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På grund av coronapandemin har biblioteken digitaliserats på en högre nivå än tidigare. Detta är något som påverkar bibliotekspersonalen och deras arbetsuppgifter. Vi vill därför undersöka hur bibliotekspersonalen uppfattar att deras arbetsuppgifter påverkats i och med coronapandemins digitalisering och om de har påverkats av den typ av stress som orsakas av teknologi, alltså technostress. Vi har använt oss av strategiskt urval, semistrukturerade intervjuer och tematisk analys, där vi först valt ut bibliotek som arbetat med digitala aktiviteter och bett dem att få intervjua någon som arbetat med digital verksamhet under coronapandemin. Därefter intervjuade vi sju respondenter från tre län och analyserade deras svar. Vi har kommit fram till att deras arbetsuppgifter har förändrats i förhållande till kommunikation i arbetslaget, med chefer och med andra bibliotek där främst det sätt de planerar aktiviteter och liknande har förändrats. Andra delar som förändrats är hur de arbetar med digital delaktighet och i biblioteksrummet, samt hur de arbetar med aktiviteter för besökare. De har också till viss grad påverkats av technostress, särskilt i förhållande till osäkerhet med ny teknik och teknik som inte fungerar som den ska.

Pick Disease C1 (NPC1) are essential for the endosomal phase of cell entry. However, earlier steps of filoviral infection remain poorly characterized. Numerous plasma membrane proteins have been implicated in attachment but it is still unclear which ones are sufficient for productive entry. To define a minimal set of host factors required for filoviral glycoprotein-driven cell entry, we screened twelve cell lines and identified the nonlymphocytic cell line SH-SY5Y to be specifically resistant to filovirus infection. Heterokaryons of SH-SY5Y cells fused to susceptible cells were susceptible to filoviruses, indicating that SH-SY5Y cells do not express a restriction factor but lack an enabling factor critical for filovirus entry. However, all tested cell lines expressed functional intracellular factors. Global gene expression profiling of known cell surface entry factors and protein expression levels of analyzed attachment factors did not reveal any correlation between susceptibility and expression of a specific host factor. Using binding assays with recombinant filovirus glycoprotein, we identified cell attachment as the step impaired in filovirus entry in SH-SY5Y cells. Individual overexpression of attachment factors T-cell immunoglobulin and mucin domain 1 (TIM-1), Axl, Mer, or dendritic cell-specific intercellular adhesion molecule-3-grabbing non-integrin (DC-SIGN) rendered SH-SY5Y cells susceptible to filovirus glycoprotein-driven transduction. Our study reveals that a lack of attachment factors limits filovirus entry and provides direct experimental support for a model of filoviral cell attachment where host factor usage at the cell surface is highly promiscuous. Filoviruses infect a wide range of cell types with the exception of lymphocytes. The intracellular proteins cathepsin B and L, two-pore channel 1 and 2, and bona fide receptor Niemann&ndash

Abstract This article explores lesson enactments as co-constitutive of human-technology relationality in everyday schooling, rather than neutral backdrops for educational activities. In doing so, the article introduces maintenance as its key concept, drawing on insights from maintenance studies and actor-network theory (ANT). Being both theoretically and empirically informed, maintenance means reconsidering lessons, and digital technologies, as part of lively and vulnerable objects achieved in sociomaterial practices and not merely stable in function and use. The empirical case of lesson enactments comes from fieldwork with an upper secondary school in Sweden during Covid-19. The article analyses situations of maintenance with online class calls and scheduling meetings. Herein, lessons turn into a topic of concern and mechanisms of maintenance enact educational order and prevent disorder. The article demonstrates how putting maintenance to work articulates and identifies so far neglected and mundane practices with digital technology in education. In light of this, the article argues for recognising maintenance in educational practice as too long overshadowed by use, reinforced by a persistent user-technology dichotomy. Finally, the article discusses how maintenance invites reconsiderations of the dominant before-after debate that the Covid-19 pandemic attracts and calls attention to the mundane maintenance of lessons regardless of breakdowns.

AbstractBackgroundSince the spread of COVID-19 on a global scale, most of efforts at national and international levels were directed to mitigate the spread of the disease and its physical harm, paying less attention to the psychological impacts of COVID-19 on global mental health especially at early stages of the pandemic.ObjectivesThis study aimed to assess and explore (i) The levels of psychological distress and its correlates (ii) Motivation for distance learning (iii) Coping activities and pandemic related concerns, among university students in Jordan in the midst of COVID-19 pandemicMethodsA cross-sectional study was conducted using an online self-administered questionnaire. The measure of psychological distress was obtained using the 10-item Kessler Psychological Distress Scale,while other questions have explored our study’s second and third aims.ResultsA total of 381 completed questionnaires were included in the analysis. Female participants slightly predominated the sample (n=199, 52.2%). The respondents aged 18-38 years (mean 22.6 years, SD: 3.16). Concerning distress severity, most of respondents were regarded as having severe psychological distress (n=265, 69.5%). 209 students (54.9%) reported that they had no motivation for distance learning. Ordinal logistic regression revealed a significant correlation between distress severity and many predictors. Among the predictors that were found to act as a protective factors against higher levels of distress included older age (aOR=0.64, P=0.022; 95% CI: 0.44 - 0.94), and having a strong motivation for distance learning (aOR=0.10, P=0.048 ; 95% CI: 0.01 - 0.96). In contrary, being a current smoker (aOR=1.99, P=0.049 ; 95% CI: 1.10 - 3.39), and having no motivation for distance learning (aOR=2.49, P=0.007; 95% CI: 1.29 - 4.80) acted as risk factors for having higher levels of psychological distress among the students. The most common coping activity reported was spending more time on social media platforms (n=269, 70.6%), and 209 students (54.9%) reported distance learning was their most distressing concern.ConclusionThe COVID-19 pandemic and related control measures could impact the mental health of individuals, including students. We recommend a nationwide psychological support program to be incorporated into Jordan’s preparedness plan and response strategy in combating the COVID-19 pandemic.

This study is a qualitative analysis that focuses on library staffs work with writing activities in Västerbotten and Västernorrland before, during and after the Covid-19 pandemic. It also focuses on the future of writing activities at the library and whether or not the pandemic will affect them long term. The data in this study is based on five interviews with different library staff that took place in December 2021, these interviews were then coded and analysed using thematic analysis. The conclusion is that not much has changed from the time before the pandemic to now, December 2021. The only difference is that some of the libraries closed down for a short time in December 2020 and when they opened up again the writing activities were either moved online or postponed until they could be held in person again. Most of the libraries had at least one writing activity during or after the pandemic, during the pandemic it was mostly digital activities and after the pandemic it was a mix of both digital and physical activities.When it comes to the future of writing activities at the libraries it is still uncertain. Some of the participants in the study are going to focus on other activities besides writing activities, others are planning to start new activities in the future, and some are going to continue with the ones they started after society opened up again in 2021.

AbstractSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2) that causes Coronavirus disease 2019 (COVID-19) has caused a global health emergency. A key feature of COVID-19 is dysregulated interferon-response. Type-I interferon (IFN-I) is one of the earliest antiviral innate immune responses following viral infection and plays a significant role in the pathogenesis of SARS-CoV-2. In this study, using a proteomics-based approach, we identified that SARS-CoV-2 infection induces delayed and dysregulated IFN-I signaling in Huh7 cells. We demonstrate that SARS-CoV-2 is able to inhibit RIG-I mediated IFN-β production. Our results also confirm the recent findings that IFN-I pretreatment is able to reduce the susceptibility of Huh7 cells to SARS-CoV-2, but not post-treatment. Moreover, senescent Huh7 cells, in spite of showing accentuated IFN-I response were more susceptible to SARS-CoV-2 infection, and the virus effectively inhibited IFIT1 in these cells. Finally, proteomic comparison between SARS-CoV-2, SARS-CoV, and MERS-CoV revealed a distinct differential regulatory signature of interferon-related proteins emphasizing that therapeutic strategies based on observations in SARS-CoV and MERS-CoV should be used with caution. Our findings provide a better understanding of SARS-CoV-2 regulation of cellular interferon response and a perspective on its use as a treatment. Investigation of different interferon-stimulated genes and their role in the inhibition of SARS-CoV-2 pathogenesis may direct novel antiviral strategies.

Pandemin som bröt ut till följd av covid-19 var till stor del startskottet för organisationer att börja använda virtuella verktyg i en större grad för att kunna arbeta i fler arbetsmiljöer än i endast den traditionella, vilket har varit i organisationens lokaler. Många organisationer har genom det till viss del påtvingade bytet till den virtuella arbetsmiljön upptäckt att det finns många möjligheter med denna flexibilitet som de i framtiden vill fortsätta att nyttja. Vanligt är att organisationer övergår till en lösning där de vill försöka utnyttja fördelarna med respektive arbetsmiljö genom att kombinera arbete i organisationens lokaler med arbete på andra platser i en hybrid arbetsmiljö. Skiftet till en ny typ av arbetsplats medför många förändringar för både ledare och medarbetare inom organisationer. Ledarskap förändras ständigt och den mer moderna synen på olika typer av ledarskap skiljer sig gentemot mer traditionella synsätt där ledarskap ofta förknippas med att ge order och inneha auktoritet. Medarbetare i mer moderna synsätt på ledarskap innehar större frihet och förväntas ta mer ansvar i sina arbetsroller, vilket är starkt förknippat med medarbetarskap. Precis som mycket annat inom organisationer påverkas av ett byte av arbetsmiljö, så görs även ledarskap och medarbetarskap det och behöver anpassas därefter. Studien har besvarat denna problemformulering, det vill säga hur ledarskap kan anpassas i en hybrid arbetsmiljö för att främja medarbetarskap. Denna problemformulering har besvarats med hjälp av 12 intervjuer med medarbetare och ledare inom en organisation som har gått från arbete i organisationens lokaler, via hemarbete under två år, till att i framtiden bedriva arbete i en hybrid arbetsmiljö. Resultatet visade att ledarskapet på en generell nivå behöver anpassas för att främja medarbetarskap vid en övergång till en hybrid arbetsmiljö, men att behovet av anpassning skiljer sig åt utifrån kontextuella skillnader och förutsättningar. Vissa delar av medarbetarskapet kräver en större anpassning från ledarens sida för att ge samma utfall i en hybrid arbetsmiljö, medan vissa moment och processer kan genomföras på liknande sätt även i en hybrid arbetsmiljö.

Abstract Background This research examines the ways in which higher education institutions (HEIs) across the tropEd Network for Education in International Health (tropEd) began to adapt their teaching and learning approaches in response to the COVID-19 pandemic in 2020. Already during this early phase of the pandemic HEIs’ responses demonstrate global health approaches emphasising cooperation and communication, rather than national health driven strategies that emphasise quarantine and control. Key lessons learnt for multiple dimensions of teaching and learning in global health are thus identified, and challenges and opportunities discussed. Methods Data collection includes a cross-sectional online survey among tropEd member institutions (n = 19) in mid-2020, and a complementary set of open-ended questions generating free-text responses (n = 9). Quantitative data were analysed using descriptive statistics, textual data were analysed using a Framework Analysis approach. Results While early on in the pandemic the focus was on a quick emergency switch to online teaching formats to ensure short-term continuity, and developing the administrative and didactic competence and confidence in digital teaching, there is already recognition among HEIs of the necessity for more fundamental quality and longer-term reforms in higher education in global health. Alongside practical concerns about the limitations of digital teaching, and declines in student numbers, there is a growing awareness of opportunities in terms of inclusivity, the necessity of cross-border cooperation, and a global health approach. The extent to which the lack of physical mobility impacts HEI programmes in global health is debated. Conclusion The COVID-19 pandemic has brought about preventive measures that have had a considerable impact on various dimensions of academic teaching in global health. Going forward, international HEIs’ experiences and response strategies can help generate important lessons for academic institutions across different settings worldwide.