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Aims: This study determined SARS-CoV-2 variations by phylogenetic and virtual phenotyping analyses. Materials & methods: Strains isolated from 143 COVID-19 cases in Turkey in April 2021 were assessed. Illumina NexteraXT library preparation kits were processed for next-generation ]sequencing. Phylogenetic (neighbor-joining method) and virtual phenotyping analyses (Coronavirus Antiviral and Resistance Database [CoV-RDB] by Stanford University) were used for variant analysis. Results: B.1.1.7–1/2 (n = 103, 72%), B.1.351 (n = 5, 3%) and B.1.525 (n = 1, 1%) were identified among 109 SARS-CoV-2 variations by phylogenetic analysis and B.1.1.7 (n = 95, 66%), B.1.351 (n = 5, 4%), B.1.617 (n = 4, 3%), B.1.525 (n = 2, 1.4%), B.1.526-1 (n = 1, 0.6%) and missense mutations (n = 15, 10%) were reported by CoV-RDB. The two methods were 85% compatible and B.1.1.7 (alpha) was the most frequent SARS-CoV-2 variation in Turkey in April 2021. Conclusion: The Stanford CoV-RDB analysis method appears useful for SARS-CoV-2 lineage surveillance.

The aim of this study is to analyze a new social phenomenon that appeared during the SARS-CoV-2 pandemic, i.e. zoom fatigue. Zoom fatigue is the result of fatigue from long-term conferences, which can also be related to long-term school lessons during distance learning. The main considerations will focus on teenagers, namely on the impact of zoom fatigue on teenagers in Polish schools and on observation of students from technical secondary schools by a school psychologist. This paper, based on the results of research conducted at Stanford University and by Social Changes, is also an attempt to answer the questions: what risks may arise from the phenomenon of zoom fatigue and the threat posed by distance learning for teenagers in the era of Covid-19. It will also attempt to answer the question of how to help students cope with the fatigue of long distance school activities and find ways to help teens deal with isolation and the negative effects of zoom fatigue and find ways to overcome zoom fatigue.

Benjamin R. Young. 2021. Guns, Guerillas, and the Great Leader. North Korea and the Third World. Stanford: Stanford University Press. Ebook ISBN 9781503627642. https://doi.org/10.1515/9781503627642

Mobility and transportation mean different things to people, even to those who work in various aspects of the ecosystem - from the movement of people or goods to the development of the infrastructure that enables mobility. For decades these different parts of the ecosystem have been approached as entirely independent industries, but the quickened pace of technological change has driven the need to reconsider how these distinct groups create the vibrant tapestry that is our mobility ecosystem. This book seeks to capture the varied perspectives as a collection of diverse views on the future of mobility, to provide a clearer view on the broad base of possibility and opportunity across this interconnected system. Contributors: Jonathon Baugh, Geoffrey Boquot, Reilly Brennan, Tiffany Chu, Jordan Davis, Courtney Erlichman, Elaina Farnsworth, Valerie Lefler, Wolfgang Lehmacher & Mikail Lind, Shoshana Lew, Suzanne Murtha, Mary Nichols, Trevor Pawl, John Perrachio, Aishwarya Raman, Karina Ricks, Alex Roy, Avinash Ruguboor, Anthony Townsend, Marla Westervelt, and Candace Xie. "Amazing roster of thought leaders come together to paint a picture of a whole new mobility paradigm in the interest of safety, sustainability, and equity." -- Sven Beiker, PhD. Managing Director at Silicon Valley Mobility and Lecturer at Stanford University

Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.