Search

Jean-Christophe Lagier,1,2 Matthieu Million,1,2 Sébastien Cortaredona,1,3 Léa Delorme,1 Philippe Colson,1,2 Pierre-Edouard Fournier,1,3 Philippe Brouqui,1,2 Didier Raoult,1,2 Philippe Parola1,3 On behalf of the IHU Task Force1IHU-Méditerranée Infection, Marseille, France; 2MEPHI, Aix Marseille Université, Institut de Recherche pour le Développement, Assistance Publique Hôpitaux de Marseille, Marseille, France; 3VITROME, Aix Marseille Université, Institut de Recherche pour le Développement, Assistance Publique Hôpitaux de Marseille, Service de Santé des Armées, Marseille, FranceCorrespondence: Philippe Parola, Institut Hospitalo-Universitaire Méditerranée Infection, 19-21 Boulevard Jean Moulin, Marseille, 13005, France, Tel + 33 0 4 13 73 24 01, Fax + 33 0 4 13 73 24 02, Email philippe.parola@univ-amu.fr Jean-Christophe Lagier, Email jeanchristophe.lagier@ap-hm.frObjectives: We evaluated the 6-week mortality of SARS-CoV-2 hospitalized patients treated using a standardized protocol in 2020 in Marseille, France.Methods: A retrospective monocentric cohort study was conducted in the standard hospital wards at the Institut Hospitalo-Universitaire Méditerranée Infection, between March and December 2020 in adults with SARS-CoV-2 PCR-proven infection.Results: Of the 2111 hospitalized patients (median age, 67 [IQR 55– 79] years; 1154 [54.7%] men), 271 were transferred to the intensive care unit (12.8%) and 239 died (11.3%; the mean age of patients who died was 81.2 (± 9.9)). Treatment with hydroxychloroquine plus azithromycin (HCQ-AZ), used in 1270 patients, was an independent protective factor against death (0.68 [0.52 – 0.88]). This effect was consistent for all subgroups of age, comorbidities, severity of the disease and comedications with zinc or corticosteroids. Zinc was independently protective against death (0.39 [0.23 – 0.67]), in a subgroup analysis of patients treated with HCQ-AZ without dexamethasone. The use of high-flow oxygen therapy in elderly patients who were not eligible for intensive care unit transfer saved 19 patients (33.9%).Conclusions: In our 2020 cohort, treating COVID-19 with HCQ-AZ was associated with lower mortality. These results need to be analyzed in the context of academic discussions about observational studies versus randomized clinical trials. More data will deserve to be analyzed in the SARS-Cov 2 variants, vaccination and post-vaccination era.Keywords: SARS-CoV-2, COVID-19, hydroxychloroquine, azithromycin

Work-Integrated Learning (WIL) experiences, integral for equipping students with the skills and knowledge crucial for employment and success in their chosen careers, have traditionally been associated with accreditation requirements in professional programs. More recently, acknowledging the importance of WIL experiences in non-professional programs has grown. In this reflective paper, the experiences of the practitioner tasked with developing a new WIL capstone course for students in Health and Biomedical Science degrees are described. Grounded in social exchange theory, where interactions are viewed as exchanges aimed at maximising rewards while minimising costs, the intent was for student groups to engage with a range of authentic project experiences offered by industry, community, and academic staff (the WIL partners). Critical elements were the active involvement of a diverse array of partners and the importance of relationship building for the long-term sustainability of the project experiences. I discuss and reflect on the specific strategies employed to engage the WIL partners, inspiring them to collaborate and develop meaningful projects suitable for students pursuing various career paths. Additionally, I reflect on the invaluable experiences and feedback provided by our partners.

BackgroundOral pre-exposure prophylaxis (PrEP) with emtricitabine/tenofovir disoproxil fumarate (F/TDF) has high efficacy against HIV-1 acquisition. Seventy-two prospective studies of daily oral F/TDF PrEP were conducted to evaluate HIV-1 incidence, drug resistance, adherence, and bone and renal safety in diverse settings.MethodsHIV-1 incidence was calculated from incident HIV-1 diagnoses after PrEP initiation and within 60 days of discontinuation. Tenofovir concentrations in dried blood spots (DBS), drug resistance, and bone/renal safety indicators were evaluated in a subset of studies.ResultsAmong 17 274 participants, there were 101 cases with new HIV-1 diagnosis (.77 per 100 person-years; 95% confidence interval [CI]: .63-.94). In 78 cases with resistance data, 18 (23%) had M184I or V, 1 (1.3%) had K65R, and 3 (3.8%) had both mutations. In 54 cases with tenofovir concentration data from DBS, 45 (83.3%), 2 (3.7%), 6 (11.1%), and 1 (1.9%) had average adherence of

This study sought to understand how state-level policies inform and promote the implementation of restorative justice in education (RJE). A content analysis of 60 laws revealed that definitions, structures, and supports varied greatly, causing us to question whether policies support a systematic implementation of RJE and how policies can prevent the misuse of RJE as an alternative system of punishment. We recommend that laws clearly define the paradigm shift underlying RJE, and provide sustained support to promote a realignment of policies and practices with attention to incorporating measures of accountability to larger values surrounding equity and justice.

Because the COVID-19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020-2021 school year. We conducted 22 in-depth, semi-structured interviews with U.S. mothers with low income who had kindergarten-age children (50% male and 50% female). All participants were female, ranging in age from 24 to 44 years, and reported the following ethnic/racial identities: non-Hispanic Black or African American (41%), Hispanic of any race (36%) and non-Hispanic, White (23%). With a team comprising multiple researchers from varied disciplines (e.g., medicine, education and public health) our analytic process used an iterative approach for developing and revising codes and themes until we reached thematic saturation. Most mothers described negative impacts on social, behavioural and emotional aspects of mental health. Some described positive social impacts, including strengthened family relationships. Mothers described no positive changes to behavioural or emotional aspects of mental health. Maternal perspectives suggest the importance of prioritising access to screening and treating mental health needs to support children's kindergarten transition, mitigate pandemic impacts and plan for future disruptions.

There is a need for increased collaboration between mental health providers who work with children and youth to increase continuity of care across settings. While schools can be an optimal location for mental health support, school psychologists often have to work with clinical providers given the increases in youth mental health needs and the shortage of school-based providers. This study used an online survey with a mixed-methods approach to understand the collaboration practices of school and clinical psychologists. A sample of 57 practitioners in the United States were asked to provide their perceptions of the roles of their interagency providers, their collaboration practices, and the benefits or barriers in the collaboration process. Findings indicated differences in providers' perceptions of the quality of assessments conducted and the importance of particular psychological practices to the roles of clinical and school psychologists. Content analysis of open-ended responses found that while providers acknowledge the benefits of collaboration there was distrust among providers. Implications for training programs and future research directions are discussed.

The purpose of this paper is to identify key characteristics and forms that both research approaches use within the applied field of education. In this paper, we ask--how are CPAR and IS-GR similar and different? And, can tools or propositions from each be used in tandem within a research project? We invite readers to consider useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds (fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks they choose to take up to address pressing problems of practice in education.

The purpose of this article is to examine ways in which the COVID-19 pandemic impacted the adoption and perception of virtual programs in Indiana public school districts. This mixed-methods sequential explanatory study focuses on beliefs held by Indiana public school superintendents and virtual program administrators regarding the growth of virtual education during the COVID-19 pandemic. Subjects received surveys regarding their views surrounding virtual education. Subjects who volunteered participated in semi-structured interviews conducted in web-based meetings. This study provides a snapshot of the state of virtual education in Indiana, including the perceptions held by school administrators at the end of the 2020-21 school year. COVID-19 significantly affected virtual education in Indiana. Participants cited a need to provide educational options during a pandemic as the primary reason for implementing a virtual program. Additionally, participants noted significant challenges of virtual education while acknowledging an overwhelming need to maintain district enrollment during the pandemic through the utilization of a virtual program. This study identifies factors that will impact school districts should enrollment in virtual education programs remain strong. This provides an opportunity for districts to address these areas and ensure effective virtual education programming.

This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.

Various hormones, kinases, and stressors (fasting, heat shock) stimulate 26S proteasome activity. To understand how its capacity to degrade ubiquitylated proteins can increase, we studied mouse ZFAND5, which promotes protein degradation during muscle atrophy. Cryo-electron microscopy showed that ZFAND5 induces large conformational changes in the 19S regulatory particle. ZFAND5s AN1 Zn-finger domain interacts with the Rpt5 ATPase and its C terminus with Rpt1 ATPase and Rpn1, a ubiquitin-binding subunit. Upon proteasome binding, ZFAND5 widens the entrance of the substrate translocation channel, yet it associates only transiently with the proteasome. Dissociation of ZFAND5 then stimulates opening of the 20S proteasome gate. Using single-molecule microscopy, we showed that ZFAND5 binds ubiquitylated substrates, prolongs their association with proteasomes, and increases the likelihood that bound substrates undergo degradation, even though ZFAND5 dissociates before substrate deubiquitylation. These changes in proteasome conformation and reaction cycle can explain the accelerated degradation and suggest how other proteasome activators may stimulate proteolysis.

CAG trinucleotide repeat expansions cause several neurodegenerative diseases, including Huntington's disease and spinocerebellar ataxia. RNAs with expanded CAG repeats contribute to disease in two unusual ways. First, these repeat-containing RNAs may agglomerate in the nucleus as foci that sequester several RNA-binding proteins. Second, these RNAs may undergo aberrant repeat-associated non-AUG (RAN) translation in multiple frames and produce aggregation-prone proteins. The relationship between RAN translation and RNA foci, and their relative contributions to cellular dysfunction, are unclear. Here, we show that CAG repeat-containing RNAs that undergo RAN translation first accumulate at nuclear foci and, over time, are exported to the cytoplasm. In the cytoplasm, these RNAs are initially dispersed but, upon RAN translation, aggregate with the RAN translation products. These RNA-RAN protein agglomerates sequester various RNA-binding proteins and are associated with the disruption of nucleocytoplasmic transport and cell death. In contrast, RNA accumulation at nuclear foci alone does not produce discernable defects in nucleocytoplasmic transport or cell viability. Inhibition of RAN translation prevents cytoplasmic RNA aggregation and alleviates cell toxicity. Our findings demonstrate that RAN translation-induced RNA-protein aggregation correlates with the key pathological hallmarks observed in disease and suggest that cytoplasmic RNA aggregation may be an underappreciated phenomenon in CAG trinucleotide repeat expansion disorders.

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy amongst general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test were used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-taught classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.