that intervening in the social environment in Poplar Grove may help ease the impact of perceived “failures” on kid’s psyches and could help kids feel like no matter what, their lives were worth living.
Addressing the Social Roots of Suicide
Authors: Mueller Anna S. , Abrutyn Seth
Published: March 2024

This chapter summarizes the knowledge that’s been gained over the course of the book. In so doing it reveals the social roots of suicide. It acknowledges the complexity of accounting for the social environment in understanding youth suicide. In Poplar Grove, several elements contributed to the community’s vulnerability to recurring youth suicide clusters, such as the high degree of social connectedness and narrow cultural expectations and mental health stigma that created problems for youth’s psychological well-being. Ultimately, Poplar Grove reveals much about how the social environment can condition youth’s psychological pain and thus their risk of suicide. In this closing chapter, we focus on the hopeful outcomes of a long and sometimes sad research journey, and we spend these last pages offering tangible social and scientific lessons and offering concrete, evidence-informed steps for families, schools, communities, and scientists to reduce kids’ vulnerability to suicide.
A Bridge to the Sky
Authors: Anderson Glaire D.
Published: March 2024

A Bridge to the Sky: Science and Arts in the Age of ‘Abbas Ibn Firnās examines connections between science and visual culture during the early Islamic scientific revolution of the caliphal age (650–1250 ce). It takes as its point of departure the figure of ʿAbbās Ibn Firnās (d. 887), the most famous scientist and polymath of early Islamic Spain. The book considers his scientific activities as these intersected with design and craft, culminating in the aeronautics experiment for which he is best known today, as these are recounted in the Muqtabis, the chronicle compiled by the Córdoban court historian Ibn Ḥayyān (d. 1076). It calls into question notions that medieval Islamic artisans and designers were anonymous individuals working outside elite social and intellectual circles. The key passages from the chronicle are presented in English translation, including the oldest and most authoritative source for the aeronautics experiment. The Arabic texts are examined in tandem with the earliest Islamic scientific instruments (especially astrolabes) and illustrated Arabic treatises of astronomy and engineering, preserved in museums and libraries around the globe. The book argues for a medieval Islamic court culture in which design and making were central to scientific intellectual pursuits and that may have shaped the culture of the Italian Renaissance.
Introduction
Authors: English Richard
Published: March 2024

This Introduction provides an overview of the debate on the efficacy of counter-terrorism. Counter-terrorism tends to be justified on the ground that it protects people from terrorist violence. If countering terrorism is indeed ‘vital work’, then understanding the ways in which it is and/or is not effectively pursued is a crucial question—politically, societally, and morally. In considering the effectiveness of counter-terrorism, we need a systematic and comprehensive framework within which to assess what it would actually mean for counter-terrorism to ‘work’. The Introduction then looks at strategic victory, partial strategic victory, tactical success, and the inherent rewards of struggle. It is also necessary to adopt a historically minded approach because history offers distinctive approaches towards understanding the concept, causes, and consequences of terrorism, and also because historians have been less salient within debates on terrorism and counter-terrorism than have adherents to numerous other disciplines. As the Introduction explains, this book offers three case-study analyses: the post-9/11 War on Terror, counter-terrorism in Northern Ireland, and the case of Israel/Palestine.
Conclusion
Authors: English Richard
Published: March 2024

This concluding chapter summarizes the findings on the efficacy of counter-terrorism. Strategic victory has seemed elusive in the case studies scrutinized in the previous chapters. In the post-9/11 War on Terror, presidential declarations about destroying, eradicating, or bringing an end to terrorism were unhelpfully unrealistic and were predictably unachieved. Northern Ireland is the case closest to matching the strategic level of counter-terrorist achievement, but partial strategic success probably better fits what occurred there. In Israel/Palestine, there have clearly been significant limits to what might be strategically achieved, given the very lengthy, entangled complexity of the enmities involved in that conflict. At the tactical level, there have been many counter-terrorist successes globally in terms of the thwarting of particular operations or the developing of particular means of protecting people from attack. The chapter then suggests a series of historically grounded arguments about what is required for effective counter-terrorism. These involve the alignment of counter-terrorism and moral behaviour; the strengthening of the state; and respect for the implications of long-term pasts and futures.
“A Heathen and an Outlaw,” 1854–1856
Authors: Blumberg Ilana M.
Published: March 2024

In July 1854, Marian Evans and George Henry Lewes set out together for Weimar, and from here forward Marian bore the punishing double standard that worked against women’s sexual freedom, condemning them, without recourse, as fallen women if they had public liaisons outside marriage. Even among the freethinking set, most women would not come to call upon Marian Evans Lewes until her reputation as the great novelist George Eliot was well entrenched. Marian turned to the discourse of self-sacrifice as a mode by which she could both hallow the non-legal marriage and defend herself against its detractors, again calling upon the model of reforming a Christian institution by being truer to its essence than its supposed adherents. Working in freelance journalism and translating Spinoza, Marian broached questions of audience and medium.
“We Mortals,” 1856–1857
Authors: Blumberg Ilana M.
Published: March 2024

Moving from journalism into the fiction-writing period of her life, George Eliot’s insistence on realism in art began from a commitment to realism in depicting religious life among the emerging middle and industrial classes, farming and artisan classes, and gentry in rural England and its provincial towns. She entered this fictional lacuna, refusing both dogma and didacticism, representing unidealized versions of clerical figures. Her fictions would come to be identifiable as “George Eliot” novels because of their refusing moral perfection or stasis in favor of narratives of revelation and change. Her characters underwent what she called “baptisms” of suffering in a model that may be traceable to scriptural multilayeredness and elements of development identified by Erich Auerbach. In her earliest fiction, the problem of a sufficient motive for virtue in the absence of immortality was resolved for her by the sober truth of common mortality.
An epistemic approach to aspectual systems
Authors: Wit Astrid De , Dickey Stephen M.
Published: March 2024

In this chapter we analyse the aspectual systems of English and Russian, and to a lesser extent Czech and Mandarin Chinese. We thereby discuss the theoretical and empirical shortcomings of exclusively temporal accounts of the aspectual constructions under consideration, and propose an epistemic alternative. This epistemic approach attaches central importance to the knowledge sets of the discourse participants, who may construe situations as fully and instantly identifiable, or—conversely—as contingent, and use aspectual devices as grounding devices to indicate this epistemic difference. We devote specific attention to differences between languages in terms of how the concepts of full and instant identifiability and contingency are morphologically and semantically realized. In doing so, we lay the foundation for a cross-linguistic typology that can serve as a backbone for the analysis of typologically diverse aspectual systems in epistemic rather than temporal terms.
Aspect and evidentiality in four Bantu languages
Authors: Crane Thera Marie , Gunnink Hilde , Kanijo Ponsiano , Roth Tim
Published: March 2024

Fully grammaticalized, obligatory evidentiality systems are thought to be rare in the languages of Africa, and in Bantu languages in particular. However, ongoing semantic research in Bantu languages continues to uncover systems that are primarily evidential in their semantics, as well as other grammatical categories that can be exploited secondarily to express evidential distinctions. In this chapter, we discuss Fwe, Nyamwezi, Nzadi, and Ikoma, four geographically and typologically diverse Bantu languages in which distinct grams with overlapping tense–aspect readings exhibit salient distinctions in their evidential force. The evidentiality distinctions seen in these languages add further support for the robust cross-linguistic link between resultatives and indirect evidentials. Links between progressive aspect and ‘authoritive’ (first-hand sensory or trusted second-hand) evidentials are also suggested.