A systemic parvo-like virus in the freshwater crayfish Cherax destructor

Systemic Cowdry Type A inclusions (CAs) were observed in a moribund Cherax destructor collected at an aquaculture farm in South Australia. Inclusions were most common in the gills and were associated with multifocal necrosis of the main gill axis and lamellae. The hepatopancreas was necrotic; however, only one CA was observed in the interstitial tissues. CAs were associated with necrosis in the abdominal and gut musculature. CAs were also observed in the spongy connective tissues and the epicardium. Empty capsids (17.5 +/- 0.5 nm) and microfilaments were most commonly observed within these inclusions by transmission electron microscopy. Complete icosahedral viral particles (20.8 +/- 1.2 nm) were difficult to distinguish within the viroplasm, but were visualised better in aggregates between the viroplasm and the inner nuclear membrane. The nucleolus was closely associated with the developing viroplasm, and was hypertrophied and segregated into its fibrillar and granular components. The virus was named Cherax destructor systemic parvo-like virus (CdSPV) on the basis of its histopathology, cytopathology and morphology. CdSPV is the first systemic virus described in a freshwater crayfish

Year 1 State Report: California

This report examines how the state of California approached college- and career-ready standards implementation during a time of transition. For the purposes of this report and in keeping with C-SAIL’s focus, the authors concentrate on implementation of California’s English language arts (ELA) and math standards

Teacher Implementation of College and Career-Ready Standards: Challenges & Resources

Because teachers are the primary implementers of college- and career-ready standards, C-SAIL examined the challenges teachers face in using the standards in the classroom, the resources they find to be most helpful, and their attitudes toward the standards. This brief examines these issues using 2016–2017 survey data from Texas, Ohio, and Kentucky

Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction

This report examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. The results presented focus on responses about the state’s standards-based reform policies as described by the policy attributes (Porter, Floden, Freeman, Schmidt, & Schwille, 1988), the theoretical framework that undergirds C-SAIL’s research. The framework suggests that five attributes are related to successful policy implementation, and that the stronger each attribute is, the better implementation will be

Why national health research systems matter

Some of the most outstanding problems in Computer Science (e.g. access to heterogeneous information sources, use of different e-commerce standards, ontology translation, etc.) are often approached through the identification of ontology mappings. A manual mapping generation slows down, or even makes unfeasible, the solution of particular cases of the aforementioned problems via ontology mappings. Some algorithms and formal models for partial tasks of automatic generation of mappings have been proposed. However, an integrated system to solve this problem is still missing. In this paper, we present AMON, a platform for automatic ontology mapping generation. First of all, we show the general structure. Then, we describe the current version of the system, including the ontology in which it is based, the similarity measures that it uses, the access to external sources, etc

How is policy affecting classroom instruction?

Five-plus years into the experiment with new “college- and career-ready standards” (of which Common Core is the most notable and most controversial example), we know little about teachers’ implementation and the ways policy can support that implementation. This paper uses new state-representative teacher survey data to characterize the degree of standards implementation across three states—Kentucky, Ohio, and Texas. We also investigate teachers’ perceptions of the extent to which the policy environment supports them to implement the standards. We find a great deal of variation in perceptions of policy, with Ohio teachers perceiving policy to be less supportive than Kentucky or Texas teachers. Teachers in all states are mostly implementing the content in new standards, but they are also teaching a good deal of content they should not—content that has been deemphasized in their grade-level standards. Perceptions of policy do not explain much of the variation in instruction, contrary to our theory. If greater attention is not paid to supporting teachers to implement the standards and reduce coverage of deemphasized content, we worry the standards will not have much effect

Standards Implementation in Texas: Local Perspectives on Policy, Challenges, Resources, and Instruction

This report examines select data from a survey administered to districts, principals, and teachers in the state of Texas during the spring of 2016. The results presented focus on responses about the state’s standards-based reform policies as described by the policy attributes (Porter, Floden, Freeman, Schmidt, & Schwille, 1988), the theoretical framework that undergirds C-SAIL’s research. The framework suggests that five attributes are related to successful policy implementation, and that the stronger each attribute is, the better implementation will be