The dynamics of neutralizing antibodies against SARS-CoV-2 in cats naturally exposed to virus reveals an increase in antibody activity after re-infection

Severe Acute Respiratory Syndrome Coronavirus 2 is the causative agent of Coronavirus Disease 2019 in humans. To date, little is known about the persistence of antibodies against SARS-CoV-2 in animals under natural conditions, in particular susceptible pets such as cat. This study reports the detection and monitoring of the humoral response against SARS-CoV-2 including the detection of immunoglobulins G specific for receptor binding domain of SARS-CoV-2 spike protein by an enzyme-linked immunosorbent assay and neutralizing antibodies by virus neutralization assay. Results showed that these antibodies last longer than 16 months in two naturally apparently healthy infected cats with the absence of clinicopathological findings during the follow-up. Moreover, re-infection is also possible with an important increase in virus neutralization test titers in both animals with no evident systemic signs found during each physical examination and with values of hematologic and biochemical parameters inside the normal reference intervals. Our results confirm a slow but progressive decrease of the kinetics and immunity of neutralizing antibodies in cats after the infection. Furthermore, similar to humans SARS-CoV-2 reinfection can stimulate an increase of the neutralizing antibodies determined by these two serological techniques in domestic cats

Supporting the link between firm and research in the Degree in Business and Management Studies

El objetivo principal de este artículo es presentar el proyecto de innovación docente llevado a cabo durante el curso 2017/2018 entre el alumnado del Grado en Administración y Dirección de Empresas de la Universidad de Córdoba y, en concreto, en asignaturas relacionadas con las finanzas y la contabilidad. En este proyecto se ha implementado una nueva metodología docente al objeto de mejorar la adquisición y el desarrollo de competencias por parte del alumnado en un contexto de íntima conexión entre empresa e investigación, al objeto de simular el contexto real en el cual le serán demandadas las competencias a los graduados en el momento en que se enfrenten a su entrada en el mercado de trabajo. La metodología y las actividades que se han desarrollado para conseguir este objetivo principal incluyen: i) un seminario impartido por un profesional financiero de una empresa real; ii) el método de aprendizaje basado en problemas reales y soluciones científicas; iii) trabajo cooperativo en clase; y iv) un seminario impartido por un investigador en finanzas. Los resultados sugieren que esta metodología promueve de manera eficaz la adquisición de competencias entre el alumnado, especialmente aquellas relativas a interpretar la información financiera y resolver problemas financieros corporativos.The main objective of this paper is to present a teaching innovation project that has been implemented during the 2017/2018 academic year among students enrolled in the Degree in Business and Management at the University of Cordoba and, specifically, in subjects related to finance and accounting. In this innovation project a new teaching methodology has been implemented in order to improve the acquisition and development of competences by the students in a context of close connection between companies and research, to simulate the real context in which competences will be demanded to graduates when they face their entry into the labour market. The methodology and activities that have been developed to achieve this main objective include: i) a seminar by a financial professional of a real company; ii) a learning method based on real problems and scientific solutions; iii) cooperative work; and iv) a seminar by a researcher in finance. The results of this study allow to confirm that this methodology promotes in an effective way the acquisition of competences among students, especially those related to interpreting financial information and solving corporations’ financial problems

Sars-cov-2 seroprevalence in household domestic ferrets (Mustela putorius furo)

Animal infections with SARS-CoV-2 have been reported in different countries and several animal species have been proven to be susceptible to infection with SARS-CoV-2 both naturally and by experimental infection. Moreover, infections under natural conditions in more than 20 mink farms have been reported where humans could have been the source of infection for minks. However, little information is available about the susceptibility of pet animals under natural conditions and currently there is no SARS-CoV-2 epidemiological assessment occurrence in household ferrets. In this study, the presence of SARS-CoV-2 antibodies was evaluated in serum samples obtained from 127 household ferrets (Mustela putorius furo) in the Province of Valencia (Spain). Two ferrets tested positive to SARS-CoV-2 (1.57%) by in-house enzyme-linked immunosorbent assay based on receptor binding domain (RBD) of Spike antigen. Furthermore, anti- RBD SARS-CoV-2 antibodies persisted at detectable levels in a seropositive SARS-CoV-2 domestic ferret beyond 129 days since the first time antibodies were detected. This study reports for the first time the evidence of household pet ferrets exposure to SARS-CoV-2 in Spain to date

Relatório Diagnóstico sobre o ensino superior e a ciência pós-covid-19 na Ibero-América : perspectivas e desafios 2022

O principal impacto no ensino a partir da declaração da pandemia foi a transição urgente e não planejada para modalidades de ensino remoto de emergência. A pandemia chegou e surpreendeu os países e instituições de ensino superior com capacidades diferentes para o desenvolvimento do ensino remoto de emergência e isso se refletiu nos resultados desiguais e nos desafios que tiveram que superar. Inicialmente apresentada como breve, a suspensão da presencialidade em muitos países da região ultrapassou 40 semanas e é o período sem aulas presenciais mais longo do mundo. A primeira reação das instituições foi criar comitês de crise para lidar com a emergência e garantir a continuidade do ensino de forma remota. A pandemia da covid-19 obrigou asinstituições universitárias a empreenderem esforços institucionais, acadêmicos,tecnológicos, etc., que não estavam em suas agendas e para os quais, em muitos casos,não houve preparação prévia. Esses esforços não foram apresentados de forma equilibrada no panorama regional. Embora as universidades da região já utilizassem plataformas virtuais de apoio ao ensino e à aprendizagem antes da pandemia, a maioria não eram propostas institucionais, mas sim iniciativas individuais. Esta foi a base para a continuidade da aprendizagem durante a emergência, e como a suspensão da presencialidade durou mais tempo, as instituições foram fortalecendo as propostas pedagógicas remotas de emergência no nível institucional, incorporando ferramentas e capacitação de professores. No nível institucional, para favorecer a continuidade da aprendizagem, as universidades não propuseram uma metodologia única, deixando para o pessoal docente a decisão sobre o uso das salas de aulas virtuais. Nelas, foram ministradas a maioria das aulas on-line sincronizadas, pelo menos em um primeiro momento. Embora os esforços das IES para oferecer apoio à comunidade universitária para garantir a continuidade da aprendizagem nas melhores condições possíveis sejam evidentes, havia limitações tecnológicas, tanto em termos de conectividade quanto de equipamentos, que nem sempre puderam ser cobertas. Também foram evidenciadas limitações pedagógicas, apesar do empenho para desenvolver competências básicas nos professores, visando facilitar o uso das possibilidades da educação a distância; e, por último, limitações socioemocionais, com esforços institucionais para reduzir a ansiedade e o stress gerados pelo isolamento e a desconexão social. A função de P&D universitária produziu um duplo movimento: por um lado, parou o planejamento e as ações em desenvolvimento até o surgimento da pandemia e, por outro, teve que disponibilizar e redirecionar recursos para produzir conhecimento sobre o SARS-CoV-2 e a covid-19, bem como para produzir recursos tecnológicos e auxiliar o sistema de saúde na prevenção do contágio, e no atendimento aos doentes e aos efeitos psicossociais da pandemia. As ações dos atores universitários para a contenção epidemiológica quanto à produção tecnológica e de conhecimento, são muito relevantes. Em alguns casos, surgiram de iniciativas institucionais nas IES com um histórico de capacidade de intervenção sociocomunitária e de articulação com o setor produtivo. Nesse sentido, as decisões políticas implementadas e os resultados obtidos foram, em maior ou menor grau, produto da articulação dos setores científicos e governamentais. No campo das IES, foram realizados muitos estudos e pesquisas sobre a SARS-CoV-2, a covid-19, a pandemia e seus efeitos em diferentes campos disciplinares. Em muitos casos, os esforços institucionais foram orientados para a produção e disponibilidade de recursos tecnológicos ou dispositivos de apoio social, especialmente para lidar com os efeitos dos processos do confinamento e luto pessoal. As pesquisas que não estão ligadas à covid-19 ou que não puderam ser mantidas foram adiadas em muitos países e podem enfrentar severas restrições para sua continuidade. Este risco é maior nas universidades dos países mais pobres que dependem de agências doadoras para o financiamento

Informe diagnóstico sobre la educación superior y la ciencia post COVID-19 en Iberoamérica : perspectivas y desafíos de futuro 2022

El principal efecto en la enseñanza a partir de la declaración de la pandemia fue la transición urgente y sin planificación previa a modalidades de enseñanza remota de emergencia. La desigual capacidad para el desarrollo de enseñanza remota de emergencia con que la pandemia sorprendió a países e instituciones del nivel superior, tiene su correlato en los desiguales resultados y los desafíos que tuvieron que superar. La supresión de la presencialidad, que se presentó inicialmente como breve, en muchos países de la región, superó las 40 semanas y se trata del cierre más prolongado a nivel mundial. La primera reacción de las instituciones fue la conformación de comités de crisis para hacer frente a la emergencia y garantizar la continuidad de la enseñanza de manera remota. La pandemia COVID-19 obligó a que las instituciones universitarias llevaran adelante una serie de esfuerzos institucionales, académicos, tecnológicos, etc., que no estaban en sus agendas y para los cuales, en muchos casos, no había preparación previa. Estos esfuerzos no se presentaron de manera equilibrada en el panorama regional. Si bien las universidades de la región utilizaban plataformas virtuales de apoyo a la enseñanza desde antes de la pandemia, estas no eran en su mayoría propuestas institucionales, sino iniciativas individuales. Esta fue la base de la continuidad pedagógica durante la emergencia y a medida que el cierre de la presencialidad se prolongó, las instituciones fueron fortaleciendo las propuestas pedagógicas remotas de emergencia a nivel institucional, incorporando herramientas e instancias de formación docente. Para favorecer la continuidad pedagógica, las universidades a nivel institucional no propusieron una única metodología, dejando estas decisiones de uso de las aulas virtuales al profesorado, desde donde se dictaron mayoritariamente clases sincrónicas virtualizadas, al menos en una primera instancia. Si bien se evidencian los esfuerzos de las IES para ofrecer soporte a la comunidad universitaria con el objetivo de garantizar la continuidad pedagógica en las mejores condiciones, existen limitaciones de orden tecnológico, ya sea de conectividad o equipamiento, que no siempre han podido ser cubiertos. También se evidenciaron limitaciones de orden pedagógico, pese a los esfuerzos destinados a desarrollar las competencias básicas en los docentes para facilitar el aprovechamiento de las posibilidades de la educación a distancia; y, finalmente, de orden socioemocional, con esfuerzos institucionales tendientes a reducir la ansiedad y el estrés que el aislamiento y la desconexión social generaron

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

Efficacy of diet on fatigue, quality of life and disability status in multiple sclerosis patients: rapid review and meta-analysis of randomized controlled trials.

Multiple sclerosis is an inflammatory and neurodegenerative disease. People with multiple sclerosis (pwMS) experience chronic fatigue which is difficult to deal with therapeutically and greatly affects health-related quality of life (QOL). PwMS are aware of the lack of generalized dietary advice related to their disease, leading to self-experimentation with diet. It is necessary to provide objective information about dietary interventions for pwMS. We aim to provide an objective synthesis of the evidence for efficacy and safety of specific diets in pwMS through a rapid review and meta-analyses of randomized controlled trials (RCTs), examining symptomatic fatigue (MFIS), QOL, Expanded-Disability-Status-Scale (EDSS), and severe adverse events. We have carried out a rapid review (MEDLINE and EMBASE) up to December 2021, with PRISMA methodology, and meta-analyses, of (RCTs). All statistical analyses were performed using the comprehensive meta-analysis (CMA) -RStudio 4.1.3. The analysis used weighted mean differences (WMD) and a 95% confidence interval (CI) using a random-effects model to compare the effects of the dietary intervention with the control. Eight studies met the inclusion criteria. Of these eight studies, five analyzed EDSS, three MFIS, and three QOL. A total of 515 patients were analyzed. These meta-analyses cumulative evidence support that dietary intervention is associated with a trend of reduction in fatigue (308 patients studied) -the difference between means (SMD) of the control group and intervention group was -2,033, 95%-IC (-3,195, -0,152), a p-value of 0.0341)-, an increase in QOL (77 patients studied), no significant effect on EDSS (337 patients studied), and no severe adverse events. It is difficult to reach a high level of evidence in dietary studies. Our findings show that dietary intervention is associated with a trend of reduction in fatigue in MS. Taking into account the potential of dietary interventions and the benefit/risk ratio in their favor, neurologists must be aware of the great importance of making interventions on diet in MS if necessary. There are dietary interventions with some evidence of benefit for patients with MS, which could be chosen based on adherence, patient preferences, and individual outcomes. Large prospective clinical trials are needed to shed further light on this topic