The comprehension of a long-term humoral immune response against SARS-CoV-2 can shed light on the treatment and vaccination strategies of COVID-19 disease, improving the knowledge about this virus infection and/or re-infection. We assessed the IgG antibodies against SARS-CoV-2 nucleocapsid (N) protein (anti-SARS-CoV-2 (N) IgG) in 1441 COVID-19 convalescent patients within 15 months longitudinal study from middle-developed country. The main inclusion criteria was positive RT– PCR result on nasopharyngeal swab samples at least one month before antibody testing and absence of any induced or inherited immunodeficiency. 92.7% of convalescent patients’ serum contained anti-SARS-CoV-2 (N) IgG and only 1.3% of patients had a delayed antibody response. In the majority of convalescent patients’ the durability of antibodies lasted more than one year. The kinetics of anti-SARS-CoV-2 (N) IgG took a bell-shaped character—increased first 25–30 weeks, then started to decrease, but were still detectable for more than 15 months. We found that on the one hand anti-SARS-CoV-2 humoral response level correlates with disease severity, on the other, in particular, the level of peak antibodies correlates with age—older patients develop more robust humoral response regardless of sex, disease severity and BMI.

The paper aims to single out critical success factors contributing to efficient implementation of distance learning practices and to explain the role of project-based learning in ensuring effective teaching of profession-oriented foreign language in a distance format. The authors argue in favor of distance learning as a beneficial educational tool providing for the training of large groups of people regardless of the place of residence and placing a priority on students’ individual capacities. Study design included a preliminary survey of 150 respondents specializing in the natural sciences and the humanities identifying the key analysis criteria, a complex of experimental online lessons incorporating project-based teaching principles, and a summarizing questionnaire verifying respondents’ post-experiment outlooks. The methodology of empirical research was based on a systematic approach and deployed the methods of pedagogical observation, project-based teaching, sociological research, and statistical analysis using Neural Designer software for calculating questionnaire results. Analyzing the obtained results, the authors conclude that: 1) Students specializing in the humanities have a higher motivation to study related minor subjects; 2) interdisciplinary integration using the English language allows to achieve a cumulative effect for major and related minor subjects; 3) interdisciplinary integration based on the project method is an effective means of improving academic performance in major subjects; 4) interdisciplinary integration based on the project method makes it possible to acquaint students with the best practices in their chosen specialty; 5) project method allows to achieve related didactic goals—self-expression, independent continuous learning and the formation of professional competencies.

P h e n o m e n o no ff em a leso lida rit y inm o de m we b-spa ce . A ktua l 'n y e рr о Ы е т у l in gvistiki i l in gvodidaktiki in ostr a n n ogo j a zy ka del ovogo i p r of ession a l 'n ogo obshhen ija . Sbor n ik ma ter ia l ov I X M ezhdun a r odn ojn a uchn ojkonf er en cii. V 2-h cha stja h. ,(р. 32).

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