An outbreak of COVID-19 after a pilgrimage to Medjugorje due to Delta sub-lineages.

INTRODUCTION: A COVID-19 outbreak occurred at the end of October 2021 among pilgrims returning from Medjugorje (Bosnia and Herzegovina). METHODOLOGY: Whole genome sequencing (WGS) of SARS-CoV-2, epidemiological data, and phylogenetic analysis were used to reconstruct outbreak dynamics. RESULTS: The results suggest that only in one case, associated with the SARS-CoV-2 sub-lineage AY.9.2, it is possible to trace back the place of contagion to Medjugorje, while the other cases were likely to be acquired in the country of origin. CONCLUSIONS: The combined use of phylogenetic data derived from WGS, and epidemiological data allowed us to study epidemic dynamics and to formulate a possible hypothesis on the place of exposure to SARS-CoV-2. The identification of different sub-lineages of the SARS-CoV-2 Delta variant also suggested that different chains of transmission contributed to the outbreak.

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education.

This study adopts a conceptual research approach to examine recent developments in Digital Holocaust Memory regarding the use of digital technology for teaching and learning about the Holocaust. In order to promote heritage education, this paper proposes a conceptual framework that links the field of Digital Holocaust Memory with the approach of learning ecologies. A key element of this framework is the idea that technological advances can enhance learning by fostering participatory cultures and empowering users. The aim of this paper is to provide a deeper understanding of how digital technology can be used to create meaningful learning experiences about the Holocaust, and to propose a theoretical lens based on an ecological approach to learning. In addition, the study aims to present a framework that can assist students in developing their own Holocaust-related learning experiences. The focus is on understanding Holocaust remembrance and learning as complex, multidirectional and multi-layered phenomena, influenced by the specific learning environment, the use of digital technology, and historical, political and cultural contexts. By taking into account the specific cultural, social and economic characteristics of the learning environment, this framework provides a comprehensive approach to designing educational interventions that meet the needs of learners, teachers and stakeholders.