Background A specific diagnosis of a lower respiratory viral infection is often difficult despite frequent clinical suspicion. This low diagnostic yield may be improved by use of sensitive detection methods and biomarkers. Methods The prevalence, clinical predictors and inflammatory mediator profile of respiratory viral infection in serious acute respiratory illness were investigated. Sequential bronchoalveolar lavage (BAL) fluids from all patients hospitalised with acute respiratory illness over 12 months (n¼283) were tested for the presence of 17 respiratory viruses by multiplex PCR assay and for newly discovered respiratory viruses (bocavirus, WU and KI polyomaviruses) by single-target PCR. BAL samples also underwent conventional testing (direct immunoflorescence and viral culture) for respiratory virus at the clinician's discretion. 27 inflammatory mediators were measured in a subset of the patients (n¼64) using a multiplex immunoassay. Results 39 respiratory viruses were detected in 37 (13.1% of total) patients by molecular testing, including rhinovirus (n¼13), influenza virus (n¼8), respiratory syncytial virus (n¼6), human metapneumovirus (n¼3), coronavirus NL63 (n¼2), parainfluenza virus (n¼2), adenovirus (n¼1) and newly discovered viruses (n¼4). Molecular methods were 3.8-fold more sensitive than conventional methods. Clinical characteristics alone were insufficient to separate patients with and without respiratory virus. The presence of respiratory virus was associated with increased levels of interferon g-inducible
Purpose – The purpose of this paper is to challenge higher education professors and institutions to consider their role and practice in light of the changing landscape of higher education. It draws attention to the substantial changes taking place in society due to the technological and related knowledge revolution and questions the value of the current paradigm of educational practice. Design/methodology/approach – This conceptual paper utilises a sociological lens to explore the future of higher education learning and teaching. It draws on a range of literature to focus on the concepts of mobile education and mobile knowledge and explores these concepts in relation to the role and function of the professor and the university and the implication for pedagogy, curriculum design and teaching practice. Findings – While changes in higher education are taking place, they are largely within the current paradigm. With knowledge freely available via technology, the university is no longer the primary holder of knowledge and students are less likely to engage in content delivery styles of education. It is time therefore to consider the shape of education in a new mobile knowledge paradigm. Originality/value – This paper draws on a range of existing literature from several fields to highlight the need for a new paradigm in higher education pedagogy.
COVID-19 has forever changed the trajectory of higher education institutions and the delivery of their services, particularly at Historically Black Colleges and Universities (HBCUs). This unprecedented pandemic necessitated HBCUs to undergo rapid, significant alterations to their academic, instructional, and technological infrastructures in order to remain operational and to continually provide students with academic support services and a conducive environment for higher learning. Therefore, how HBCUs approach the strategic transformation of their campus operations with limited resources in order to remain competitive is vital to their organizational continuity. Considering these challenges, this study examined the role of crisis management as well as investigated the efficacy of decision-making processes of the governing boards and leadership at four (4) HBCUs.
Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.
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