Lyme disease associated neuroretinitis — Case report

We describe a rare case of Lyme disease complicated by unilateral neuroretinitis in the right eye. We report a case of a 27-year-old woman with blurred vision on her right eye. Because of the suspicion of optic neuritis (multiplex sclerosis) neurological examination was ordered. Surprisingly, computer tomography of the brain revealed incomplete empty sella, which generally results not monocular, but bilateral optic nerve swelling. Opthalmological examination (ophthalmoscopy and optical coherence tomography) indicated not only monocular optic nerve, but retinal oedema next to the temporal part of the right optic disk. Visual evoked potentials (VEP) demonstrated no P100 latency delay and mild differences between the amplitudes of the responses of the left and right eye. Optical coherence tomography (OCT) demonstrated the swelling of the optic nerve head and oedematous retina at the temporal part of the disk. Suspicion of an inflammatory cause of visual disturbance blood tests was ordered. Doxycycline treatment was ordered till the result of the blood test arrived. The Western blot and ELISA test were positive for Borrelia burgdorferi sensu lato. Following one week corticosteroide and ceftriaxone treatments, the patient displayed a clinical improvement. Unilateral neuroretinitis with optic disk swelling due to neuroborreliosis is a rare complication and in many cases it is difficult to distinguish between inflammatory and ischemic lesions. Further difficulty in the diagnosis can occur when intracranial alterations such as empty sella is demonstrated by CT examination

The 4IR and teacher education in South Africa:

The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived

Quality assurance of diatom counts in Europe: towards harmonized datasets

Investigations on organism ecology, biodiversity and biogeography often use large compiled datasets to extract information on species ecological preferences, which then can be used in environmental assessment. Freshwater benthic diatoms are commonly used in this context. However, it is important that the taxonomic information of the separate diatom datasets is compatible. At present, inconsistencies between diatom datasets, mainly due to differences and uncertainties in diatom identification, may misinform diatom taxon-specific ecological preferences, geographical distribution and water quality assessment. It is our opinion that these inconsistencies in diatom datasets can be reduced with quality assurance (QA), such as identification exercises. However, the results of these exercises must be well documented and well communicated; otherwise, gained knowledge may not spread inter-regionally or internationally. As a first step to reach greater consistency in QA/harmonization studies, this article (1) presents and compares information of existing diatom identification and counting QA from published and grey (non-peer reviewed) European literature to identify advantages and drawbacks of each approach; (2) summarizes taxa that can easily be misidentified according to European identification exercises; and (3) suggests a consistent design of identification exercises for diatom dataset QA

The 4IR and teacher education in South Africa:

The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived