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Comparison of Viral Aerosol Shedding by Mild and Moderately Symptomatic Community-Acquired and Nasally Inoculated Influenza A(H3) Infection
No full textBackground: Nasally inoculated influenza cases reported milder symptoms and shed lower viral RNA load in exhaled breath aerosols (EBA) than people with classic influenza-like illness in a previous study. Whether nasally inoculated influenza is representative of mild natural influenza infection is unknown. We extend previous analyses to include a broader range of community-acquired cases. Methods: We previously studied (A) volunteers intranasally inoculated with a dose of 5.5 log10TCID50 of influenza A/Wisconsin/67/2005 (H3N2) and (B) cases with classic influenza-like illness including fever recruited in 2013. We now add (C) cases from a 2017–2019 surveillance cohort of college dormitory residents and their contacts and (D) cases from a university health center in 2019. All cases had an influenza A(H3) infection. We collected 30-min EBA samples using a Gesundheit-II sampler. Results: Community-acquired cases from the surveillance cohort (C) shed more EBA viral RNA and were more symptomatic than the inoculated cases (A) but shed less viral RNA than the symptom-selected natural cases (B) from 2013, but not (D) from 2019. Despite similar symptoms to the 2013 selected cases (B), the 2019 community-acquired cases (D) recruited post-infection had lower fine aerosol viral RNA. Conclusions: Nasal inoculation of influenza virus did not reproduce EBA viral RNA shedding or symptoms observed in mild natural infection. Circulating strains of influenza A(H3) may differ year-to-year in the extent to which symptomatic cases shed virus into fine aerosols. New models, including possibly aerosol inoculation, are needed to study viral aerosol shedding from the human respiratory tract
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Get PDFEATING TO HEAL: Using Design Thinking to Reconceptualize a Community-Engaged Project for Health Justice
No full textIn this chapter, the author discusses using a design thinking approach to rethink and redesign the food-centered community writing and performance project Write Your Roots to explore the topic of having to change one’s diet for medical reasons. This approach is based on interviews with seven individuals who have personally experienced diet change to address a health issue (distinct from diet change for preventative health). After a description of the original project, the author shares interviewees’ responses to a series of questions about their experience changing their diet and their interest in taking part in a community writing project on this topic. The author then explains how her project plan was redesigned in light of the responses from interviewees and her own experience with medically driven dietary change. In conclusion, the chapter offers two design activities, one for a service learning writing course and the other for a non-service learning writing course based on the author’s work
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Get PDFFrom Chatbots to Thought Bots: Teaching and Learning in the Age of AI
Get PDFDr. Stephen McConnell’s keynote address took place on Friday, October 18, 2025, at the 82nd Annual NYSCA Conference. In this personal but scholarly discussion, Dr. McConnell explores how various AI technologies do more than “assist” us – they also socialize us. He describes and explains several case studies that were part of his course at New York University entitled “Communications and AI,” and provides us with ten principles for teachers and students to become active participants with the tools of AI.
Dr. McConnell is a media scholar whose research focuses on the intersection of AI, digital communication platforms and human behavior. He teaches at New York University and the University of North Carolina Hussman School of Media and Journalism. In 2024 he received NYU’s Teaching Excellence Award. His work can be found at https://sjmcconnell.co