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- Cruz, Raquel, et al.
(författare)
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Novel genes and sex differences in COVID-19 severity
- 2022
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Ingår i: Human Molecular Genetics. - : Oxford University Press. - 0964-6906 .- 1460-2083. ; 31:22, s. 3789-3806
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Tidskriftsartikel (refereegranskat)abstract
- Here, we describe the results of a genome-wide study conducted in 11 939 coronavirus disease 2019 (COVID-19) positive cases with an extensive clinical information that were recruited from 34 hospitals across Spain (SCOURGE consortium). In sex-disaggregated genome-wide association studies for COVID-19 hospitalization, genome-wide significance (P < 5 × 10−8) was crossed for variants in 3p21.31 and 21q22.11 loci only among males (P = 1.3 × 10−22 and P = 8.1 × 10−12, respectively), and for variants in 9q21.32 near TLE1 only among females (P = 4.4 × 10−8). In a second phase, results were combined with an independent Spanish cohort (1598 COVID-19 cases and 1068 population controls), revealing in the overall analysis two novel risk loci in 9p13.3 and 19q13.12, with fine-mapping prioritized variants functionally associated with AQP3 (P = 2.7 × 10−8) and ARHGAP33 (P = 1.3 × 10−8), respectively. The meta-analysis of both phases with four European studies stratified by sex from the Host Genetics Initiative (HGI) confirmed the association of the 3p21.31 and 21q22.11 loci predominantly in males and replicated a recently reported variant in 11p13 (ELF5, P = 4.1 × 10−8). Six of the COVID-19 HGI discovered loci were replicated and an HGI-based genetic risk score predicted the severity strata in SCOURGE. We also found more SNP-heritability and larger heritability differences by age (<60 or ≥60 years) among males than among females. Parallel genome-wide screening of inbreeding depression in SCOURGE also showed an effect of homozygosity in COVID-19 hospitalization and severity and this effect was stronger among older males. In summary, new candidate genes for COVID-19 severity and evidence supporting genetic disparities among sexes are provided.
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| 6. |
- Casanovas, Ines, 1953-, et al.
(författare)
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Professors' driving and limiting factors for the adoption of e-learning in higher education within Argentine context
- 2008
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Ingår i: Proceedings of X International Conference on Engineering and Technology Education, Brazil. - 8589120546 ; , s. 264-268
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Implementing e-learning needs an accurate understanding of the users requirements to be met but we also felt that higher education professors have driving and limiting factors that encourages or prevent themselves in facing the first step in e-learning. This scenario was explored by designing and distributing a questionnaire among professors from engineer careers at National Technology University in Buenos Aires, Argentina. We selected them taking into account different formation backgrounds in order to avoid biases in answers. We then performed a comparative analysis and it was shown that 95% of them were very or rather positive towards e-learning; their main purposes to use it were related with improving interaction and not technical facilities. Driving factors were mainly the search of pedagogical improvements. Barriers were both individual concerns (lack of technical knowledge and time) and institutional (lack of incentives and technical support).
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- Keller, Christina, 1961-, et al.
(författare)
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The impact of national culture on e-learning implementation : A comparative study of an Argentinean and a Swedish University
- 2009
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Ingår i: Educational Media International. - : Routledge. - 0952-3987 .- 1469-5790. ; 46:1, s. 67-80
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Tidskriftsartikel (refereegranskat)abstract
- This study compared attitudes, purposes, driving factors and barriers of using e-learning at an Argentinean and a Swedish university. Data from a questionnaire answered by 269 university teachers was analysed to discern similarities and differences in responses from Argentinean and Swedish teachers. The main conclusion of the study was that the responses from Swedish and Argentinean teachers were similar. However, some differences were discerned. Argentinean teachers stated communication with students and active student participation as more important driving factors than Swedish teachers. Lack of incentives and appreciation were stated as more important barriers among the Argentinean teachers. University teachers from both countries used e-learning tools for administrative rather than pedagogical purposes. One explanation of this finding might be that the transition towards actually teaching and learning with technology was experienced as too challenging. Based on the findings of the study, it could be concluded that there is a vital need of university teachers to receive support from implementers and colleagues in order to overcome the barriers of lack of time and knowledge of the pedagogical implications of e-learning.
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| 9. |
- Lindh, Jörgen, et al.
(författare)
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The impact national culture on e-learning implementation : A comparative study of an Argentinean and a Swedish university
- 2008
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Ingår i: Proceedings of the IADIS International Conference. - 9789728924577 ; , s. 185-192
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Konferensbidrag (refereegranskat)abstract
- Currently, little is known if and how national culture shapes e-learning. In this study, attitudes, purposes, driving factorsand barriers of e-learning use at an Argentinean and a Swedish university was compared. A survey questionnaire wasdistributed among teachers at both universities. Data was analysed to discern similarities and differences in responsesfrom Argentinean and Swedish teachers from the four cultural dimensions developed by Hofstede; power distance,uncertainty avoidance, individualism – collectivism, and masculinity – femininity. The main conclusion of the study wasthat the similarities of responses from Swedish and Argentinean teachers were more common than differences. However,some differences emanating from national culture could be discerned. Argentinean teachers stated communication withstudents and active student participation as more important driving factors than Swedish teachers. Lack of incentives andappreciation was stated as more important barriers among the Argentinean teachers. These findings are hypothesised tobe due to the more collectivist and masculine culture of Argentina.
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