Prevention of enteroxigenic Escherichia coli infections in pigs by dairy-based nutrition

Abstract Postweaning diarrhea (PWD) is a significant enteric disease causing considerable economic losses for the pig industry. Among several aetiological risk factors, enterotoxigenic Escherichia coli (ETEC) is considered to be a major cause. After being routinely used for several decades to control bacterial disease outbreaks in piglet, the use of antibiotics at subtherapeutic concentrations has been banned in the European Union because of the increasing prevalence of resistance to antibiotics in pigs. The removal of in-feed antibiotics from piglet diets has negative economic consequences as it dramatically increases the rate of morbidity and mortality due to ETEC as well as the use of antibiotics for therapeutic purposes. Other than subtherapeutic antibiotics, zinc oxide (ZnO) had been reported to ameliorate and/or prevent the development of PWD in piglets, but its excretion may have negative impacts on the environment. Thus, other alternatives that control ETEC infections in piglets postweaning will be of great advantage. A number of nutritional strategies have been proposed as alternative means of preventing ETEC infections, of which feeding dairy-based products to piglets could be one of such strategies. It is apparent that colostrums, milk and milk fractions such as whey and casein contain several biologically active compounds with anti-microbial and immunomodulatory properties. Recently, these dairy products and their isolated compounds such as lactoferrin and oligosaccharides have been employed as anti-infective agents against ETEC infections in iglets postweaning. The dairy by-products (e.g. whey or whey permeate) may also be fermented to further improve the anti-infective potential of the products. Overall, the anti-infective activities of dairy-based products against ETEC could be attributed to the improvement of the intestinal barrier functions, microbial ecosystem and immunity of the piglets. Keywords : Dairy-based product; Anti-microbial; Immunomodulation; Anti-infective; Enterotoxigenic Escherichia coli; Postweaning diarrhea; Pigle

The free cash flow theory of takeovers: a financial perspective on mergers and acquisitions and the economy

Consolidation and merger of corporations ; Stock market ; Corporations ; Cash flow

Updated Analysis of Racial Segregation in Pulaski County Charter and Traditional Public Schools

In September of 2009, the Office for Education Policy (OEP) released a report titled “An Analysis of Charter Schools on Desegregation Efforts in Little Rock, Arkansas.” In this report, we presented data from the 2005 to 2009 schools years for students who transferred to open-enrollment charter schools in Pulaski County from the Little Rock School District (LRSD). The aim of this report was to show what impacts – if any – these transfers were having on the desegregation efforts of the LRSD. The motivation for this report was an ongoing legal debate about how charter schools impact desegregation, in which critics of charter schools argued that these schools lead to greater segregation, whereas charter proponents suggested that there was no necessary link between charters and segregation

The Value of Value-Added Measures

The concept of value-added measures of teacher or school effectiveness is prompting a great deal of discussion in K-12 Education policy circles. This debate reached a boiling point last year when the Los Angeles Times published a database of the value-added scores for all teachers in the nation\u27s second largest school district. Proponents argue value-added measures provide important information on school and teacher effectiveness. Opponents argue value-added measures are imprecise instruments which measure student background instead of teacher or school quality. The purpose of this policy brief is to provide the reader with a general understanding of the concept of a valueadded measure as well as the potential benefits and perils of more widespread use of such value-added measure

Big Changes in How Students are Tested

For the past decade, school accountability has relied on tests for which the essential format has remained unchanged. Educators are familiar with the yearly testing routine: schools are given curriculum frameworks, teachers use the frameworks to guide instruction, students take one big test at year’s end which relies heavily upon multiple-choice bubble items, and then school leaders wait anxiously to find out whether enough of their students scored at or above proficiency to meet state standards. All this will change with the adoption of Common Core standards. Testing and accountability aren’t going away. Instead, they are developing and expanding in ways that aim to address many of the present shortcomings of state testing routines. Most importantly, these new tests will be computer-based. As such, they will potentially shorten testing time, increase tests’ precision, and provide immediate feedback to students and teachers

Magnetic Raman scattering of the ordered tetrahedral spin-1/2 clusters in Cu_2Te_2O_5(Br_(1-x)Cl_x)_2 compounds

Raman light-scattering experiments in the antiferromagnetic phase of the Cu_2Te_2O_5(Br_(1-x)Cl_x)_2 compounds are analyzed in terms of a dimerized spin model for the tetrahedral Cu-clusters. It is shown that the longitudinal magnetic excitation in the pure Br system hybridizes with a localized singlet excitation due to the presence of a Dzyaloshinskii-Moriya anisotropy term. The drastic change of the magnetic scattering intensities observed when a proportion of Br is replaced by Cl ions, is proposed to be caused by a change of the magnetic order parameter. Instead of being parallel/antiparallel with each other, the spins in the two pairs of spin-1/2 order perpendicular to each other, when the composition x is larger than about 0.25.Comment: EPL, in pres

Quality Counts 2011

On January 11, Education Week released its 15 th annual Quality Counts report. Since 1997, Education Week has been releasing yearly report cards for each state and the nation as a whole. These report cards attempt to measure educational progress and success in several areas as well as assign an overall letter grade to each state. Some of the grades assigned in the report cards measure the strength of states’ policies, while others measure educational inputs (school funding, job markets) or outputs (K-12 achievement

Act 35, New School Performance Ratings, and School Choice

Act 35 was a product of the Lakeview v Huckabee case and the related Extraordinary Legislative Session. The law § 6-15-2101 of the Arkansas code required the establishment of three school ratings: a rating of the school’s current academic performance (or status), a rating of the school’s academic improvement (see the OEP policy brief on the new improvement rating) 1 , and a rating based on the school’s fiscal practices. The first set of improvement scores were reported based on the standardized tests administered in spring of 2007 and 2008. The first ratings based on current academic performance are to be based on the 2009-2010 school year, but these ratings have not yet been released to the schools or public as of this writing. In this policy brief, we describe the guidelines shaping this new school rating