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Abstract Background Catfish farming is the largest segment of US aquaculture and research is ongoing to improve production efficiency, including genetic selection programs to improve economically important traits. The objectives of this study were to investigate the use of genomic selection to improve breeding value accuracy and to identify major single nucleotide polymorphisms (SNPs) associated with harvest weight and residual carcass weight in a channel catfish population. Phenotypes were available for harvest weight (n = 27,160) and residual carcass weight (n = 6020), and 36,365 pedigree records were available. After quality control, genotypes for 54,837 SNPs were available for 2911 fish. Estimated breeding values (EBV) were obtained with traditional pedigree-based best linear unbiased prediction (BLUP) and genomic (G)EBV were estimated with single-step genomic BLUP (ssGBLUP). EBV and GEBV prediction accuracies were evaluated using different validation strategies. The ability to predict future performance was calculated as the correlation between EBV or GEBV and adjusted phenotypes. Results Compared to the pedigree BLUP, ssGBLUP increased predictive ability up to 28% and 36% for harvest weight and residual carcass weight, respectively; and GEBV were superior to EBV for all validation strategies tested. Breeding value inflation was assessed as the regression coefficient of adjusted phenotypes on breeding values, and the results indicated that genomic information reduced breeding value inflation. Genome-wide association studies based on windows of 20 adjacent SNPs indicated that both harvest weight and residual carcass weight have a polygenic architecture with no major SNPs (the largest SNPs explained 0.96 and 1.19% of the additive genetic variation for harvest weight and residual carcass weight respectively). Conclusions Genomic evaluation improves the ability to predict future performance relative to traditional BLUP and will allow more accurate identification of genetically superior individuals within catfish families.

Public textual cyberbullying has become one of the most prevalent issues associated with online safety of young people, particularly on social networks. To address this issue, we argue that the boundaries of what constitutes public textual cyberbullying needs to be first identified and a corresponding linguistically motivated definition needs to be advanced. Thus, we propose a definition of public textual cyberbullying that contains three necessary and sufficient elements: the personal marker, the dysphemistic element and the cyberbullying link between the previous two elements. Subsequently, we argue that one of the cornerstones in the overall process of mitigating the effects of cyberbullying is the design of a cyberbullying lexical database that specifies what linguistic and cyberbullying specific information is relevant to the detection process. In this vein, we propose a novel cyberbullying lexical database based on the definition of public textual cyberbullying. The overall architecture of our cyberbullying lexical database is determined semantically, and, in order to facilitate cyberbullying detection, the lexical entry encapsulates two new semantic dimensions that are derived from our definition: cyberbullying function and cyberbullying referential domain. In addition, the lexical entry encapsulates other semantic and syntactic information, such as sense and syntactic category, information that, not only aids the process of detection, but also allows us to expand the cyberbullying database using WordNet (Miller, 1993).

ENGLISH: This article analyzes judicial approaches to interpreting the definition of an investment adviser under the Investment Advisers Act of 1940, the United States federal statute governing investment advisers. It starts by noting the role of investment advisers in the United States financial services industry and introduces the statutory definition of an investment adviser and each element of this definition. It explains briefly why adviser status is important and touches on the relationship between investment adviser status and registration as an investment adviser with the United States Securities & Exchange Commission. Based on cases initiated by the United States Securities & Exchange Commission, the United States Department of Justice and investment adviser clients alleging investment adviser violations of the Investment Advisers Act of 1940, the article discusses key judicial interpretations of the elements of the definition of investment adviser. Along the way, the author shares his observations about these judicial approaches to interpreting the definition of an investment adviser by, among other things, evaluating some of the strengths and weaknesses reflected in these judicial approaches. DEUTSCH: Der vorliegende Beitrag untersucht mögliche juristische Herangehensweisen an die Definition eines Anlageberaters im Sinne des „Investment Advisers Act of 1940“, einem Gesetz der Vereinigten Staaten von Amerika, welches die Anlageberatung regelt. Zunächst wird unter Beachtung der generellen Funktion eines Anlageberaters in der amerikanischen Finanzdienstindustrie im Detail die gesetzliche Definition eines Anlageberaters analysiert. Der Beitrag erklärt kurz die Relevanz der Stellung als Anlageberater und behandelt auch das Verhältnis zwischen der Stellung eines Anlageberaters und der Zulassung als Anlageberater durch die „United States Securities & Exchange Commission“. Basierend auf konkreten Fällen einer behaupteten Verletzung des „Investment Advisers Act of 1940“, die von der „United States Securities & Exchange Commission“ und dem „United States Department of Justice“ eingeleitet wurden, beleuchtet der Beitrag unterschiedliche Interpretationsmöglichkeiten wesentlicher Tatbestandsmerkmale der Legaldefinition eines Anlageberaters und vergleicht deren Stärken und Schwächen.

Background: Self-stigma occurs when people with mental illnesses internalize negative stereotypes and prejudices about their condition. It can reduce help-seeking behaviour and treatment adherence. The effectiveness of interventions aimed at reducing self-stigma in people with mental illness is systematically reviewed. Results are discussed in the context of a logic model of the broader social context of mental illness stigma. Methods: Medline, Embase, PsycINFO, ERIC, and CENTRAL were searched for randomized controlled trials in November 2013. Studies were assessed with the Cochrane risk of bias tool.Results: Five trials were eligible for inclusion, four of which provided data for statistical analyses. Four studies had a high risk of bias. The quality of evidence was very low for each set of interventions and outcomes. The interventions studied included various group based anti-stigma interventions and an anti-stigma booklet. The intensity and fidelity of most interventions was high. Two studies were considered to be sufficiently homogeneous to be pooled for the outcome self-stigma. The meta-analysis did not find a statistically significant effect at 3 months: –0.26 [–0.64, 0.12], I=0%, n=108). None of the individual studies found sustainable effects on other outcomes, including recovery, help-seeking behaviour and self-stigma.Conclusions: The effectiveness of interventions against self-stigma is uncertain. Previous studies lacked statistical power, used questionable outcome measures and had a high risk of bias. Future studies should be based on robust methods and consider practical implications regarding intervention development (relevance, implementability, and placement in routine services).

How should the cultural context influence theological formulation? This article examines contextualisation as it relates to theological method. After considering definitions and methods for formulating contextual theology, it applies the method in two areas: the missional activity of communicating the gospel in a particular cultural context, and the ecclesial activity of improving upon the theological confession of the local church. The author concludes by briefly considering the method with a global perspective.Intradisciplinary and/or interdisciplinary implications: Some traditions have failed to contextualise the biblical message, whereas other ministry practice has radically altered its message in an attempt to be contextually sensitive. Recent research has resulted in a confusing array of conflicting methods with drastically different practical applications. This article explores how theological method largely determines contextualisation, and it offers a method that is both faithful to the biblical text and sensitive to the contextual situation

Author(s): Brian Massumi Title (English): Affect in the Key of Politics Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 8, No. 1 (Winter 2011) Publisher: Research Center in Gender Studies - Skopje and Euro-Balkan Institute Page Range: 37-44 Page Count: 8 Citation (English): Brian Massumi, “Affect in the Key of Politics,” Identities: Journal for Politics, Gender and Culture, Vol. 8, No. 1 (Winter 2011): 37-44.

While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs) active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice. Using thick description (Geertz 1973) and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.

This is the second in a series of reports on the current wave of youth civic engagement in Egypt. Our goal is to offer an on-the-ground account of the unfolding political changes in Egypt from the perspective a small group of young activists from Cairo and Alexandria. Our first report was based on interviews with these youth who described their involvement in the demonstrations of early 2011 that led to the resignation of Hosni Mubarak. We viewed their comments in terms of a social-movement approach to civic engagement. These young people spelled out their grievances against Mubarak’s government, the ideological outlook they shared on political reform, the opportunities that enabled their actions, and the organizational apparatus that made this momentous event possible (Barber & Youniss, 2012). This paper is a reflective analysis of questions that have emerged in our research. We continued to interview these same youth activists over the past year and correlated their evolving views first with our further exploration of Egypt’s complex political situation and second with our knowledge of recent social scientific thought regarding civic engagement among youth. This triangulation leads us to consider three kinds of questions: 1) how to assess civic engagement adequately in a population of youth that lived under politically restrictive conditions; 2) how new definitions of active Egyptian citizenship are emerging; and 3) what these new definitions imply for engagement in the future.

This article is based on research among a group of Muslim youth living in the west of Ireland as part of a study on "social belonging" and identity. One part of the research involved designing a youth centered, participatory research method, in the form of a blog site, to investigate what young people say and do when they are asked to talk about themselves and their relationships, with minimal researcher involvement. Participants were presented with a "blank virtual canvas" where they determined what became discussed. Twenty-two teenaged Muslims—comprising close friends as well as fellow students of the same school and living in the same West of Ireland town—contributed to a time limited, closed blog site over a four month period. The blog site offers interesting snippets of Muslim identification, and how they choose to present themselves to others. In the process of contributing to this exercise, we can also observe subtle means through which inclusion and exclusion co-exist online, refracting young people's offline worlds. The blog affords an opportunity to consciously "do" friendship by presenting to each other images, symbols and statements of friendship that invoke both cohesion and closure. The research unravels certain gendered patterns in online performances. In demonstrating this evidence, we argue that the study of online interactions of youth can provide an alternative window in exploring relationships, identification and social positioning. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs130115

This article is a "companion" piece to a more general discussion in the preceding article, Brian ROBERTS' (2011) "Photographic Portraits: Narrative and Memory". Here the attempt is to enhance current attention to visual materials by exploring a particular interpretive approach to the photographic portrait—self-image—images taken of us by ourselves or taken by others (portraits taken by friends or relatives, or by professionals), alone or as part of a group. The article is autobiographical in focus; it explores how we "look" at personal photographs and associate them with memories of our past, our current experience, and the future. It uses as examples two school photographs taken in 1956-8 of me (the author) aged six to eight years old and applies a form of analysis employing "time perspectives" and a range of associated concepts. Two narratives are given: first, a commentary on the two school photographs and my childhood development (e.g. physical, intellectual) between six to eight years old, and second, my current outlook and activities and how they connect with the memories raised by the photographs. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1102252

This article is a more general "companion" to the subsequent, Brian ROBERTS (2011) "Interpreting Photographic Portraits: Autobiography, Time Perspectives and Two School Photographs". The article seeks to add to the growing awareness of the importance of visual materials and methods in qualitative social research and to give an introduction to the "photographic self image"—self-portraits and portraits. It focuses on time and memory, including the experiential associations (in consciousness and the senses) that the self engenders, thus linking the "visual" (photographic) and "auto/biographical". The article attempts to "map" a field—the use of portraiture within social science—drawing on narrative and biographical research, on one side, and photographic portraiture, on the other. In supporting the use of photography in qualitative research it points to the need for researchers to have a greater knowledge of photographic (and art) criticism and cognisance of photographic practices. The article does not intend to give a definitive account of photographic portraiture or prescribe in detail how it may be used within social science. It is an initial overview of the development and issues within the area of photographic portraiture and an exploration of relevant methodological issues when images of individuals are employed within social science—so that "portraiture" is better understood and developed within biographical and narrative research. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs110263

Urban development history has been replete with competing claims to legitimacy in land ownership and use. An estimated one billion people currently live in urban communities without legal claim to the land. These squatters and the built environment that they inhabit have been the subject of much concern, yet there has been a relative shortage of study dedicated to the issue. In particular, the view from within squatter communities themselves has often been excluded or delegitimized. In a recently published book, Robert NEUWIRTH (2005) presents a study of four squatter communities in large cities (Rio de Janeiro, Nairobi, Mumbai, and Istanbul) on four continents. Importantly, rather than discussing the communities from afar, NEUWIRTH conducted the study by living in each squatter community for several months. This review discusses the book in terms of its utility for development theorists and practitioners. While the methods and organization of the book leave much to be desired for this audience, there is enough valuable, original research to make it essential reading. Although the book raises many more questions than it answers, these questions may now be addressed in more sophisticated ways in future research. Perhaps most importantly, the book demonstrates the need for creative solutions that involve the squatters themselves in the decision-making process. URN: urn:nbn:de:0114-fqs050289

This article examines the autobiographical and some other writings of Mamphela RAMPHELE, a former political and community activist in South Africa with reference to forms of narrative analysis. It is argued that these writings can be viewed together and compared as auto­biographical texts. This view raises a number of methodological issues concerning the degree of re-interpretation and other changes in the "re­telling" of an account in different circumstances and form. The article compares this single case with models of "political activism" where individuals orientate their lives and activities towards various social goals. Here the attempt is to link and analyse the particular case within wider analyses of political activism. The article argues that in RAMPHELE's narrative telling and retelling certain events in terms of communal rituals and boundary crossings, she has utilised a "reflective biographical template" in her life which she both returned to and re-used as she met new challenges and situations. URN: urn:nbn:de:0114-fqs0403107

Abstract Background Knowing the phase of marker genotype data can be useful in genome-wide association studies, because it makes it possible to use analysis frameworks that account for identity by descent or parent of origin of alleles and it can lead to a large increase in data quantities via genotype or sequence imputation. Long-range phasing and haplotype library imputation constitute a fast and accurate method to impute phase for SNP data. Methods A long-range phasing and haplotype library imputation algorithm was developed. It combines information from surrogate parents and long haplotypes to resolve phase in a manner that is not dependent on the family structure of a dataset or on the presence of pedigree information. Results The algorithm performed well in both simulated and real livestock and human datasets in terms of both phasing accuracy and computation efficiency. The percentage of alleles that could be phased in both simulated and real datasets of varying size generally exceeded 98% while the percentage of alleles incorrectly phased in simulated data was generally less than 0.5%. The accuracy of phasing was affected by dataset size, with lower accuracy for dataset sizes less than 1000, but was not affected by effective population size, family data structure, presence or absence of pedigree information, and SNP density. The method was computationally fast. In comparison to a commonly used statistical method (fastPHASE), the current method made about 8% less phasing mistakes and ran about 26 times faster for a small dataset. For larger datasets, the differences in computational time are expected to be even greater. A computer program implementing these methods has been made available. Conclusions The algorithm and software developed in this study make feasible the routine phasing of high-density SNP chips in large datasets.

Abstract Genetic models partitioning additive and non-additive genetic effects for populations tested in replicated multi-environment trials (METs) in a plant breeding program have recently been presented in the literature. For these data, the variance model involves the direct product of a large numerator relationship matrix A, and a complex structure for the genotype by environment interaction effects, generally of a factor analytic (FA) form. With MET data, we expect a high correlation in genotype rankings between environments, leading to non-positive definite covariance matrices. Estimation methods for reduced rank models have been derived for the FA formulation with independent genotypes, and we employ these estimation methods for the more complex case involving the numerator relationship matrix. We examine the performance of differing genetic models for MET data with an embedded pedigree structure, and consider the magnitude of the non-additive variance. The capacity of existing software packages to fit these complex models is largely due to the use of the sparse matrix methodology and the average information algorithm. Here, we present an extension to the standard formulation necessary for estimation with a factor analytic structure across multiple environments.

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Abstract This article reviews research on homeschool learner outcomes and then focuses on one study and one conceptual theme related to both home education and schooling in general. It synthesizes research on learner outcomes related to homeschooling in areas of students’ academic achievement, children’s social, emotional, and psychological development, and the success of adults who were home educated. The summary finds generally that positive outcomes on a variety of variables are associated with homeschooling. The first special focus is one study on African American homeschooling families that explores the parents’ reasons for homeschooling and their Black children’s academic achievement. The second particular focus is the issue of whether compulsory school attendance laws are necessary in light of the findings of research on teacher preparation and certification in state/public schools and three decades of research on modern homeschooling.

Objective: To establish a strategy for evaluating coolant effectiveness and to compare typical cooling conditions used in dental cutting. Materials and Methods: A test system comprising a resistive heat source and an array of four type K thermocouples was used to compare the cooling effectiveness of air alone, water stream alone, and an air-water spray, as delivered by representative air-turbine handpieces. Mean temperature change at the four sites was recorded for a range of water flow rates in the range 10 to 90 mLmin"1, with and without air, and with and without the turbine running. The thermal resistance of the system, R, was calculated as the temperature change per watt (KW-1). Results: For wet cooling (water stream and air-water spray), R was 5.1 to 11.5 KW-1, whereas for air coolant alone the range was 18.5 to 30.7 KW-1. R for air-water spray was lower than for water stream cooling at the same flow rate Conclusions: The thermal resistivity approach is a viable means of comparative testing of cooling efficacy in simulated dental cutting. It may provide a reliable means of testing handpiece nozzle design, thus enabling the development of more efficient cooling. [ABSTRACT FROM AUTHOR]

The article presents information about developments in biographical research performed in Great Britain, beginning with collections of autobiographical and biographical material in the 18th and 19th centuries and leading up to the 21st century. Discussion focuses on various forms of biographical research, including personal narratives, autobiographical accounts, and oral history. The author examines the influence of factors such as labor movement history, the history of sociology, and women's studies on the development of British biographical research.