The Elliptical Galaxy formerly known as the Local Group: Merging the Globular Cluster Systems

Prompted by a new catalogue of M31 globular clusters, we have collected together individual metallicity values for globular clusters in the Local Group. Although we briefly describe the globular cluster systems of the individual Local Group galaxies, the main thrust of our paper is to examine the collective properties. In this way we are simulating the dissipationless merger of the Local Group, into presumably an elliptical galaxy. Such a merger is dominated by the Milky Way and M31, which appear to be fairly typical examples of globular cluster systems of spiral galaxies. The Local Group `Elliptical' has about 700 +/- 125 globular clusters, with a luminosity function resembling the `universal' one. The metallicity distribution has peaks at [Fe/H] ~ -1.55 and -0.64 with a metal-poor to metal-rich ratio of 2.5:1. The specific frequency of the Local Group Elliptical is initially about 1 but rises to about 3, when the young stellar populations fade and the galaxy resembles an old elliptical. The metallicity distribution and stellar population corrected specific frequency are similar to that of some known early type galaxies. Based on our results, we briefly speculate on the origin of globular cluster systems in galaxies.Comment: 22 pages, Latex, 4 figures, 5 tables, submitted to A &

Medical professionalism in the formal curriculum:5th year medical students' experiences

BACKGROUND: The standards and outcomes outlined in the General Medical Council’s publication ‘Tomorrow’s Doctors’ include proposals that medical professionalism be included in undergraduate curricula. Learning the values and attitudes necessary to become a ‘doctor as a professional’ has traditionally been left largely to the informal and hidden curricula. There remains no consensus or confirmed evidence upon which to base best practice for teaching in this area. In 2010, as part of a revision of the fifth year curriculum the University of Bristol Medical School introduced tutorials which focused on students’ achievement of the learning objectives in ‘Tomorrow’s Doctors Outcomes 3: the doctor as a professional’. This study sought to explore the students’ experiences of these tutorials in order to develop the evidence base further. METHODS: Sixteen medical students participated in three focus-group interviews exploring their experiences of medical professionalism tutorials. A course evaluation questionnaire to all fifth year students also provided data. Data were analysed using the principles of Interpretative Phenomenological Analysis. RESULTS: Four main themes were identified: students’ aversion to ‘ticking-boxes’, lack of engagement by the students, lack of engagement by the tutors and students’ views on how medical professionalism should be taught. CONCLUSIONS: A curriculum innovation which placed the achievement of medical professionalism in the formal curriculum was not unanimously embraced by students or faculty. Further consideration of the students’ aversion to ‘ticking-boxes’ is warranted. With continued demand for increased accountability and transparency in medical education, detailed check-lists of specific learning objectives will continue to feature as a means by which medical schools and learners demonstrate attainment. Students’ experiences and acceptance of these check-lists deserves attention in order to inform teaching and learning in this area. Learner and faculty ‘buy in’ are imperative to the success of curriculum change and vital if the students are to attain the intended learning objectives. Effective faculty development and student induction programmes could be employed to facilitate engagement by both parties

Comparisons of commercial frozen yogurt with ksu formulation

Ten samples of vanilla frozen yogurt were purchased in Kansas and compared to a highprotein, KSU formulation. The KSU formulation had similar solids, fat, and sugar contents as the commercial samples. All commercial samples had lower protein (almost less than half) content and more lactose, and almost all samples had fewer lactic acid bacteria than the KSU formulation. All but one commercial sample had lower b-galactosidase activity than the KSU formulation. This may reflect the differing lactic acid bacterial populations in the frozen yogurts

Mapping school‐level language policies across multilingual secondary schools in England: an ecology of English, modern languages and community languages policies

Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school‐level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school‐level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole‐school level

Consumption of Bats (Myotis spp.) by Raccoons (Procyon lotor) During an Outbreak of White-Nose Syndrome in New Brunswick, Canada: Implications for Estimates of Bat Mortality

Across their range, Raccoons (Procyon lotor) will opportunistically exploit bats (Chiroptera) roosting in caves as a source of food. During a significant mortality event associated with white-nose syndrome (WNS) at a cave in eastern Canada, we estimate that Raccoons consumed 3169–3827 dead and dying Little Brown Bats (Myotis lucifugus) and Northern Long-eared Bats (M. septentrionalis) infected with white-nose syndrome, equivalent to 62.0–74.9% of the total bat mortality at this site. However, the generally small dispersal distances of Raccoons and their reduced activity during the period when bats are hibernating suggest that Raccoons are likely not a significant vector for moving the fungus associated with white-nose syndrome, Geomyces destructans, between most caves at this latitude. Nevertheless, since we show that significant numbers of bats can be consumed in hibernacula through opportunistic feeding by Raccoons, estimates of in-cave mortality due to white-nose syndrome should incorporate any evidence of consumption of bats by Raccoons and other predators

Modeling Genomes to Phenomes to Populations in a Changing Climate: The Need for Collaborative Networks

Condensed Abstract Climate is changing globally and its impacts can arise at different levels of biological organization; yet, cross-level consequences of climate change are still poorly understood. Designing effective environmental management and adaptation plans requires implementation of mechanistic models that span the biological hierarchy. Because biological systems are inherently complex and dynamic in nature, dealing with complexities efficiently necessitates simplification of systems or approximation of relevant processes, but there is little consensus on mathematical approaches to scale from genes to populations. Here we present an effort that aims to bring together groups that often do not interact, but that are essential to illuminating the complexities of life: empirical scientists and mathematical modelers, spanning levels of biological organization from genomes to organisms to populations. Through interplay between theory, models, and data, we aim to facilitate the generation of a new synthesis and a conceptual framework for biology across levels

A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech language and communication needs

Background: Effective co-practice is essential to deliver services for children with speech language and communication needs (SLCN). The necessary skills, knowledge and resources are distributed amongst professionals and agencies. Co-practice is complex and a number of barriers, such as 'border disputes' and poor awareness of respective priorities, have been identified. However social-relational aspects of co-practice have not been explored in sufficient depth to make recommendations for improvements in policy and practice. Here we apply social capital theory to data from practitioners: an analytical framework with the potential to move beyond descriptions of socio-cultural phenomena to inform change.  Aims: Co-practice in a Local Authority site was examined to understand: 1) the range of social capital relations extant in the site’s co-practice; 2) how these relations affected the abilities of the network to collaborate; 3) whether previously identified barriers to copractice remain; 4) the nature of any new complexities which may have emerged; and 5) how inter-professional social capital might be fostered.  Methods & Procedures: A qualitative case study of SLCN provision within one Local Authority in England and its linked NHS partner was completed through face-to-face semistructured interviews with professionals working with children with SCLN across the authority. Interviews, exploring barriers and facilitators to interagency working and social capital themes, were transcribed, subjected to thematic analysis using iterative methods and a thematic framework derived.  Outcomes and Results: We identified a number of characteristics important for the effective development of trust, reciprocity and negotiated co-practice at different levels of social capital networks knowledge and skills. Barriers to co-practice differed from those found in earlier studies. Some negative aspects of complexity were evident but only where networked professionalism and trust was absent between professions. Where practitioners embraced and services and systems enabled more fluid forms of collaboration, then trust and reciprocity developed.  Conclusions & Implications: Highly collaborative forms of co-practice, inherently more complex at the service governance, macro-level, bring benefits. At the meso-level of the school and support team network there was greater capacity to individualise co-practice to the needs of the child. Capacity was increased at the micro-level of knowledge and skills to harness the overall resource distributed amongst members of the inter-professional team. The development of social capital, networks of trust across SLCN support teams, should be a priority at all levels - for practitioners, services, commissioners and schools