Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) is a novel pathogen that emerged in December of 2019 and has since infected people of all ages around the world. Children with acute SARS-CoV-2 infection are largely spared of the severe disease seen in adults. However, a life-threatening, post-viral inflammatory condition known as Multisystem Inflammatory Syndrome – Children (MIS-C) develops in a small fraction of children four to six weeks after either past SARS-CoV-2 infection or exposure and is characterized by high fevers, significant gastrointestinal symptoms and severe cardiac complications. Little is known about the lasting immune profiles of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) infection in children, let alone the long-term effects of the disease in this population. This study presents clinical features and serologic immune profiles of forty-nine pediatric patients (ages 12.4 ± 6.7 years) enrolled in the Massachusetts General Hospital Pediatric COVID-19 Biorepository with previous diagnoses of SARS-CoV-2 infection or the COVID-19-related MIS-C. Thirty-two children ages 0-22 years completed a questionnaire which captured lingering clinical symptoms of COVID-19 and MIS-C at the follow-up timepoint. This questionnaire study revealed significant on-going symptoms in both cohorts, including respiratory, gastrointestinal, neurologic and cardiovascular symptoms. To characterize lasting immune responses following the acute presentation, serum antibodies to S, RBD and N proteins of SARS-CoV-2 were quantified at the follow-up timepoint in forty-nine pediatric patients with past COVID-19 or MIS-C at a mean follow-up timepoint of 6.56 ± 1.75 months. Serologic signatures against SARS-CoV-2 in COVID-19 and severe MIS-C patients were compared at acute illness and at follow-up timepoints. Anti-SARS-CoV-2 antibodies remained elevated over time showing adequate seroconversion. Interestingly, anti-SARS-CoV-2 IgA remained elevated in the vast majority of individuals at follow-up, suggesting continued antigen exposure and mucosal inflammation. This research elucidates whether children maintain antibody levels to SARS-CoV-2 over time and speaks to the differences in antibody recovery to baseline in COVID-19 and MIS-C patients. It also highlights the lingering symptoms in both the COVID-19 and MIS-C cohorts, and suggests the need for significant long-term follow-up in children months, or even years after resolution of acute illness or disease. In total, this study addresses the substantial gap in understanding of the recovery of the adaptive immune system after SARS-CoV-2 infection in children. / 2023-11-09T00:00:00Z

In der vorliegenden Arbeit mit dem Titel „Ästhetische Erfahrung und Bildung – eine phänomenologische, bildungstheoretische und pädagogische Neubetrachtung“ steht das Phänomen der ästhetischen Erfahrung im Mittelpunkt. Ausgehend von einer phänomenologisch orientierten Beschreibung, Analyse und Interpretation konkreter Erfahrungen (musikalische Hörerfahrung und alimentäre Erfahrung) wird die zentrale These belegt, dass das Ästhetische sich erst in der Erfahrung der Zeit als Verweilen konstituieren kann. Im ästhetischen Verweilen kann sich der Eigensinn ästhetischer Erfahrung eröffnen, indem das Sinnlich-Leibliche zeitweilig und imaginativ überschritten wird. So hebt sich das ästhetische Verweilen aus der Zeit des Alltäglichen heraus und bringt einen gewissen Bruch in das objektive, lineare und messbare Zeitverhältnis ein. Das Ereignis des ästhetischen Verweilens, das passive Momente aufweist, kann eine ästhetische Reflexivität ermöglichen, die das Verhältnis des Menschen zur Zeit und zugleich zu den Objekten und Situationen erfahrbar werden lässt, in denen das Verweilen stattfindet. Das temporale Distanzverhältnis des Menschen zur Zeit kann nicht zuletzt als eine ästhetische Freiheit erfahren werden, d. h. als eine Freiheit in der Zeit und für die Zeit. Die zentrale These der Arbeit wird ferner an einer klassischen Position innerhalb der Tradition der ästhetischen Erziehung und Bildung (Schiller) geprüft und geschärft. Dabei rückt das Verhältnis von ästhetischer Erfahrung, Erziehung und Bildung in den Vordergrund. Darauf bezogen werden ästhetische Erziehung und ästhetische Bildung als zwei unterschiedliche aber zugleich aufeinander bezogene Praxen des Umgangs mit der Zeit bestimmt und in ihrem Wechselspiel pädagogisch fruchtbar gemacht. / This dissertation, entitled “Aesthetic Experience and Bildung – a phenomenological, theoretical and pedagogical reconsideration”, focuses on the phenomenon of aesthetic experience. On the basis of a phenomenologically oriented description, analysis and interpretation of concrete experiences (the experience of musical listening and the experience of eating and drinking), this work tries to show that the aesthetic can be first constituted in the experience of time as experience of lingering (Verweilen). The inherent logic of aesthetic experience can emerge in the aesthetic lingering due to an imaginative and temporal transgression of the sensual-bodily. Thus, the experience of aesthetic lingering stands out from everyday time and breaks to an extent with the objective, linear and measurable relationship of time. The event of aesthetic lingering, which exhibits passive moments, can make aesthetic reflexivity possible. Aesthetic reflexivity enables human beings to experience their relationship to time and, at the same time, to the objects and situations in which they linger. The temporal distance relationship to time can be also experienced as an aesthetic freedom, i.e. as a freedom in the experience of time and for experiencing time. Furthermore, the central thesis of the work will be examined and sharpened with regard to a classical position within the tradition of aesthetic education (Schiller). In doing so, the relationship between aesthetic experience, education and Bildung comes to the fore. A pedagogical perspective on this relationship is developed defining aesthetic education (ästhetische Erziehung) and aesthetic formation (ästhetische Bildung) as two different practices of dealing with time, which are both dependent on the experience of the aesthetic.