4 research outputs found

    Genomic investigations of unexplained acute hepatitis in children

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    Since its first identification in Scotland, over 1,000 cases of unexplained paediatric hepatitis in children have been reported worldwide, including 278 cases in the UK1. Here we report an investigation of 38 cases, 66 age-matched immunocompetent controls and 21 immunocompromised comparator participants, using a combination of genomic, transcriptomic, proteomic and immunohistochemical methods. We detected high levels of adeno-associated virus 2 (AAV2) DNA in the liver, blood, plasma or stool from 27 of 28 cases. We found low levels of adenovirus (HAdV) and human herpesvirus 6B (HHV-6B) in 23 of 31 and 16 of 23, respectively, of the cases tested. By contrast, AAV2 was infrequently detected and at low titre in the blood or the liver from control children with HAdV, even when profoundly immunosuppressed. AAV2, HAdV and HHV-6 phylogeny excluded the emergence of novel strains in cases. Histological analyses of explanted livers showed enrichment for T cells and B lineage cells. Proteomic comparison of liver tissue from cases and healthy controls identified increased expression of HLA class 2, immunoglobulin variable regions and complement proteins. HAdV and AAV2 proteins were not detected in the livers. Instead, we identified AAV2 DNA complexes reflecting both HAdV-mediated and HHV-6B-mediated replication. We hypothesize that high levels of abnormal AAV2 replication products aided by HAdV and, in severe cases, HHV-6B may have triggered immune-mediated hepatic disease in genetically and immunologically predisposed children

    Course Redesign to New Paradigms: Exploring Humanizing Racial Literacies with Pre-Service Teachers

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    Spring 2021, undergraduate students across the country were entering their second year of obligatory online learning. This moment in time correlated with an increased attention to the Black Lives Matter movement by white youth and the mainstream public. This study, guided by a team of teacher educators committed to realizing racial justice in Secondary literacy education, designed and examined the impact of humanizing racial literacies curriculum taught through forced on learning on undergraduate pre-service teacher’s perspectives about anti-racist curriculum design. This study builds upon a growing body of research on realizing humanizing racial literacies in teacher education pedagogy. The curriculum sought to deconstruct binary racial orientations prevalent among the dominant teaching population in the United States attending a PWI. Class activities included: interrogating white supremacy, colonization, police brutality and violence through strategic text selection and humanizing pedagogical methods. Predominantly white pre-service teachers partnered with predominantly BIPOC high school students through online interactions to discuss themes related to racism, homophobia, sexism, and decolonialism. We used Critical Discourse Analysis (CDA) as our primary analytical framework for interpreting student discourse emergent across the data sources. Findings show how students navigated obstacles related to deconstructing their beliefs about the role of social media and student capacity for engaging critical literacies. And we highlight how pre-service teachers achieved pedagogical paradigm shifts related to these obstacles. Ultimately, through an intentionally redesigned class, teacher education candidates reflected on their learning related to realizing humanizing racial literacies over the course of the Spring 2021 academic semester
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