Evaluation and histological examination of a Campylobacter fetus subsp. venerealis small animal infection model

Bovine genital campylobacteriosis (BGC), caused by Campylobacter fetus subsp. venerealis, is associated with production losses in cattle worldwide. This study aimed to develop a reliable BGC guinea pig model to facilitate future studies of pathogenicity, abortion mechanisms and vaccine efficacy. Seven groups of five pregnant guinea pigs (1 control per group) were inoculated with one of three strains via intraperitoneal (IP) or intra-vaginal routes. Samples were examined using culture, PCR and histology. Abortions ranged from 0% to 100% and re-isolation of causative bacteria from sampled sites varied with strain, dose of bacteria and time to abortion. Histology indicated metritis and placentitis, suggesting that the bacteria induce inflammation, placental detachment and subsequent abortion. Variation of virulence between strains was observed and determined by culture and abortion rates. IP administration of C fetus subsp. venerealis to pregnant guinea pigs is a promising small animal model for the investigation of BGC abortion. (C) 2014 Elsevier Ltd. All rights reserved

The nil Hecke ring and singularity of Schubert varieties

We give a criterion for smoothness of a point in any Schubert variety in any G/B in terms of the nil Hecke ring.Comment: AMSTE

The geographies of access to enterprise finance: the case of the West Midlands, UK

The geographies of access to enterprise finance: the case of the West Midlands, UK, Regional Studies. Whilst there is a long history of credit rationing to small and medium-sized enterprises (SMEs) in the UK, the financial crisis has seen banks retreat further from lending to viable SMEs due to a reassessment of risk and lack of available capital. In so doing, the credit crunch is thought to be creating new geographies of financial exclusion. This paper explores the financial inclusion of enterprise through community development finance institutions (CDFIs) which provide loan finance to firms at the commercial margins in the West Midlands, UK. The paper concludes that CDFIs could partially address the financial exclusion of enterprise as an additional, alternative source of finance to that of mainstream banks

Highest weight categories arising from Khovanov's diagram algebra II: Koszulity

This is the second of a series of four articles studying various generalisations of Khovanov's diagram algebra. In this article we develop the general theory of Khovanov's diagrammatically defined "projective functors" in our setting. As an application, we give a direct proof of the fact that the quasi-hereditary covers of generalised Khovanov algebras are Koszul.Comment: Minor changes, extra sections on Kostant modules and rigidity of cell modules adde

First cohomology groups for finite groups of Lie type in defining characteristic

Let G be a finite group of Lie type, defined over a field k of characteristic p > 0 . We find explicit bounds for the dimensions of the first cohomology groups for with coefficients in simple kG-modules. We proceed by bounding the number of composition factors of Weyl modules for simple algebraic groups independently of P and using this to deduce bounds for the 1-cohomology of simple algebraic groups. If γl denotes the (finite) maximum of the dimensions of the 1-cohomology groups over all Lie groups of rank l we find bounds for the growth rate of the sequence. {γl}We show that log γl is O(l3log l

Nonlinear deterministic equations in biological evolution

We review models of biological evolution in which the population frequency changes deterministically with time. If the population is self-replicating, although the equations for simple prototypes can be linearised, nonlinear equations arise in many complex situations. For sexual populations, even in the simplest setting, the equations are necessarily nonlinear due to the mixing of the parental genetic material. The solutions of such nonlinear equations display interesting features such as multiple equilibria and phase transitions. We mainly discuss those models for which an analytical understanding of such nonlinear equations is available.Comment: Invited review for J. Nonlin. Math. Phy

Is the United States Really Losing the International Horse Race in Academic Achievement?

The results of international assessments of student achievement are far more nuanced than the headlines lead us to believe. Having examined six comparisons of performance — in various subjects and at various levels — by students in the U.S. and other industrialized nations, Mr. Boe and Ms. Shin conclude that the dire pronouncements about America’s standing are greatly exaggerated

Is the United States Winning or Losing the International Horse Race in Academic Achievement? Neither—It is Running With Other Western G7 Nations

It is widely believed and lamented that students from the US perform poorly in international comparisons of academic achievement. Such perceptions have led to grave concerns about the future economic competitiveness of the US internationally. These concerns have been based on a generation of older international surveys on mathematics and science achievement. Fortunately, a recent generation of high quality international achievement surveys has been completed since 1990 on a wider array of subjects—reading, mathematics, science, and civics. Accordingly, the purpose of this report is to assemble and organize the results of all major international achievement surveys re-ported since 1990 in order to determine how well US students have performed in comparison with their peers from 21 other industrialized nations. Upon aggregating the standing of US achievement scores across subject matters and grade levels, the results indicated that US students score somewhat higher than their peers in other industrialized nations, with only 24% of national scores being significantly higher than the US and 35% being significantly lower. Therefore, US students generally perform above average in international comparisons instead of poorly. The exception was mathematics, a subject in which US students score somewhat below average. It was also found that US students performed above aver-age at the elementary grade level, and average at the middle and secondary levels. More detailed comparisons of achievement scores were made with the major economic competitors of the US—the G7 nations. At the middle and secondary grade levels (the levels at which the US is least competitive), US scores are comparable to those of other Western G7 nations in reading, mathematics, and science, and considerably higher in civics. Scores of Japanese students in reading are comparable to Western G7 nations and the US, but much higher in mathematics and science. With respect to academic achievement, the US is quite comparable to other major Western nations, whereas the Western G7 nations consistently trail Japan in mathematics and science. Because of the well-known achievement gap in the US between White and minority students, scores were further analyzed by race/ethnicity (White, Black, and Hispanic). US achievement scores for the majority White students were consistently greater than those of the other five Western G7 nations, even though these nations were pre-dominantly White. By comparison, the scores for US Black and Hispanic students were very low and well below other scores. This is compelling evidence that the low scores of two minority groups were major factors in reducing the comparative standing of the US in international achievement surveys. That is, if these minority students per-formed at the level of US White students, the US would lead all G7 nations (including Japan) in reading and would lead Western G7 nations in mathematics and science, while still trailing Japan in mathematics. We conclude that US students have generally performed above average in comparisons with industrialized nations instead of poorly as widely perceived. The misconception of poor US performance may be due to several reasons—inadequate information, unreasonable expectations that the US should be first-in-the-world, biased report-ing, and/or misleading comparisons of the US (a large multi-state nation) with small and homogeneous nations such as Finland and Ireland. In this respect, we compared TIMSS-linked science scores of 40 US states with TIMSS science scores of 22 European nations (eighth grade level). The mean and variability of US science scores was very similar to that of scores from the European nations

CP Violation in Tau Slepton Pair Production at Muon Colliders

We discuss in detail signals for CP violation in the Higgs boson and tau-slepton sectors through the production processes $\mu^+\mu^- \to \tilde{\tau}_i^- \tilde{\tau}_j^+$, where $i,j=1,2$ label the two $\tau$ slepton mass eigenstates in the minimal supersymmetric standard model. We assume that the soft breaking parameters of third generation sfermions contain CP violating phases, which induce CP violation in the Higgs sector through quantum corrections. We classify all the observables for probing CP violation in the Higgs boson and $\tau$ slepton sectors. These observables depend on the initial muon beam polarization, where we include transverse polarization states. If the heavy Higgs bosons can decay into tau slepton pairs, a complete determination of the CP properties of the neutral Higgs boson and $\tau$--slepton systems is possible. The interference between the Higgs boson and gauge boson contributions could also provide a powerful method for probing CP violation, if transversely polarized muon beams are available. We show in detail how to directly measure CP violation in the tau slepton system, under the assumption that the neutral Higgs mixing angles are determined through the on--shell production of the neutral Higgs bosons.Comment: 38 pages, 9 figures Including 7 eps ones. A figure to show the dependence on tan(beta) and the mass parameters of the sfermion sectors and a reference added. To appear in Phys. Rev.

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

This study addresses the chronic and increasing national shortage of fully certified special education teachers (SETs) in comparison with general education teachers (GETs). The data sources were the 1987–1988 through 1999–2000 Schools and Staffing Surveys and the Data Analysis System for special education for school years 1987–1988 through 2001–2002. The study found that (a) the shortage of fully certified SETs increased from 7.4% in 1993–1994 to 12.2% in 2001–2002 (2%–4% greater than the shortage of fully certified GETs), (b) the number of additional fully certified SETs needed almost doubled from 25,000 in 1993–1994 to 49,000 in 2001–2002, (c) the shortage of fully certified teachers was exacerbated by entering teachers (only 44.4% of entering SETs were fully certified), and (d) only 53.1% of first-time entering SETs with extensive teacher preparation were fully certified