Whole Sequencing and Detailed Analysis of SARS-CoV-2 Genomes in Southeast Spain: Identification of Recurrent Mutations in the 20E (EU1) Variant with Some Clinical Implications.

During the COVID-19 pandemic caused by SARS-CoV-2, new waves have been associated with new variants and have the potential to escape vaccinations. Therefore, it is useful to conduct retrospective genomic surveillance research. Herein, we present a detailed analysis of 88 SARS-CoV-2 genomes belonging to samples taken from COVID-19 patients from October 2020 to April 2021 at the "Reina Sofía" Hospital (Murcia, Spain) focused to variant appeared later. The results at the mentioned stage show the turning point since the 20E (EU1) variant was still prevalent (71.6%), but Alpha was bursting to 14.8%. Concern mutations have been found in 5 genomes classified as 20E (EU1), which were not characteristic of this still little evolved variant. Most of those mutations are found in the spike protein, namely Δ69-70, E484K, Q675H and P681H. However, a relevant deletion in ORF1a at positions 3675-3677 was also identified. These mutations have been reported in many later SARS-CoV-2 lineages, including Omicron. Taken together, our data suggest that preferential emergence mutations could already be present in the early converging evolution. Aside from this, the molecular information has been contrasted with clinical data. Statistical analyses suggest that the correlation between age and severity criteria is significantly higher in the viral samples with more accumulated changes.

The Inclusion of Resilience as an Element of the Sustainable Dimension in the LOMLOE Curriculum in a European Framework

This article provides the research community with a conceptual framework from a historical perspective of the impulse of education sustainability in the official international literature. In addition, the United Nations International Conferences held on Japanese territory in order to foster education for risk reduction and for training resilient individuals and communities are analyzed. The study of the content of both approaches, education for sustainability and education for risk reduction, constitute an innovative approach especially relevant after the pandemic caused by the COVID-19 crisis. The article advances with a historical analysis of the use of the concept of resilience in the European Institutions’official documents. Our findings show that it is particular after 2015 when resilience is linked to sustainability. Before this, the European approach was mostly linked to food crises and emergencies. The article offers a synthesis of the global and European approaches in tables so that we can compare the progress in the United Nations discourse and the European Union one. In this conceptual framework, we offer a contribution to the debate for European national education systems. In particular, we offer contribute to the debate of the Organic Law LOMLOE approved in Spain in 2020, in which education for sustainability is strongly considered but not so much resilience education. The article intends to contribute to the inclusion of resilience as an element of the curriculum linked to the education for sustainability.

The Japanese Educational System as an International Model for Urban Resilience.

Global cities in the context of accelerated urbanization have to deal with more diverse risk factors than ever before, which highlights the need for a faster and more creative response capacity. Although it is necessary to strengthen technical systems, since they are surrounded by human systems, individual resilience will help to strengthen the community. The educational system is key to developing the human factor in a world where various systems in global cities are increasingly interconnected, which in turn increases risks. Japan is fostering a culture of disaster risk reduction in both the formal, non-formal, and informal education sectors, in which creativity and autonomy are key competencies. Tokyo is the highest populated metropolitan area globally, and its educational system is the international model for education in disaster risk reduction. Urban areas around the world face similar challenges and experience similar needs. This article addresses the challenges that the human factor faces in large cities and the possibilities of increasing resilience in both individuals and communities through Disaster Resilience Education (DRE), taking the Japanese educational system as a model.