Correspondence of Neutralizing Humoral Immunity and CD4 T Cell Responses in Long Recovered Sudan Virus Survivors.

Robust humoral and cellular immunity are critical for survival in humans during an ebolavirus infection. However, the interplay between these two arms of immunity is poorly understood. To address this, we examined residual immune responses in survivors of the Sudan virus (SUDV) outbreak in Gulu, Uganda (2000-2001). Cytokine and chemokine expression levels in SUDV stimulated whole blood cultures were assessed by multiplex ELISA and flow cytometry. Antibody and corresponding neutralization titers were also determined. Flow cytometry and multiplex ELISA results demonstrated significantly higher levels of cytokine and chemokine responses in survivors with serological neutralizing activity. This correspondence was not detected in survivors with serum reactivity to SUDV but without neutralization activity. This previously undefined relationship between memory CD4 T cell responses and serological neutralizing capacity in SUDV survivors is key for understanding long lasting immunity in survivors of filovirus infections

An examination of the interactions between museum educators and students on a school visit to science museum

Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits

The particular aspects of science museum exhibits that encourage students’ engagement

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups

A student’s-eye view: what 4th grade students describing their visit to a science museum recall as significant

This mixed-method research focuses on how school children visiting a science museum with their class perceive the overall experience of their visit to the science museum and which aspects of the science museum experience they recall as significant. The study participants were seventy two 4th grade students (age 9–10) who came to the museum with their class for a day visit. Our research revealed that the students perceive two different types of activities in the visit, according to the level of choice given to them, and that their experiences in these activities are described differently. The physical interaction during the visit is dominant, and students report at length what they have learned about how to operate the exhibits in the museum. Additionally, the students see the facilitators as traditional knowledge transmitters, repeating their explanations and referring to their contents as something they have learned. Our findings expand what is known about student visitors’ experiences and can therefore help make the museum experience more meaningful for school students

Engagement in a science museum – the role of social interactions

This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4th to 6th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating the exhibits and rarely engage with their scientific content. On occasion, exhibits are no more than settings for social interactions that could equally occur, for example, in the schoolyard. The main implications of this study concern exhibit design and pedagogy. Because students find ways to create their own social interactions in museum settings, museum pedagogy should leverage this social interaction into cognitive engagement with the scientific content of exhibits

"I know how it works!" Student engagement with exhibits in repeat visits to a science museum

This research examines the same 12 school-students making repeat visits over a three-year-period to a science museum. We used a qualitative approach, analysing video recordings of museum visit and interviews with students, focusing on the way students use their former engagement in a science museum using a retrospective view that can offer insight into the pedagogy of the visit and exhibit design.The significance of this study lies in its retrospective lens that allowed us to understand how students build on earlier engagement with museum exhibits when they make repeat visits to informal learning environments. Our retrospective analysis of student learning from five exhibits suggests certain pedagogical and facilitation strategies in three specific areas: first, the sensory-motor experience promotes students’ understanding of the scientific principle of the exhibit. Second, exhibits should aim at presenting abstract concepts in a tangible way. Third, museum educators should use anchor-points throughout the visit to create a more cohesive ‘story’ for students, so that they relate to it in a way, which will help them remember the experience over time. Consequently, the main implications of this study concern exhibit design and the overall pedagogy of the visit

Trust-oriented affordances : A five-country study of news trustworthiness and its socio-technical articulations

Research on trust has come to the forefront of communication studies. Beyond the dominant focus on informational trust and its country-specific articulations, trustworthiness evaluations can relate to the materiality of news and its global manifestations. Especially in digital algorithmic environments, understanding news trustworthiness requires a holistic approach, which combines informational and socio-technical aspects while addressing both institutional and interpersonal trust. Drawing on 488 in-depth interviews with media consumers in Argentina, Finland, Israel, Japan, and the United States, this article investigates news (dis)trust from the lens of socio-materiality. The six trust-oriented affordances we identified—selectivity, interactivity, customization, searchability, information abundance, and immediacy—reveal important socio-technical commonalities that underlie news trust across countries. These affordances, moreover, point to an interplay of trust and self-agency. Taken together, the findings illuminate the lived experience of news trust as manifested across cultures and offer a broader understanding of trustworthiness within current media ecology.peerReviewe

B and T cell responses to the 3rd and 4th dose of the BNT162b2 vaccine in dialysis patients

ABSTRACTPatients on dialysis (PoD) are at high risk of severe morbidity and mortality from COVID-19. Characterizing long-term vaccine immune responses in these patients will help optimize vaccine schedule for PoD. This study aimed to determine whether long-term humoral and B and T cell-responses post 3rd and 4th dose of the BNT162b2 vaccine differed between PoD and controls. Non-infected PoD and controls vaccinated with BNT162b2 were recruited in Ziv Medical Center, Israel, between 2021 and 2022. Specimens were collected 1–2 months pre 3rd dose; 1–3 months post 3rd dose; 4–5 months post 3rd dose and 3–5 months post the 4th dose. Anti-SARS-CoV-2 spike (spike) specific antibodies, spike specific memory B cells, and spike specific CD154+ T cells as well as cytokines producing CD4+/CD8+ T cells were measured using standardized assays and compared between PoD and controls at each time point using Mann Whitney and Fisher’s exact tests. We recruited 22 PoD and 20 controls. Antibody levels in PoD were lower compared to controls pre 3rd dose but not post 3rd and 4th doses. Frequencies of spike specific memory B cell populations were similar between PoD and controls overall. Frequencies of spike specific T cells, including those producing IFNγ and TNFα, were not lower in PoD. B and T cell mediated immune response in PoD following a 3rd and a 4th dose of the BNT162b2 vaccine was not inferior to controls up to 5 months post vaccination. Our results suggest that standard BNT162b2 vaccination is suitable for this group

Taking a Break from News : A Five-nation Study of News Avoidance in the Digital Era

This article comparatively examines news avoidance in a rapidly changing media environment. We utilize findings from a large dataset of 488 in-depth interviews with media consumers, conducted in Argentina, Finland, Israel, Japan, and the US. We aim to make a contribution to the study of news avoidance by providing a comprehensive and nuanced understanding of the drivers, practices, and patterns of news avoidance as they occur in and are shaped by a variety of national contexts. We argue that news avoidance is shaped not only by individual characteristics, but is also manifested and performed as part of specific time frames and socio-cultural factors. We distinguish two drivers of intentional news avoidance: cognitive and emotional. The cognitive drivers are accentuated by distinct country-level contextual factors, whereas the emotional drivers for news avoidance are shared across diverse national contexts.peerReviewe

HIV-1 Circulating Recombinant Forms (CRFs) and Unique Recombinant Forms (URFs) in Israel, 2010–2018

Monitoring HIV-1 circulating recombinant forms (CRFs) and unique recombinant forms (URFs) is important for disease surveillance. Recombination may affect prevention efforts and interfere with the diagnosis and treatment of HIV-1 infection. Here, we characterized the epidemiology of HIV-1 CRFs and URFs in Israel. Partial pol sequences from treatment naïve patients diagnosed in 2010–2018 were assessed using the recombinant identification program (RIP), the recombinant detection program (RDP5), and using the maximum-likelihood phylogenetic method, using 410 reference sequences obtained from the Los Alamos database. CRFs and URFs were identified in 11% (213/1940) of all sequenced cases. The median age at diagnosis was 38 (30–47) years, 61% originated from Israel, and 82% were male. The most common were CRF02_AG (30.5%), CRF01_AE (16.9%), and the more complex forms CRF01_AE/CRF02_AG/A3 (10.8%) and B/F1 (7%). A significant increase in their overall proportion was observed in recent years (8.1% in 2010–2012, 20.3% in 2016–2018, p p < 0.001). Men who have sex with men (MSM) was the most common risk group; however, those infected with the secondary recombinant CRF02_AG/A6 were mainly injecting drug users (IDUs). The most common resistance mutations were K103N (5/213, 2.3%) and E138A (18/213, 8.5%) in the reverse transcriptase. Only E138A was more frequent in the recombinants compared with the classic subtypes and was significantly associated with a specific secondary CRF, CRF02_AG/A4. We concluded that CRFs and URFs were mainly detected in Israeli-born MSM and that an increase in the overall proportion of such HIV-1 sequences could be observed in more recent years