A Silent Enzootic of an Orthopoxvirus in Ghana, West Africa: Evidence for Multi-Species Involvement in the Absence of Widespread Human Disease

Human monkeypox has never been reported in Ghana, but rodents captured in forested areas of southern Ghana were the source of the monkeypox virus introduced into the United States in 2003. Subsequent to the outbreak in the United States, 204 animals were collected from two commercial trapping sites in Ghana. Animal tissues were examined for the presence of orthopoxvirus (OPXV) DNA using a real-time polymerase chain reaction, and sera were assayed for antibodies against OPXV. Animals from five genera (Cricetomys , Graphiurus , Funiscirus, and Heliosciurus ) had antibodies against OPXV, and three genera (Cricetomys , Graphiurus , and Xerus) had evidence of OPXV DNA in tissues. Additionally, 172 persons living near the trapping sites were interviewed regarding risk factors for OPXV exposure, and their sera were analyzed. Fifty-three percent had IgG against OPXV; none had IgM. Our findings suggest that several species of forest-dwelling rodents from Ghana are susceptible to naturally occurring OPXV infection, and that persons living near forests may have low-level or indirect exposure to OPXV-infected animals, possibly resulting in sub-clinical infections.

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.