Prevalence, molecular signature and risk analysis of tropical theileriosis in Gir cattle in south-western region of Gujarat, India

The study signifies pioneering effort for development of preventive strategies of tropical theileriosis in Gir Cattle by shedding the light on epidemiological information regarding age, season, lactational status, tick infestation and importance of tick control. On the other hand, key clinical observations viz., pyrexia, lymphadenopathy, altered appetite, ocular and nasal discharge, pale mucous membrane, and tick infestations of the study provide the platform for early diagnosis of disease in field conditions to veterinary professionals

The German Music@Home: Validation of a questionnaire measuring at home musical exposure and interaction of young children.

The present study introduces the German version of the original version of the Music@Home questionnaire developed in the UK, which systematically evaluates musical engagement in the home environment of young children. Two versions are available, an Infant version for children aged three to 23 months and a Preschool version for children aged two to five and a half years. For the present study, the original Music@Home questionnaire was translated from English into German and 656 caregivers completed the questionnaire online. A confirmatory factor analysis showed moderate to high fit indices for both versions, confirming the factor structure of the original questionnaire. Also, the reliability coefficients for the subscales (Parental beliefs, Child engagement with music, Parent initiation of singing, Parent initiation of music-making for the Infant version and Parental beliefs, Child engagement with music, Parent initiation of music behavior and Breadth of musical exposure for the Preschool version) ranged from moderate to high fits. Furthermore, the test-retest analysis (N = 392) revealed high correlations for the general factor and all subscales confirming their internal reliability. Additionally, we included language questionnaires for children of two and three years of age. Results showed that higher scores on the Music@Home questionnaire were moderately associated with better language skills in two-year-olds (N = 118). In sum, the study presents the validated German Music@Home questionnaire, which shows good psychometric properties. The two versions of the questionnaire are available for use in order to assess home musical engagement of young children, which could be of interest in many areas of developmental research

Home language, school language and children's literacy attainments: A systematic review of evidence from low‐ and middle‐income countries

The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others

Learning at the bottom of the pyramid : Science, measurement, and policy in low-income countries

In this volume, a diverse group of authors discuss and analyse the scientific tensions in understanding learning among poor and marginalized populations in Low- and Middle-income countries (LMICs). Four broad areas are considered: how to define the BoP; how to measure and assess learning outcomes across diverse populations within a country; variations in learning across the life-span; and the implications for international education policy. Each of the 12 chapters is complemented by two commentaries, thus there are a total of 36 contributions. In the social sciences, learning is defined most commonly as a change – such as in knowledge, skills, attitudes, and values – based on experiences of some kind.Thus, schooling is not the same thing as learning. While schooling is usually designed to foster curriculum-based learning in classrooms, research increasingly demonstrates that much of what we presume is learned in school is not, and that a great deal of learning takes place outside of schools. There is a large and diverse empirical research base in the area of human learning. However, much of the available research is limited by constraints of various kinds. Most prominent among these is the limited ability to generalize from findings in one population or context to others. In Chapter 1, Schmelkes considers common elements to human learning, in and out of school, including important cultural variations that are large and often poorly understood. She concludes that much more should be done to improve educational policy and address such contextual issues. A second key priority is to determine what populations are meant by the phrase BoP. How do populations differ in LMICs – both across and within countries? As pointed out by Montoya in Chapter 2, there are at least six prominent dimensions through which populations at the BoP may be described in low-income countries, and each is important for considering the ways that young people can escape from persistent poverty. Building on the first two chapters, Crouch (Chapter 3) lays out a conceptual model, buttressed by data from international assessments, that describes how to flatten the learning pyramid to ensure more equitable learning outcomes for all by focusing on the poorest learners. Overall, these three chapters provide a framework for considering the nature and extent of BoP studies of learning. There are many critiques of the educational assessment enterprise, the beginning of which is sometimes attributed to the French psychometrician Alfred Binet. In order to support the expansion of public schooling in France, Binet famously created assessments through which he could predict which children would have the most difficulty in school. In this section, we consider contemporary approaches to learning assessments, with a specific focus on the socio-cultural determinants of who succeeds and who does not at the BoP. Kanjee, in Chapter 4, takes a broad perspective by reviewing the purposes of international assessment studies, suggesting that assessments have only limited impact on supporting BoP learning achievement. He concludes that assessments can better address the learning needs of poor and marginalized learners by reporting results through formative evaluations that can impact children before learning gaps widen. In Chapter 5, Willms describes a conceptual model for improved learning over the life-course, empirically supported by research in Uruguay among preschool children, and in Canada with young indigenous children. One of his findings is that in order to succeed in school, children need to learn to read with confidence during the primary grades, and use language to think critically, solve problems, and create new knowledge. He concludes that national and international assessments can serve to establish standards, assess the extent of inequalities among various subpopulations, and provide a framework for basic or theoretical research, but that there should be greater focus on changing classroom practice. One way to understand the inner workings of assessments and use them to promote learning at the BoP is provided by Vagh and Sharma (Chapter 6) in their action research project in Allahabad, India. This project sought to develop and evaluate a local language literacy and numeracy programme for children from low socioeconomic backgrounds in government school primary grades, using measurement and assessment to drive programme change. It highlights some of the strengths and challenges of localized assessments. Moreover, it suggests that assessments can be used by teachers to support early reading. Finally, in Chapter 7, Maddox asks a seminal question: To what extent are learning assessments able to identify and include individual and cultural differences, without reproducing relations of disadvantage? These issues are described in terms of test fairness and procedures for anticipating and removing sources of test bias. In a series of ethnographic studies, Maddox advises the reader to pay close attention to how assessments are carried out in situ, and how questions are interpreted by the person tested. Serious problems can and will ensue without such care in local contexts. Another approach to BoP issues is through a life-span perspective. How do measurement tools on learning and learning outcomes vary for young children, students in school, as well as among youth and adults? Three chapters in this section consider such age-related differences. Dowd and Pisani, in Chapter 8, have been deeply involved in the field of assessments of young children before they reach school age. Their chapter reviews the application of the International Development and Early Learning Assessment (IDELA) instrument to explore young children’s skills at the BoP and identify learning gaps in early academic, physical, and social-emotional development. Based on the broad findings from more than 20 LMICs, and closer analysis of particular contexts, the authors make that case that there is much variation in early childhood learning within countries, particularly between urban and rural contexts. They argue that national policies in support of early childhood need to be guided by disaggregated data in order to ensure that children at the BoP receive adequate support. In Chapter 9, Care, Robertson, and Ferido describe how well-designed assessments for school-aged children can provide individualized information that can support school-based learning. These assessments build on the skill levels that children bring to the classroom. Through what they term a ‘learning progression model’, they present data on children in the Philippines who are best able to learn from specifically guided instruction tailored to their particular skill level. They conclude that learning assessments can and should be inclusive of diverse groups within any larger target population. Finally, Oketch (Chapter 10) focuses on youth and adult learning in subSaharan African, pointing out that rapidly changing demographics and economies in the region require significantly greater attention. Further, the population of low-skilled youth is growing dramatically, even though more African children are going to school than ever before. This chapter describes the importance of technical and vocational education and training (TVET) and non-formal education as two known methodologies for directly providing instruction and learning outside of the classroom in support of out-of-school youth and adults. The problem remains, according to Oketch, that there is a paucity of research in this domain, and in particular among populations at the BoP. In Chapters 1–10, authors and commentators present multiple views on scientific definitions, measurement tools, and life-span approaches for understanding learning at the BoP. This final section of the volume considers the kinds of educational policy implications that need to be considered by both national and international decision-makers. Benavot (Chapter 11) raises a key issue in supporting learning at the BoP, notably the need to move beyond easily accessible measures of learning – namely, school-based surveys of a narrow range of learning outcomes at the primary and lower secondary level – and engage with the broader and more comprehensive learning agenda proposed in the SDGs. He points out that many of the UN goals contain diverse elements of learning, and the specific targets for each goal may vary a great deal across diverse populations. Further, he notes that many of the key markers of disadvantage in education (such as socio-economic status, SES) are very difficult to change. He concludes that a serious focus on learning at the BoP will require greater clarity of definitions, and a more deliberate approach to building evidence on how best to improve relevant learning outcomes for the disadvantaged. In Chapter 12, Van Damme provides a global policy perspective supported by the findings of the Organisation for Economic Co-operation and Development (OECD) international learning assessments. He asserts that international educational policies can only be inclusive and sustainable if those at the bottom of the social and educational pyramid benefit from them. To support this perspective, Van Damme presents findings that demonstrate how higher levels of economic growth are driven by more years of education and greater learning achievement within countries. By disaggregating data from the Programme for International Student Assessment (PISA) 2015 assessment, he reminds us that students with very low proficiency tend to drive down national averages (similar to the findings by Crouch in Chapter 3). He concludes that countries need to focus on raising average learning outcomes to desired national standards while at the same time narrowing the distribution of national learning outcomes

INFLUENCE OF PROCESS PARAMETERS ON THE MECHANICAL PROPERTIES OF FRICTION STIR WELDED AA 2014-T6 ALLOY USING TAGUCHI ORTHOGONAL ARRAY

The AA 2014-T6 is widely used in the air craft structure and truck body. The alloy cannot be welded by gas welding techniques due to poor weldability. Welding of this Al alloy by Arc & Resistance welding require special techniques & hence costly. The most suitable method for welding AA 2014-T6 is Friction Stir Welding Process. The effect of Friction Stir Welding process parameters on the mechanical properties of the AA 2014-T6 alloy joints produced by friction stir welding have been discussed in this study. Effects of tool design, tool rotation speed & tool travels speed on mechanical properties have been analysed using Taguchi orthogonal array design of experiments technique. There are three different tool rotation speeds (1000, 1400 & 2000 rpm) and three different tool traverse speeds (14, 20, 28 mm/min). For each combination of tool rotation speeds and tool traverse speeds three different types of tool pin profiles (threaded cylindrical pin, Stepped pin and Threaded cone pin) have been used. The study indicates that Tool design is the main process parameter that has the highest statistical influence on mechanical properties. However, other parameters such as Tool rotation speed & Tool travel speed has also significant effect on mechanical properties

Recipes for efficient higher-order multiscale asymptotic analysis

Realistic models for physical phenomena in singular perturbation theory often involve multiscale processes which need to be regularized systematically and carefully. A case in point is when the roughness (non-smoothness) of the solution is confined to a small portion of the simulation domain. In the past decades considerable efforts have been made in developing asymptotic solutions for multiscale problems. However, the majority of works only provide the first few dominant expansion terms due to the complexity of the iteration involved in the so-called ldquoMethod of Matched Asymptotic Expansions.rdquo The primary objectives in this paper are (i) to establish a convenient symbolic notation for the derivation of the asymptotics to any order desired; (ii) to demonstrate that the involved matching process in the algorithms occurs on the boundary rather than on boundary layers; (iii) to propose a technique which revises the usage of the O - calculus by making redundant a variety of intermediate calculation steps in standard analyses. Details will be discussed in terms of a model problem

Distributed-elementary-source self-regularized dyadic Green's functions for modeling the massloading effect in acoustic devices

A concept for the simulation of two-dimensional models of massive electrodes in micro-acoustic devices has been presented. The method is based on a mesh-less analysis of the underlying boundary value problem. An efficient procedure for the calculation of the involved dyadic Greens functions has been introduced. Major advantage of the proposed method is in the ability of pre-calculating and storing relevant data for the characterization of individual substructures. The latter property is by construction amenable to parallel computing. Glimpse of the numerical results and figures facilitate the discussion of the underlying ideas

Therapeutic Management of Snake Bite in a Rottweiler Dog

M Snakebite cases are more common in horses and dogs when compared to other animals such as cattle, sheep, and goats. Snake envenomation can be difficult to diagnose if the incident was not witnessed. Clinical signs may vary greatly depending on the species of snake involved, and the quantity and toxicity of the venom injected. Dogs are commonly presented with extensive edematous swelling, severe pain, ecchymosis, and discoloration of the skin in the affected area within several hours after the bite (Garg, 2002) The animals exhibit various symptoms like cardio-pulmonary dysfunction, local tissue damage, blood coagulation defects, ataxia etc, depending on type of snake bite (Bhardwaj, 2011). Systemic signs can vary and may include hypotension, shock, cardiac arrhythmias, bleeding disorders, ptyalism, nausea, vomiting, respiratory distress, mental confusion, rhabdomyolysis, and acute renal failure (Ananda et al., 2009). The snake bite with envenomation is a true emergency, and it needs rapid examination and prompt appropriate treatment. The current paper reports on the successful use of antihistamine together with anti-snake venoms, fluids, corticosteroids, and antibiotics with no untoward effects in a snake-bitten dog.</jats:p

A scheme to calculate higher-order homogenization as applied to boundary value problems

Current technological challenges in materials science and high-tech device industry require the solution of boundary value problems (BVPs) involving regions of various scales, e.g. multiple thin layers, fibre-reinforced composites, and nano/micro pores. In most cases straightforward application of standard variational techniques to BVPs of practical relevance necessarily leads to unsatisfactorily ill-conditioned analytical and/or numerical results. To remedy the computational challenges associated with sub-sectional heterogeneities various sophisticated homogenization techniques need to be employed. Homogenization refers to the systematic process of smoothing out the sub-structural heterogeneities, leading to the determination of effective constitutive coefficients. Ordinarily, homogenization involves a sophisticated averaging and asymptotic order analysis to obtain solutions. In the majority of the cases only zero-order terms are constructed due to the complexity of the processes involved. In this paper we propose a constructive scheme for obtaining homogenized solutions involving higher order terms, and thus, guaranteeing higher accuracy and greater robustness of the numerical results. We present a form of homogenization which permits the establishment of a link with conventional Finite Element Method (FEM). © 2008 SPIE