Dataset Information

A genetic assessment of the English bulldog.

ABSTRACT: BACKGROUND:This study examines genetic diversity among 102 registered English Bulldogs used for breeding based on maternal and paternal haplotypes, allele frequencies in 33 highly polymorphic short tandem repeat (STR) loci on 25 chromosomes, STR-linked dog leukocyte antigen (DLA) class I and II haplotypes, and the number and size of genome-wide runs of homozygosity (ROH) determined from high density SNP arrays. The objective was to assess whether the breed retains enough genetic diversity to correct the genotypic and phenotypic abnormalities associated with poor health, to allow for the elimination of deleterious recessive mutations, or to make further phenotypic changes in body structure or coat. An additional 37 English bulldogs presented to the UC Davis Veterinary Clinical Services for health problems were also genetically compared with the 102 registered dogs based on the perception that sickly English bulldogs are products of commercial breeders or puppy-mills and genetically different and inferior. RESULTS:Four paternal haplotypes, with one occurring in 93 % of dogs, were identified using six Y-short tandem repeat (STR) markers. Three major and two minor matrilines were identified by mitochondrial D-loop sequencing. Heterozygosity was determined from allele frequencies at genomic loci; the average number of alleles per locus was 6.45, with only 2.7 accounting for a majority of the diversity. However, observed and expected heterozygosity values were nearly identical, indicating that the population as a whole was in Hardy-Weinberg equilibrium (HWE). However, internal relatedness (IR) and adjusted IR (IRVD) values demonstrated that a number of individuals were the offspring of parents that were either more inbred or outbred than the population as a whole. The diversity of DLA class I and II haplotypes was low, with only 11 identified DLA class I and nine class II haplotypes. Forty one percent of the breed shared a single DLA class I and 62 % a single class II haplotype. Nineteen percent of the dogs were homozygous for the dominant DLA class I haplotype and 42 % for the dominant DLA class II haplotype. The extensive loss of genetic diversity is most likely the result of a small founder population and artificial genetic bottlenecks occurring in the past. The prominent phenotypic changes characteristic of the breed have also resulted in numerous large runs of homozygosity (ROH) throughout the genome compared to Standard Poodles, which were phenotypically more similar to indigenous-type dogs. CONCLUSIONS:English bulldogs have very low genetic diversity resulting from a small founder population and artificial genetic bottlenecks. Although some phenotypic and genotypic diversity still exists within the breed, whether it is sufficient to use reverse selection to improve health, select against simple recessive deleterious traits, and/or to accommodate further genotypic/phenotypic manipulations without further decreasing existing genetic diversity is questionable.

SUBMITTER: Pedersen NC

PROVIDER: S-EPMC4965900 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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A genetic assessment of the English bulldog.

Pedersen Niels C NC Pooch Ashley S AS Liu Hongwei H

Canine genetics and epidemiology 20160729

<h4>Background</h4>This study examines genetic diversity among 102 registered English Bulldogs used for breeding based on maternal and paternal haplotypes, allele frequencies in 33 highly polymorphic short tandem repeat (STR) loci on 25 chromosomes, STR-linked dog leukocyte antigen (DLA) class I and II haplotypes, and the number and size of genome-wide runs of homozygosity (ROH) determined from high density SNP arrays. The objective was to assess whether the breed retains enough genetic diversit ...[more]

PMID: 27478618

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Project description:BackgroundOnline assessment of narrative production and comprehension became an important component of language assessment during the COVID-19 pandemic. This study aimed to establish quantitative measures of narrative macrostructure in the production and comprehension of adult Irish-English bilinguals in an online assessment.MethodsA total of 30 Irish-English bilingual adults participated in an online assessment of oral narrative production and comprehension. Narratives were elicited using LITMUS-MAIN for Irish and English. Story-tell elicitation method was used for all stories. Twenty participants produced Baby Birds and Baby Goats story pairs while 10 participants produced Cat and Dog story pairs. Quantitative measures of story structure, comprehension score, and the overall number of Internal State Terms (ISTs) in production and comprehension were compared across the story pairs, languages, and the output type (production vs. comprehension).ResultsA general linear model indicated no differences in either story structure or story comprehension scores across languages for both sets of stories. Combined analysis for all participants and stories indicated no difference in the story structure scores or comprehension scores across the languages or the story pairs. While the overall number of ISTs was the same across languages, a higher number of ISTs was observed in comprehension relative to production in both languages for Cat and Dog story pair only, but not for Baby birds and Baby goats' stories. The major benefit of using online assessment was the accessibility of participants. The major drawback was the inability to control the environment and the quality of the internet connection.Conclusion and implicationsWhile online assessment increased the availability of participants, which is a significant factor in rural Ireland characterized by low population density and the high percentage of Irish speakers, the availability of stable internet connection limited the applicability of online assessment. Measures of narrative macrostructure were stable across the languages and the story pairs. This is important because of high variability in exposure to Irish, frequent code-switching, and a high number of morphosyntactic errors due to rapid language change that characterizes Irish-English bilinguals. Identifying reliable measures of language performance for Irish-English adult speakers is an important step toward establishing developmental norms for Irish-English bilinguals.

Project description:BackgroundLanguage concordance can increase access to care for patients with language barriers and improve patient health outcomes. However, systematically assessing and tracking physician non-English language skills remains uncommon in most health systems. This is a missed opportunity for health systems to maximize language-concordant care.ObjectiveTo determine barriers and facilitators to participation in non-English language proficiency assessment among primary care physicians.DesignQualitative, semi-structured interviews.ParticipantsEleven fully and partially bilingual primary care physicians from a large academic health system with a language certification program (using a clinician oral proficiency interview).ApproachInterviews aimed to identify barriers and facilitators to participation in non-English language assessment. Two researchers independently and iteratively coded transcripts using a thematic analysis approach with constant comparison to identify themes.Key resultsMost participants were women (N= 9; 82%). Participants reported proficiency in Cantonese, Mandarin, Russian, and Spanish. All fully bilingual participants (n=5) had passed the language assessment; of the partially bilingual participants (n=6), four did not test, one passed with marginal proficiency, and one did not pass. Three themes emerged as barriers to assessment participation: (1) beliefs about the negative consequences (emotional and material) of not passing the test, (2) time constraints and competing demands, and (3) challenging test format and structure. Four themes emerged as facilitators to increase assessment adoption: (1) messaging consistent with professional ethos, (2) organizational culture that incentivizes certification, (3) personal empowerment about language proficiency, and (4) individuals championing certification.ConclusionsTo increase language assessment participation and thus ensure quality language-concordant care, health systems must address the identified barriers physicians experience and leverage potential facilitators. Findings can inform health system interventions to standardize the requirements and process, increase transparency, provide resources for preparation and remediation, utilize messaging focused on patient care quality and safety, and incentivize participation.

Dataset Information

A genetic assessment of the English bulldog.

Publications

A genetic assessment of the English bulldog.

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