Overview of spatio-temporal distribution inferred by multi-locus sequence typing of Taylorella equigenitalis isolated worldwide from 1977 to 2018 in equidae

The accurate identification of Taylorella equigenitalis strains is essential to improve worldwide prevention and control strategies for contagious equine metritis (CEM). This study compared 367 worldwide equine strains using multilocus sequence typing according to the geographical origin, isolation year and equine breed. The strains were divided into 49 sequence types (STs), including 10 described for the first time. Three major and three minor clonal complexes (CCs), and 11 singletons, were identified. The genetic heterogeneity was low (0.13 STs/strain) despite the wide diversity of geographical origins (n = 16), isolation years (1977-2018) and equine breeds (n = 18). It was highest outside Europe and in the 1977-1997 period; current major STs and CCs already existed before 1998. Previous data associated the major CC1 with the first CEM outbreaks in 1977-1978 in the United Kingdom, Australia and the United States, and revealed its circulation in France. Our study confirms its circulation in France over a longer period of time (1992-2018) and its distribution in Spain and Germany but not throughout Europe. In addition to CC1, relationships between non-European and European countries were observed only through ST4, ST17 and ST30. Within Europe, several STs emerged with cross-border circulation, in particular ST16 and ST46 from the major complexes CC2 and CC8. These results constitute a baseline for monitoring the spread of CEM outbreaks. A retrospective analysis of a higher number of strains isolated worldwide between 1977 and the early 2000s would be helpful to obtain an exhaustive picture of the original CEM situation

The re-emergence of spatial reasoning within primary years mathematics education

This chapter presents a review of the re-emergence of spatial reasoning in Australasia as a potentially powerful but under-utilised bridging mechanism between real-world experiences and mathematics teaching and learning. This is the first time a chapter has been dedicated solely to spatial reasoning in the Mathematics Education Research Group of Australasia’s (MERGA’s) four yearly review and hence the chapter outlines preliminary studies that have formed the basis for the research profiled in the 2016–2019 period. The focus on primary years (Foundation to Year six) mathematics reflects a resurgence of insights from the 1980s amplified as a research focus on the interaction of spatial reasoning and mathematics development during childhood. Because mathematical concept formation is connected to interaction with the three-dimensional world in both a mathematical and non-mathematical way it will be important to spatialise the primary curriculum. The review includes coverage of the work of established Australasian research projects, along with smaller studies and literature emanating from intervention programs that are not nominally spatial, but have spatial underpinnings or spatial reasoning components. While further research is needed to explore teacher knowledge and practice, this chapter acknowledges the valuable contributions and global influence of re-emerging Australasian research