D-brane anomaly inflow revisited

Axial and gravitational anomaly of field theories, when embedded in string theory, must be accompanied by canceling inflow. We give a self-contained overview for various world-volume theories, and clarify the role of smeared magnetic sources in I-brane/D-brane cases. The proper anomaly descent of the source, as demanded by regularity of RR field strengths H's, turns out to be an essential ingredient. We show how this allows correct inflow to be generated for all such theories, including self-dual cases, and also that the mechanism is now insensitive to the choice between the two related but inequivalent forms of D-brane Chern-Simons couplings. In particular, SO(6)_R axial anomaly of d=4 maximal SYM is canceled by the inflow onto D3-branes via the standard minimal coupling to C_4. We also propose how, for the anomaly cancelation, the four types of Orientifold planes should be coupled to the spacetime curvatures, of which conflicting claims existed previously.Comment: 41 pages, references updated; version to appear in JHE

Ischaemic conditioning and targeting reperfusion injury: a 30 year voyage of discovery

To commemorate the auspicious occasion of the 30th anniversary of IPC, leading pioneers in the field of cardioprotection gathered in Barcelona in May 2016 to review and discuss the history of IPC, its evolution to IPost and RIC, myocardial reperfusion injury as a therapeutic target, and future targets and strategies for cardioprotection. This article provides an overview of the major topics discussed at this special meeting and underscores the huge importance and impact, the discovery of IPC has made in the field of cardiovascular research

The Assessment of Emergent and Early Literacy Skills in the Akshara Languages.

The assessment of language and literacy skills in the akshara languages pose distinct challenges that are related to the specificities of the orthography, contextual variability and population diversity, which in turn tend to be compounded by generally low levels of achievement. In this chapter, we discuss an assessment framework targeted at capturing children’s language and literacy learning in the early years. Using assessments for Hindi and Kannada as cross-linguistic illustrative examples, we bring focus on psychometric rigor, test utility for research purposes versus practice, appropriateness of test adaptations, and challenges related to monitoring growth in language and literacy skills over time. A key consideration is the urgent need for sensitivity of assessments to contextual factors including demographic diversity (e.g. socioeconomic factors, home language(s), and access to literacy resources), classroom practices, and orthography