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Toll-like receptor (TLR) can trigger an immune response against virus including SARS-CoV-2. TLR expression/distribution is varying in mesenchymal stromal cells (MSCs) depending on their culture environments. Here, to explore the effect of periodic thermomechanical cues on TLRs, thermally controlled shape-memory polymer sheets with programmable actuation capacity were created. The proportion of MSCs expressing SARS-CoV-2-associated TLRs was increased upon stimulation. The TLR4/7 colocalization was promoted and retained in the endoplasmic reticula. The TLR redistribution was driven by myosin-mediated F-actin assembly. These results highlight the potential of boosting the immunity for combating COVID-19 via thermomechanical preconditioning of MSCs.
We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
Yes, we can (?)
(2021)
The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
From learners to educators
(2020)
The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.
Background:
COVID-19 has infected millions of people worldwide and is responsible for several hundred thousand fatalities. The COVID-19 pandemic has necessitated thoughtful resource allocation and early identification of high-risk patients. However, effective methods to meet these needs are lacking.
Objective:
The aims of this study were to analyze the electronic health records (EHRs) of patients who tested positive for COVID-19 and were admitted to hospitals in the Mount Sinai Health System in New York City; to develop machine learning models for making predictions about the hospital course of the patients over clinically meaningful time horizons based on patient characteristics at admission; and to assess the performance of these models at multiple hospitals and time points.
Methods:
We used Extreme Gradient Boosting (XGBoost) and baseline comparator models to predict in-hospital mortality and critical events at time windows of 3, 5, 7, and 10 days from admission. Our study population included harmonized EHR data from five hospitals in New York City for 4098 COVID-19-positive patients admitted from March 15 to May 22, 2020. The models were first trained on patients from a single hospital (n=1514) before or on May 1, externally validated on patients from four other hospitals (n=2201) before or on May 1, and prospectively validated on all patients after May 1 (n=383). Finally, we established model interpretability to identify and rank variables that drive model predictions.
Results:
Upon cross-validation, the XGBoost classifier outperformed baseline models, with an area under the receiver operating characteristic curve (AUC-ROC) for mortality of 0.89 at 3 days, 0.85 at 5 and 7 days, and 0.84 at 10 days. XGBoost also performed well for critical event prediction, with an AUC-ROC of 0.80 at 3 days, 0.79 at 5 days, 0.80 at 7 days, and 0.81 at 10 days. In external validation, XGBoost achieved an AUC-ROC of 0.88 at 3 days, 0.86 at 5 days, 0.86 at 7 days, and 0.84 at 10 days for mortality prediction. Similarly, the unimputed XGBoost model achieved an AUC-ROC of 0.78 at 3 days, 0.79 at 5 days, 0.80 at 7 days, and 0.81 at 10 days. Trends in performance on prospective validation sets were similar. At 7 days, acute kidney injury on admission, elevated LDH, tachypnea, and hyperglycemia were the strongest drivers of critical event prediction, while higher age, anion gap, and C-reactive protein were the strongest drivers of mortality prediction.
Conclusions:
We externally and prospectively trained and validated machine learning models for mortality and critical events for patients with COVID-19 at different time horizons. These models identified at-risk patients and uncovered underlying relationships that predicted outcomes.
Background and objectives
AKI treated with dialysis initiation is a common complication of coronavirus disease 2019 (COVID-19) among hospitalized patients. However, dialysis supplies and personnel are often limited.
Design, setting, participants, & measurements
Using data from adult patients hospitalized with COVID-19 from five hospitals from theMount Sinai Health System who were admitted between March 10 and December 26, 2020, we developed and validated several models (logistic regression, Least Absolute Shrinkage and Selection Operator (LASSO), random forest, and eXtreme GradientBoosting [XGBoost; with and without imputation]) for predicting treatment with dialysis or death at various time horizons (1, 3, 5, and 7 days) after hospital admission. Patients admitted to theMount Sinai Hospital were used for internal validation, whereas the other hospitals formed part of the external validation cohort. Features included demographics, comorbidities, and laboratory and vital signs within 12 hours of hospital admission.
Results
A total of 6093 patients (2442 in training and 3651 in external validation) were included in the final cohort. Of the different modeling approaches used, XGBoost without imputation had the highest area under the receiver operating characteristic (AUROC) curve on internal validation (range of 0.93-0.98) and area under the precisionrecall curve (AUPRC; range of 0.78-0.82) for all time points. XGBoost without imputation also had the highest test parameters on external validation (AUROC range of 0.85-0.87, and AUPRC range of 0.27-0.54) across all time windows. XGBoost without imputation outperformed all models with higher precision and recall (mean difference in AUROC of 0.04; mean difference in AUPRC of 0.15). Features of creatinine, BUN, and red cell distribution width were major drivers of the model's prediction.
Conclusions
An XGBoost model without imputation for prediction of a composite outcome of either death or dialysis in patients positive for COVID-19 had the best performance, as compared with standard and other machine learning models.
Background: As the COVID-19 pandemic continues to spread across the globe, the search for an effective medication to treat the symptoms of COVID-19 continues as well. It would be desirable to identify a medication that is already in use for another condition and whose side effect profile and safety data are already known and approved.
Objective: The objective of this study was to evaluate the effect of different medications on typical COVID-19 symptoms by using data from an online surveillance survey.
Methods: Between early April and late-July 2020, a total of 3654 individuals in Lower Saxony, Germany, participated in an online symptom-tracking survey conducted through the app covid-nein-danke.de. The questionnaire comprised items on typical COVID-19 symptoms, age range, gender, employment in patient-facing healthcare, housing status, postal code, previous illnesses, permanent medication, vaccination status, results of reverse transcription polymerase chain reaction (RT-PCR) and antibody tests for COVID-19 diagnosis, and consequent COVID-19 treatment if applicable. Odds ratio estimates with corresponding 95% CIs were computed for each medication and symptom by using logistic regression models.
Results: Data analysis suggested a statistically significant inverse relationship between typical COVID-19 symptoms self-reported by the participants and self-reported statin therapy and, to a lesser extent, antihypertensive therapy. When COVID-19 diagnosis was based on restrictive symptom criteria (ie, presence of 4 out of 7 symptoms) or a positive RT-PCR test, a statistically significant association was found solely for statins (odds ratio 0.28, 95% CI 0.1-0.78).
Conclusions: Individuals taking statin medication are more likely to have asymptomatic COVID-19, in which case they may be at an increased risk of transmitting the disease unknowingly. We suggest that the results of this study be incorporated into symptoms-based surveillance and decision-making protocols in regard to COVID-19 management. Whether statin therapy has a beneficial effect in combating COVID-19 cannot be deduced based on our findings and should be investigated by further study.
Forced to stay at home
(2022)
The effects of COVID-19-related lockdowns on deterioration of mental health and use of exercise to remediate such effects has been well documented in numerous populations. However, it remains unknown how lockdown restrictions impacted individuals differently and who was more likely to change their exercise behavior and experience negative well-being. The current study examined exercise dependence as a risk factor and its impact on exercise behavior and mood during the initial COVID-19 lockdowns on a global scale in 11,898 participants from 17 countries. Mixed effects models revealed that reducing exercise behavior was associated with a stronger decrease in mood for individuals at risk of exercise dependence compared to individuals at low risk of exercise dependence. Participants at high risk and exercising more prior to the pandemic reported the most exercise during lockdown. Effects of lowered mood were most pronounced in participants with high risk of exercise dependence who reported greater reduction in exercise frequency during lockdown. These results support recent etiological evidence for exercise dependence and add to a growing body of literature documenting mental health effects related to COVID-19.
There is an urgent need for screening of patients with a communicable viral disease to cut infection chains. Recently, we demonstrated that ion mobility spectrometry coupled with a multicapillary column (MCC-IMS) is able to identify influenza-A infections in patients' breath. With a decreasing influenza epidemic and upcoming SARS-CoV-2 infections we proceeded further and analyzed patients with suspected SARS-CoV-2 infections. In this study, the nasal breath of 75 patients (34 male, 41 female, aged 64.4 +/- 15.4 years) was investigated by MCC-IMS for viral infections. Fourteen were positively diagnosed with influenza-A infection and sixteen with SARS-CoV-2 by reverse transcription polymerase chain reaction (RT-PCR) of nasopharyngeal swabs. In one patient RT-PCR was highly suspicious of SARS-CoV-2 but initially inconclusive. The remaining 44 patients served as controls. Breath fingerprints for specific infections were assessed by a combination of cluster analysis and multivariate statistics. There were no significant differences in gender or age according to the groups. In the cross validation of the discriminant analysis 72 of the 74 clearly defined patients could be correctly classified to the respective group. Even the inconclusive patient could be mapped to the SARS-CoV-2 group by applying the discrimination functions. Conclusion: SARS-CoV-2 infection and influenza-A infection can be detected with the help of MCC-IMS in breath in this pilot study. As this method provides a fast non-invasive diagnosis it should be further developed in a larger cohort for screening of communicable viral diseases. A validation study is ongoing during the second wave of COVID-19.
Trial registration: ClinicalTrial.gov, NCT04282135 Registered 20 February 2020-Retrospectively registered,
1,7 Milliarden Studierende waren von der ad hoc Umstellung der Lehre an Hochschulen durch den Ausbruch der COVID-19-Pandemie im Jahr 2020 betroffen. Innerhalb kürzester Zeit mussten Lehr- und Lernformate digital transformiert werden, um ein Distanzlernen für Studierende überall auf der Welt zu ermöglichen. Etwa zwei Jahre später können die Erfahrungen aus der Entwicklung von digitalen Lehr- und Lernformaten dazu genutzt werden, um Blended Learning Formate zielgerecht weiterzuentwickeln. Die nachfolgende Untersuchung zeigt einerseits einen Prozess der evolutionären Entwicklung am Beispiel eines Inverted Classrooms auf. Andererseits wird das Modell des Student Engagement genutzt, um die Einflussfaktoren, im Speziellen die des Verhaltens, zielgerecht anzupassen und so die Outcomes in Form von besseren Noten und einer erhöhten Zufriedenheit bei den Studierenden zu erzielen. Grundlage für die Untersuchung bildet die Lehrveranstaltung Projektmanagement, die an einer deutschen Hochschule durchgeführt wird.
Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.
This paper analyzes the effect of new bicycle lanes on traffic volume, congestion, and accidents. Crucially, the new bike lanes replace existing car lanes thereby reducing available space for motorized traffic. In order to obtain causal estimates, I exploit the quasi-random timing and location of the newly built cycle lanes. Using an event study design, a two-way fixed effects model and the synthetic control group method on geo-coded data, I show that the construction of pop-up bike lanes significantly reduced average car speed by 8 to 12 percentage points (p.p.) and up to 16 p.p. in peak traffic hours. In contrast, the results for car volume are modest, while the data does not allow for a conclusive judgment of accidents.
Urban air pollution is a substantial threat to human health. Traffic emissions remain a large contributor to air pollution in urban areas. The mobility restrictions put in place in response to the COVID-19 pandemic provided a large-scale real-world experiment that allows for the evaluation of changes in traffic emissions and the corresponding changes in air quality. Here we use observational data, as well as modelling, to analyse changes in nitrogen dioxide, ozone, and particulate matter resulting from the COVID-19 restrictions at the height of the lockdown period in Spring of 2020. Accounting for the influence of meteorology on air quality, we found that reduction of ca. 30-50 % in traffic counts, dominated by changes in passenger cars, corresponded to reductions in median observed nitrogen dioxide concentrations of ca. 40 % (traffic and urban background locations) and a ca. 22 % increase in ozone (urban background locations) during weekdays. Lesser reductions in nitrogen dioxide concentrations were observed at urban background stations at weekends, and no change in ozone was observed. The modelled reductions in median nitrogen dioxide at urban background locations were smaller than the observed reductions and the change was not significant. The model results showed no significant change in ozone on weekdays or weekends. The lack of a simulated weekday/weekend effect is consistent with previous work suggesting that NOx emissions from traffic could be significantly underestimated in European cities by models. These results indicate the potential for improvements in air quality due to policies for reducing traffic, along with the scale of reductions that would be needed to result in meaningful changes in air quality if a transition to sustainable mobility is to be seriously considered. They also confirm once more the highly relevant role of traffic for air quality in urban areas.
At the beginning of 2020, with COVID-19, courts of justice worldwide had to move online to continue providing judicial service. Digital technologies materialized the court practices in ways unthinkable shortly before the pandemic creating resonances with judicial and legal regulation, as well as frictions. A better understanding of the dynamics at play in the digitalization of courts is paramount for designing justice systems that serve their users better, ensure fair and timely dispute resolutions, and foster access to justice. Building on three major bodies of literature —e-justice, digitalization and organization studies, and design research— Designing for Digital Justice takes a nuanced approach to account for human and more-than-human agencies.
Using a qualitative approach, I have studied in depth the digitalization of Chilean courts during the pandemic, specifically between April 2020 and September 2022. Leveraging a comprehensive source of primary and secondary data, I traced back the genealogy of the novel materializations of courts’ practices structured by the possibilities offered by digital technologies. In five (5) cases studies, I show in detail how the courts got to 1) work remotely, 2) host hearings via videoconference, 3) engage with users via social media (i.e., Facebook and Chat Messenger), 4) broadcast a show with judges answering questions from users via Facebook Live, and 5) record, stream, and upload judicial hearings to YouTube to fulfil the publicity requirement of criminal hearings. The digitalization of courts during the pandemic is characterized by a suspended normativity, which makes innovation possible yet presents risks. While digital technologies enabled the judiciary to provide services continuously, they also created the risk of displacing traditional judicial and legal regulation.
Contributing to liminal innovation and digitalization research, Designing for Digital Justice theorizes four phases: 1) the pre-digitalization phase resulting in the development of regulation, 2) the hotspot of digitalization resulting in the extension of regulation, 3) the digital innovation redeveloping regulation (moving to a new, preliminary phase), and 4) the permanence of temporal practices displacing regulation. Contributing to design research Designing for Digital Justice provides new possibilities for innovation in the courts, focusing at different levels to better address tensions generated by digitalization. Fellow researchers will find in these pages a sound theoretical advancement at the intersection of digitalization and justice with novel methodological references. Practitioners will benefit from the actionable governance framework Designing for Digital Justice Model, which provides three fields of possibilities for action to design better justice systems. Only by taking into account digital, legal, and social factors can we design better systems that promote access to justice, the rule of law, and, ultimately social peace.
Since COVID-19 became a pandemic, many studies are being conducted to get a better understanding of the disease itself and its spread. One crucial indicator is the prevalence of SARS-CoV-2 infections. Since this measure is an important foundation for political decisions, its estimate must be reliable and unbiased. This paper presents reasons for biases in prevalence estimates due to unit nonresponse in typical studies. Since it is difficult to avoid bias in situations with mostly unknown nonresponse mechanisms, we propose the maximum amount of bias as one measure to assess the uncertainty due to nonresponse. An interactive web application is presented that calculates the limits of such a conservative unit nonresponse confidence interval (CUNCI).
Boredom has been identified as one of the greatest psychological challenges when staying at home during quarantine and isolation. However, this does not mean that the situation necessarily causes boredom. On the basis of 13 explorative interviews with bored and non-bored persons who have been under quarantine or in isolation, we explain why boredom is related to a subjective interpretation process rather than being a direct consequence of the objective situation. Specifically, we show that participants vary significantly in their interpretations of staying at home and, thus, also in their experience of boredom. While the non-bored participants interpret the situation as a relief or as irrelevant, the bored participants interpret it as a major restriction that only some are able to cope with.