Molecular identification of adenoviruses associated with respiratory infection in Egypt from 2003 to 2010.

BACKGROUND: Human adenoviruses of species B, C, and E (HAdV-B, -C, -E) are frequent causative agents of acute respiratory infections worldwide. As part of a surveillance program aimed at identifying the etiology of influenza-like illness (ILI) in Egypt, we characterized 105 adenovirus isolates from clinical samples collected between 2003 and 2010. METHODS: Identification of the isolates as HAdV was accomplished by an immunofluorescence assay (IFA) and confirmed by a set of species and type specific polymerase chain reactions (PCR). RESULTS: Of the 105 isolates, 42% were identified as belonging to HAdV-B, 60% as HAdV-C, and 1% as HAdV-E. We identified a total of six co-infections by PCR, of which five were HAdV-B/HAdV-C co-infections, and one was a co-infection of two HAdV-C types: HAdV-5/HAdV-6. Molecular typing by PCR enabled the identification of eight genotypes of human adenoviruses; HAdV-3 (n = 22), HAdV-7 (n = 14), HAdV-11 (n = 8), HAdV-1 (n = 22), HAdV-2 (20), HAdV-5 (n = 15), HAdV-6 (n = 3) and HAdV-4 (n = 1). The most abundant species in the characterized collection of isolates was HAdV-C, which is concordant with existing data for worldwide epidemiology of HAdV respiratory infections. CONCLUSIONS: We identified three species, HAdV-B, -C and -E, among patients with ILI over the course of 7 years in Egypt, with at least eight diverse types circulating

English Language Teachers’ Attitudes Towards the Incorporation of Gay- and Lesbian-Related Topics in the Classroom: the Case of Greek Cypriot EFL Teachers

The English as a foreign language (EFL) classroom is composed of a mixture of people with various backgrounds and identities. Sexuality is increasingly recognised as a form of identity similar to other categorical forms such as class, gender and ethnicity. Based on the idea that ‘otherness’ related issues should be treated in the foreign language classroom as a means to achieve existential competence, the present study investigates the attitudes of Greek Cypriot EFL teachers towards the inclusion of gay- and lesbian-related topics in the EFL classroom. A 15-item questionnaire was designed and data was collected from 58 English language teachers in Cyprus. The results indicated that EFL teachers tended to have positive attitudes towards the use of gay- and lesbian related topics in the classroom. Positive attitudes seemed to be caused by the belief that students would find such topics interesting and on the condition that they are part of the course-book. Negative attitudes seem to be formed because EFL teachers believe that they were ill-equipped to deal with the use of such topics and homophobia in the classroom. As it is generally teachers who play a large part in determining what constitutes allowable discourses in the classroom, their role becomes even more significant in evoking insights, enriching students’ educational experiences and creating an accepting classroom environment towards the discussion of gay- and lesbian-related topics