Antibodies against Schmallenberg virus detected in cattle in the Otjozondjupa region, Namibia

Several ruminant species have been shown to be susceptible to Schmallenberg virus (SBV), but adult animals usually recover after showing mild or no clinical signs. However, transplacental infection can occur and lead to abortion, malformations and stillborn lambs, calves and goat kids. During November and December 2014, malformations were observed in 11 stillborn calves from two farms in the north-eastern region of Namibia. Blood samples were collected from 9 of the 11 cows that delivered stillborn and malformed calves. All these animals tested negative for Rift Valley fever, bovine viral diarrhoea and infectious bovine rhinotracheitis and were serologically positive for bluetongue virus, SBV and epizootic haemorrhagic disease virus. Clinical findings and serological results suggested that SBV may be circulating in Namibia

FALKE: experiences from transdisciplinary educational research by fourteen disciplines

This article details how the FALKE research project (Fachspezifische Lehrerkompetenzen im Erklären; Engl.: subject-specific teacher competency in explaining) integrates 14 heterogeneous disciplines in order to empirically examine the didactic quality of teacher explanations in eleven school subjects by bringing together trans-, multi-, and interdisciplinary perspectives. In order to illustrate the academic landscape of the FALKE project we briefly outline the nature of the transdisciplinary German “Fachdidaktiken” (Engl.: subject-matter didactics, i.e., special academic disciplines of teaching and learning specific school subjects). The FALKE project required the willingness of all researchers from eleven participating subject-matter didactics to rely on both the concepts and the methods of educational sciences as an overarching research framework (transdisciplinary aspect). All researchers of subject-matter didactics had to develop a shared conceptual, methodological, and administrative framework in order to empirically investigate commonalities in and differences between “good explanations” across the range of school subjects represented (multidisciplinary aspect). The additional perspectives of researchers in speech science and linguistics proved fruitful in recognizing rhetorical and linguistic aspects of teacher explanations (interdisciplinary aspect). Data management and statistical analysis were provided by the discipline methods of educational sciences. Rather than reporting empirical results, we here discuss opportunities and challenges as well as the lessons learned from the FALKE project regarding cognitive-epistemic reasoning, communication, and organization