Measurement of charm production in deep inelastic scattering with the ZEUS detector

We present measurements of charm production in DIS using the ZEUS detector. Data with an integrated luminosity of 83 pb$^{-1}$ have been analysed. For the channel $D^{*+} \to D^{0}\pi_{s}^{+} \to K^{-}\pi^{+}\pi_{s}^{+} (+ c.c.)$ a cross section has been extracted, differential in the kinematical variables $Q^{2}$ and Bjorken $x$. In addition the decay $\overline{c}q \to e^-\overline{\nu}_e X$ has been studied in a data sample of an integrated luminosity of 34 pb$^{-1}$. This results in a cross section, differential in $Q^2$,$x$ and $W$ of the event and in $p_{T}$ and $\eta$ of the decay electron. The structure function f2-charm has also been determined for this channel. All measured cross sections show good agreement with NLO pQCD predictions from HVQDIS.Comment: 4 pages, 4 figures. As presented at DIS01 Bologna, Ital

The twofold Ellis-Gohberg inverse problem in an abstract setting and applications

In this paper we consider a twofold Ellis-Gohberg type inverse problem in an abstract *-algebraic setting. Under natural assumptions, necessary and sufficient conditions for the existence of a solution are obtained, and it is shown that in case a solution exists, it is unique. The main result relies strongly on an inversion formula for a $2\times 2$ block operator matrix whose off diagonal entries are Hankel operators while the diagonal entries are identity operators. Various special cases are presented, including the cases of matrix-valued $L^1$-functions on the real line and matrix-valued Wiener functions on the unit circle of the complex plane. For the latter case, it is shown how the results obtained in an earlier publication by the authors can be recovered.Comment: 52 page

An inside story: tracking experiences, challenges and successes in a joint specialist performing arts college

In England the government’s specialist schools initiative is transforming the nature of secondary education. A three-year longitudinal case study tracked the effects of specialist performing arts college status on two schools. The sites were a mainstream school drawing pupils from an area of high social deprivation and disadvantage, and a special school catering for pupils with profound and \ud multiple learning difficulties, which were awarded joint performing arts college status. The government’s \ud preferred criterion for judging the success of specialist schools is improvement in whole-school examination results. The authors argue that this is a crude and inappropriate measure for these case study schools and probably others. Using questionnaires, interviews and documentation they tell an ‘inside story’ of experiences, challenges and achievements, from the perspectives of the schools’ mangers, staff and pupils. Alternative ‘value-added’ features emerged that were positive indicators of enrichment and success in both schools

Learning agrobiodiversity: options for universities in Sub-Saharan Africa: Proceedings of a regional workshop, 21-23 January 2009, Nairobi, Kenya

Agrobiodiversity needs to enter university curricula in a broader fashion, to prepare graduates for both conserving and using agrobiodiversity sustainably. To tackle this issue, the first regional consultation on agrobiodiversity education in Sub-Saharan Africa was held in January 2009 in Nairobi, Kenya. The workshop featured expert presentations on key aspects of agrobiodiversity, pointing at the knowledge and skills required in graduates. Workshop participants from 16 African and two European countries identified key issues for teaching and learning agrobiodiversity and outlined a framework for integrating the subject in university curricula. An action plan was developed and a task force was assigned to follow up the workshop recommendations

Is the internet the right medium for a 'don't quit campaign'?

This paper examines the effectiveness of promoting post-16 education and training via Internet. It examines the differences between those who intend to continue the post-16 schooling and those who do not. The implication of the findings challenges the effectiveness of a 'don't quit campaign' which was to offer support and guidance on the choice of post 16 options. This study found that the campaign has done very little for those who decided not to continue post-16 education. Consequently, disadvantaged young people need constant support and resources to eliminate the disparities between different groups