Dependence of galaxy clustering on UV-luminosity and stellar mass at z∼4−7z \sim 4 - 7

We investigate the dependence of galaxy clustering at $z \sim 4 - 7$ on UV-luminosity and stellar mass. Our sample consists of $\sim$ 10,000 Lyman-break galaxies (LBGs) in the XDF and CANDELS fields. As part of our analysis, the $M_\star - M_{\rm UV}$ relation is estimated for the sample, which is found to have a nearly linear slope of $d\log_{10} M_\star / d M_{\rm UV} \sim 0.44$. We subsequently measure the angular correlation function and bias in different stellar mass and luminosity bins. We focus on comparing the clustering dependence on these two properties. While UV-luminosity is only related to recent starbursts of a galaxy, stellar mass reflects the integrated build-up of the whole star formation history, which should make it more tightly correlated with halo mass. Hence, the clustering segregation with stellar mass is expected to be larger than with luminosity. However, our measurements suggest that the segregation with luminosity is larger with $\simeq 90\%$ confidence (neglecting contributions from systematic errors). We compare this unexpected result with predictions from the \textsc{Meraxes} semi-analytic galaxy formation model. Interestingly, the model reproduces the observed angular correlation functions, and also suggests stronger clustering segregation with luminosity. The comparison between our observations and the model provides evidence of multiple halo occupation in the small scale clustering.Comment: 10 pages, 6 figures, 2 tables, accepted for publication in MNRA

The institutional shaping of management: in the tracks of English individualism

Globalisation raises important questions about the shaping of economic action by cultural factors. This article explores the formation of what is seen by some as a prime influence on the formation of British management: individualism. Drawing on a range of historical sources, it argues for a comparative approach. In this case, the primary comparison drawn is between England and Scotland. The contention is that there is a systemic approach to authority in Scotland that can be contrasted to a personal approach in England. An examination of the careers of a number of Scottish pioneers of management suggests the roots of this systemic approach in practices of church governance. Ultimately this systemic approach was to take a secondary role to the personal approach engendered by institutions like the universities of Oxford and Cambridge, but it found more success in the different institutional context of the USA. The complexities of dealing with historical evidence are stressed, as is the value of taking a comparative approach. In this case this indicates a need to take religious practice as seriously as religious belief as a source of transferable practice. The article suggests that management should not be seen as a simple response to economic imperatives, but as shaped by the social and cultural context from which it emerges

Imaging Active Infection in vivo Using D-Amino Acid Derived PET Radiotracers.

Occult bacterial infections represent a worldwide health problem. Differentiating active bacterial infection from sterile inflammation can be difficult using current imaging tools. Present clinically viable methodologies either detect morphologic changes (CT/ MR), recruitment of immune cells (111In-WBC SPECT), or enhanced glycolytic flux seen in inflammatory cells (18F-FDG PET). However, these strategies are often inadequate to detect bacterial infection and are not specific for living bacteria. Recent approaches have taken advantage of key metabolic differences between prokaryotic and eukaryotic organisms, allowing easier distinction between bacteria and their host. In this report, we exploited one key difference, bacterial cell wall biosynthesis, to detect living bacteria using a positron-labeled D-amino acid. After screening several 14C D-amino acids for their incorporation into E. coli in culture, we identified D-methionine as a probe with outstanding radiopharmaceutical potential. Based on an analogous procedure to that used for L-[methyl-11C]methionine ([11C] L-Met), we developed an enhanced asymmetric synthesis of D-[methyl-11C]methionine ([11C] D-Met), and showed that it can rapidly and selectively differentiate both E. coli and S. aureus infections from sterile inflammation in vivo. We believe that the ease of [11C] D-Met radiosynthesis, coupled with its rapid and specific in vivo bacterial accumulation, make it an attractive radiotracer for infection imaging in clinical practice

Transcending Academic Power Structures: Navigating STEM Misinformation for Undergraduate Learning

When students enter university, they learn that there are two types of information: information that can be found using library resources and the information that is found using Google. Sources are often framed in opposition to one another, with the library’s resources representing good and authoritative information, while other sources are considered risky and inferior. Librarians have started to question the usefulness of privileging certain types of information over others, acknowledging that highly useful and reliable information does exist outside of the confines of library resources. Specifically, by inherently devaluing sources found outside of the traditional academic context, how are we unintentionally perpetuating a power system that devalues non-academic voices, experiences, and contexts. Further, individuals with alternative viewpoints must first learn to act, think, and excel on academia’s terms before their worldviews and the information they have to share will be granted legitimacy by the academy. This poster uses critical theory to help position information as an element within the broader academic power structure. We are advocating for a more inclusive approach used in library instruction that encourages students to critically evaluate information on an individual basis

Thinking strategically about assessment

Drawing upon the literature on strategy formulation in organisations, this paper argues for a focus on strategy as process. It relates this to the need to think strategically about assessment, a need engendered by resource pressures, developments in learning and the demands of external stakeholders. It is argued that in practice assessment strategies are often formed at the level of practice, but that this produces contradiction and confusion at higher levels. Such tensions cannot be managed away, but they can be reflected on and mitigated. The paper suggests a framework for the construction of assessment strategies at different levels of an institution. However, the main conclusion is that the process of constructing such strategies should be an opportunity for learning and reflection, rather than one of compliance