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MOOCs taken by educated few

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  • Ezekiel J. Emanuel

    (University of Pennsylvania)

Abstract

How HIV dodges the bullet Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.

Suggested Citation

  • Ezekiel J. Emanuel, 2013. "MOOCs taken by educated few," Nature, Nature, vol. 503(7476), pages 342-342, November.
    • Handle: RePEc:nat:nature:v:503:y:2013:i:7476:d:10.1038_503342a
    DOI: 10.1038/503342a
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    Cited by:

    1. Pollack Ichou, Rachel, 2018. "Can MOOCs reduce global inequality in education?," Australasian marketing journal, Elsevier, vol. 26(2), pages 116-120.
    2. Andreas Heusler & Dominik Molitor & Martin Spann, 2019. "How Knowledge Stock Exchanges can increase student success in Massive Open Online Courses," PLOS ONE, Public Library of Science, vol. 14(9), pages 1-17, September.
    3. Jiafeng Gu, 2022. "Impact of Living Conditions on Online Education: Evidence from China," Sustainability, MDPI, vol. 14(6), pages 1-17, March.
    4. Tong, Tingting & Li, Haizheng, 2018. "Demand for MOOC - An Application of Big Data," China Economic Review, Elsevier, vol. 51(C), pages 194-207.
    5. Julio Ruiz-Palmero & Daniel López-Álvarez & Enrique Sánchez-Rivas & José Sánchez-Rodríguez, 2019. "An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga," Sustainability, MDPI, vol. 11(24), pages 1-15, December.
    6. Ling Wang & Gongliang Hu & Tiehua Zhou, 2018. "Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education," Sustainability, MDPI, vol. 10(6), pages 1-19, June.
    7. Suhang Jiang & Katerina Schenke & Jacquelynne Sue Eccles & Di Xu & Mark Warschauer, 2018. "Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses," PLOS ONE, Public Library of Science, vol. 13(9), pages 1-15, September.
    8. Liao, Haoye & Ma, Sen & Xue, Hao, 2022. "Does school shutdown increase inequality in academic performance? Evidence from COVID-19 pandemic in China," China Economic Review, Elsevier, vol. 75(C).

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