Design of a cost-effective diagnosis tool for SARSCov-2 variant detection through a next generation sequencing (NGS) based strategy

Background/Objectives: Current pandemic situation, together with the continuous emergence of new SARS-CoV-2 variants reveal the need to develop a more versatile tool than PCR-based methods that allows both high throughput COVID-19 diagnostic and specific variant detection at reduced cost and fast turnaround times. Thus, with the aim of overcoming current test limitations and providing a strategy with these characteristics arises our novel next generation sequencing based approach. Method(s): The developed strategy works with RNA samples obtained from nasopharyngeal swabs. RNA samples are processed with our custom laboratory protocol and can be sequenced with any Illumina platform to generate results within a 24h timeframe. A tailored bioinformatic pipeline analyzes the data and generates a clinical-level report. Result(s): Clinical validation results have shown that the designed solution, sensitively and specifically identifies negative and positive samples that display a broad range in viral loads and readily identifies the following major SARS-CoV-2 variants of concern (VoC): Alpha, Beta, Gamma, Delta, Lambda and Omicron (BA.1 and BA.2). Conclusion(s): The versatility of our solution allows the capability of identifying the presence of other common respiratory viruses as well as identifying patients at risk through the identification of susceptibility human variants in the host. This, together with the possibility of easily adding new VoC as they emerge, will make VoC monitoring in entire populations feasible, providing a new perspective on the application of NGS methods in the field of clinical microbiology.

Using cooperative learning during the COVID-19 pandemic. Evaluation and impact on Secondary Education

The Covid-19 pandemic has meant a remarkable change in the education system. The adaptations in the way of teaching have led to some methodologies taking precedence over others. Cooperative Learning requires interpersonal relationships and therefore it is expected that it has been affected by the pandemic. This article analyses 177 secondary classrooms and observes that CL is not sufficiently established but that its use is sensitive to the subject, the age of the teacher and the type of classroom. © GKA Ediciones, authors.

Learning Virtual Communities Emerging environments for the development of digital competences in times of COVID-19

The social and educational isolation lived around the world due to SARS-CoV2 has put upon challenges for teachers, students and parents. They have managed to use technological tools to do homework and attend communication assignments. Social networks have worked as a means of communication thus creating virtual learning communities for whoever has academical and technological doubts, as well as emotional support. Therefore, in this document participants will be analyzed along with their interactions and resources used to reinforce their digital competences. This will be done through the study of a virtual group called "Aprende en Casa 6° de Primaria”. © GKA Ediciones, authors.

Impact of the COVID-19 pandemic on scientific production

This chapter reviews the processes and dynamics that researchers and other scientific production stakeholders have engaged in and experienced in response to the COVID-19 pandemic. It includes the analysis of the challenges around research, publishing, and scientific dissemination, as well as the management of research data (as, for example, the reinforcement of open data, open science, and data repositories), the role of open access, commercial publishers, and academic libraries. We also include a critique of scientific journals’ dynamics, such as the explosion of the literature related to COVID-19 research and editorial issues and the related challenges to editorial processes and peer review, as well as the retractions that have occurred. © 2021 David Baker and Lucy Ellis Published by Elsevier Ltd.

Use of Gamification as an active methodology in Spanish Secondary Education during the COVID-19 pandemic

Employing active methodologies is a key element in educational innovation that has been assessed by the Observatory of Educational Innovation of the Universidad a Distancia de Madrid (Open University) since its establishment. Gamification stands out among these active methodologies, both in terms of its potential as well as because of its media interest. Research in education has brought about clarity regarding its characteristics and essential elements, highlighting its possibilities and advantages as a dynamizing element in teaching-learning processes. The goal of this article is to provide a quantitative analysis of the percentage of use of gamification in the first semester of the 2020-2021 course in Spanish secondary education, and to identify variables that influence its use and implementation. To this end, non-stratified sampling through questionnaires has been employed to enable the analysis of the use of gamification in 177 secondary and upper-secondary classrooms. In general, the data gathered and analyzed in this study suggests that gamification is a methodology on the rise after the exceptional situation of the lockdown, although it is used as a supporting methodology and its implementation in Spanish secondary education institutions is insufficiently established. Furthermore, type variables such as school, specialty, years of teaching experience and pedagogical training constitute significant values when implementing the methodology.

Perceptions of the European Space Sector: Youth Engagement With Space Education Events

Space education not only plays a key role in helping young people understand the natural world and their impact on the planet but is also vital in ensuring that future generations can make meaningful contributions to the space sector at all levels. Positive perceptions of the space sector can lead young people to take roles where they can contribute to new knowledge, develop new technologies, and tackle societal challenges. As the relationship between science and society is tested by global events-such as climate change and the COVID-19 pandemic-scientific trust and accountability have become topics of frequent and public debate. The way in which young people engage with space education and perceive their potential involvement with the space sector is of greater importance now than ever before. This paper describes a two-year European space education project that was carried out before and during the COVID-19 global pandemic. An evaluation of the project activities showed that young people are generally enthusiastic about space, but their perceptions of the European space sector-and their connections to it-are less positive. Recommendations are made on the challenges facing the space sector and how it needs to adapt to better support the development of a more inclusive space education community.

MRNA vaccine and reported allergic reactions in employees from the health area of Puertollano (Spain)

Background: Vaccines are a well know public health intervention that can modify the spread of some infectious diseases. They have demonstrated more benefits than risks. The aim of our study was to describe the adverse reactions (AR) reported by the employees belonging to the Health Area of Puertollano who received two doses of the mRNA COVID-19 Pfizer-BioNTech vaccine from January to March 2021. We also compared these data with pharmacovigilance reports issued monthly by Spanish Agency of Medicines and Medical Devices. Method: We collected data about self-reported AR sent for any health employee by email after receiving Pfizer-BioNTech vaccine. In suggestive reactions of hypersensitivity, we performed patch test (PT), skin prick test (SPT) and intradermal reaction test (IDT) with several molecular weights (400, 1500 and 4000) of polyethylene-glycol (PEG) and with polysorbate 80. Results: A total of 1491 out of 1550 workers, received both doses of the mRNA COVID 19 Pfizer-BioNTech vaccine 1046/445 (female/ male). We collected 35 (2%) AR, mainly in women (89%). The distribution of the AR notified were: General disorders ( fever, shiver, dyspnea, wheeze, cough.) in 27 employees (77%). Neurological symptoms in 14/35 (40%). Musculoskeletal pain in 16/35 (46%). Gastrointestinal illness in 2/35 (6%). Skin lesions as generalized itching or maculopapular rush in 2/35 (6%). These results were similar to those compared with National Data (Table 1). The allergy study was negative in those two workers. Conclusion: mRNA COVID-19 Pfizer-BioNTech vaccine has been safe, since few adverse reactions have been reported in the Health Area of Puertollano. The number of reported AR in this Health Area is greater than the Nacional Data, probably due to the awareness of this health care group. Our results were similar to those reported by National Data, being the most common symptoms general disorders, followed by neurological symptoms and musculoskeletal pain. We could not prove hypersensitivity mechanism involved in the two cutaneous reactions suggestive of allergy. A Limitation of our study was the use of email self-reported data in a specific group including health care workers. Further studies are needed in order to improve safety in vaccines. (Table Presented).

Public Housing and Welfare State in Spain: Balance and State of Affairs in the COVID-19 Time

The current research focuses on the analysis of the housing public policy trajectory in Spain from 1956 to 2020, emphasizing the social and residential emergency over sixty years aiming to show up the current conjuncture and future challenges in the post-pandemic scenario. According to that, it has been developed an exhaustive search in statistics and bibliographical legal databases. The paper deeps on the public housing policy through the different frameworks of actions over sixty years, their comparison to the European context, and the introduction of the geography of housing emergency aggravated by the impact of the COVID-19 crisis. From the mentioned analysis, it is suggested the necessity to impulse, regarding the several Recovery Post-COVID-19 Plans, ambitious public housing and rental plans in Spain, as a way to contribute to repair during the next decade the lack of public housing policies aligned with the surrounding European states.

A Place for Space: The Shift to Online Space Education During a Global Pandemic

The COVID-19 global pandemic has transformed the relationship between science and society. The ensuing public health crisis has placed aspects of this relationship in harsh relief;perceptions of scientific credibility, risk, uncertainty, and democracy are all publicly debated in ways unforeseen before the pandemic. This unprecedented situation presents opportunities to reassess how certain disciplines contribute to the public understanding of science. Space education has long provided a lens through which people can consider the intersection of the natural world with society. Space science is critical to understanding how human activity and pollution affect global warming, which in turn, inextricably links it to perceptions of the natural world, environmental change, science communication, and public engagement. The pandemic has caused a dramatic shift in how space education projects connect with public audiences, with participation pivoting to online engagement. This transition, coupled with the renewed societal examination of trust in science, means that it is an ideal time for the field of space education to reflect on its development. Whether it evolves into its own distinct field, or remains an area that straddles disciplinary boundaries, such as science education, communication, and public engagement, are crucial considerations when scientific trust, accountability, and responsibility are in question. This paper describes the current state of space education, recent advances in the field, and relevant COVID-19 challenges. The experience of an international space education project in adapting to online engagement is recounted, and provides a perspective on potential future directions for the field. © Copyright © 2021 Roche, Bell, Hurley, D’Arcy, Owens, Jensen, Jensen, Gonzalez and Russo.

Towards a "better normal": Educational experiences in design in latin America during the COVID-19 pandemic

The emergence of the COVID-19 pandemic has demanded the adoption of extraordinary measures of quarantine and social distancing, impacting educational institutions worldwide. Schools and campuses-which used to be spaces for social exchange-had to cease face-toface instruction and shift to remote learning with no prior planning or training, which posed several challenges to education systems around the globe. In Latin America-responsible, today, for over half of the planet's daily COVID-19-related deaths-this scenario is even more dramatic. The diverse socioeconomic levels of the student population is a major challenge for online teaching, as institutions cannot provide computer training, equipment and connectivity to all those in need. In spite of all challenges, universities which are part of AUSJAL (Association of Universities Entrusted to the Society of Jesus in Latin America) are making every effort to offer online classes during this pandemic, since education plays a pivotal role in these countries. This paper presents a selection of Design educational experiences conducted in AUSJAL universities during this pandemic. Design educators from Brazil, Colombia, Ecuador and Nicaragua present educational methods and strategies for dealing with this critical situation. In conclusion, we discuss how their innovative and engaging teaching ideas are paving the way towards not simply a new, but a "better normal" in Latin America. © 2020 Universidade do Vale do Rio dos Sinos. All rights reserved.