Defining the multiplicity and type of infection for the production of Zaire Ebola virus-like particles in the insect cell baculovirus expression system

Ebola virus hemorrhagic fever affects thousands of people worldwide with high mortality rates. The Ebola virus has a short incubation time between 2-21 days and death usually occurs within 4-10 days1. Ebola virus disease is characterized by a sudden onset of fever, weakness, headache, diarrhea and vomiting, internal and external bleeding2. In the Filovirus family, Zaire Ebola virus (ZEBOV) is the most aggressive and virulent species, its fatality rates have been reported to be up to 90%3. Even when important advances in vaccine development have occurred, the need of safe and effective vaccines persists4. An alternative is the production of virus-like particles, which are formed by the recombinant virus structural proteins that self-assemble into highly immunogenic structures5. The ZEBOV contains three main structural proteins: the glycoprotein (GP), the viral matrix protein 40 (VP40) and the nucleoprotein (NP). GP induces humoral and cellular responses by itself but when VP40 is co-expressed, the immune response increases in a mouse model6. NP determines the structure of the resulting VLP. To our knowledge, there is no information about the production conditions that result in coexpression and assembly of ZEBOV recombinant proteins. In this work, a multifactorial experimental design was used to evaluate 32 different conditions for the production of the ZEBOV structural proteins utilizing the insect cell-baculovirus expression system technology (BEST). Multiplicity (MOI = 0.1 or 5 ufp/cell) and consecutive times of infection (0 or 6 hours after the first infection) were the principal factors, and the production of each recombinant protein and assembly of VLP were the evaluated responses. We observed that multiplicity of infection had an impact over expression of the recombinant proteins, higher multiplicities increased yield and VLP assembly. In contrast, later times of infection reduced the production of each protein. The initial presence of VP40 resulted in a higher concentration of NP. The conditions where the simultaneous expression of the three structural proteins and where VLP were detected were identified. The highest MOIs for bacVP40 and bacGP were needed. bacNP should be added during the initial infection with an MOI of 0.1, or at 6 hpi at MOI of 5. The obtained ZEBOV-VLPs were similar to native virus. The obtained VLP are a candidate vaccine under evaluation. Research performed thanks to the financial support of PAPIIT-UNAM IT200418 and CONACyT 247101. References: 1. Shuaib F, Gunala R, Musa EO, Mahoney FJ, et al., 2014. Ebola virus disease outbreak-Nigeria, July–September 2014. Morb. Mortal. Wkly. Rep. 63 (39),867–872. 2. Qiu X, Audet J, Wong G. Fernando L, et al., 2013. Sustained protection virus infection following treatment of infected nonhuman primates with ZMAb. Sci. Rep. 3, 3. Richardson JS, Wong G, Pillet S, Schindle S, et al., 2011. Evaluation of different strategies for post-exposure treatment of Ebola virus infection in rodents. J.Bioterror. Biodef. S1, 007 4. Ige, Ohimain E, 2016. Recent advances in the development of vaccines for Ebola virus disease. Virus Research 211: 174-185. 5. Palomares LA, Ramírez OT, 2009. Challenges for the production of virus-like particles in insect cells: The case of rotavirus-like particles. Biochem. Eng. J. 45: 158-167. 6. Wahl-Jensen, V. et al (2005). Role of Ebola virus secreted glycoproteins and virus-like particles in activation of human macrophages. Journal of Virology, 79(4), 2413-241

How COVID-19 is Revamping Journalism: Newsroom Practices and Innovations in a Crisis Context

Worldwide audiences became interested in COVID-19-related news, as the health emergency generated a sharp increase in information consumption. Drawing on the literature of crisis innovation, this study aims to understand the transformations that have taken place in the Spanish journalistic industry and the innovations implemented during the pandemic. The research questions are: How has COVID-19 fostered innovation in work organisation in the Spanish newsrooms? What other innovations were launched by the Spanish media during the pandemic? The methodology is based on semi-structured interviews conducted with a purposive sample of 20 media practitioners and 20 experts on journalism innovation (academics and journalists) in Spain. Results show that newsroom practices have evolved through telework, collaboration and other factors, and that digital transformation was accelerated in legacy media. In many outlets, the science section was increasingly relevant, working in a coordinated way with the areas of data visualisation and design to produce relevant content. Also, fact-checkers played an important role in fighting misinformation. The pandemic has speeded up some ongoing innovations in news production, newsroom organisation, distribution, and commercialisation in a significant way. Thus, COVID-19 understood as a crisis situation has had an impact on news products and it has affected journalistic culture

Valoración del trabajo colaborativo y rendimiento académico en el proceso de enseñanza de un curso de investigación en estudiantes de medicina

Introduction. Collaborative work promotes learning through active participation of students, allowing the development of social abilities and the construction of their own knowledge. Objective. To analyze collaborative work and its relationship with academic performance in medical students in a research course. Methods. Cross-sectional study, in which 148 human medicine students enrolled in the research course participated, selected using a non-probabilistic sample. The questionnaire called analysis of cooperative work in higher education that assesses the importance of collaborative work, of 49 questions distributed in seven dimensions, was used. A Likert scale was used in a range of 1 to 5, where 1 is valued as a total disagreement and 5 totally agree. Three groups were established: low group to 33 percentile; middle group, from 34th percentile to 66th percentile; and high group, from 67th percentile to more. Results. The average age was 22,4 years and 52,7% corresponded to the female gender. In the “conception of work” dimension, 40,5% of students belonged to the middle group; in the dimension “planning the work of the groups by the teacher”, 41,9% to the low group; in “criteria for organizing groups”, 37,8% for the low group; in “internal operation”, 43,2% to the low group; and in “work efficiency”, 32,4% to the high group and 39,9% to the low group. The global average of grades corresponded to 12,7. The academic performance in students of the low and medium group was similar, and in the female students of the high group it was significantly higher (p=0,049). Conclusions. The low group predominated in the dimensions “teacher’s work planning”, “criteria for organizing groups”, “operating standards”, “internal functioning” and “efficiency”. 54,7% of students corresponded to the high group and the overall grade point average was 12,7. There was no relationship between the variables studied.Introducción. El trabajo colaborativo incentiva el aprendizaje mediante la participación activa de los estudiantes, permitiendo desarrollar habilidades sociales y construir sus propios conocimientos. Objetivo. Analizar el trabajo colaborativo y su relación con el rendimiento académico en estudiantes de medicina de un curso de investigación. Métodos. Estudio transversal, en el que participaron 148 estudiantes de medicina humana matriculados en el curso de investigación, seleccionados mediante una muestra no probabilística. Se utilizó el cuestionario denominado análisis del trabajo cooperativo en educación superior que valora la importancia del trabajo colaborativo, de 49 preguntas distribuidas en siete dimensiones. Se utilizó una escala de Likert en un rango de 1 a 5, donde 1 se valora como total desacuerdo y 5 totalmente de acuerdo. Se establecieron tres grupos: grupo bajo hasta percentil 33; grupo medio, de percentil 34 a percentil 66; y grupo alto, de percentil 67 a más. Resultados. La edad promedio fue 22,4 años y 52,7% correspondieron al género femenino. En la dimensión “concepción del trabajo”, 40,5% de estudiantes pertenecieron al grupo medio; en la dimensión “planificación del trabajo de los grupos por el profesor”, 41,9% al grupo bajo; en “criterios para organizar grupos”, 37,8% al grupo bajo; en “funcionamiento interno”, 43,2% al grupo bajo; y en “eficacia del trabajo”, 32,4% al grupo alto y 39,9% al grupo bajo. El promedio global de notas correspondió a 12,7. El rendimiento académico en estudiantes del grupo bajo y medio fue similar, y en las estudiantes de género femenino del grupo alto fue significativamente mayor (p=0,049). Conclusiones. El grupo bajo predominó en las dimensiones “planificación del trabajo del profesor”, “criterios para organizar grupos”, “normas de funcionamiento”, “funcionamiento interno” y “eficacia”. 54,7% de estudiantes correspondió al grupo alto y el promedio global de calificaciones fue 12,7. No existió relación entre las variables estudiadas

Active methodology and learning styles in the teaching process of the research methodology course of a faculty health sciences

Introducción. El modelo educativo centrado en el aprendizaje intenta desarrollar en el estudiante un rol más importante en su proceso de adquirir conocimiento; para ello, se requiere identificar las preferencias o estilos de aprendizaje de los estudiantes. Objetivo. Analizar la influencia del uso de la metodología activa y los estilos de aprendizaje participativo en estudiantes del curso de metodología de la investigación del nivel de pregrado. Métodos. Estudio cuantitativo de diseño cuasi experimental, prospectivo, de corte longitudinal. La población de estudio estuvo conformada por estudiantes de pregrado del curso de metodología de la investigación, se utilizó una muestra no probabilística por conveniencia, conformada por 79 estudiantes. El instrumento utilizado fue el test de estilo de aprendizaje elaborado por David Kolb. La implementación de la metodología activa se realizó durante el desarrollo del curso. Resultados. La participación de los estudiantes durante el desarrollo de clases y el uso de textos presentó un incremento significativo. El estilo de aprendizaje asimilador correspondió a 78,5% y 12,6% para el divergente antes de la implementación de la metodología y, al finalizar el estudio, los estudiantes modificaron su estilo de aprendizaje en forma significativa con un predomino del estilo de aprendizaje asimilador 62% y 22,8% para el estilo convergente. Conclusiones. La metodología activa permite la participación activa del estudiante mediante preguntas, aportes y fomenta el uso de textos. Asimismo, modifica significativamente el estilo de aprendizaje hacia un estilo asimilador y convergente.Introduction. The educational model focused on learning attempts to provide the student a more important role in the process of acquiring knowledge, for this it is necessary to identify preferences or learning style of the students. Objectives. Analysis the influence of the use of active methodology and learning styles in students of the methodology course of undergraduate research. Methods. Quantitative study of quasi-experimental, prospective longitudinal design, the study population consisted of undergraduate students of the research methodology course. A non-probabilistic sample was used for convenience, consisting of 79 students. The instrument used was the learning style test developed by David Kolb. The implementation of the active methodology was carried out during the development of the course. Results The participation of the students during the development of classes and the use of texts presented a significant increase. The assimilator learning style corresponded 78,5% and 12,6% for the divergent before the implementation of the methodology and at the end of the study, the students modified their learning style in a significant way with a predominance of assimilator learning style 62 % and 22,8% for the convergent style. Conclusions. The active methodology allows the active participation of the student through questions, contributions and encourages the use of texts. It also significantly modifies the learning style towards an assimilator and convergent style

¿Cómo percibe nuestro sistema de evaluación formativa en la formación del profesorado un investigador externo?

En este trabajo se presentan los resultados de un proceso de entrevistas dialógicas entre los profesores de una asignatura de formación del profesorado y un investigador externo que ha estado realizando una estancia de investigación en nuestro centro, y que ha participado como observador participante en todas las sesiones de la asignatura durante dos meses. Los resultados muestran algunos aspectos del sistema de evaluación formativa y compartida que han sido observados y que generaban algunas preguntas al investigador externo, como los procesos constantes de feedback y diálogo entre profesor y alumnos y entre los alumnos, la variedad metodológica utilizada, la disposición física para facilitar estos procesos de aprendizaje dialógico, etc

Las innovaciones periodísticas más destacadas en España (2010-2020): características e impacto organizacional, industrial y social

La aparición de nuevos actores y plataformas tecnológicas, los cambios en los hábitos de consumo y la transformación del ecosistema digital han acelerado el proceso de innovación periodística en la última década (2010-2020), acentuado por la pandemia por Covid-19. El periodismo atraviesa desde hace años un proceso de cambio permanente que afecta a las prácticas, los productos y los profesionales. Este estudio identifica las innovaciones periodísticas más destacadas, describe sus características y analiza su impacto en función del valor aportado en la organización, de su alcance en la industria y de su contribución a la sociedad. Se han realizado entrevistas semiestructuradas a un grupo de expertos (n=22), integrado por académicos y profesionales. Codificadas y sumadas las innovaciones (n=60) de un total de 253 menciones, se analiza el alcance de las mismas en los tres ámbitos –organización, industria y sociedad– para obtener el listado de las 20 más relevantes. Los resultados indican que la innovación surge de forma incremental en cómo se produce, organiza, distribuye y sostiene el periodismo. Algunas innovaciones han influido de manera sustancial en la organización y en la sociedad, como el modelo de socios o el fact-checking; sin embargo están aún lejos de ser adoptadas de modo generali zado en la industria. El periodismo de datos se ha catalogado como la innovación periodística más relevante por implicar cambios en la producción, generar un periodismo de calidad e impulsar su adopción por otros agentes del sector

Comunica-Media: Uso de la grabación de clases, el screencast y la videoconferencia en el aula

A medida que la tecnología mejora y se extiende entre los usuarios es conveniente y necesario que los sistemas educativos se adapten y aprovechen lo que estas nuevas tecnologías pueden ofrecer. Así se puede motivar más a los alumnos y profesores ofreciéndoles contenidos más completos e interactivos. En esta comunicación se presenta el proyecto Comunica-Media del Servicio de Innovación Educativa de la Universidad Politécnica de Madrid (UPM). El objetivo principal de este proyecto es promover y evaluar el uso de la grabación de clases, la videoconferencia y el screencast en seis diferentes escuelas y asignaturas de la UPM

Inter- and Intraspecific Variations in the Pectoral Muscles of Common Chimpanzees (Pan troglodytes), Bonobos (Pan paniscus), and Humans (Homo sapiens)

We have analyzed anatomic variations in the pectoralis major and pectoralis minor muscles of common chimpanzees (Pan troglodytes) and bonobos(Pan paniscus) and compared them to anatomic variations in these muscles in humans(Homo sapiens). We have macroscopically dissected these muscles in six adult Pan troglodytes, five Pan paniscus of ages ranging from fetus to adult, and five adult Homo sapiens. Although Pan troglodytes are thought to lack a separate pectoralis abdominis muscle, we have identified this muscle in three of the Pan troglodytes; none of the Pan paniscus, however, had this muscle. We have also found deep supernumerary fascicles in the pectoralis major of two Pan troglodytes and all five Pan paniscus. In all six Pan troglodytes, the pectoralis minor was inserted at the supraspinatus tendon, while, in Pan paniscus and Homo sapiens, it was inserted at the coracoid process of the scapula. Some of the anatomic features and variations of these muscles in common chimpanzees and bonobos are similar to those found in humans, therefore enhancing our knowledge of primate comparative anatomy and evolution and also shedding light on several clinical issues

Genomic Characterization of Host Factors Related to SARS-CoV-2 Infection in People with Dementia and Control Populations: The GR@ACE/DEGESCO Study

Emerging studies have suggested several chromosomal regions as potential host genetic factors involved in the susceptibility to SARS-CoV-2 infection and disease outcome. We nested a COVID-19 genome-wide association study using the GR@ACE/DEGESCO study, searching for susceptibility factors associated with COVID-19 disease. To this end, we compared 221 COVID-19 confirmed cases with 17,035 individuals in whom the COVID-19 disease status was unknown. Then, we performed a meta-analysis with the publicly available data from the COVID-19 Host Genetics Initiative. Because the APOE locus has been suggested as a potential modifier of COVID-19 disease, we added sensitivity analyses stratifying by dementia status or by disease severity. We confirmed the existence of the 3p21.31 region (LZTFL1, SLC6A20) implicated in the susceptibility to SARS-CoV-2 infection and TYK2 gene might be involved in COVID-19 severity. Nevertheless, no statistically significant association was observed in the COVID-19 fatal outcome or in the stratified analyses (dementia-only and non-dementia strata) for the APOE locus not supporting its involvement in SARS-CoV-2 pathobiology or COVID-19 prognosis

Genomic Characterization of Host Factors Related to SARS-CoV-2 Infection in People with Dementia and Control Populations: The GR@ACE/DEGESCO Study

Emerging studies have suggested several chromosomal regions as potential host genetic factors involved in the susceptibility to SARS-CoV-2 infection and disease outcome. We nested a COVID-19 genome-wide association study using the GR@ACE/DEGESCO study, searching for susceptibility factors associated with COVID-19 disease. To this end, we compared 221 COVID-19 confirmed cases with 17,035 individuals in whom the COVID-19 disease status was unknown. Then, we performed a meta-analysis with the publicly available data from the COVID-19 Host Genetics Initiative. Because the APOE locus has been suggested as a potential modifier of COVID-19 disease, we added sensitivity analyses stratifying by dementia status or by disease severity. We confirmed the existence of the 3p21.31 region (LZTFL1, SLC6A20) implicated in the susceptibility to SARS-CoV-2 infection and TYK2 gene might be involved in COVID-19 severity. Nevertheless, no statistically significant association was observed in the COVID-19 fatal outcome or in the stratified analyses (dementia-only and non-dementia strata) for the APOE locus not supporting its involvement in SARS-CoV-2 pathobiology or COVID-19 prognosis