ABSTRACT
The COVID‐19 pandemic resulted in a widespread lockdown during the spring of 2020. Measurements collected on a light rail system in the Salt Lake Valley (SLV), combined with observations from the Utah Urban Carbon Dioxide Network observed a notable decrease in urban CO2 concentrations during the spring of 2020 relative to previous years. These decreases coincided with a ∼30% reduction in average traffic volume. CO2 measurements across the SLV were used within a Bayesian inverse model to spatially allocate anthropogenic emission reductions for the first COVID‐19 lockdown. The inverse model was first used to constrain anthropogenic emissions for the previous year (2019) to provide the best possible estimate of emissions for 2020, before accounting for emission reductions observed during the COVID‐19 lockdown. The posterior emissions for 2019 were then used as the prior emission estimate for the 2020 COVID‐19 lockdown analysis. Results from the inverse analysis suggest that the SLV observed a 20% decrease in afternoon CO2 emissions from March to April 2020 (−90.5 tC hr−1). The largest reductions in CO2 emissions were centered over the northern part of the valley (downtown Salt Lake City), near major roadways, and potentially at industrial point sources. These results demonstrate that CO2 monitoring networks can track reductions in CO2 emissions even in medium‐sized cities like Salt Lake City.Alternate :Plain Language SummaryHigh‐density measurements of CO2 were combined with a statistical model to estimate emission reductions across Salt Lake City during the COVID‐19 lockdown. Reduced traffic throughout the COVID‐19 lockdown was likely the primary driver behind lower CO2 emissions in Salt Lake City. There was also evidence that industrial‐based emission sources may of had an observable decrease in CO2 emissions during the lockdown. Finally, this analysis suggests that high‐density CO2 monitoring networks could be used to track progress toward decarbonization in the future.
ABSTRACT
The COVID-19 pandemic resulted in nearly all universities transitioning their in-person courses to online instruction. Recent work from our research team conducted in Spring 2020 established that the immediate transition to online learning presented novel challenges for students with disabilities: students were unable to access previously established accommodations and there was a lack of information from Disability Resource Centers (DRCs) about adapting accommodations to online environments. In this study, we aimed to determine the extent to which these issues still were present 1 year later. In Spring 2021, we conducted a survey of 114 students with disabilities who were registered with the DRC and taking online science courses at a public research-intensive institution. We used our previous interviews with students to develop closed- and open-ended questions to assess the extent to which students with disabilities were being properly accommodated in their courses, document any new accommodations they were using, and elicit any recommendations they had for improving their experiences in online science courses. We used logistic regression to analyze the closed-ended data and inductive coding to analyze the open-ended data. We found that more than half of students with disabilities reported not being properly accommodated, and this was more likely to be reported by students who experienced new challenges related to online learning. When students were asked what accommodations they would have wanted, students often described accommodations that were being offered to some students but were not universally implemented. This study summarizes recommendations for making online science learning environments more inclusive for students with disabilities.
ABSTRACT
Background. Chimeric antigen receptor (CAR-T) T-cell therapy is a novel immunotherapy for cancer treatment in which patients are treated with targeted, genetically-modified T-cells. Common side effects include cytokine release syndrome, neurotoxicity, hypogammaglobulinemia, and increased susceptibility to infections. Long-term infectious outcomes are poorly characterized. Methods. We retrospectively examined patients who received CAR-T therapy at BIDMC & MGH from July 2016 to March 2020 and evaluated bacterial, fungal, viral, and parasitic infections at 3 months intervals to 1 year following cell infusion. The incidence, timing, and outcomes of the infectious complications were evaluated. Results. In total, there were 47 patients;averaging 61.4 years of age (±12 years). Primary indications for CAR-T therapy included diffuse large b-cell lymphoma (65%) and multiple myeloma (25%), chronic lymphocytic leukemia (2%) and mantle cell lymphoma (2%). Patients had received an average 4 ± 2.9 lines of chemotherapy prior to CAR-T infusion;19 subjects (40%) had a history of prior autologous stem cell transplant. All patients received acyclovir for antiviral prophylaxis and most received either trimethoprim-sulfamethoxazole (24/47;51%) or atovaquone (16/47;34%) for pneumocystis prophylaxis. In the first year, 35/47 (74.5%) of subjects experienced at least one infection with an infection rate of 84.4/10,000 person days. Median time to first infection was 59 days (range 1-338 patient days). 31/47 (66.0%) subjects had at least one bacterial infection, with pulmonary (42/113;37.2%) sources being the most common site of infection. 13/47 (27.7%) of patients had a viral infection (predominantly respiratory viral infections) and 6/47 (12.8%) had a proven or probable fungal infection. Death attributed to infection was noted in 2 subjects (4.3%), both related to COVID-19. Baseline IgG levels were significantly lower in the group with infections (p=0.028), while white blood cell count and absolute neutrophil counts were comparable. Conclusion. Infectious complications, particularly of bacterial etiology, are common in the first year following CAR-T therapy. These data may inform future prophylactic strategies in this patient population.
ABSTRACT
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.