A study of the process of nitration

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Para-infectious brain injury in COVID-19 persists at follow-up despite attenuated cytokine and autoantibody responses

To understand neurological complications of COVID-19 better both acutely and for recovery, we measured markers of brain injury, inflammatory mediators, and autoantibodies in 203 hospitalised participants; 111 with acute sera (1–11 days post-admission) and 92 convalescent sera (56 with COVID-19-associated neurological diagnoses). Here we show that compared to 60 uninfected controls, tTau, GFAP, NfL, and UCH-L1 are increased with COVID-19 infection at acute timepoints and NfL and GFAP are significantly higher in participants with neurological complications. Inflammatory mediators (IL-6, IL-12p40, HGF, M-CSF, CCL2, and IL-1RA) are associated with both altered consciousness and markers of brain injury. Autoantibodies are more common in COVID-19 than controls and some (including against MYL7, UCH-L1, and GRIN3B) are more frequent with altered consciousness. Additionally, convalescent participants with neurological complications show elevated GFAP and NfL, unrelated to attenuated systemic inflammatory mediators and to autoantibody responses. Overall, neurological complications of COVID-19 are associated with evidence of neuroglial injury in both acute and late disease and these correlate with dysregulated innate and adaptive immune responses acutely

Real work, real world, real problems: An analysis of three different simulations in journalism education

The 21st century is a completely changed media world in which the long‐held traditions of 20th century journalism now sit uncomfortably. Over the centuries, journalists have gone from a printing press with apprentices and guilds, to e‐journalism (populated largely with university educated practitioners). While the nature of this e‐journalism remains unclear, what is clear is the nature of the world in which e‐journalism has to operate. Itʹs global, rapidly changing — both socially and technologically — so that multimedia changes both the nature and the availability of newsgathering and production methods and rationales. The world that receives the journalistic product (and the various audiencesʹ expectations) has reached the point where the former ‘singular’ profession of journalism must now be described as a collection of many ‘journalisms’. This paper reports on the adoption of three different approaches (real and virtual) to simulate the working world of professional journalists: a web‐based, scenario‐centred simulation, a collaborative online tool (wiki), and actual audiences. The paper further reports on the assessment approaches adopted and the opportunities and the challenges in assessing the real‐world practice of journalism in both real and simulated environments. The role of peer review as a journalistic and assessment practice is examined, with a particular focus on the diversity of the quality of the feedback. The formative and summative evaluation approaches used by staff to gauge student perceptions about the learning and teaching ar outlined. Whilst the use of innovative approaches of simulated environments is often clear to academic staff, students can have different perceptions and not engage with the simulation, but rather reject it as a viable learning experience. One of the implications for journalism education is the increased workload for staff and the real‐world expectations for students about teaching and learning