Search for SUSY in Final States with Z Bosons

A search for SUSY processes leading to final states with Z bosons is performed at a low mass point in the mSUGRA parameter space. The signature of such processes is studied using both a complete and a fast simulation. It is shown that the signal can be seen over the Standard Model background with high significance already at an integrated luminosity of 1fb^-1. The SUSY discovery potential is explored in the m_0,m_1/2 parameter space

Insulin sensitivity and Lp(α) concentrations in normoglycemic offspring of type 2 diabetic parents

BACKGROUND: Offspring of at least 1 parent with type 2 diabetes are more resistant to the insulin action, exhibit higher incidence of dyslipidemia and are more prone to cardiovascular diseases. The association between Lp(α) and coronary heart disease is well established. An association between Lp(α) concentration and insulin sensitivity was examined in this study. We investigated the serum LP(α) in 41 offspring of 41 families of type 2 diabetic subjects (group I) with normal glucose tolerance, compared to 49 offspring who their parents had no history of type 2 diabetes, matched for sex, age, BMI, WHR and blood pressure (group II). Serum Lp(α), triglycerides, insulin resistant index, HDL, LDL-cholesterol and insulin were measured. RESULTS: The offspring of type 2 diabetic subjects had higher fasting serum triglycerides (mean ± SD 199.3 ± 184.2 vs. 147.1 ± 67.9 ng/dl, p < 0.05) lower HDL-cholesterol (37.3 ± 9.0 vs. 44.6 ± 7.8, p < 0.001) and particularly higher Insulin resistance Index (HOMA-IR) (2.84 ± 1.39 vs. 1.67 ± 0.77, p < 0.001). They also had higher serum LP(α) concentration (15.4 ± 6.7 vs. 8.6 ± 6.0, p < 0.001). By simple linear analysis in the offspring of type 2 diabetic parents there was no correlation of Lp(α) concentration with insulin resistance index Homa-IR (r = 0,016 p = NS). CONCLUSIONS: We conclude that serum LP(α) is significantly increased in offspring of type 2 diabetic subjects but was not related to insulin sensitivity

Inclusive early childhood education : literature review

This literature review on Early Childhood Education (ECE)/Inclusive Early Childhood Education (IECE) is part of the ‘Inclusive Early Childhood Education’ project, conducted by the European Agency for Special Needs and Inclusive Education. The project’s overall goal is to identify and analyse the factors that enable quality and effective pre-primary programmes for all children in inclusive early years settings. This review shows that international organisations and the European Union (EU) regard high-quality ECE/IECE as an essential foundation for lifelong learning. It is indispensable for success in modern knowledge-based economies. Participation in high-quality pre- primary education has long-lasting positive effects on children’s development and the benefits are greater for children from a disadvantaged background (Frawley, 2014). In many cases, the early childhood stage is critical because many children’s different needs are detected once they become part of the education system. Therefore, one EU benchmark in the strategic framework for European co-operation in education and training (ET 2020) is that at least 95% of children between the age of four and compulsory school age should participate in ECE. At the same time, there are concerns about the accessibility and quality of ECE/IECE provisions. Despite its importance – especially considering the latest data about provisions for children with special educational needs (SEN) and/or at risk of social exclusion (e.g. due to poverty) in Europe from birth to seven years – the Organisation for Economic Co-operation and Development (OECD, 2004) reports that only one quarter of children with SEN are included in mainstream early education settings. This literature review aims to: • collect information about at-risk children and/or children with SEN in Europe at the pre-primary education level; • describe where those children are located during the pre-primary stages; • explore which resources are allocated to meet their needs; • describe the main characteristics of the educational contexts where these children are included. This document summarises major research and policy documents to analyse Early Childhood Education and Care (ECEC) services and programmes implemented for at-risk children and/or those with SEN. Chapter 2 introduces the definitions of the concepts that are the focus of study. Chapter 3 summarises the main documents published by international organisations and reviews the main EU policy developments related to ECE/IECE which define the context in this area. Chapter 4 reviews the latest literature describing the benefits of ECE/IECE for at-risk children and children with SEN. Chapters 5 to 10 describe relevant academic research, aiming to identify the main factors that are important in early years programmes. The key research is framed within the five principles identified by the European Commission’s Thematic Working Group on ECEC (2014), namely: • Access/transition procedures • Workforce • Curriculum/content • Governance/funding • Monitoring/evaluation.peer-reviewe

Stress effects on ovine behaviour, physiology and the gastrointestinal microbiota

Studies across different species have demonstrated the presence of an interplay between the brain, the gut and the microbiome, most commonly referred to as the gut-brain axis. Furthermore, it has been well documented that stress can affect neuroendocrinological and immunological systems, resulting in altered behaviours, as well as physiological dysregulations. In the past few decades, the effects of stress on the microbiome and the implications of the microbial community structure for the host have been the focus of many studies, aiming to shed light on this intricate and multi-pathway relationship. Despite this, most studies have been conducted on humans and rodents, with very few on farm animals, particularly ruminants. In ruminants, as in monogastrics, the gut accommodates high microbial concentrations and facilitates host-microbial interactions. What differentiates ruminants is the presence of the rumen, which hosts an equally important microbial community. This organ acts as a primary location for fermentation of feed and plays a pivotal role in animal metabolism, immunity and overall homeostasis. The effects of stress susceptibility, and more specifically psychological or behavioural stress, have been poorly explored in ruminants, despite their well-recognised and important effects on other aspects of animal health and welfare. This project therefore aimed to explore: 1) the effect of genetic predisposition to stress; 2) the long-term effect of prenatal and early life stressful events; and 3) effects of repeated and unpredictable management stress on the ovine gastrointestinal microbiome in conjunction with various physiology and behavioural aspects. The first experiment investigated genetic differences in gut and rumen microbial community structure and blood cortisol concentrations in 58 adult Romane ewes, previously selected on the basis of divergent reactivity to stress (30 ewes with high reactivity; 28 ewes with low reactivity). The two groups differed in their behavioural reactivity towards a temporary separation from congeners based on bouts of high bleats. Despite extensive analyses of the microbiota at the phylum, order and genus level, there were only small significant differences in the rumen and faecal microbiota, even when including cortisol levels in the analyses. For example, higher levels of cortisol were positively correlated with Ruminococcus abundance in faecal samples and Lactobacillus in the rumen, while Rikenellaceae abundance was positively correlated with reactive EBV scores in faecal samples. The second experiment investigated long-term effects of three prenatal stress treatments (Control, Negative and Alternative) and the effect of two early-life treatments (Isolation or Ewe Recognition tests) on the rumen microbial community structure of 35 8-month-old Scottish Mule lambs, at a stage when the rumen microbiome had assumed a relative stable and mature form. Sex and diet effects were confounded, while Prenatal Treatment did not appear to have an effect. Neonatal Treatment had an effect on relative abundances at the phylum level. The abundance of several bacterial species was correlated with higher or lower cortisol levels, such as Lactobacillus in Isolated females and Proteobacteria in Isolated males; these significant negative correlations suggested long-lasting effects of early life events. Finally, in the third experiment, we explored the effect of a 6-week mild unpredictable Chronic Stress paradigm on various behavioural (i.e., time budgets, reactions to a suddenness test) and physiology aspects (i.e. hormonal levels, heart rate and VFAs), as well as the rumen and gut microbiota structure. Forty-eight female Romane lambs were separated into two treatments: Non-Treated (NT, n = 24) and Mild Chronically Stressed Animals (MCS, n = 24). Amongst the most interesting results, indicating a treatment effect, were differences in synchronisation of animals resting and sleeping, duration of resting time, and reactions to novelty, as expressed by latency to approach the ball and contact time with the ball in the suddenness test. Microbiota diversity indices, particularly for the non-treated group, indicated a different development of the microbial community. In MCS animals, cortisol and serotonin levels indicated that several bacteria proliferate in the presence/absence of these hormones, but correlation scores were generally non-significant. In conclusion, it appears that the microbiota community structure in the rumen is not significantly affected by management stress or stress susceptibility, although the communication pathways between rumen bacteria and host behaviour warrant further exploration

Inclusive early childhood education : an analysis of 32 European examples

This report is part of the three-year Inclusive Early Childhood Education (IECE) project run by the European Agency for Special Needs and Inclusive Education (the Agency) from 2015 to 2017. The project aims to identify, analyse and subsequently promote the main characteristics of quality inclusive pre-primary education for all children from three years of age to the start of primary education. This report presents the results of a qualitative analysis of 32 descriptions of examples of IECE provisions across Europe. The descriptions were submitted to the project in August 2015. The findings represent European practitioners’ perceptions of and practices for IECE. An inductive thematic data analysis method was used, in that themes or issues were initially derived from reading the descriptions. This inductive process was, however, also intertwined with relevant theory, particularly the Agency’s ‘ultimate vision for inclusive education systems’ that: ... ensure that all learners of any age are provided with meaningful, high‐quality educational opportunities in their local community, alongside their friends and peers(European Agency, 2015, p. 1). In total, 25 subthemes were identified. These were organised into a new Ecosystem Model of Inclusive Early Childhood Education, which is also presented in a comprehensive diagram (Figure 1). Two major perspectives previously used in describing the quality of ECE settings inspired this new model. These are the Outcome-Process-Structure model and the Ecological Systems model. The subthemes were subsequently grouped into five main themes: • Theme 1: The first main and central theme is ‘Child belongingness, engagement and learning’, often generally understood as active participation. This participation is regarded as both the main outcome and process of IECE. • Theme 2: Five major processesinvolving the child’s direct experience in the IECE setting enable this central outcome and process. These processes are: − Positive interaction with adults and peers − Involvement in play and other daily activities − A child-centred approach − Personalised assessment for learning − Accommodations, adaptations and support. • Theme 3: These processes are in turn supported by structural factors, consisting of the physical, social, cultural and educational environment. These factors may operate at different ecological levels. Some operate within the ECE setting and include: − A warm welcome for every child and family − Family involvement within the ECE setting. − A holistic curriculum designed for all children’s needs − An environment designed for all children − Staff who are appropriately qualified for IECE − A culturally-responsive social and physical environment − Inclusive leadership committed to respect and engagement for all individuals − Collaboration and shared responsibility among all stakeholders. • Theme 4: Inclusive processes experienced by the child are also influenced by more distant structural factors in the community surrounding the ECE setting. These include: − Collaboration between the ECE setting and the children’s families − Relevant in-service training for ECE staff − Wider community commitment and support for serving all children − Inter-disciplinary and inter-agency co-operation of services from outside the ECE setting that serve the children in the pre-school − Organising smooth transitions between home and the ECE setting. • Theme 5: Finally, the analysis found a number of structural factors operating at the macro-system level. These factors were not in direct contact with the ECE setting. However, they still influenced inclusive processes in the setting. They are: − A rights-based approach to ECE − Provision of mainstream ECE access for all − Setting up regional/national standards for a holistic IECE curriculum − Availability of initial education for teachers and other staff for IECE − Good governance and funding systems for IECE − Procedures for regular monitoring and evaluation. This overview of the ecosystem of outcomes, processes and structures for IECE is presented in the Results chapter. Five evidence-based chapters, dedicated to each of the five main themes, follow this. Each chapter presents a brief description of each of the outcome, process or structural factors within each main theme. These are accompanied by one to five quotations from each of the 32 example descriptions. The quotations illustrate and provide concrete evidence of what constitutes quality outcomes, processes and structures that are prevalent across Europe. The quotations were chosen both to reflect the different types of IECE concepts and practices, and to reflect the variety of countries and cultures where they occur. They are intended to stimulate inclusive developments in research, policy and practice in Europe and internationally. Finally, the Conclusion highlights the added value that this analysis contributes to IECE research, policy and practice. Four new insights are addressed: 1. The development of the new Ecosystem Model of IECE, inspired by two previous major models, should clarify the understanding of the issues related to quality ECE. 2. The analysis shows how, within an inclusive perspective, IECE’s primary goal is best conceived as that of ensuring quality outcomes for all children in terms of participation. This is described here as belongingness, engagement and learning. 3. The analysis shines a new light on the major processes in which children are directly involved and which mostinfluence each child’s participation and learning. These need to be a major focus of any intervention to improve ECE quality. 4. The analysis clarifies the structural factors needed to support the development of more inclusive ECE settings. It also shows how these factors are related to local and national policies and practices. Situating the structures at the ECE setting, community and regional/national levels isimportant in levering them to bring about the changes needed to enable each child to participate and learn.peer-reviewe

Inclusive early childhood education new insights and tools – contributions from a European study

Quality in early childhood education is a prominent concern for policy-makers, and has recently become a priority concern for many international and European organisations. These include the OECD, UNESCO, UNICEF, the European Commission, Eurydice and the European Agency for Special Needs and Inclusive Education, among others. Over the past three years (2015–2017), the European Agency for Special Needs and Inclusive Education (the Agency) has examined the latest policy documents and relevant research in this field. This has been a springboard for exploring the main characteristics of quality inclusive early childhood education (IECE) for all children from three years of age to the start of primary education. The project data from across Europe has provided an opportunity to closely examine how, within the inclusion perspective, early childhood education provisions are addressing the quality principles set out by the European Commission and the OECD. Sixty-four inclusive early childhood education experts from across Europe contributed to the project. They participated in data collection and analysis through descriptions of example provisions, as well as observations and discussions during field work and case study visits. This report first sets out the main policy and practice developments towards inclusive early childhood education, with particular reference to European policy issues (Chapters 2–3). It then presents the project’s three new contributions towards improving quality inclusive early childhood education (Chapters 4–6). These are: 1. A clear rationale for and an analysis of the implications of adopting an inclusive vision and goals as the main standards of inclusive early childhood policy and provision. The project found that high-quality services that benefited all children were guided by an inclusive vision and worked towards inclusive goals. As their primary outcome, they sought to ensure each child’s belongingness, engagement and learning. This reflects the changes in early childhood intervention in recent decades. The focus has shifted from ‘working with the child’ towards a holistic approach that creates an inclusive environment for all children’s engagement and learning. The report thus refers to quality early childhood education (ECE) as ‘inclusive early childhood education’ (IECE). It only uses the terms ‘early childhood education’ (ECE) or ‘early childhood education and care’ (ECEC) when referring to the literature. 2. A new Self-Reflection Tool for improving inclusive early childhood education settings. This enables practitioners to review their service’s quality in terms of the inclusiveness of the physical, social and other learning environments it offers to children and families. The tool has been validated by project experts and additional ecological studies. It is ready for use by practitioners in inclusive early childhood education settings in different education systems and countries across Europe and beyond. 3. A new Ecosystem Model of Inclusive Early Childhood Education for policy-makers and other stakeholders wishing to collaborate towards effective action in this field. This model can support policy-makers and practitioners to collaborate in planning, reviewing and improving quality IECE services. The model is founded on the project data. It is inspired by three major frameworks for quality IECE, namely: (1) The structure-process-outcome framework used by European and international policy-makers (European Commission, 2014; OECD, 2015; European Agency, 2009) (2) The ecological systems framework (Bronfenbrenner and Morris, 2006) (3) The inclusive education perspective (European Agency, 2015). It incorporates all the principles of the EU and OECD frameworks for quality early childhood education. However, it enhances their applicability by locating them at different ecological levels (inclusive early childhood education setting, home/community and regional/national levels). Finally, the report gives an account of the lessons learned during the three-year project and the resulting recommendations (Chapter 7). These are presented within the framework of the new Ecosystem Model of IECE. They are mainly directed at policy- makers, but they also point to the implications for practitioners. Indeed, they are formulated in terms of how policy-makers can support practitioners to ensure quality provisions.peer-reviewe

Knowledge of medical students about Hepatitis B

The aim of this study was to determine the knowledge level of graduate medical students about Hepatitis B. The material of this study was 109 questionnaires, answered by an equal number of students. According to the results, the knowledge of graduate medical students on Hepatitis B was in quite satisfactory level concerning most of the topics

Hepatic Fgf21 Expression Is Repressed after Simvastatin Treatment in Mice.

Fibroblast growth factor 21 (Fgf21) is a hormone with emerging beneficial roles in glucose and lipid homeostasis. The interest in Fgf21 as a potential antidiabetic drug and the factors that regulate its production and secretion is growing. Statins are the most widely prescribed drug for the treatment of dyslipidemia. However, the function of statins is not limited to the lowering of cholesterol as they are associated with pleiotropic actions such as antioxidant, anti-inflammatory and cytoprotective effects. The recently described effect of statins on mitochondrial function and the induction of Fgf21 by mitochondrial stress prompted us to investigate the effect of statin treatment on Fgf21 expression in the liver. To this end, C57BL6J male mice and primary mouse hepatocytes were treated with simvastatin, and Fgf21 expression was subsequently assessed by immunoblotting and quantitative real-time PCR. Hepatic Fgf21 protein and mRNA and circulating levels of FGF21significantly decreased in mice that had received simvastatin in their food (0.1% w/w) for 1 week. This effect was also observed with simvastatin doses as low as 0.01% w/w for 1 week or following 2 intraperitoneal injections within a single day. The reduction in Fgf21 mRNA levels was further verified in primary mouse hepatocytes, indicating that the effect of simvastatin is cell autonomous. In conclusion, simvastatin treatment reduced the circulating and hepatic Fgf21 levels and this effect warrants further investigation with reference to its role in metabolism