Characterization of a new genotype of avian bornavirus from wild ducks

BACKGROUND: Avian bornaviruses (ABV) are a recently described group of intranuclear negative-stranded RNA viruses (Order Mononegavirales, Family Bornaviridae). At least 13 different ABV genotypes have been described. One genotype, the Canada goose genotype (ABV-CG), has been isolated from geese and swans and is widely distributed across North America. RESULTS: We have isolated and characterized a previously undescribed genotype of avian bornavirus from the brains of wild ducks. This new genotype, provisionally designated ABV genotype MALL, was detected in 12 of 83 mallards, and 1 of 8 wood ducks collected at a single location in central Oklahoma. The virus was cultured on primary duck embryo fibroblasts, fragments were cloned, and its genome sequence of 8904 nucleotides determined. This new genotype has 72% nucleotide identity and 83% amino acid identity with the ABV-CG genotype previously shown to be present in geese and swans. Histologic and immunohistochemical examination of the brains and eyes of four positive ducks indicated the presence of virus-infected neurons and glia in their cerebrums and retinas in the absence of inflammation. CONCLUSIONS: More than one genotype of ABV is circulating in North American waterfowl. While the infected ducks were not observed to be suffering from overt disease, based on the immunohistochemistry, we speculate that they may have suffered some visual impairment. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12985-014-0197-9) contains supplementary material, which is available to authorized users

New weapons in the toad toolkit: A review of methods to control and mitigate the biodiversity impacts of invasive cane toads (rhinella marina)

© 2017 by The University of Chicago Press. All rights reserved. Our best hope of developing innovative methods to combat invasive species is likely to come from the study of high-profile invaders that have attracted intensive research not only into control, but also basic biology. Here we illustrate that point by reviewing current thinking about novel ways to control one of the world’s most well-studied invasions: that of the cane toad in Australia. Recently developed methods for population suppression include more effective traps based on the toad’s acoustic and pheromonal biology. New tools for containing spread include surveillance technologies (e.g., eDNA sampling and automated call detectors), as well as landscape-level barriers that exploit the toad’s vulnerability to desiccation— a strategy that could be significantly enhanced through the introduction of sedentary, rangecore genotypes ahead of the invasion front. New methods to reduce the ecological impacts of toads include conditioned taste aversion in free-ranging predators, gene banking, and targeted gene flow. Lastly, recent advances in gene editing and gene drive technology hold the promise of modifying toad phenotypes in ways that may facilitate control or buffer impact. Synergies between these approaches hold great promise for novel and more effective means to combat the toad invasion and its consequent impacts on biodiversity

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

Academic self-concept, gender and single-sex schooling

This paper assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). We address the question of whether attending single-sex or co-educational schools affected students’ perceptions of their own academic abilities (academic self-concept). Academic selfconcept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in maths and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall

The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

This study reports on an investigation into adult and child interactions observed in the outdoor play environment in four Local Authority early years foundation stage settings in England. In this instance the common two features across the settings were the presence of tricycles and a timetabled outdoor play period. In total, across the four schools, there were 204 children. The study aimed to gain an understanding of the nature of the dialogues between staff and children, that is, the types of exchange that occurred when either the child approached an adult or the adult approached a child. The most frequent type of utterance was also analysed. The study concludes that adults in these settings spoke more than children and the greatest type of utterance was that of the adult about domestic matters. When the child initiated the conversation there were more extended child utterances than domestic utterances. This may suggest that children wish to be involved in conversations of depth and meaning and that staff need to become aware of how to develop this conversational language with children

Contrasting patterns of selection between MHC I and II across populations of Humboldt and Magellanic penguins

The evolutionary and adaptive potential of populations or species facing an emerginginfectious disease depends on their genetic diversity in genes, such as the major histocompatibilitycomplex (MHC). In birds, MHC class I deals predominantly with intracellularinfections (e.g., viruses) and MHC class II with extracellular infections (e.g.,bacteria). Therefore, patterns of MHC I and II diversity may differ between species andacross populations of species depending on the relative effect of local and global environmentalselective pressures, genetic drift, and gene flow. We hypothesize thathigh gene flow among populations of Humboldt and Magellanic penguins limits localadaptation in MHC I and MHC II, and signatures of selection differ between markers,locations, and species. We evaluated the MHC I and II diversity using 454 next-generationsequencing of 100 Humboldt and 75 Magellanic penguins from seven differentbreeding colonies. Higher genetic diversity was observed in MHC I than MHCII for both species, explained by more than one MHC I loci identified. Large populationsizes, high gene flow, and/or similar selection pressures maintain diversity but limitlocal adaptation in MHC I. A pattern of isolation by distance was observed for MHC IIfor Humboldt penguin suggesting local adaptation, mainly on the northernmost studiedlocality. Furthermore, trans-speciesalleles were found due to a recent speciationfor the genus or convergent evolution. High MHC I and MHC II gene diversity describedis extremely advantageous for the long-termsurvival of the species.Fil: Sallaberry Pincheira, Nicole. Pontificia Universidad Católica de Chile; Chile. Universidad Andrés Bello; ChileFil: González Acuña, Daniel. Universidad de Concepción; ChileFil: Padilla, Pamela Solange. Pontificia Universidad Católica de Chile; ChileFil: Dantas, Gisele P. M.. Pontificia Universidade Catolica de Minas Gerais.; BrasilFil: Luna Jorquera, Guillermo. Universidad Católica del Norte; ChileFil: Frere, Esteban. Universidad Nacional de la Patagonia Austral. Unidad Académica Caleta Olivia. Centro de Investigaciones Puerto Deseado; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Valdés Velásquez, Armando. Universidad Peruana Cayetano Heredia; PerúFil: Vianna, Juliana A.. Pontificia Universidad Católica de Chile; Chil

Rapidly progressive glomerulonephritis in a child with Henoch-Schönlein Vasculitis and familial Mediterranean fever

Henoch-Schonlein Vasculitis (HSV) is systemic small vessel vasculitis involving the skin, kidney, joints, and gastrointestinal tract. The proportion of patients reported to have renal involvement varies between 20% and 80%. Rapidly progressive glomerulonephritis (RPGN)is rare syndrome in children, characterized by clinical features of glomerulonephritis (GN) and rapid loss of renal function. We present a severe kidney involvement in a 14 year old boy with HSV in who is carring MEFV mutation. A 14 year old boy had developed sudden onset of palpable purpuric rash on his extensor surfaces of lower extremities. He had elevated an erythrocyte sedimentation rate (ESR) (45 mm/h), C-reactive protein (3.74 mg/dl), serum urea 66 mg/dl, serum creatinine 1.8 mg/dl. Also, he had hypocomplementemia. Antinuclear antibody, anti ds DNA, antineutrophil cytoplasmic antibody, anticardiolipine antibodies were negative. Urinalysis revealed macroscopic hematuria and proteinuria with a 24-h urinary protein excretion of 55 mg/m2/h. The renal biopsy specimen showed crescentic and necrotizing glomerulonephritis. He had also M694V/E148Q compound heterozygote mutation. Clinical symptoms and renal failure resolved with intermittant hemodialysis and medical therapy

Curious teachers, create curious learners and great historians

© 2018, © 2018 ASPE. Engel, S.[2011. “Children’s Need to Know: Curiosity in Schools.” Harvard Educational Review 81 (4): 625–645] stated that curiosity should be cultivated in our schools as it is intrinsic to children’s development. However, this is often absent from classrooms. In this paper we aim to explore some of the factors that have led to a lack of curiosity in today’s classrooms by identifying the impact of rapid policy and curriculum change. We will then justify the importance of creative teaching to develop curiosity, not only in children but also in their teachers–curious teachers develop curious learners. We will conclude by sharing some case studies to illustrate how curiosity can be developed using history lessons as a platform