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Abstract Ebola virus (EBOV) and Marburg virus (MARV) are zoonotic filoviruses that cause hemorrhagic fever in humans. Correlative data implicate bats as natural EBOV hosts, but neither a full-length genome nor an EBOV isolate has been found in any bats sampled. Here, we model filovirus infection in the Jamaican fruit bat (JFB),Artibeus jamaicensis,by inoculation with either EBOV or MARV through a combination of oral, intranasal, and subcutaneous routes. Infection with EBOV results in systemic virus replication and oral shedding of infectious virus. MARV replication is transient and does not shed. In vitro, JFB cells replicate EBOV more efficiently than MARV, and MARV infection induces innate antiviral responses that EBOV efficiently suppresses. Experiments using VSV pseudoparticles or replicating VSV expressing the EBOV or MARV glycoprotein demonstrate an advantage for EBOV entry and replication early, respectively, in JFB cells. Overall, this study describes filovirus species-specific phenotypes for both JFB and their cells. 

The greatest challenges for contemporary and future natural resource production are sociotechnical by nature, from public perceptions of mining to responsible mineral supply chains. The term sociotechnical signals that engineered systems have inherent social dimensions that require careful analysis. Sociotechnical thinking is a prerequisite for understanding and promoting social justice and sustainability through one’s professional practices. This article investigates whether and how two different projects enhanced sociotechnical learning in mining and petroleum engineering students. Assessment surveys suggest that most students ended the projects with greater appreciation for sociotechnical perspectives on the interconnection of engineering and corporate social responsibility (CSR). This suggests that undergraduate engineering education can be a generative place to prepare future professionals to see how engineering can promote social and environmental wellbeing. Comparing the different groups of students points to the power of authentic learning experiences with industry engineers and interdisciplinary teaching by faculty. 

Key Points Significant sensitivity of mid‐latitude deep convective storm and the associated anvil cirrus cloud to choice of model microphysics schemes Hydrometeor size‐dependent microphysical process are linked with large variability in storm dynamics Six bulk microphysics schemes produced an order of magnitude spread in above‐tropopause water vapor concentrations 

This international collection of papers examines the many ways teachers exercise agency in light of the challenging realities they and their students face to create caring, engaging and transformative learning environments. The teachers in these studies exercise agency in various ways — as individuals, collectives, and fluid inter-professional and personal collaborations — to construct their professional identities and contribute to social change in their schools and society. Across these papers, we also find empirical evidence about the reflexive relationship between individual agency and social structures in shaping each other. 

Los sistemas de ecuaciones lineales (SEL) corresponden a un concepto fundamental del álgebra lineal, pero hay relativamente poca investigación, pero hay relativamente poca investigación acerca de la enseñanza y el aprendizaje de los SEL, particularmente de las concepciones de los estudiantes acerca de sus soluciones. Se ha encontrado que la resolución de sistemas con un número infinito de soluciones o sin solución tiende a ser menos intuitivo para los estudiantes, lo cual indica la necesidad de más investigación en la enseñanza y aprendizaje de este tema. Entrevistamos a dos estudiantes de matemáticas que eran también maestros en formación a través de un experimento de enseñanza por parejas para mirar cómo razonaban acerca de las soluciones de SEL en ℝ3. Presentamos los resultados enfocando en la progresión del razonamiento de los estudiantes sobre las soluciones de los SEL a través del lento de simbolización. Documentamos la progresión de su razonamiento como una acumulación de significados numéricos, algebraicos y gráficos coordinados y las simbolizaciones de sus conjuntos solución. 

Abstract Access to fast and reliable nucleic acid testing continues to play a key role in controlling the COVID-19 pandemic, especially in the context of increased vaccine break-through risks due to new variants. We report a rapid, low-cost (~ 2 USD), simple-to-use nucleic acid test kit for self-administered at-home testing without lab instrumentation. The entire sample-to-answer workflow takes < 60 min, including noninvasive sample collection, one-step RNA preparation, reverse-transcription loop-mediated isothermal amplification (RT-LAMP) in a thermos, and direct visual inspection of a colorimetric test result. To facilitate long-term storage without cold-chain, a fast one-pot lyophilization protocol was developed to preserve all required biochemical reagents of the colorimetric RT-LAMP test in a single microtube. Notably, the lyophilized RT-LAMP assay demonstrated reduced false positives as well as enhanced tolerance to a wider range of incubation temperatures compared to solution-based RT-LAMP reactions. We validated our RT-LAMP assay using simulated infected samples, and detected a panel of SARS-CoV-2 variants with successful detection of all variants that were available to us at the time. With a simple change of the primer set, our lyophilized RT-LAMP home test can be easily adapted as a low-cost surveillance platform for other pathogens and infectious diseases of global public health importance.