Should we be treating animal schistosomiasis in Africa? The need for a One Health economic evaluation of schistosomiasis control in people and their livestock

A One Health economic perspective allows informed decisions to be made regarding control priorities and/or implementation strategies for infectious diseases. Schistosomiasis is a major and highly resilient disease of both humans and livestock. The zoonotic component of transmission in sub-Saharan Africa appears to be more significant than previously assumed, and may thereby affect the recently revised WHO vision to eliminate schistosomiasis as a public health problem by 2025. Moreover, animal schistosomiasis is likely to be a significant cost to affected communities due to its direct and indirect impact on livelihoods. We argue here for a comprehensive evaluation of the economic burden of livestock and zoonotic schistosomiasis in sub-Saharan Africa in order to determine if extending treatment to include animal hosts in a One Health approach is economically, as well as epidemiologically, desirable

The Development of Statistical Computing at Rothamsted

An account is given of the development of statistical computing at Rothamsted. It is concerned mainly with the period from 1954 (when the first electronic computer was delivered) until 1985 (when this article was written). Initially, many specialised programs were written, but it was soon realised that, for efficiency, general-purpose programs—each unifying many statistical techniques—were required. The development of these programs was gradual and required corresponding developments in statistical theory. Now, the bulk of statistical work, not only for Rothamsted but also for the Agricultural and Food Research Service (AFRS) as a whole, is covered by a few programs, notably Genstat that has an international market. Further developments of these programs are required to make them more accessible to scientists who are not well versed in statistics and to take advantage of technological advances

Black and minority ethnic trainees’ experiences of physical education initial teacher training

The official published version can be accessed at the link below.This report draws together the findings of research that aimed to explore black and minority ethnic (BME) trainees’ experiences of Physical Education (PE) initial teacher training (ITT). Although the numbers of BME trainees opting to enter teaching have improved considerably over the last few years, PE remains one of three specific subject areas where they remain significantly under-represented. Current figures suggest that PE attracts approximately 3% of trainees from BME backgrounds, compared with 11% for new entrants into teaching overall. The relative lack of success in attracting BME trainees into PE teaching compared to other subject areas suggests that the subculture of the subject may be a compounding factor. Over the last decade or so, a number of studies have explored the impact of ethnicity on teachers’ professional socialisation and their experiences as teachers in school, but none have focused on experiences within specific subject cultures. The centrality of the body in PE, and the link between this and the perceived low status of the subject, are influencing factors highlighted in the broader literature, including sports studies. For example, research exploring racism and the under-representation of BME participants in sport has highlighted the prevalence of stereotypical attitudes about their physicality and abilities held by coaches, administrators and spectators. Other research has suggested that some minority ethnic groups favour higher status, better paid, careers in areas such as law or medicine rather than teaching. As yet, there has been little attention to ‘race’ and ethnicity within PEITT, although studies have shown the impact of gender on trainees’ developing professional identities, and how teachers’ gendered bodies are important ‘tools’ of their work. In addition, there has been little research that has acknowledged trainees’ multiple identities, or the complex ways in which ‘race’, ethnicity, class and gender and other identity markers intersect to impact on the professional socialisation process. The research on which this report is based sought to fill some of these gaps in our understandings of BME trainees’ experiences of PEITT, and to identify strategies that might help in their recruitment and retention in the longer term. The research was funded through a small Recruitment and Retention Challenge Grant from the Teacher Development Agency (TDA). These grants form part of the TDA’s wider policy agenda to widen the diversity of new intakes opting into teaching. Higher education institutions have been encouraged, through targets and financial support and incentives, to develop specific strategies aimed at widening the diversity of their cohorts. Examples of such strategies include the provision of specialist admission help for BME prospective trainees; opportunities to gain experience in schools; open days and ‘taster’ events; advertising in the ethnic minority media, and the development of good practice guides and staff training to help ITT providers address issues of ‘race’ and ethnicity. 5 The impetus for this research resulted, in part, from presentations and discussions at a one day PEITT Network1 staff seminar on diversity held in October, 2007. The quantitative research conducted by the Association for Physical Education (AfPE) and the Ethnic Minority Foundation (EMF) presented here, showed the extent of the national under-representation of BME students in PEITT. Although the day focused on addressing reasons for BME under representation and strategies that might be used for improving recruitment, we felt it was also important to learn about the qualitative experiences of trainees that have been attracted into PEITT. Understanding the experiences of our current BME trainees might offer useful insights into how we might recruit and retain future such trainees. Our choice of qualitative research was supported by a national study published shortly after the network day, investigating the links between gender, ethnicity and degree attainment (Higher Education Academy, HEA, 2008), which specifically calls for further qualitative studies of students’ experiences of different subject areas.Funding from the Training and Development Agency (TDA

A Note on an Iterative Method for Root Extraction

A double iterative method for evaluating y/x1/n is derived and it is shown that if −1 ⩽ yn < x < 1 then it can be arranged that all terms occurring in the iteration are also within this range. The rate of convergence is then discussed and some special cases are mentioned

The handling of multiway tables on computers

A notation is proposed which concisely describes many forms of table manipulation in terms of a concept called scanning. Methods of programming a scanning subroutine are discussed and examples are given of the use of the scanning notation to formulate typical table operations in symbolic form. It is often convenient to store marginal values (usually totals or means) with the main table, and this requires some modification of the notation and the subroutine. Proposals are outlined for inclusion of scanning facilities in automatic programming languages and examples are given of the form this could take in a language related to the Mercury Autocode compiler

A Q-technique for the calculation of canonical variates

A Q-technique for evaluating canonical variates is described. It is shown to have computational, and statistical, advantages over the usual R-technique

Adding a point to vector diagrams in multivariate analysis

A set of n base points P4i=1, 2,…, n), with known co-ordinates relative to orthogonal axes, and a further point Pn+1, with known distance from each of the base set, are given. The co-ordinates of Pn+1relative to the axes of the base set are found. The formula is particularly simple when the base set is referred to its principal axes, when the co-ordinates of Pn+1 for a subset of all the axes can be calculated from the co-ordinates of the Pi in this subset only. The classical results for adding a point to a principal components or canonical variates analyses are obtained when the base set is derived using the appropriate distance functions. An example is given