Evidence, detailed characterization and clinical context of complement activation in acute multisystem inflammatory syndrome in children.

Multisystem inflammatory syndrome in children (MIS-C) is a rare, life-threatening complication of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. MIS-C develops with high fever, marked inflammation and shock-like picture several weeks after exposure to, or mild infection with SARS-CoV-2. Deep immune profiling identified activated macrophages, neutrophils, B-plasmablasts and CD8 + T cells as key determinants of pathogenesis together with multiple inflammatory markers. The disease rapidly responds to intravenous immunoglobulin (IVIG) treatment with clear changes of immune features. Here we present the results of a comprehensive analysis of the complement system in the context of MIS-C activity and describe characteristic changes during IVIG treatment. We show that activation markers of the classical, alternative and terminal pathways are highly elevated, that the activation is largely independent of anti-SARS-CoV-2 humoral immune response, but is strongly associated with markers of macrophage activation. Decrease of complement activation is closely associated with rapid improvement of MIS-C after IVIG treatment.

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.