We study a novel multi-strain SIR epidemic model with selective immunity by vaccination. A newer strain is made to emerge in the population when a preexisting strain has reached equilbrium. We assume that this newer strain does not exhibit cross-immunity with the original strain, hence those who are vaccinated and recovered from the original strain become susceptible to the newer strain. Recent events involving the COVID-19 virus shows that it is possible for a viral strain to emerge from a population at a time when the influenza virus, a well-known virus with a vaccine readily available, is active in a population. We solved for four different equilibrium points and investigated the conditions for existence and local stability. The reproduction number was also determined for the epidemiological model and found to be consistent with the local stability condition for the disease-free equilibrium.
We study a novel multi-strain SIR epidemic model with selective immunity by vaccination. A newer strain is made to emerge in the population when a preexisting strain has reached equilbrium. We assume that this newer strain does not exhibit cross-immunity with the original strain, hence those who are vaccinated and recovered from the original strain become susceptible to the newer strain. Recent events involving the COVID-19 virus demonstrates that it is possible for a viral strain to emerge from a population at a time when the influenza virus, a well-known virus with a vaccine readily available for some of its strains, is active in a population. We solved for four different equilibrium points and investigated the conditions for existence and local stability. The reproduction number was also determined for the epidemiological model and found to be consistent with the local stability condition for the disease-free equilibrium. 4 susceptibility to diseases amongst others [1-3]. The drop in numbers in vaccination has 5 led to outbreaks of diseases such as mumps [4-6] that could have been prevented by 6
Human mesenchymal stem cells (hMSCs) are primary cells with high clinical relevance that could be enhanced through genetic modification. However, gene delivery, particularly through nonviral routes, is inefficient. To address the shortcomings of nonviral gene delivery to hMSCs, our lab has previously demonstrated that pharmacological "priming" of hMSCs with clinically approved drugs can increase transfection in hMSCs by modulating transfection-induced cytotoxicity. However, even with priming, hMSC transfection remains inefficient for clinical applications. This work takes a complementary approach to addressing the challenges of transfecting hMSCs by systematically investigating key transfection parameters for their effect on transgene expression. Specifically, we investigated two promoters (cytomegalovirus [CMV] and elongation factor 1 alpha), four DNA vectors (plasmid, plasmid with no F1 origin, minicircle, and mini-intronic plasmid), two cationic carriers (Lipofectamine 3000 and Turbofect), and four donors of hMSCs from two tissues (adipose and bone marrow) for efficient hMSC transfection. Following systematic comparison of each variable, we identified adiposederived hMSCs transfected with mini-intronic plasmids containing the CMV promoter delivered using Lipofectamine 3000 as the parameters that produced the highest transfection levels. The data presented in this work can guide the development of other hMSC transfection systems with the goal of producing clinically relevant, genetically modified hMSCs.
Highlights Teamwork data from engineering capstone courses were analyzed to detect impacts of emergency remote teaching. The Comprehensive Assessment for Team-Member Effectiveness (CATME) data was analyzed via statistical modeling. Qualitative data attained from student responses were analyzed for patterns. Students found the lack of team camaraderie even more challenging than limitations on testing designs. This study offers avenues for developing engineering students’ teamwork skills in remote settings. Abstract. The onset of the global pandemic forced universities to rapidly shift to emergency remote teaching (ERT), which could cause even more perturbations for engineering courses with a hands-on, project-oriented focus. Thus, the purpose of this project was to gain a data-driven appreciation of how teamwork performance was impacted for engineering students in this environment and recommend focus areas for instructional designers. The Comprehensive Assessment for Team-Member Effectiveness (CATME) tool was used to assess different aspects of teamwork performance for 108 students in an undergraduate engineering capstone course during an in-person course offered in 2019-2020 (pre-pandemic) and an ERT course offered in 2020-2021 at a major Midwestern university. The classes were divided into teams for their capstone projects using the CATME Team-Maker tool. Students were asked to rate their teammates at the beginning, middle, and end of the course across five CATME dimensions: (1) Contribution to Team’s Work, (2) Interacting with Teammates, (3) Keeping the Team on Track, (4) Expecting Quality, and (5) Having Relevant Knowledge, Skills, and Abilities (KSAs). Statistical modeling was implemented to decipher how ratings differed throughout the year in each course as well as to identify specific CATME areas that varied between the in-person and ERT courses. A qualitative assessment was also implemented for the ERT course based on student responses to a prompt that asked them to comment on how the pandemic impacted their personal and team performance. Results revealed that engineering students showed a significant reduction in three categories in the ERT course compared to in-person: Contributing to Team’s Work, Expecting Quality, and Having Relevant KSAs. Interestingly, these three categories deal largely with student motivation toward team efforts, which was echoed in the qualitative assessment. The majority of alarming comments made by students were regarding not being able to build camaraderie with their teammates in the ERT environment. It was surprising to find that engineering students found this lack of team camaraderie even more challenging than the limitations on testing their designs. Thus, more data-driven analyses are necessary to examine which methods and technologies are ideal for teleworking project-based courses in terms of facilitating team bonding, helping teams brainstorm, and fostering more engaging communication between team members. Future efforts should build upon this exploratory study and employ a larger sample size so that results can be generalized to all courses and also provide insight into disparities between subpopulations such as race, gender, or international status.
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