Complete Genome Sequence of Staphylococcus epidermidis ATCC 12228 Chromosome and Plasmids Generated by Long-Read Sequencing

Staphylococcus epidermidis ATCC 12228 was sequenced using a long-read method to generate a complete genome sequence, including some plasmid sequences. Some differences from the previously generated short-read sequence of this nonpathogenic and non-biofilm-forming strain were noted. The assembly size was 2,570,371 bp with a total G+C% content of 32.08%

Genome Sequences for Three Strains of Kocuria rosea, Including the Type Strain

Genomes from three strains of Kocuria rosea were sequenced. K. rosea ATCC 186, the type strain, was 3,958,612 bp in length with a total G+C content of 72.70%. When assembled, K. rosea ATCC 516 was 3,862,128 bp with a 72.82% G+C content. K. rosea ATCC 49321 was 4,018,783 bp in size with a 72.49% G+C content

A Genome Sequence of Oceanimonas doudoroffii ATCC 27123T

Oceanimonas doudoroffii ATCC 27123T is an obligately aerobic Gram-negative rod of the class Gammaproteobacteria. It was first isolated from surface seawater off the coast of Oahu, HI, USA, in 1972. The predicted genome size is 3,832,938 bp (G+C content, 60.03%), which contains 3,524 predicted coding sequences

Draft Genome Sequence of the Marine Bacterium Oceanimonas baumannii ATCC 700832T

The aerobic phenol-degrading Gram-negative rod Oceanimonas baumannii ATCC 700832T was first isolated from estuary mud from the River Wear, United Kingdom, in 1983. Information on the draft genome sequence for O. baumannii ATCC 700832T is included in this announcement. The predicted genome size is 3,809,332 bp, with 55.88% G+C content

Show Me Criminal Procedure

Show Me Criminal Procedure is an open educational resources casebook available for free to students. This is the 2d ed. published in Spring 2019.https://scholarship.law.missouri.edu/oer/1001/thumbnail.jp

Draft Genome Sequence of the Salt Water Bacterium Oceanospirillum linum ATCC 11336T

Oceanospirillum linum ATCC 11336T is an aerobic, bipolar-tufted gammaproteobacterium first isolated in the Long Island Sound in the 1950s. This announcement offers a genome sequence for O. linum ATCC 11336T, which has a predicted genome size of 3,782,189 bp (49.13% G+C content) containing 3,540 genes and 3,361 coding sequences

Genome Sequencing of a Marine Spirillum, Oceanospirillum multiglobuliferum ATCC 33336T, from Japan

Oceanospirillum multiglobuliferum ATCC 33336T is a motile gammaproteobacterium with bipolar tufted flagella, noted for its low salt tolerance compared to other marine spirilla. This strain was originally isolated from the putrid infusions of Crassostrea gigas near Hiroshima, Japan. This paper presents a draft genome sequence for O. multiglobuliferum ATCC 33336T

Process Evaluation and Continuous Improvement in Community Youth Programs

A method of using process evaluation to provide improvement plans in order to promote community youth programs is described. The core elements of this method include the following: (1) collection and analysis of baseline data, (2) feedback provided to programs describing their strengths and limitations, (3) programs provided with assistance in preparing improvement plans in regard to their baseline data, and (4) follow-up evaluation assessed program changes based on their improvement plans and baseline data. A case study of an inner-city neighborhood youth center is used to demonstrate this method

Draft Genome Sequence of the Psychrotolerant Bacterium Kurthia sibirica ATCC 49154T

The aerobic, Gram-positive, psychrotolerant bacterium Kurthia sibirica was first isolated from the stomach and intestinal contents of the Magadan mammoth recovered from the permafrost in eastern Siberia in 1977. K. sibirica was sequenced, and the predicted genome size is 3,496,665 bp, with 36.42% G+C content

Addressing educational needs of teachers in the EU for inclusive education in a context of diversity Volume 3, Part 2: overview of 21 innovative cases for the development of intercultural and democratic competences in teacher education

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teacher´s IC development. The initial project reports provide the conceptual framework of the project, Competence: Working definition and implications for teacher education (Shuali et al., 2020), and the results of the literature review, Volume 2. Literature review on competence development and their associated barriers (Simó et al., 2020). The methodology for the selection and assessment of innovative practices overcoming barriers in the development of intercultural and democratic competences was developed in the third report, Volume 3. Part 1: Assessment guidelines for teacher education and training practices on intercultural and democratic competence development. This report provides an overview of the 21 selected innovative cases for the development of intercultural and democratic competences in teacher education, which analysis has been the basis to extract lessons learnt in support of evidence based educational policy development. The results of this analysis and the recommendations provided will be published in INNO4DIV Volume 4, the final project report. This overview includes: the geographical scope of implementation, the sources of financial support, the diversity of stakeholders involved, the target groups addressed, the maturity of the cases in terms of duration, methodological alignment of the case with the Council of Europe Reference Framework for the Competence of Democratic Culture (CoE, 2016), the educational setting in which they take place (formal, non-formal education) and the number of participants (learners). Following the overview, the report provides a short description of each case including: the participating actors and countries, the project start/end dates and its implementation status, the geographical scope, the target audience, the different stakeholders involved, the background context, the case summary and the major findings with regards to the innovation carried out, the overcome barriers and the major case outcomes.Educació