Quiver Bundles and Wall Crossing for Chains

Holomorphic chains on a Riemann surface arise naturally as fixed points of the natural C*-action on the moduli space of Higgs bundles. In this paper we associate a new quiver bundle to the Hom-complex of two chains, and prove that stability of the chains implies stability of this new quiver bundle. Our approach uses the Hitchin-Kobayashi correspondence for quiver bundles. Moreover, we use our result to give a new proof of a key lemma on chains (due to \'Alvarez-C\'onsul, Garc\'ia-Prada and Schmitt), which has been important in the study of Higgs bundle moduli; this proof relies on stability and thus avoids the direct use of the chain vortex equations

A previously undescribed Helotialean fungus that is superabundant in soil under maritime Antarctic higher plants

We report a previously undescribed member of the Helotiales that is superabundant in soils at two maritime Antarctic islands under Antarctic Hairgrass (Deschampsia antarctica Desv.). High throughput sequencing showed that up to 92% of DNA reads, and 68% of RNA reads, in soils from the islands were accounted for by the fungus. Sequencing of the large subunit region of ribosomal (r)DNA places the fungus close to the Pezizellaceae, Porodiplodiaceae, and Sclerotiniaceae, with analyses of internal transcribed spacer regions of rDNA indicating that it has affinities to previously unnamed soil and root fungi from alpine, cool temperate and Low Arctic regions. The fungus was found to be most frequent in soils containing C aged to 1,000–1,200 years before present. The relative abundances of its DNA and RNA reads were positively associated with soil carbon and nitrogen concentrations and δ13C values, with the relative abundance of its DNA being negatively associated with soil pH value. An isolate of the fungus produces flask-shaped phialides with a pronounced venter bearing masses of conidia measuring 4.5–6(7) × 1.8–2.5 μm, suggestive of anamorphic Chalara. Enzymatic studies indicate that the isolate strongly synthesizes the extracellular enzyme acid phosphatase, and also exhibits alkaline phosphatase and naphthol-AS-BI-phosphohydrolase activities. Ecophysiological measurements indicate optimal hyphal growth of the isolate at a pH of 4.2–4.5 and a water potential of −0.66 MPa. The isolate is a psychrotroph, exhibiting measureable hyphal growth at −2°C, optimal hyphal extension rate at 15°C and negligible growth at 25°C. It is proposed that the rising temperatures that are predicted to occur in maritime Antarctica later this century will increase the growth rate of the fungus, with the potential loss of ancient C from soils. Analyses using the GlobalFungi Database indicate that the fungus is present in cold, acidic soils on all continents. We advocate further studies to identify whether it is superabundant in soils under D. antarctica elsewhere in maritime Antarctica, and for further isolates to be obtained so that the species can be formally describe

Comparison of Milk Fat Globule Membrane (MFGM) Proteins of Chianina and Holstein Cattle Breed Milk Samples Through Proteomics Methods

Identification of proteins involved in milk production is important to understand the biology of lactation. Many studies have advanced the understanding of mammary function and milk secretion, but the critical molecular mechanisms implicated in milk fat secretion is still incomplete. Milk Fat Globules are secreted from the apical surface of the mammary cells, surrounded by a thin membrane bilayer, the Milk Fat Globule Membrane (MFGM), formed by proteins which have been suggested to be cholesterolemia-lowering factors, inhibitors of cancer cell growth, vitamin binders, bactericidal, suppressors of multiple sclerosis. Using a proteomic approach, we compared MFGM from milk samples of individuals belonging to two different cattle breeds, Chianina and Holstein, representative of selection for milk and meat traits, respectively. We were able to isolate some of the major MFGM proteins in the examined samples and to identify differences between the protein fractions of the two breeds. We detected differences in the amount of proteins linked to mammary gland development and lipid droplets formation, as well as host defence mechanisms. We have shown that proteomics is a suitable, unbiased method for the study of milk fractions proteins and a powerful tool in nutritional genomics

Absolute Zero : Delivering the UK's climate Change Commitment with Incremental Changes to Today's Technologies

We have to cut our greenhouse gas emissions to zero by 2050: that's what climate scientists tell us, it's what social protesters are asking for and it's now the law in the UK. But we aren't on track. For twenty years we've been trying to solve the problem with new or breakthrough technologies that supply energy and allow industry to keep growing, so we don't have to change our lifestyles. But although some exciting new technology options are being developed, it will take a long time to deploy them, and they won't be operating at scale within thirty years. Meanwhile, our cars are getting heavier, we're flying more each year and we heat our homes to higher temperatures. We all know that this makes no sense, but it's difficult to start discussing how we really want to address climate change while we keep hoping that new technologies will take the problem away. In response, this report starts from today's technologies: if we really want to reach zero emissions in thirty years time, what does that involve? Most of what we most enjoy - spending time together as families or communities, leisure, sport, creativity - can continue and grow unhindered. We need to switch to using electricity as our only form of energy and if we continue today's impressive rates of growth in non-emitting generation, we'll only have to cut our use of energy to 60% of today's levels. We can achieve this with incremental changes to the way we use energy: we can drive smaller cars and take the train when possible, use efficient electric heat-pumps to keep warm and buy buildings, vehicles and equipment that are better designed and last much longer. The two big challenges we face with an all electric future are flying and shipping. Although there are lots of new ideas about electric planes, they won’t be operating at commercial scales within 30 years, so zero emissions means that for some period, we'll all stop using aeroplanes. Shipping is more challenging: although there are a few military ships run by nuclear reactors, we currently don’t have any large electric merchant ships, but we depend strongly on shipping for imported food and goods. In addition, obeying the law of our Climate Change Act requires that we stop doing anything that causes emissions regardless of its energy source. This requires that we stop eating beef and lamb - ruminants who release methane as they digest grass - and already many people have started to switch to more vegetarian diets. However the most difficult problem is cement: making cement releases emissions regardless of how it’s powered, there are currently no alternative options available at scale, and we don’t know how to install new renewables or make new energy efficient buildings without it. We need to discuss these challenges as a society. Making progress on climate change requires that the three key groups of players - government, businesses and individuals - work together, rather than waiting for the other two to act first. But until we face up to the fact that breakthrough technologies won’t arrive fast enough, we can’t even begin having the right discussion. Committing to zero emissions creates tremendous opportunities: there will be huge growth in the use and conversion of electricity for travel, warmth and in industry; growth in new zero emissions diets; growth in materials production, manufacturing and construction compatible with zero emissions; growth in leisure and domestic travel; growth in businesses that help us to use energy efficiently and to conserve the value in materials. Bringing about this change, and exploring the opportunities it creates requires three things to happen together: as individuals we need to be part of the process, exploring the changes in lifestyle we prefer in order to make zero emission a reality. Protest is no longer enough - we must together discuss the way we want the solution to develop; the government needs to treat this as a delivery challenge - just like we did with the London Olympics, ontime and on-budget; the emitting businesses that must close cannot be allowed to delay action, but meanwhile the authors of this report are funded by the government to work across industry to support the transition to growth compatible with zero emissions. Breakthrough technologies will be important in the future but we cannot depend on them to reach our zero emissions target in 2050. Instead this report sets an agenda for a long-overdue public conversation across the whole of UK society about how we really want to achieve Absolute Zero within thirty years

Absolute Zero

We can’t wait for breakthrough technologies to deliver net-zero emissions by 2050. Instead, we can plan to respond to climate change using today’s technologies with incremental change. This will reveal many opportunities for growth but requires a public discussion about future lifestyles

A spiral scaffold underlies cytoadherent knobs in Plasmodium falciparum-infected erythrocytes

Much of the virulence of Plasmodium falciparum malaria is caused by cytoadherence of infected erythrocytes, which promotes parasite survival by preventing clearance in the spleen. Adherence is mediated by membrane protrusions known as knobs, whose formation depends on the parasite-derived, knob-associated histidine-rich protein (KAHRP). Knobs are required for cytoadherence under flow conditions, and they contain both KAHRP and the parasite-derived erythrocyte membrane protein PfEMP1. Using electron tomography, we have examined the three-dimensional structure of knobs in detergent-insoluble skeletons of P. falciparum 3D7 schizonts. We describe a highly organised knob skeleton composed of a spiral structure coated by an electron dense layer underlying the knob membrane. This knob skeleton is connected by multiple links to the erythrocyte cytoskeleton. We used immuno-electron microscopy to locate KAHRP in these structures. The arrangement of membrane proteins in the knobs, visualised by high resolution freeze fracture scanning electron microscopy, is distinct from that in the surrounding erythrocyte membrane, with a structure at the apex that likely represents the adhesion site. Thus, erythrocyte knobs in P. falciparum infection contain a highly organised skeleton structure underlying a specialised region of membrane. We propose that the spiral and dense coat organise the cytoadherence structures in the knob, and anchor them into the erythrocyte cytoskeleton. The high density of knobs and their extensive mechanical linkage suggest an explanation for the rigidification of the cytoskeleton in infected cells, and for the transmission to the cytoskeleton of shear forces experienced by adhering cells

Case Study: Peer Reviews and Reflective Discussion Boards

Details of Process   Clare is the module leader for a Research Methods module. She's been using a variety of technologies and media to reach out to students and engage them. These include discussion boards quizzes and an activity using a system built into canvas called peer review. This short write up will concentrate on the peer review and the discussion board activities. The Peer Review Activity  This was a formative task and it was completely up to the students as to whether they wanted to take part or not. Clare promoted the ideas and benefits of peer review particularly as a transferable skill for employment. She also provided some links to resources that would help students understand this process. She also highlighted how this task would help them read more efficiently and effectively. However, she did note that a number of students were underconfident about their abilities to complete this task and did not undertake it.   The peer review activity was a real time live session where she asked the students to read the same article and write up a short paragraph that summarised it within an hour as an individual task. The students then submitted this to canvas and Clare used canvas to organise the distribution of those submissions so that every student had two submissions to peer review.   The article was of a generic nature talking about how researchers approach the idea of culture. She selected that article because she didn't want to exclude any students that may have less knowledge of the wider curriculum she was teaching and which linked to their forthcoming assessment. The students were encouraged to leave annotations on the paper and comments using the actual marking criteria for the module assessment. All feedback was anonymized although the tutor did have an overview of who had written what for whom. Clare followed up the activity by providing feedback via Canvas for all those involved which included helping the students to understand the students’ comments. The students’ comments were overwhelmingly positive but many of them found suggestions to help their peers improved their own writing.   Feedback from the students highlighted how they found this useful in understanding the process of marking, thus giving them a better understanding of this process and their role within it. The feedback from the process also included comments about how daunting it was for students and how some of them found that this put them in a position of power which some found difficult as they believed that they were not worthy of passing comment on another student’s work. All the students agreed that this had changed their viewpoint on the assignment process. They enjoyed the challenge of being asked to write academically early on in the semester. So, they appreciated it but also hated being put on the spot. The students that took part would like more of these activities and Clare is already working on an idea for an annotated bibliography task in a similar way.   Reflecting on this Clare believes that what can help improve this is for the students to know each other better and form greater levels of trust, providing more information for the students to highlight the benefits that this could bring them and reduce the anxiety it may be causing them. Discussion boards Clare has used a number of discussion board activities so far on this module, these tend to be tied to some type of activity around the theme for the lecture that week. The resources she offers the students to interact with are carefully selected to include something to read, something to listen to and something to watch. This is to maximise the medium by which the students can gain an understanding of the topic. They are not expected to engage with all of the resources but to pick the one which will help them the most. An example of this would be a podcast she shared with students around building a research project. The students listened to somebody describe their research project design and were encouraged to discuss in the discussion board what questions they would ask this particular person. Students offered up questions, and this generated wider discussion with many students posting to each other. Clare uses the discussion board setting that prevents students from reading the posts without first making a contribution. However, she did find that some students got around this system and didn't write more than a single word. Having said that it is still encouraging that students wanted to read each others’ contributions. Clare spends a small amount of time each week following up on these tasks dipping in and out to offer up comments and encouragement. She finds now that she is used to the system that this is not over burdensome, as it helps her get an idea of how her students are doing and to make improvements to the sessions that follow each activity. Clare recommends talking to the skills@ljmu team, as they have many useful resources that can help the students improve their learning. Clare would like to continue with this process and improve it and has seen the possibility of offering a variety of methods for students to engage in the course as helping everyone

Embedding employability narratives: collaborating with Liverpool’s cultural community to enhance Level 4 study

Employability and thinking about future careers can be daunting for some students, particularly when they join us at Level 4. In our module, Introduction to Media and Cultural Industries, we aim to embed narratives of employment from the beginning of our degree programme through creative collaboration with a range of organisations operating across the cultural sectors of Liverpool. Through this module we explicitly embed a diverse range of cultural forms, practices, and groups through the guest organisations we work with. For example, we have implemented marketing workshops with the fine-dining restaurant Panoramic 34, presentations from Liverpool Arab Arts Festival, Homotopia Festival and Culture Liverpool, and engaged with the Comedy Trust to contribute to their upcoming ‘Doddy Day’. In this paper, we will outline the development of this module and how responding to the student voice has offered valuable space to adapt our approach and offer. We will discuss some of the partnerships developing between us, our students, and the wider creative community and consider how embedding employability narratives at Level 4 benefits our students as they move through their LJMU journey