Representing the UK's cattle herd as static and dynamic networks

Network models are increasingly being used to understand the spread of diseases through sparsely connected populations, with particular interest in the impact of animal movements upon the dynamics of infectious diseases. Detailed data collected by the UK government on the movement of cattle may be represented as a network, where animal holdings are nodes, and an edge is drawn between nodes where a movement of animals has occurred. These network representations may vary from a simple static representation, to a more complex, fully dynamic one where daily movements are explicitly captured. Using stochastic disease simulations, a wide range of network representations of the UK cattle herd are compared. We find that the simpler static network representations are often deficient when compared with a fully dynamic representation, and should therefore be used only with caution in epidemiological modelling. In particular, due to temporal structures within the dynamic network, static networks consistently fail to capture the predicted epidemic behaviour associated with dynamic networks even when parameterized to match early growth rates

Demographics of cattle movements in the United Kingdom

Background: The United Kingdom (UK) government has been recording the births, deaths, and movements of cattle for the last decade. Despite reservations about the accuracy of these data, they represent a large and valuable body of information about the demographics of the UK cattle herd and its contact structure. In this article, a range of demographic data about UK cattle, and particularly their movements, are presented, as well as yearly trends in the patterns of movements. Results: A clear seasonal pattern is evident in the number of movements of cattle, as are the reductions in movement volume due to foot and mouth disease outbreaks in 2001 and 2007. The distribution of ages of cattle at their time of death is multimodal, and the impact of the over thirty months rule is marked. Most movements occur between agricultural holdings, markets, and slaughterhouses, and there is a non-random pattern to the types of holdings movements occur between. Most animals move only a short distance and a few times in their life. Most movements between any given pair of holdings only occurred once in the last 10 years, but about a third occurred between 2 and 10 times in that period. There is no clear trend to movement patterns in the UK since 2002. Conclusions: Despite a substantial number of regulatory interventions during the last decade, movement patterns show no clear trend since 2002. The observed patterns in the repeatability of movements, the types of holdings involved in movements, the distances and frequencies of cattle movements, and the batch sizes involved give an insight into the structure of the UK cattle industry, and could act as the basis for a predictive model of livestock movements in the UK

Experiences of Female Refugee Students from Burma in Multicultural Middle School Classrooms

In middle school, adolescents are particularly focused on peer interaction to help form their identities. For marginalized students, especially refugees, peer interaction, peer interaction is especially important. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. One of the largest refugee groups entering the United States recently is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States. A qualitative, transcendental phenomenological approach was used to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions and identity formation, through interviews, observations, and stimulated recall. The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students. Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development

Book Review: Apologia Pro Beata Maria Virgine: John Henry Newman’s Defence of the Virgin Mary in Catholic Doctrine and Piety

Book Review: No abstract available

Analysis of data on retention of high school band students

Includes bibliographical references

Hooke's figurations: a figural drawing attributed to Robert Hooke

The experimental philosopher Robert Hooke (1635–1703) is known to have apprenticed to the leading painter Peter Lely on his first arrival in London in the late 1640s. Yet the relevance of Hooke's artistic training to his mature draughtsmanship and identity has remained unclear. Shedding light on that larger interpretive problem, this article argues for the attribution to Hooke of a figural drawing now in Tate Britain (T10678). This attributed drawing is especially interesting because it depicts human subjects and bears Hooke's name functioning as an artistic signature, both highly unusual features for his draughtsmanship. From evidence of how this drawing was collected and physically placed alongside images by leading artists in the early eighteenth century, I suggest how it can offer new insight into the reception of Hooke and his graphic work in the early Enlightenment