# pos

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lemma:
  https://www.redcross.org/take-aclass/babysitting/babysitting-child-care-training/babysitting-certification


id: cord-023913-pnjhi8cu
pos: NNP
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  http://newsroom.cigna.com/NewsReleases/research-from-cigna-supports-potential-association-between-treated-gum-disease-and-reduced-medical-costs-for-people-with-diabetes

lemma:
  http://newsroom.cigna.com/NewsReleases/research-from-cigna-supports-potential-association-between-treated-gum-disease-and-reduced-medical-costs-for-people-with-diabetes


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  Scrapper protein PS2P A003 Presynaptic membrane potential dependent regulatory mechanism of transmitter release Tetsuya Hori Tomoyuki Takahashi Department of Neurophysiology University of Tokyo Graduate School of Medicine Tokyo Japan In simultaneous pre and postsynaptic recordings at the calyx of Held


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id: cord-257167-rz4r5sj7
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  human cerebral hemisphere Taiko Kitamura Jinzo Yamada Department of Anatomy Tokyo Medical University Tokyo Japan


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  stem and spinal myoclonus Cortical myoclonus is short in duration 50 ms By back averaging EEG or MEG time locked to spontaneous myoclonus a cortical activity is demonstrated in the corresponding area of the contralateral primary motor cortex immediately preceding the myoclonus by 20 ms for hand It is mediated by fact conducting corticospinal pathway Cortical myoclonus is often stimulus sensitive cortical reflex myoclonus showing extremely enhanced cortical responses to somatosensory or visual stimulus and enhanced longloop transcortical reflexes These findings together with transcranial magnetic stimulation suggest increased excitability of sensorimotor cortex in cortical myoclonus Mark Hallett NINDS Bethesda MD USA There have been many recent advances in the understanding of the physiology of focal dystonia Three main avenues of research have shown abnormalities in cortical inhibition sensory processing including sensorimotor integration and plasticity This lecture will emphasize the abnormal inhibition Abnormal inhibition appears to be the most direct cause of unwanted muscle contractions that make up both the involuntary spasms and the overflow movements also seen in this condition A loss of inhibition is seen in spinal and brainstem reflexes but these changes are likely secondary to cortical abnormalities Cortical inhibition is also diminished as demonstrated most clearly with transcranial magnetic stimulation GABA content may be decreased as shown with magnetic resonance spectroscopy A particular type of defective inhibition is surround inhibition the inhibition that normally operates to sharpen fine skilled movements Studies are now in progress to determine the synaptic


id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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id: cord-257167-rz4r5sj7
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# url

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domain: www.redcross.org
url:
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# bib

id: cord-003360-mkv1jc7u
author: Chen, Yirong
date: 2018-10-22
txt: ./txt/cord-003360-mkv1jc7u.txt
cache: ./cache/cord-003360-mkv1jc7u.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6283473/
doi: 10.4269/ajtmh.18-0099
summary:
  title: The Effect of School Closure on Hand, Foot, and Mouth Disease Transmission in Singapore: A Modeling Approach Singapore implements a school closure policy for institutional hand, foot, and mouth disease (HFMD) outbreaks, but there is a lack of empirical evidence on the effect of closure on HFMD transmission. The effects of school closure due to 1) institutional outbreaks, 2) public holidays, and 3) school vacations were assessed using a Bayesian time series modeling approach. These policies provide data that enable us to obtain three sources of information on the effect of school closure: 1) the reduction in the numbers of cases after a public holiday, when childcare centers and schools close; 2) the reduction during school vacations; and 3) the impact within childcare centers of school closure in response to an ongoing outbreak. To measure the effect of school vacations on HFMD transmission, we built time series models, fit Bayesianly, for the weekly number of children with HFMD aged 12 years and younger.

title:
  The Effect of School Closure on Hand, Foot, and Mouth Disease Transmission in Singapore: A Modeling Approach

abstract:
  Singapore implements a school closure policy for institutional hand, foot, and mouth disease (HFMD) outbreaks, but there is a lack of empirical evidence on the effect of closure on HFMD transmission. We conducted a retrospective analysis of 197,207 cases of HFMD over the period 2003–2012 at the national level and of 57,502 cases in 10,080 institutional outbreaks over the period 2011–2016 in Singapore. The effects of school closure due to 1) institutional outbreaks, 2) public holidays, and 3) school vacations were assessed using a Bayesian time series modeling approach. School closure was associated with a reduction in HFMD transmission rate. During public holidays, average numbers of secondary cases having onset the week after dropped by 53% (95% credible interval 44–62%), and during school vacations, the number of secondary cases dropped by 7% (95% credible interval 3–10%). Schools being temporarily closed in response to an institutional outbreak reduced the average number of new cases by 1,204 (95% credible interval 1,140–1,297). Despite the positive effect in reducing transmission, the effect of school closure is relatively small and may not justify the routine use of this measure.


id: cord-010411-zgdvo29n
author: Biglan, Anthony
date: 2020-04-28
txt: ./txt/cord-010411-zgdvo29n.txt
cache: ./cache/cord-010411-zgdvo29n.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7186188/
doi: 10.1007/s10567-020-00318-0
summary:
  As noted above, schools in high poverty neighborhoods and communities have higher rates of punitive practices and fewer resources for preventing the development of problem behavior (American Psychological Association, n.d.). Given the extent of discrimination in the USA, its impact on public health, and the size of the workforce, it is imperative that foundations and the NIH fund research to identify more effective ways to reduce prejudice in schools, work settings, and neighborhoods and communities. While it is true that addressing the above-described contextual conditions is likely to improve family well-being significantly, it is unlikely that reducing problems like poverty and discrimination will ensure that every family and school adopt the most effective ways of nurturing children''s development . Evidence of the value of both economic development efforts and programs targeting families and schools suggests it is time to test comprehensive interventions that simultaneously address all risk factors for problems for which we have some effective solutions.

title:
  A Strategic Plan for Strengthening America’s Families: A Brief from the Coalition of Behavioral Science Organizations

abstract:
  Despite significant progress in research on the treatment and prevention of psychological, behavioral, and health problems, the translation of this knowledge into population-wide benefit remains limited. This paper reviews the state of America’s children and families, highlighting the influence of stressful contextual and social conditions on child and family well-being and the concentration of disadvantage in numerous neighborhoods and communities throughout the nation. It then briefly reviews the progress that has been made in pinpointing policies that can reduce stressful contextual conditions such as poverty, discrimination, and the marketing of unhealthful foods and substances. It also describes numerous family and school interventions that have proven benefit in preventing psychological and behavioral problems as diverse as tobacco, alcohol, and other drug use; depression; antisocial behavior; academic failure; obesity prevention; and early childbearing. We argue that progress in translating existing knowledge into widespread benefit will require a nationwide effort to intervene comprehensively in neighborhoods and communities of concentrated disadvantage. We present a strategic plan for how such an effort could be organized. The first step in this organizing would be the creation of a broad and diverse coalition of organizations concerned with advancing public health and well-being. Such a coalition could increase public support both for the policies needed to focus on these disadvantaged areas and the research needed to incrementally improve our ability to help these areas.


id: cord-015394-uj7fe5y6
title: Scientific Abstracts
author: nan
date: 2008-12-23
txt: ./txt/cord-015394-uj7fe5y6.txt
cache: ./cache/cord-015394-uj7fe5y6.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7104449/
doi: 10.1177/19337191080150020102
abstract: nan
summary:
  Studies involving immunohistochemical analysis of normal ovaries have shown that granulosa cells express significantly higher levels of the activator protein-1 (AP-1) transcription factor, cFos compared to theca cells, where cFos expression is virtually absent. Following acute hypoxia (0.5% O2) for one to six hours, RhoA mRNA, total protein and activation (RhoA-GTP) levels were analysed, using semi-quantitative PCRs and western blot, and compared to normoxic non-pregnant human uterine smooth muscle control cells. Since there is an urgent need for non-invasive methods for determination of fetal (F) and placental (P) function, this study was designed to evaluate the genes differently and commonly expressed in P tissue and leukocytes in maternal (M) and F circulation.Material and Methods. The current study: 1) localized IL-6 mRNA levels in preeclamptic versus normal decidual sections; 2) evaluated mechanisms regulating IL-6 synthesis by targeting intracellular signaling pathways with specific inhibitors; 3) identified potential IL-6 targets by immunolocalizing the IL-6 receptor (IL-6R) to specific cell types in placental bed biopsies.


id: cord-023913-pnjhi8cu
title: Broader Considerations of Medical and Dental Data Integration
author: Foreman, Stephen
date: 2011-10-08
txt: ./txt/cord-023913-pnjhi8cu.txt
cache: ./cache/cord-023913-pnjhi8cu.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177026/
doi: 10.1007/978-1-4471-2185-5_4
summary:
  So while there has been no shortage of effort paid to improving Medicare, the one common theme in all of the recent initiatives is that dental care has been conspicuously 1 A new study by Hedlund, Jeffcoat, Genco and Tanna funded by CIGNA of patients with Type II diabetes and periodontal disease found that medical costs of patients who received maintenance therapy were $2483.51 per year lower than patients who did not. Examples of integrated care models do exist, such as that presented by (Heuer 2007 ) involving school-linked and school-based clinics with an "innovative health infrastructure." According to Heuer, "Neighborhood Outreach Action for Health (NOAH)" is staffed by two nurse practitioners and a part-time physician to provide "primary medical services to more than 3,200 uninsured patients each year" in Scottsdale, Arizona.

abstract:
  Dental health insurance coverage in the United States is either nonexistent (Medicare and the uninsured), spotty (Medicaid) and limited (most employer-based private benefit plans). Perhaps as a result, dental health in the United States is not good. What public policy makers may not appreciate is that this may well be impacting medical care costs in a way that improved dental benefits would produce a substantial return to investment in expanded dental insurance coverage.


id: cord-024981-yfuuirnw
title: Types of Disasters
author: Severin, Paul N.
date: 2020-05-14
txt: ./txt/cord-024981-yfuuirnw.txt
cache: ./cache/cord-024981-yfuuirnw.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7235629/
doi: 10.1007/978-3-030-43428-1_5
summary:
  The World Health Organization and the Pan American Health Organization define a disaster as "an event that occurs in most cases suddenly and unexpectedly, causing severe disturbances to people or objects affected by it, resulting in the loss of life and harm to the health of the population, the destruction or loss of community property, and/or severe damage to the environment. After the events of 9/11, much attention has been given to the possibility of another mass casualty act of terrorism, especially with weapons of mass destruction, that include chemical, biological, nuclear, radiological, and explosive devices (CBNRE), or other forms of violence such as active shooter incidents and mass shootings (Jacobson and Severin 2012) . Antidote therapy should be given as usual for nerve agents, including atropine, diazepam, and pralidoxime chloride (United States Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response, National Library of Medicine 2019; United States Department of Health and Human Services, Chemical Hazards Emergency Medical Management (CHEMM) 2019).

abstract:
  Disasters are increasing around the world. Children are greatly impacted by both natural disasters (forces of nature) and man-made (intentional, accidental) disasters. Their unique anatomical, physiological, behavioral, developmental, and psychological vulnerabilities must be considered when planning and preparing for disasters. The nurse or health care provider (HCP) must be able to rapidly identify acutely ill children during a disaster. Whether it is during a natural or man-made event, the nurse or HCP must intervene effectively to improve survival and outcomes. It is extremely vital to understand the medical management of these children during disasters, especially the use of appropriate medical countermeasures such as medications, antidotes, supplies, and equipment.


id: cord-031705-bgl7xzbi
author: Smith, Louise E
date: 2020-09-09
txt: ./txt/cord-031705-bgl7xzbi.txt
cache: ./cache/cord-031705-bgl7xzbi.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7482100/
doi: 10.1136/bmjpo-2020-000825
summary:
  title: A cross-sectional survey of parental perceptions of COVID-19 related hygiene measures within schools and adherence to social distancing in journeys to and from school During the early stages of the COVID-19 pandemic, schools in England were only kept open to children of ''key workers'' and, from 1 June, to children in reception, year 1 and year 6. Many parents whose children attended school reported low adherence to hygiene measures (eg, not maintaining distance from others during school drop-off) and doubted that their school was adhering to COVID-19 guidelines. A total of 2010 parents completed the survey in full (16 responses were coded as missing data because of sample grouping inconsistencies): 621 did not have a child eligible for school; 803 had children in reception, year 1 or year6 (''eligible year groups''); 570 parents reported that they or their spouse was a key worker and that they did not have a child in an eligible year group. Table 1 Experience and perceptions of parents (n=442/1371) in England whose child had attended school in the past week (data collection: 8 to 10 June 2020) 

title:
  A cross-sectional survey of parental perceptions of COVID-19 related hygiene measures within schools and adherence to social distancing in journeys to and from school

abstract:
  During the early stages of the COVID-19 pandemic, schools in England were only kept open to children of ‘key workers’ and, from 1 June, to children in reception, year 1 and year 6. Our cross-sectional survey of parents found low rates of attendance (<50%) in both groups. Many parents whose children attended school reported low adherence to hygiene measures (eg, not maintaining distance from others during school drop-off) and doubted that their school was adhering to COVID-19 guidelines. This must be improved if parents are to feel confident about a more comprehensive return to school, as planned for September.


id: cord-031929-0iayu6jg
title: For a calm and secure back-to-school time
author: nan
date: 2020-09-15
txt: ./txt/cord-031929-0iayu6jg.txt
cache: ./cache/cord-031929-0iayu6jg.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7492059/
doi: 10.1016/j.banm.2020.09.021
abstract: nan
summary:
  authors: nan Everything must be done to ensure that the persistence of the COVID-19 epidemic does not disrupt the start of the September school year so eagerly awaited by the majority of children, parents and teachers. The rare cases of infection observed in students come from the home environment and not from the school. Furthermore, it is imperative to implement from day one the hygiene measures detailed in the Ministry of National Education''s health protocol for students and adults working in schools [3] . In the classroom, it is the responsibility of the school physician to manage screening around a case and appropriate exclusion procedures while avoiding excessive class closures. RT-PCR tests should be performed from primary school onwards in children who are symptomatic or exposed to a positive case. COVID-19 in children and the role of school settings in COVID-19 transmission


id: cord-033772-uzgya4k9
author: Strömmer, Sofia
date: 2020-10-15
txt: ./txt/cord-033772-uzgya4k9.txt
cache: ./cache/cord-033772-uzgya4k9.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7557314/
doi: 10.1186/s13063-020-04761-w
summary:
  The EACH-B intervention consists of three linked elements: professional development for teachers including training in communication skills to support health behaviour change; the LifeLab educational module comprising in-school teaching of nine science lessons linked to the English National Curriculum and a practical day visit to the LifeLab facility; and a personalised digital intervention that involves social support and game features that promote eating better and being more active. i) Professional development for teachers including training in communication skills to support health behaviour change, known as ''Healthy Conversation Skills'' (HCS), explained in detail below ii) LifeLab educational module comprising in-school teaching of nine science lessons linked to the English National Curriculum and a hands-on practical day visit to LifeLab, held part way through the module iii) A personalised digital intervention (the ''app'') with social support and game features

title:
  Engaging adolescents in changing behaviour (EACH-B): a study protocol for a cluster randomised controlled trial to improve dietary quality and physical activity

abstract:
  BACKGROUND: Poor diet and lack of physical activity are strongly linked to non-communicable disease risk, but modifying them is challenging. There is increasing recognition that adolescence is an important time to intervene; habits formed during this period tend to last, and physical and psychological changes during adolescence make it an important time to help individuals form healthier habits. Improving adolescents’ health behaviours is important not only for their own health now and in adulthood, but also for the health of any future children. Building on LifeLab—an existing, purpose-built educational facility at the University of Southampton—we have developed a multi-component intervention for secondary school students called Engaging Adolescents in Changing Behaviour (EACH-B) that aims to motivate and support adolescents to eat better and be more physically active. METHODS: A cluster randomised controlled trial is being conducted to evaluate the effectiveness of the EACH-B intervention. The primary outcomes of the intervention are self-reported dietary quality and objectively measured physical activity (PA) levels, both assessed at baseline and at 12-month follow-up. The EACH-B intervention consists of three linked elements: professional development for teachers including training in communication skills to support health behaviour change; the LifeLab educational module comprising in-school teaching of nine science lessons linked to the English National Curriculum and a practical day visit to the LifeLab facility; and a personalised digital intervention that involves social support and game features that promote eating better and being more active. Both the taught module and the LifeLab day are designed with a focus on the science behind the messages about positive health behaviours, such as diet and PA, for the adolescents now, in adulthood and their future offspring, with the aim of promoting personal plans for change. The EACH-B research trial aims to recruit approximately 2300 secondary school students aged 12–13 years from 50 schools (the clusters) from Hampshire and neighbouring counties. Participating schools will be randomised to either the control or intervention arm. The intervention will be run during two academic years, with continual recruitment of schools throughout the school year until the sample size is reached. The schools allocated to the control arm will receive normal schooling but will be offered the intervention after data collection for the trial is complete. An economic model will be developed to assess the cost-effectiveness of the EACH-B intervention compared with usual schooling. DISCUSSION: Adolescents’ health needs are often ignored and they can be difficult to engage in behaviour change. Building a cheap, sustainable way of engaging them in making healthier choices will benefit their long-term health and that of their future children. TRIAL REGISTRATION: ISRCTN 74109264. Registered on 30 August 2019. EACH-B is a cluster randomised controlled trial, funded by the National Institute for Health Research (RP-PG-0216-20004).


id: cord-035308-996ysogr
title: Developing a quality curriculum in a technological era
author: Twining, Peter
date: 2020-11-11
txt: ./txt/cord-035308-996ysogr.txt
cache: ./cache/cord-035308-996ysogr.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7657067/
doi: 10.1007/s11423-020-09857-3
summary:
  This provides a stimulus for national curricula to think more broadly about what knowledge, competencies and dispositions school students need to thrive and shape their world (e.g. see Erstad and Voogt 2018) and thus should be included in a quality curriculum; i.e. a ''plan for learning'' which supports young people in acquiring the knowledge, competences and dispositions needed to be successful in the digital era. (2018) explored the issue of alignment, noting that this required alignment of purpose, policy (including curriculum, assessment, accountability and teacher professional learning), and practice at three levels (macro/national, meso/school, and micro/ teacher). Using a socio-cultural framework (Fig. 5) this paper illustrates the complexity of alignment of purpose, policy (including curriculum, assessment, accountability and teacher professional learning) and practice between and within each level (Constitutive Order, School Arena, and Setting).

abstract:
  There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world outside school. This raises questions about what a quality curriculum in a technological era should look like, and equally challenging issues about how to achieve the necessary changes in schooling in order for such a curriculum to be realised. This paper summarises the views of 11 experts from seven countries. It introduces a sociocultural framework that highlights the complexity of achieving alignment between policies and practice spanning the national to local school to classroom levels. Three key issues that underpin alignment are then explored, each of which link with the issue of trust: stakeholders engagement; teacher professionalism; summative assessment. By exploring and exemplifying these three issues the paper indicates potential ways of addressing them and provides ‘tools to think with’ to enhance future curriculum development initiatives.


id: cord-104008-luqvw0y8
author: Levinson, Julia
date: 2019-02-07
txt: ./txt/cord-104008-luqvw0y8.txt
cache: ./cache/cord-104008-luqvw0y8.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/543868
doi: 10.1101/543868
summary:
  Systematic reviews of intervention studies that evaluated school-based or school-linked 31 health services delivered by a health provider were included. Systematic reviews of intervention studies that evaluated school-based or school-linked 31 health services delivered by a health provider were included. Through a comprehensive literature search, the 71 overview aimed to identify health areas and specific school health service interventions that 72 have at least some evidence of effectiveness. Finally, 74 the overview aimed to identify the health areas and specific school health services 75 interventions for which no SRs were found, whether because the primary literature does not 76 exist or where there are primary studies but no SR has been conducted. It is difficult to determine overall effectiveness of school health services from this overview because the included SRs do not sufficiently cover the health areas most relevant for children and adolescents.

title:
  Investigating the effectiveness of school health services delivered by a health provider: a systematic review of systematic reviews

abstract:
  Schools are the only institution regularly reaching the majority of school-age children and adolescents across the globe. Although at least 102 countries have school health services, there is no rigorous, evidence-based guidance on which school health services are effective and should be implemented in schools. To investigate the effectiveness of school health services for improving the health of school-age children and adolescents, a systematic review of systematic reviews (overview) was conducted. Five databases were searched through June 2018. Systematic reviews of intervention studies that evaluated school-based or school-linked health services delivered by a health provider were included. Review quality was assessed using a modified Ballard and Montgomery four-item checklist. 1654 references were screened and 20 systematic reviews containing 270 primary studies were assessed narratively. Interventions with evidence for effectiveness addressed autism, depression, anxiety, obesity, dental caries, visual acuity, asthma, and sleep. No review evaluated the effectiveness of a multi-component school health services intervention addressing multiple health areas. Strongest evidence supports implementation of anxiety prevention programs, indicated asthma education, and vision screening with provision of free spectacles. Additional systematic reviews are needed that analyze the effectiveness of comprehensive school health services, and specific services for under-researched health areas relevant for this population.


id: cord-254235-mok10c5i
author: Cooper, Dan M.
date: 2020-05-21
txt: ./txt/cord-254235-mok10c5i.txt
cache: ./cache/cord-254235-mok10c5i.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S0022347620306089?v=s5
doi: 10.1016/j.jpeds.2020.05.022
abstract: nan
summary:
  With fast-approaching preparations required for a new school year, a collaborative team of clinicians, scientists, and educators developed this commentary to begin to highlight issues that must be considered to ensure a safe and strategically planned re-opening of schools. School re-opening can mitigate risks to children, families, and school personnel only if it is sensitive to community needs. Though SARS-CoV-2 community surveillance testing has yet to be standardized, large scale viral nucleic acid and serological testing in children is needed to guide safe school reopening. Under current conditions of increased sensitivity to possible COVID-19 symptomatology, children with these chronic health disorders risk being socially shunned and unnecessarily removed from school. More research is needed to understand the risks that all children, including those with chronic conditions, may encounter in school settings in the COVID-19 era. Characteristics and Outcomes of Children With Coronavirus Disease 2019 (COVID-19) Infection Admitted to US and Canadian Pediatric Intensive Care Units.

title:
  Re-Opening Schools Safely: The Case for Collaboration, Constructive Disruption of Pre-COVID Expectations, and Creative Solutions


id: cord-257167-rz4r5sj7
title: Abstracts for the 29th Annual Meeting of the Japan Neuroscience Society (Neuroscience2006)
author: nan
date: 2006-12-31
txt: ./txt/cord-257167-rz4r5sj7.txt
cache: ./cache/cord-257167-rz4r5sj7.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S016801020600085X
doi: 10.1016/j.neures.2006.04.004
abstract: nan
summary:
  SY1-3-11-3 SAD: A novel kinase implicated in phosphoproteome at the presynaptic active zone Toshihisa Ohtsuka Department of Clinical and Molecular Pathology, Faculty of Medicine/Graduate School of Medicine, University of Toyama, Toyama, Japan SAD is a serine/threonine kianse, which has been shown to regulate various neuronal functions during development, including clustering synaptic vesicles, maturation of synapses, and axon/dendrite polarization: these have recently been revealed by genetic studies in C. The results suggest that EAAT4 plays a major role in regulating the concentration of CF transmitters, possibly glutamate, in the route of its extrasynaptic diffusion, and determining the degree of CF-induced inhibition of GABA release from BCs depending on the regional difference of EAAT4 expression in postsynaptic PCs. Chitoshi Takayama 1 , Yoshiro Inoue 1 1 Department of Molecular Neuroanatomy, Hokkaido University School of Medicine, Sapporo, Japan GABA mediates inhibitory transmission in the adult central nervous system (CNS).


id: cord-261256-iwdusvrw
title: Planning of school teaching during Covid-19
author: Gandolfi, Alberto
date: 2020-10-01
txt: ./txt/cord-261256-iwdusvrw.txt
cache: ./cache/cord-261256-iwdusvrw.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33024345/
doi: 10.1016/j.physd.2020.132753
summary:
  The key differences with the usual SEIR model [14] are: an external source of infection [15] , [19] , the possibility of transmission limited to 7 hours per working day; a control indicating from the start whether, for each day, schools are open or closed; and the presence of asymptomatic individuals. As benchmark cases we consider the full closure and the complete opening of the school, which is to say, the two most extreme choices of a fully remote teaching or regular 7 hours a day in-class activities for the whole year. In addition, we indicate of each parameter the range of values for which the optimal solution achieves a substantial reduction with respect to complete opening, but limited to determining at most an 100% increase in the number of cases with respect to school closure.

abstract:
  Learning and education are two of the biggest world issues of the current pandemic. Unfortunately, it is seen in this work that, due to the length of the incubation period of Covid-19, full opening of schools in the Fall of 2020 seems to be impractical unless the spread of the virus is completely under control in the surrounding region (e.g. with fewer than 5 active cases every million people). In order to support the possibility of some in-person learning, we model the diffusion of the epidemic within each single school by a SEAIR model with an external source of infection and a suitable loss function, and then evaluate sustainable opening plans. It turns out that blended models, with almost periodic alternations of in-class and remote teaching days or weeks, are generally (close to) optimal. In a prototypical example, the optimal strategy prescribes a school opening of 90 days out of 200 with the number of Covid-19 cases among the individuals related to the school increasing by about 71%, instead of the about 390% increase that would have been a consequence of full opening. As clinical fraction is low in children, these solutions could lead to very few or no symptomatic cases within the school during the whole school year. Using the density of active cases as a proxy for the number of pre- and asymptomatic, we get an indication for each country of whether either full opening, or blended opening with frequent testing, or no school opening at all, are advisable.


id: cord-264515-nle4axad
title: School closures and SARS-CoV-2. Evidence from Sweden''s partial school closure
author: Vlachos, J.
date: 2020-10-14
txt: ./txt/cord-264515-nle4axad.txt
cache: ./cache/cord-264515-nle4axad.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.10.13.20211359
doi: 10.1101/2020.10.13.20211359
summary:
  To study the broad impact of school closures on the transmission of the virus, we estimate differences in infection rates between parents exposed to lower and upper secondary students. We estimate differences in infections among parents, teachers, and teachers'' partners who were differently exposed to lower (open) and upper (online) secondary schools using linear probability models (OLS) and logistic regressions. We find that parental exposure to open rather than closed schools is associated with a somewhat higher rate of PCR-confirmed SARS-CoV-2 infections The positive association for PCR-confirmed cases could partly reflect other behavioral differences between households with slightly younger and older children, but if treated as a causal the estimates indicate that a hypothetical closure of lower secondary schools in Sweden would have resulted in 341 fewer detected cases among the 312 575 parents in our sample.

abstract:
  To reduce the transmission of SARS-CoV-2 most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper secondary schools moved to online instruction while lower secondary school remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections [OR 1.15; CI95 1.03-1.27]. Among lower secondary teachers the infection rate doubled relative to upper secondary teachers [OR 2.01; CI95 1.52-2.67]. This spilled over to the partners of lower secondary teachers who had a higher infection rate than their upper secondary counterparts [OR 1.30; CI95 1.00-1.68]. When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers but somewhat weaker for parents and teachers' partners. The results for parents indicate that keeping lower secondary schools open had minor consequences for the transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.


id: cord-266087-foucabzy
title: Assessment and evaluation with clarifying purposes for policy and practice
author: Skedsmo, Guri
date: 2020-05-30
txt: ./txt/cord-266087-foucabzy.txt
cache: ./cache/cord-266087-foucabzy.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32837625/
doi: 10.1007/s11092-020-09323-x
abstract: nan
summary:
  In the first article, Ysenbaert, Van Houtte and Van Avermaet report on their case study research exploring schools'' assessment policies and teachers'' assessment practices in six schools in the Flemish education context in Belgium. The cases were presented in Education Week in 2015 and pertain to the use of student test scores to evaluate teachers. In the first two articles in this issue, the authors demonstrate and discuss ways by which assessment and evaluation form a basis for and can be integrated with learning and development. present a more comprehensive model of HRM that aligns the intended and perceived purposes of teacher evaluation, individual and organisational outcomes, and individual and organisational resources and context variables. Some of these articles present approaches where assessment and evaluation have what Popkewitz refers to as a ''policy clarification purpose '' (1990, p.


id: cord-267210-98jz8tox
author: Bayham, Jude
date: 2020-03-13
txt: ./txt/cord-267210-98jz8tox.txt
cache: ./cache/cord-267210-98jz8tox.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.03.09.20033415
doi: 10.1101/2020.03.09.20033415
summary:
  We use these estimates to identify the critical level for the importance of healthcare labor supply in increasing a patient''s COVID-19 survival probability that would undo the benefits of school closures and ultimately increase cumulative mortality. A 15% decline in the healthcare labor force, combined with reasonable parameters for COVID-19 such as a 15% case reduction from school closings and 2% baseline mortality rate implies that a 15% loss in the healthcare labor force must decrease the survival probability per percent healthcare worker lost by 17.6% for a school closure to increase cumulative mortality. We find that the current best estimates of healthcare worker likely absenteeism to provide child care in the event of school closures imply great uncertainty to whether school closures will ultimately reduce COVID-19 mortality.

title:
  The Impact of School Closure for COVID-19 on the US Healthcare Workforce and the Net Mortality Effects

abstract:
  Background COVID-19 is leading to the implementation of social distancing policies around the world and in the United States, including school closures. The evidence that mandatory school closures reduce cases and ultimately mortality mostly comes from experience with influenza or from models that do not include the impact of school closure on the healthcare labor supply or the role of the healthcare labor force in reducing the per infection mortality from the pathogen. There is considerable uncertainty of the incremental effect of school closures on transmission and lives saved from school closures. The likely, but uncertain, benefits from school closure need to be weighed against uncertain, and seldom quantified, costs of healthcare worker absenteeism associated with additional child care obligations. Methods We analyze data from the US Current Population Survey to measure the potential child care obligations for US healthcare workers that will need to be addressed if school closures are employed as a social distancing measure. We account for the occupation within the healthcare sector, state, and household structure to identify the segments of the healthcare labor force that are most exposed to child care obligations from school closures. We use these estimates to identify the critical level for the importance of healthcare labor supply in increasing a patient's COVID-19 survival probability that would undo the benefits of school closures and ultimately increase cumulative mortality. Findings The US healthcare sector has some of the highest child care obligations in the United States. 29% of healthcare provider households must provide care for children 3-12. Assuming non-working adults or a sibling 13 years old or older can provide child care, leaves 15% of healthcare provider households in need of childcare during a school closure, while 7% of healthcare households are single-parent households. We document the substantial variation within the healthcare system. For example, 35% of medical assistants and 31% of nursing, psychiatric, and home health aide households have child care obligations, while only 24% of emergency medical personnel have childcare obligations. Child care obligations can vary between states by over 10 percentage points. A 15% decline in the healthcare labor force, combined with reasonable parameters for COVID-19 such as a 15% case reduction from school closings and 2% baseline mortality rate implies that a 15% loss in the healthcare labor force must decrease the survival probability per percent healthcare worker lost by 17.6% for a school closure to increase cumulative mortality. This means that the per infection mortality rate cannot increase from 2% to 2.35% when the healthcare workforce declines by 15%; otherwise, school closures will lead to a greater number of deaths than they prevent. For school closures to unambiguously provide a net reduction in COVID-19 mortality with these parameters, the school closures must reduce cases by over 25%. Conclusion School closures come with many tradeoffs. Setting aside economic costs, school closures implemented to reduce COVID-19 spread create unintended childcare obligations, which are particularly large in healthcare occupations. Detailed data are provided to help public health officials make informed decisions about the tradeoffs associated with closing schools. The results suggest that it is unclear if the potential contagion prevention from school closures justifies the potential loss of healthcare workers from the standpoint of reducing cummulative mortality.


id: cord-268463-ehp0q0ry
title: Effectiveness of Interventions to Reduce Contact Rates during a Simulated Influenza Pandemic
author: Haber, Michael J.
date: 2007-04-17
txt: ./txt/cord-268463-ehp0q0ry.txt
cache: ./cache/cord-268463-ehp0q0ry.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/17553273/
doi: 10.3201/eid1304.060828
summary:
  We used stochastic simulation models to explore the effects of school closings, voluntary confinements of ill persons and their household contacts, and reductions in contacts among long-term care facility (LTCF) residents on pandemic-related illness and deaths. We used stochastic simulation models to explore the effects of school closings, voluntary confinements of ill persons and their household contacts, and reductions in contacts among long-term care facility (LTCF) residents on pandemic-related illness and deaths. By using these models to simulate an influenza pandemic, we estimated the effects of school closings, home confinement of ill persons (i.e., isolation) or their household contacts (i.e., quarantine), and reduction of contacts among residents of LTCFs on overall illness attack rates, hospitalization rates, and mortality rates. The interventions we examined in this simulation study were school closings, confinement of ill persons and their household contacts to their homes, and reduction in contact rates among residents of LTCFs. Interventions were implemented at the start of the outbreak.

abstract:
  Measures to decrease contact between persons during an influenza pandemic have been included in pandemic response plans. We used stochastic simulation models to explore the effects of school closings, voluntary confinements of ill persons and their household contacts, and reductions in contacts among long-term care facility (LTCF) residents on pandemic-related illness and deaths. Our findings suggest that school closings would not have a substantial effect on pandemic-related outcomes in the absence of measures to reduce out-of-school contacts. However, if persons with influenzalike symptoms and their household contacts were encouraged to stay home, then rates of illness and death might be reduced by ≈50%. By preventing ill LTCF residents from making contact with other residents, illness and deaths in this vulnerable population might be reduced by ≈60%. Restricting the activities of infected persons early in a pandemic could decrease negative health impact.


id: cord-271098-urpjr0dz
title: School Nurses: Living the Framework During COVID-19
author: Combe, Laurie G.
date: 2020-05-26
txt: ./txt/cord-271098-urpjr0dz.txt
cache: ./cache/cord-271098-urpjr0dz.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1177/1942602x20929533
doi: 10.1177/1942602x20929533
abstract: nan
summary:
  Over the course of these months we have seen travel bans, physical distancing, rapid acceleration of case counts into the millions both worldwide and in the United States (see Figure 1 ), deaths in the hundreds of thousands (World Health Organization [WHO] , 2020a), and brave healthcare providers on the frontline, often without the protection they need (American Nurses Association, 2020). By tracking the expressed needs of school nurses surrounding COVID-19, the NASN staff has worked tirelessly to build Coronavirus Disease 2019 Resources, including Return to School Guidance (NASN, 2020a). With schools closed, we are learning new ways to engage students in maintaining their health, while practicing within the constructs of ethical, legal, and professional nursing standards. School systems are relying on the expertise of school nurses to provide factual information about COVID-19; using their knowledge to develop plans that keep staff, students, and families healthy. School nurse Amy Ponce is making sure that distribution of instructional materials is done in manner that protects the health of students, families, and staff ( Figure 3 ).


id: cord-272406-h22atwd4
title: The Principal at Risk: Stress and Organizing Mindfulness in the School Context
author: Diotaiuti, Pierluigi
date: 2020-08-31
txt: ./txt/cord-272406-h22atwd4.txt
cache: ./cache/cord-272406-h22atwd4.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32878001/
doi: 10.3390/ijerph17176318
summary:
  Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). The first analyses of our study have indicated that the general perception of the principal''s working discomfort presents on the one hand an association with the level of stress, which contributes to increase the value of the discomfort, and on the other hand an equally significant association with organizing Mindfulness, which can substantially limit the negative effects of stress on perceived discomfort.

abstract:
  Background: In recent years the role of school principals is becoming increasingly complex and responsible. Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). Results: The study has produced a path analysis model in which the relationships between the main predictors of principals’ work discomfort were explained. The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). Conclusions: The model developed in this study suggests that focusing on organizing mindfulness can be a valuable guideline for interventions.


id: cord-283088-r2x3awlw
title: Shut and re-open: the role of schools in the spread of COVID-19 in Europe
author: Stage, H. B.
date: 2020-06-26
txt: ./txt/cord-283088-r2x3awlw.txt
cache: ./cache/cord-283088-r2x3awlw.txt
extension: .txt
mime: text/plain
url: http://medrxiv.org/cgi/content/short/2020.06.24.20139634v1?rss=1
doi: 10.1101/2020.06.24.20139634
summary:
  By comparing the growth rates in daily hospitalisations or confirmed cases under different interventions, we provide evidence that the effect of school closure is visible as a reduction in the growth rate approximately 9 days after implementation. The effect of school closure is estimated using hospitalisation data for Denmark and Norway, and daily confirmed cases for Germany and Sweden. More precisely, a change in growth rate is considered an effective response to school closures if (a) it occurs more than 5 days from the intervention date, (b) the deviation persists for at least 5 days, and (c) exceeds the 75 th percentile of the modelled data. Neither of the states permitting examinations saw any significant detrimental effect on growth rates, compared to states which had similar case numbers prior to school closure, but where exams did not take place during this time period (e.g. Lower Saxony).

abstract:
  We investigate the effect of school closure and subsequent reopening on the transmission of COVID-19, by considering Denmark, Norway, Sweden, and German states as case studies. By comparing the growth rates in daily hospitalisations or confirmed cases under different interventions, we provide evidence that the effect of school closure is visible as a reduction in the growth rate approximately 9 days after implementation. Limited school attendance, such as older students sitting exams or the partial return of younger year groups, does not appear to significantly affect community transmission. A large-scale reopening of schools while controlling or suppressing the epidemic appears feasible in countries such as Denmark or Norway, where community transmission is generally low. However, school reopening can contribute to significant increases in the growth rate in countries like Germany, where community transmission is relatively high. Our findings underscore the need for a cautious evaluation of reopening strategies that ensure low classroom occupancy and a solid infrastructure to quickly identify and isolate new infections.


id: cord-284396-prp8hiz6
title: Identifying the differentiation practices of virtual school teachers
author: Beck, Dennis
date: 2020-10-08
txt: ./txt/cord-284396-prp8hiz6.txt
cache: ./cache/cord-284396-prp8hiz6.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33052191/
doi: 10.1007/s10639-020-10332-y
summary:
  Results showed that the large majority of teacher comments about differentiation definitions, assessments, curriculum, grouping and strategies fell in the novice category, and that newer virtual school teachers may struggle in developing skills in differentiation in an online environment. One study found that teachers struggle to find ways to differentiate instruction (Beasley & Beak, 2017) , but beyond that, no research compares differentiation practices of teachers across different types of virtual schools. A differentiated approach to instruction is informed by principles that include providing high quality curriculum, utilizing flexible grouping, and administering ongoing assessments within a community that respects learning activities that are challenging for all students (Tomlinson, 2001; . The best practices of teachers who differentiate instruction involve (a) the collection of information about student interests, learning profiles, and student readiness; (b) cultivation of a community in the classroom, (c) distribution of students into groups that can be easily changed based on the activity, and (d) use of formative assessment for learning (Doubet 2007) .

abstract:
  Despite a large increase in enrollments of students in online courses at the K-12 level, there is very little research on the use of differentiation in fully online (called “virtual”) schools. This study asked virtual teachers from two different types of schools to discuss their differentiation practices, and compared differentiation practices of teachers across these schools. Nineteen focus groups consisting of 92 teachers were conducted. Data were analyzed using Tomlinson’s differentiation framework. Results showed that the large majority of teacher comments about differentiation definitions, assessments, curriculum, grouping and strategies fell in the novice category, and that newer virtual school teachers may struggle in developing skills in differentiation in an online environment.


id: cord-292698-w7wrwj95
author: Rothstein, Rachel
date: 2020-06-25
txt: ./txt/cord-292698-w7wrwj95.txt
cache: ./cache/cord-292698-w7wrwj95.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32546120/
doi: 10.1177/1942602x20935612
summary:
  The extended durations of these closures present unique challenges, as many families rely on the school as a source of physical activity, mental health services, psychosocial support, child care, and food security. NASN also provides, "Guidance for School Nurses to Safely Send and Receive Resources Between School and Home During COVID-19," to ensure safe transfer of both student and school property, including backpacks, student medication, school supplies, electronic devices, and ongoing food services to socially and medically disadvantaged families (NASN, 2020). On the national level, the Families First Coronavirus Response Act includes a provision that expands protection for employees that during a public health emergency are unable to work due to a need for leave to care for their child because the school or day care has been closed or the child care provider is unavailable (Moss et al., 2020) . To provide families in your community with outdoor physical activities that follow social distancing guidelines, visit the Healthy Children website in Table 1 .

title:
  School Nurses on the Front Lines of Healthcare: The Approach to Maintaining Student Health and Wellness During COVID-19 School Closures

abstract:
  In response to the novel coronavirus disease 2019 (COVID-19) pandemic, most states in the United States enacted statewide school closures, ranging in duration from 1 month to the remainder of the academic year. The extended durations of these closures present unique challenges, as many families rely on the school as a source of physical activity, mental health services, psychosocial support, child care, and food security. While the school doors may be closed, the school nurse can still play a vital role in emergency management. This article discusses challenges and proposes solutions to maintaining student health and wellness during extended school closures due to the COVID-19 pandemic. Furthermore, it is inevitable that until a vaccine for coronavirus is developed and readily available, many schools will continue to see future closures, though likely for shorter periods of time, as they respond to local outbreaks.


id: cord-303451-66c2qobr
title: Returning to School: Separation Problems and Anxiety in the Age of Pandemics
author: Pelaez, Martha
date: 2020-07-15
txt: ./txt/cord-303451-66c2qobr.txt
cache: ./cache/cord-303451-66c2qobr.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s40617-020-00467-2
doi: 10.1007/s40617-020-00467-2
summary:
  Using a behavioral theory of development, we provide suggestions for how to handle the departure and separation problems that may emerge as parents drop their children off at school. We offer some specific advice for parents and teachers to follow to prevent the departure and separation problems that typically develop during challenging behavioral interactions in school settings. In light of the COVID-19 crisis, when children return to school and separate from their parents after a months-long period of 24-hr-a-day interaction that occurred during a period of social distancing, we predict that high rates of protest and distress may emerge, as well as high rates of refusal to leave the parents. This is likely to produce heightened child separation-protest responses that can disrupt classroom settings the new physical distancing rules, and provoke anguish and anxiety in parents. The research we discussed earlier shows that, during departures and at separation, parents'' responses to children''s protests can encourage and reinforce more of this distressing behavior.

abstract:
  The shift to the postpandemic school environment will cause dramatic changes and is likely to increase separation problems. In this article, we look at the anxiety problems that some parents and their children might experience when school reopens after the COVID-19 lockdown. Using a behavioral theory of development, we provide suggestions for how to handle the departure and separation problems that may emerge as parents drop their children off at school. Many parents are unsure about how to handle anxiety or fear as their children return to school or have to visit other environments outside their homes. Social distancing has caused families to develop stronger dependencies at home and to create new routines that vary, in many instances greatly, from their prepandemic routines. Families are adjusting to the new “normal.” They are keeping their children busy with schoolwork as best they can. In particular, families have likely developed close attachment relationships. Families have been struggling with an unprecedented lockdown, and for many parents and their children, this extended period of family confinement and severe restrictions has been especially stressful, and the timing for returning to school is uncertain. We emphasize here that parents can be responsive to their children’s needs, plan ahead, provide reassurance, and depart firmly without vacillating, and we provide other tips to avoid inadvertently shaping children’s negative or anxiety behaviors as they go back to school. We offer some specific advice for parents and teachers to follow to prevent the departure and separation problems that typically develop during challenging behavioral interactions in school settings.


id: cord-306000-odct9kt7
author: McLoughlin, Gabriella M.
date: 2020-09-21
txt: ./txt/cord-306000-odct9kt7.txt
cache: ./cache/cord-306000-odct9kt7.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s11524-020-00476-0
doi: 10.1007/s11524-020-00476-0
summary:
  Reduced access to school meals during public health emergencies can accelerate food insecurity and nutritional status, particularly for low-income children in urban areas. We matched district census tract boundaries to demographic data from the 2018 American Community Survey and United States Department of Agriculture food desert data, and used geographic information systems (GIS) software to identify meal site locations relative to student population, areas of high poverty and high minority populations, and food deserts. The framework identifies opportunities for four key opportunities for intervention and action research that emphasize equity: (1) increase healthy options (e.g., increase access to healthy food retailers), (2) reduce deterrents (e.g., address threats to personal safety), (3) improve social and economic resources (e.g., offer nutrition assistance programs), and (4) build on community capacity (e.g., build strategic partnerships).

title:
  Addressing Food Insecurity through a Health Equity Lens: a Case Study of Large Urban School Districts during the COVID-19 Pandemic

abstract:
  Reduced access to school meals during public health emergencies can accelerate food insecurity and nutritional status, particularly for low-income children in urban areas. To prevent the exacerbation of health disparities, there is a need to understand the implementation of meal distribution among large urban school districts during emergencies and to what degree these strategies provide equitable meal access. Our case study of four large urban school districts during the COVID-19 pandemic aims to address these knowledge gaps. Guided by the Getting to Equity (GTE) framework, we conducted a mixed-methods study evaluating emergency meal distribution and strategy implementation in four large urban school districts (Chicago Public Schools, Houston Independent School District, Los Angeles Unified School District, and New York City Department of Education). We gathered data from school district websites on (1) meal service and delivery sites and (2) district documents, policies, communication, and resources. Using qualitative coding approaches, we identified unique and shared district strategies to address meal distribution and communications during the pandemic according to the four components of the GTE framework: increase healthy options, reduce deterrents, build on community capacity, and increase social and economic resources. We matched district census tract boundaries to demographic data from the 2018 American Community Survey and United States Department of Agriculture food desert data, and used geographic information systems (GIS) software to identify meal site locations relative to student population, areas of high poverty and high minority populations, and food deserts. We found that all districts developed strategies to optimize meal provision, which varied across case site. Strategies to increase healthy options included serving adults and other members of the general public, providing timely information on meal site locations, and promoting consumption of a balanced diet. The quantity and frequency of meals served varied, and the degree to which districts promoted high-quality nutrition was limited. Reducing deterrents related to using inclusive language and images and providing safety information on social distancing practices in multiple languages. Districts built community capacity through partnering with first responder, relief, and other community organizations. Increased social and economic resources were illustrated by providing technology assistance to families, childcare referrals for essential workers, and other wellness resources. Geospatial analysis suggests that service locations across cities varied to some degree by demographics and food environment, with potential gaps in reach. This study identifies strategies that have the potential to increase equitable access to nutrition assistance programs. Our findings can support (1) ongoing efforts to address child food insecurity during the pandemic and (2) future meal provision through programs like the Summer Food Service Program and Seamless Summer Option. Future research should further examine the rationale behind meal site placement and how site availability changed over time.


id: cord-306393-iu4dijsl
title: Public Health Education in the United States: Then and Now
author: Rosenstock, Linda
date: 2011-06-12
txt: ./txt/cord-306393-iu4dijsl.txt
cache: ./cache/cord-306393-iu4dijsl.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32226193/
doi: 10.1007/bf03391620
summary:
  From 1945 to 1973, APHA conducted accreditation of graduate professional education in public health, at first centered almost exclusively in SPH, but later including other college and university settings. NBPHE''s purpose is to "ensure that students and graduates from schools and programs of public health accredited by CEPH have mastered the knowledge and skills relevant to contemporary public health." NBPHE is an active, independent organization that develops, administers and evaluates a voluntary certification exam once every year. Graduates from public health accredited schools and programs conduct research and teach in universities, international bodies and nonprofit organizations, manage healthcare and health insurance systems, work in the private sector and for foundations, are public health leaders in state, local and federal health agencies, and work globally and locally in many different roles. The scope of public health education is expanding to new collaborations among health professions and other professional degree programs and includes college and even high school students.

abstract:
  It was against a background of no formal career path for public health officers that, in 1915, the seminal Welch-Rose Report(1) outlined a system of public health education for the United States. The first schools of public health soon followed, but growth was slow, with only 12 schools by 1960. With organization and growing numbers, accreditation became an expectation. As the mission of public health has grown and achieved new urgency, schools have grown in number, depth and breadth. By mid-2011, there were 46 accredited schools of public health, with more in the pipeline. While each has a unique character, they also must possess certain core characteristics to be accredited. Over time, as schools developed, and concepts of public health expanded, so too did curricula and missions as well as types of people who were trained. In this review, we provide a brief summary of US public health education, with primary emphasis on professional public health schools. We also examine public health workforce needs and evaluate how education is evolving in the context of a growing maturity of the public health profession. We have not focused on programs (not schools) that offer public health degrees or on preventive medicine programs in schools of medicine, since schools of public health confer the majority of master’s and doctoral degrees. In the future, there likely will be even more inter-professional education, new disciplinary perspectives and changes in teaching and learning to meet the needs of millennial students.


id: cord-310145-wvu79t45
author: Daly, Bradford D.
date: 2020-10-23
txt: ./txt/cord-310145-wvu79t45.txt
cache: ./cache/cord-310145-wvu79t45.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s40688-020-00328-3
doi: 10.1007/s40688-020-00328-3
summary:
  Lewis and King (2019) described efforts to integrate a self-care unit into social work students'' field experiences, and provided qualitative evidence attesting to the benefits to students, providing a potential model for school psychology training programs to use. Therefore, this study was designed to provide an in depth understanding of the self-care practices of two cohorts of graduate students following a sustained semester-long intervention to integrate self-care into the school psychology training curriculum through a systematic case study inquiry. This approach was selected as the major goals included understanding how participants appraised and planned self-care strategies to cope, how participants adjusted these plans over the course of the semester, and how the participants evaluated the intervention and plan as being effective in helping them meet the stressors experienced during graduate school.

title:
  A Case Study Exploration into the Benefits of Teaching Self-Care to School Psychology Graduate Students

abstract:
  It has long been established that school psychology practitioners experience high levels of burnout. As a means of preventing burnout among future practitioners, school psychology training programs are frequently encouraged to teach and model self-care to students. This is particularly important as the current generation of graduate students experience high levels of anxiety and depression, but there have been very few examples in the research literature of how training programs should teach self-care and whether it is actually effective. The current study presents results from an exploratory case study, which integrated self-care instruction into graduate school psychology curriculum with a small sample (N = 22) of first-year school psychology students across two separate cohorts. Students created written plans with self-care strategies that they attempted to implement over the course of their first semester in graduate school. A qualitative review of their plans and written reflections revealed that students described many sources of stress upon entry into training, and most needed to revise their strategies for coping as stresses changed during the semester. Overall, student reflections revealed that the self-care activities were helpful to meet the demands of their graduate education.


id: cord-318102-jrd09hia
title: Going Digital to Address the School Psychologist Shortage
author: McCleary, Daniel F.
date: 2020-11-02
txt: ./txt/cord-318102-jrd09hia.txt
cache: ./cache/cord-318102-jrd09hia.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33163288/
doi: 10.1007/s40688-020-00327-4
summary:
  Given the shortage of school psychologists, especially in rural areas, school psychology programs are beginning to emerge that provide students with the opportunity to attend classes through distance education (DE) methods (i.e., virtually). Since at least 2013, the University of Houston-Victoria has provided individuals an opportunity to earn a Specialist in School Psychology (SSP) degree by completing approximately 62% of the coursework in an online format and the other courses either face-to-face in-person or through interactive television (Dixon et al. Nonetheless, participants who had taken online and hybrid/ blended courses in school psychology reported appreciation for the flexibility and convenience remote instruction allows, which provided them the opportunity to reach their educational goals. These requirements are intended to familiarize DE students with program faculty, on-campus peers, and to provide face-to-face in-person experiences for activities that are difficult to complete remotely, consistent with established DE programs in school psychology at other institutions.

abstract:
  Given the shortage of school psychologists, especially in rural areas, school psychology programs are beginning to emerge that provide students with the opportunity to attend classes through distance education (DE) methods (i.e., virtually). Despite many school psychology students and faculty holding negative perceptions of DE methods, the use of DE is expanding within the field of school psychology. This article provides an overview of existing DE programs and existing DE research, specific to school psychology, followed by a brief history of a DE option at Stephen F. Austin State University that began in Fall 2018. Solutions to common issues encountered with DE are also presented.


id: cord-327963-dqsg84e5
author: Tang, Suqin
date: 2020-10-12
txt: ./txt/cord-327963-dqsg84e5.txt
cache: ./cache/cord-327963-dqsg84e5.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.jad.2020.10.016
doi: 10.1016/j.jad.2020.10.016
summary:
  Besides demographic information, psychological distress (including depression, anxiety, and stress), life satisfaction, perceived impact of home quarantine, and parent-child discussions on COVID-19 were assessed. To address these gaps in the literature, we aimed to estimate the prevalence of depressive, anxiety, and stress symptoms, and levels of life satisfaction, among children and adolescents experiencing home quarantine and school closure in Shanghai due to COVID-19. Positive screens and symptom levels for depression, anxiety, and stress were higher among those who were more negative about the impact of home quarantine and who had no discussion about the COVID-19 with their parents. In order to further explore how children and adolescents'' intrapersonal perception on the impact of quarantine, interpersonal interaction with parents regarding COVID-19, and the interaction effects between perceived beneficial and parent-child discussion in association with the severity of depression, anxiety and stress, as well as levels of life satisfaction, were examined.

title:
  Mental Health and Its Correlates among Children and Adolescents during COVID-19 School Closure: The Importance of Parent-Child Discussion

abstract:
  BACKGROUND: : School closures due to the COVID-19 outbreak have affected 87% of the world's students physically, socially, and psychologically, yet rigorous investigation into their mental health during this period is still lacking. METHODS: : A cross-sectional online survey of 4,342 primary and secondary school students from Shanghai, China was conducted during March 13–23, 2020. Besides demographic information, psychological distress (including depression, anxiety, and stress), life satisfaction, perceived impact of home quarantine, and parent-child discussions on COVID-19 were assessed. RESULTS: : The three most prevalent symptoms were: anxiety (24.9%), depression (19.7%), and stress (15.2%). Participants were generally satisfied with life and 21.4% became more satisfied with life during school closures. Senior grades were positively correlated with psychological symptoms and negatively associated with life satisfaction, whereas the perceived benefit from home quarantine and parent-child discussions on COVID-19 were negatively correlated with psychopathological symptoms and positively correlated with life satisfaction. Among participants who perceived no benefit from home quarantine, those who had discussions with their parents about COVID-19 experienced less depression, anxiety, and stress. LIMITATIONS: Limitations included the inability to infer the casual relationship, no parental report for mental health of children aged 6 to 9, and the inadequate measurement of parent-child discussion. CONCLUSIONS: : Mental health problems and resilience co-existed in children and adolescents during the COVID-19 outbreak. Given the important role of parent-child discussions, open communication between parents and children about the pandemic should be encouraged to help children and adolescents cope with mental health problems in public health crisis.


id: cord-329708-ns7ehm02
title: Depressive symptoms in students during school closure due to COVID‐19 in Shanghai
author: Xiang, Mi
date: 2020-09-30
txt: ./txt/cord-329708-ns7ehm02.txt
cache: ./cache/cord-329708-ns7ehm02.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1111/pcn.13161
doi: 10.1111/pcn.13161
abstract: nan
summary:
  The drastic changes in children''s lifestyle during school closure may deteriorate their mental health. 3 The present paper reports the changes in depressive symptoms among students in Shanghai caused by school closure due to the COVID-19 epidemic. As regards positive aspects of lifestyle change during school closure, 71%, 80%, and 83% of children were satisfied with having more time "at home," "with their parents," and "doing their own things," respectively. School closure with staying-at-home policy should drastically decrease the opportunity of direct contact with persons other than family members, decrease physical activity, and increase the time of screen viewing, all of which may deteriorate mental health of school children. In conclusion, the present longitudinal study in Shanghai during the COVID-19 does not show any evidence of increased depressive symptoms among students after a two-month school closure. Additional study is required to assess long-term effect of school closure on mental health and educational attainment of children.


id: cord-330761-9khael36
author: Munday, J. D.
date: 2020-08-24
txt: ./txt/cord-330761-9khael36.txt
cache: ./cache/cord-330761-9khael36.txt
extension: .txt
mime: text/plain
url: http://medrxiv.org/cgi/content/short/2020.08.21.20167965v1?rss=1
doi: 10.1101/2020.08.21.20167965
summary:
  Reopening all secondary school years (11-18 year olds) resulted in large potential outbreak clusters putting up to 50% of households connected to schools at risk of infection if sustained transmission within schools was possible. . https://doi.org/10.1101/2020.08.21.20167965 doi: medRxiv preprint Table 2 Median, mean and maximum weighted degree on the transmission probability network (expected number of schools infected by each school) and median and range of largest component size, households and schools, over 100 realisations of the binary outbreak networks, for each scenario for R values between 1.1 and 1.5. . https://doi.org/10.1101/2020.08.21.20167965 doi: medRxiv preprint Figure 6 The number of households with children attending a school in each largest connected component of the binary transmission networks (estimated potential outbreak cluster size) generated from transmission probability networks for school reopening scenarios. Increasing R also had some impact on the weighted degree distribution of the transmission probability network, suggesting that in that case the virus may spread more effectively across connected components even if the eventual outbreak cluster size remained similar.

title:
  Implications of the school-household network structure on SARS-CoV-2 transmission under different school reopening strategies in England

abstract:
  Background School closures are a well-established non-pharmaceutical intervention in the event of infectious disease outbreaks, and have been implemented in many countries across the world, including the UK, to slow down the spread of SARS-CoV-2. As governments begin to relax restrictions on public life there is a need to understand the potential impact that reopening schools may have on transmission. Methods We used data provided by the UK Department for Education to construct a network of English schools, connected through pairs of pupils resident at the same address. We used the network to evaluate the potential for transmission between schools, and for long range propagation across the network, under different reopening scenarios. Results Amongst the options evaluated we found that reopening only Reception, Year 1 and Year 6 (4-6 and 10-11 year olds) resulted in the lowest risk of transmission between schools, with outbreaks within a single school unlikely to result in outbreaks in adjacent schools in the network. The additional reopening of Years 10 and 12 (14-15 and 16-17 year olds) resulted in an increase in the risk of transmission between schools comparable to reopening all primary school years (4-11 year olds). However, the majority of schools presented low risk of initiating widespread transmission through the school system. Reopening all secondary school years (11-18 year olds) resulted in large potential outbreak clusters putting up to 50% of households connected to schools at risk of infection if sustained transmission within schools was possible. Conclusions Reopening secondary school years is likely to have a greater impact on community transmission than reopening primary schools in England. Keeping transmission within schools limited is essential for reducing the risk of large outbreaks amongst school-aged children and their household members.


id: cord-330788-2wsn8t2r
title: The Psychological Impact of the COVID-19 Pandemic on Teenagers in China
author: Zhang, Caiyun
date: 2020-10-08
txt: ./txt/cord-330788-2wsn8t2r.txt
cache: ./cache/cord-330788-2wsn8t2r.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S1054139X20305097
doi: 10.1016/j.jadohealth.2020.08.026
summary:
  The aim of this study was to survey junior high and high school students in China to better understand the psychological consequences, such as anxiety, depression, and stress, of the COVID-19 pandemic. Resilience and positive coping were protective factors for the occurrence of depressive, anxiety, and stress symptoms in junior high and high school students (p < .05). Negative coping is a risk factor for depression, anxiety, stress symptoms, and trauma-related distress in junior high and high school students (p < .05). The psychological impact of the COVID-19 pandemic on teenagers and adolescents is substantial, causing more than one fifth of Chinese junior high and high school students to experience symptoms of depression, anxiety, and stress. The present study sought to examine depressive, anxiety, stress, and trauma-related distress symptoms in a sample of junior high and high school students.

abstract:
  PURPOSE: The 2019 COVID-19 pandemic poses a challenge to adolescent psychological health. The aim of this study was to survey junior high and high school students in China to better understand the psychological consequences, such as anxiety, depression, and stress, of the COVID-19 pandemic. METHODS: A cross-sectional online survey using structural questionnaires was conducted from April 7, 2020, to April 24, 2020. Demographic information and general information related to the pandemic were collected. Psychological consequences were assessed by the Impact of Event Scale-Revised and the Depression, Anxiety and Stress Scale. Influencing factors were assessed by the Brief Resilience Scale and Coping Style Questionnaire. RESULTS: Our sample comprised 493 junior high school students (male = 239, mean age = 13.93 years) and 532 high school students (male = 289, mean age = 17.08 years). Resilience and positive coping were protective factors for the occurrence of depressive, anxiety, and stress symptoms in junior high and high school students (p < .05). Positive coping was a protective factor for trauma-related distress in junior high school students (p < .05). Negative coping is a risk factor for depression, anxiety, stress symptoms, and trauma-related distress in junior high and high school students (p < .05). CONCLUSIONS: During the COVID-19 pandemic in China, more than one fifth of junior high and high school students' mental health was affected. Our findings suggested that resilience and positive coping lead to better psychological and mental health status among students. In contrast, negative coping is a risk factor for mental health.


id: cord-334256-shog0bx5
title: Young people’s views on their role in the COVID-19 pandemic and society’s recovery from it
author: Larcher, Vic
date: 2020-08-31
txt: ./txt/cord-334256-shog0bx5.txt
cache: ./cache/cord-334256-shog0bx5.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1136/archdischild-2020-320040
doi: 10.1136/archdischild-2020-320040
summary:
  DESIGN/SETTING: Focus-group discussion with 15 Children''s Hospital Young People''s Forum members (23/5) to explore their perspective on the impact of COVID-19 on both their lives and those of their community, on school closures, and the role they wished to play in society''s recovery from the pandemic. ► Young people felt recipients rather than participants in the pandemic process; they need appropriate accessible information and means by which their voices can be heard. 1. Awareness of the impact on others: Participants showed clear recognition of the effects of the pandemic and the imposed control measures on broader society, focusing mainly on three groups: the elderly, socially disadvantaged and parents. Challenges for parents: Participants discussed how competing responsibilities posed by school closure and working from home was challenging for their parents, who often lacked teaching skills and the time needed to support children with homework: (P3).

abstract:
  OBJECTIVE: There has been little formal exploration of how young people see their role in the COVID-19 pandemic. DESIGN/SETTING: Focus-group discussion with 15 Children’s Hospital Young People’s Forum members (23/5) to explore their perspective on the impact of COVID-19 on both their lives and those of their community, on school closures, and the role they wished to play in society’s recovery from the pandemic. Audio recordings were transcribed verbatim using NVivo Software and analysed using an inductive thematic analysis approach. OUTCOME: Four major themes identified: (1) Awareness of pandemic’s impact on others: participants showed mature awareness of the effects on broader society, especially the elderly, socially disadvantaged and parents. (2) Perceived impact on their own lives: principal concerns were the educational and practical repercussions of school closures and social isolation, including effects on educational prospects. (3) Views about school reopening: young people understood the broader rationale for school reopening and were generally positive about it, but expressed concerned about their safety and that of others. (4) Communication issues: a need for clear, concise, understandable information readily accessible for young people was expressed. Up to now, they felt passive recipients rather than participants. CONCLUSION: Young people were concerned about their future, their family and broader society, consistent with a high level of moral development. They want to be active participants in social recovery, including concepts around return to school but require appropriate information and a means by which their voices can be heard. The alternative suggested roles as pawns or pathfinders were discounted.


id: cord-335582-30rws724
title: The impact of lockdown on the learning gap: family and school divisions in times of crisis
author: Bonal, Xavier
date: 2020-09-15
txt: ./txt/cord-335582-30rws724.txt
cache: ./cache/cord-335582-30rws724.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32952208/
doi: 10.1007/s11159-020-09860-z
summary:
  Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). During the COVID-19 Catalan lockdown, the instructional time received by students from different social backgrounds has been unequal, as has the educational value of the activities developed at home in non-school time. Extant research evidence based on these experiences identifies the existence of a general loss of learning connected to school absence, which can be more or less severe depending on students'' previous performance, family characteristics, age, and education pathway, among other factors. Inequalities in families'' economic, social and cultural capital impacted on student learning opportunities by different means, including school responses to the lockdown, access to digital facilities and the level of parental learning support.

abstract:
  The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families’ economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors’ analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.


id: cord-339164-xhyqg5u2
title: The impact of school reopening on the spread of COVID-19 in England
author: Keeling, M. J.
date: 2020-06-05
txt: ./txt/cord-339164-xhyqg5u2.txt
cache: ./cache/cord-339164-xhyqg5u2.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.06.04.20121434
doi: 10.1101/2020.06.04.20121434
summary:
  Findings: Whilst reopening schools, in any form, results in more mixing between children, an increase in R and hence transmission of the disease, the magnitude of that increase can be low dependent upon the age-groups that return to school and the behaviour of the remaining population. Given that older children have a greater number of social contacts and hence a greater potential for transmission, our findings suggest reopening secondary schools results in larger increases in case burden than only reopening primary schools; reopening both generates the largest increase and could push R above one in some regions. We also considered the 275 sensitivity of reopening schools to other potential changes in population mixing patterns (and hence 276 different values of R) driven by other changes to the lockdown since 13th May. In each scenario, reopening schools increased the absolute number of cases, ICU admissions and deaths 278 as a result of increased transmission (Fig. 4) .

abstract:
  Background: In the UK, cases of COVID-19 have been declining since mid-April and there is good evidence to suggest that the effective reproduction number has dropped below 1, leading to a multi-phase relaxation plan for the country to emerge from lockdown. As part of this staggered process, primary schools are scheduled to partially reopen on 1st June. Evidence from a range of sources suggests that children are, in general, only mildly affected by the disease and have low mortality rates, though there is less certainty regarding children's role in transmission. Therefore, there is wide discussion on the impact of reopening schools. Methods: We compare eight strategies for reopening primary and secondary schools in England from 1st June, focusing on the return of particular year groups and the associated epidemic consequences. This is assessed through model simulation, modifying a previously developed dynamic transmission model for SARS-CoV-2. We quantify how the process of reopening schools affected contact patterns and anticipated secondary infections, the relative change in R according to the extent of school reopening, and determine the public health impact via estimated change in clinical cases and its sensitivity to decreases in adherence post strict lockdown. Findings: Whilst reopening schools, in any form, results in more mixing between children, an increase in R and hence transmission of the disease, the magnitude of that increase can be low dependent upon the age-groups that return to school and the behaviour of the remaining population. We predict that reopening schools in a way that allows half class sizes or that is focused on younger children is unlikely to push R above one, although there is noticeable variation between the regions of the country. Given that older children have a greater number of social contacts and hence a greater potential for transmission, our findings suggest reopening secondary schools results in larger increases in case burden than only reopening primary schools; reopening both generates the largest increase and could push R above one in some regions. The impact of less social-distancing in the rest of the population, generally has far larger effects than reopening schools and exacerbates the impacts of reopening. Discussion: Our work indicates that any reopening of schools will result in increased mixing and infection amongst children and the wider population, although the opening of schools alone is unlikely to push the value of R above one. However, impacts of other recent relaxations of lockdown measures are yet to be quantified, suggesting some regions may be closer to the critical threshold that would lead to a growth in cases. Given the uncertainties, in part due to limited data on COVID-19 in children, school reopening should be carefully monitored. Ultimately, the decision about reopening classrooms is a difficult trade-off between increased epidemiological consequences and the emotional, educational and developmental needs of children.


id: cord-342809-wrxejwms
author: Song, Jungeun
date: 2020-10-01
txt: ./txt/cord-342809-wrxejwms.txt
cache: ./cache/cord-342809-wrxejwms.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33110355/
doi: 10.5765/jkacap.200029
summary:
  Multiple regression analysis was conducted based on the sex, education level, referral by school, and diagnosis of depression in patients in the suicidal group, which revealed significant association. We analyzed the trends and changes before and in 2012 or later, following initiation of school-based mental health projects, and compared the demographic and clinical features and sources of referral of patients visiting the mental health department for management of suicidal ideation or behavior and other chief complaints. Cross-tabulation analysis revealed significant sex-related differences based on education levels (p=0.012); however, there were no significant differences in the rates of referrals via school (p=0.772), diagnosis of depression (p=0.429), or the year of visit (before or in 2012 or later; p=0.210) ( Table 4 ). In regression analysis of patient data in the suicidal group, sex, education level, rate of referrals via school, and rate of diagnosis of depression showed significant results, while the year of visit (before or in 2012 or later) was not significant (Pseudo R 2 =0.216) ( Table 5) .

title:
  Characteristics of First Visit Pediatric Patients with Suicidal Ideation and Behavior: An 8-Year Retrospective Chart Review

abstract:
  OBJECTIVES: Our study aimed to analyze the demographic and clinical characteristics of children and adolescents during their first visit to psychiatric outpatient departments for the management of suicidal ideation and behavior, and to compare the changes before and in 2012 or later. METHODS: This multicenter study was conducted at five university hospitals in a metropolitan area in South Korea. Medical records of patients aged 6–18 years were retrospectively reviewed from January 2009 to December 2016. Patients were analyzed by classifying them into suicidal and non-suicidal groups based on their visit to the hospital for management of suicidal ideation or suicide attempt and other mental problems, respectively. RESULTS: There were differences in the year of visit, diagnosis, education level, and referral sources between patients in the suicidal and non-suicidal groups. Multiple regression analysis was conducted based on the sex, education level, referral by school, and diagnosis of depression in patients in the suicidal group, which revealed significant association. CONCLUSION: Suicide-related problems were significantly associated with the sex, education level, referral by school, and a diagnosis of depression in the patients. A well-connected referral system would be necessary for professional mental health management of high-risk children and adolescents.


id: cord-343315-37821r59
author: Uscher-Pines, Lori
date: 2020-04-24
txt: ./txt/cord-343315-37821r59.txt
cache: ./cache/cord-343315-37821r59.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32437117/
doi: 10.1097/phh.0000000000001174
summary:
  Through focus groups with senior education administrators across the United States, we aimed to identify potential social distancing practices beyond school closure, describe barriers to and facilitators of implementing these practices for at least 3 weeks to decrease the spread of influenza before many students become ill, and rank practices by feasibility. As shown in Tables 4 and 5 , the within-school practices most frequently perceived as feasible in both primary and secondary settings included canceling field trips (46 votes), canceling assemblies (41 votes), rearranging desks to increase space between students in the classroom (22 votes), restricting hall movement (elementary only) (20 votes), and limiting nonessential staff and visitors (19 votes). Through 36 focus groups in all 10 HHS regions, we identified and reviewed 29 social distancing practices that schools could implement in an influenza pandemic while continuing to operate.

title:
  Feasibility of Social Distancing Practices in US Schools to Reduce Influenza Transmission During a Pandemic

abstract:
  Schools are socially dense environments, and school-based outbreaks often predate and fuel community-wide transmission of seasonal and pandemic influenza. While preemptive school closures can effectively reduce influenza transmission, they are disruptive and currently recommended only for pandemics. We assessed the feasibility of implementing other social distancing practices in K-12 schools as a first step in seeking an alternative to preemptive school closures. METHODS: We conducted 36 focus groups with education and public health officials across the United States. We identified and characterized themes and compared feasibility of practices by primary versus secondary school and region of the United States. RESULTS: Participants discussed 29 school practices (25 within-school practices implemented as part of the school day and 4 reduced-schedule practices that impact school hours). Participants reported that elementary schools commonly implement several within-school practices as part of routine operations such as homeroom stay, restriction of hall movement, and staggering of recess times. Because of routine implementation and limited use of individualized schedules within elementary schools, within-school practices were generally felt to be more feasible for elementary schools than secondary schools. Of reduced-schedule practices, shortening the school week and the school day was considered the most feasible; however, reduced-schedule practices were generally perceived to be less feasible than within-school practices for all grade levels. CONCLUSIONS: Our findings suggest that schools have many options to increase social distance other than closing. Future research should evaluate which of these seemingly feasible practices are effective in reducing influenza transmission in schools and surrounding communities.


id: cord-344713-jisp238l
title: Can pandemics affect educational attainment? Evidence from the polio epidemic of 1916
author: Meyers, Keith
date: 2020-07-27
txt: ./txt/cord-344713-jisp238l.txt
cache: ./cache/cord-344713-jisp238l.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32837578/
doi: 10.1007/s11698-020-00212-3
summary:
  Our results show that children born in states with more reported polio cases had lower educational attainment compared to slightly older birth cohorts who would have already completed schooling before the 1916-1917 school year and that the decline in educational attainment varied depending on their age during the outbreak. To test whether the epidemic influenced the educational attainment of exposed cohorts, we match a sample of white males born between 1895 and 1916 with the 1916 polio morbidity rate in their state of birth, and the years of education they report having in the 1940 US Census (Ruggles et al. 25 Results reported in Table 7 show that including the influenza death rate and its interactions with age groups does not affect our finding that children of legal working age in states with greater numbers of polio cases had less educational attainment.

abstract:
  We leverage the largest polio outbreak in US history, the 1916 polio epidemic, to study how epidemic-related school interruptions affect educational attainment. Using polio morbidity as a proxy for epidemic exposure, we find that children aged 10 and under, and school-aged children of legal working age with greater exposure to the epidemic experienced reduced educational attainment compared to their slightly older peers. These reductions in observed educational attainment persist even after accounting for the influenza epidemic of 1918.


id: cord-345213-bbw52m97
author: Caridade, Sónia Maria Martins
date: 2020-08-09
txt: ./txt/cord-345213-bbw52m97.txt
cache: ./cache/cord-345213-bbw52m97.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.3390/bs10080129
doi: 10.3390/bs10080129
summary:
  In order to foster the growth of students'' success in school in different domains (for example, school, social, relational and behavioral), Epstein''s [25] model established six types of PI: (i) parenting, which consists of taking care of the health and safety of children, developing good parenting skills in training and preparing children for school and providing a peaceful situation at home, allowing children to focus on their learning activities and complete their studies and making their homework; (ii) communicating, which involves establishing effective ways of communicating from school to home and from home to school about school programs and progress in children''s learning (e.g., sending messages or letters, phone calls, parents visiting the school, sending news by teachers and directors); (iii) volunteering, which requires the involvement of family members, with available skills to support students in their learning process, inside and outside school; (iv) learning at home, with regards to the relationship between teachers and parents to help students to learn better at home; (v) decision-making, encouraging parents to participate in decision-making to increase student academic performance (e.g., parent participation in the Parent-Teacher Association meeting) and (vi) community collaboration, which involves connections, relationships, and activities able to promote school-family-community collaboration in developing student learning.

title:
  The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

abstract:
  As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.


id: cord-349899-3hprecor
author: Cohen, J. A.
date: 2020-09-10
txt: ./txt/cord-349899-3hprecor.txt
cache: ./cache/cord-349899-3hprecor.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.09.08.20190942
doi: 10.1101/2020.09.08.20190942
summary:
  We compared seven school reopening strategies that vary the degree of countermeasures within schools to mitigate COVID-19 transmission, including the use of face masks, physical distancing, classroom cohorting, screening, testing, and contact tracing, as well as schedule changes to reduce the number of students in school. For each scenario, we calculated the percentage of schools that would have at least one person arriving at school with an active COVID-19 infection on the first day of school; the percentage of in-person school days that would be lost due to scheduled distance learning, symptomatic screening or quarantine; the cumulative infection rate for students, staff and teachers over the first three months of school; and the effective reproduction number averaged over the first three months of school within the community.

title:
  Schools are not islands: Balancing COVID-19 risk and educational benefits using structural and temporal countermeasures

abstract:
  Background: School closures around the world contributed to reducing the transmission of COVID-19. In the face of significant uncertainty around the epidemic impact of in-person schooling, policymakers, parents, and teachers are weighing the risks and benefits of returning to in-person education. In this context, we examined the impact of different school reopening scenarios on transmission within and outside of schools and on the share of school days that would need to be spent learning at a distance. Methods: We used an agent-based mathematical model of COVID-19 transmission and interventions to quantify the impact of school reopening on disease transmission and the extent to which school-based interventions could mitigate epidemic spread within and outside schools. We compared seven school reopening strategies that vary the degree of countermeasures within schools to mitigate COVID-19 transmission, including the use of face masks, physical distancing, classroom cohorting, screening, testing, and contact tracing, as well as schedule changes to reduce the number of students in school. We considered three scenarios for the size of the epidemic in the two weeks prior to school reopening: 20, 50, or 110 detected cases per 100,000 individuals and assumed the epidemic was slowly declining with full school closures. For each scenario, we calculated the percentage of schools that would have at least one person arriving at school with an active COVID-19 infection on the first day of school; the percentage of in-person school days that would be lost due to scheduled distance learning, symptomatic screening or quarantine; the cumulative infection rate for students, staff and teachers over the first three months of school; and the effective reproduction number averaged over the first three months of school within the community. Findings: In-person schooling poses significant risks to students, teachers, and staff. On the first day of school, 5-42% of schools would have at least one person arrive at school with active COVID-19, depending on the incidence of COVID in the community and the school type. However, reducing class sizes via A/B school scheduling, combined with an incremental approach that returns elementary schools in person and keeps all other students remote, can mitigate COVID transmission. In the absence of any countermeasures in schools, we expect 6-25% of teaching and non-teaching staff and 4-20% of students to be infected with COVID in the first three months of school, depending upon the case detection rate. Schools can lower this risk to as low as 0.2% for staff and 0.1% for students by returning elementary schools with a hybrid schedule while all other grades continue learning remotely. However, this approach would require 60-85% of all school days to be spent at home. Despite the significant risks to the school population, reopening schools would not significantly increase community-wide transmission, provided sufficient countermeasures are implemented in schools. Interpretation: Without extensive countermeasures, school reopening may lead to an increase in infections and a significant number of re-closures as cases are identified among staff and students. Returning elementary schools only with A/B scheduling is the lowest risk school reopening strategy that includes some in-person learning.


id: cord-350272-ivv5x206
author: Odongo, David Otieno
date: 2016-12-03
txt: ./txt/cord-350272-ivv5x206.txt
cache: ./cache/cord-350272-ivv5x206.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/28357195/
doi: 10.1007/s10389-016-0777-9
summary:
  RESULTS: There was significant variation between communicable disease prevalence rates and age (X(2) (4, 0.05) = 2.458), school size (X(2) (12, 0.05) = 18.636), gender (X(2) (4, 0.05) = 5.723) and class of students (X(2) (12, 0.05) = 15.202), and bed and desk spacing (p < 0.05 at 95% CI). Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya. Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya.

title:
  Causes of variability in prevalence rates of communicable diseases among secondary school Students in Kisumu County, Kenya

abstract:
  PURPOSE: To determine causes of variability in communicable disease prevalence rates among students in secondary schools to inform policy formulation in the public health sector. METHODS: A representative cluster sample size for students was estimated using Fisher et al.’s formula while schools, sub-counties and education zones were clustered and sample size was calculated based on coefficient of variation by school type. Data were collected by questionnaire, medical examination using standard procedures, and focus group discussion, and descriptive analysis was performed on the completed questions. Comparisons between risk factors were made by chi-square and ANOVA analysis using SPSS for Windows (version 15.2; Chicago, IL) software. A p value of < 0.05 was considered statistically significant. RESULTS: There was significant variation between communicable disease prevalence rates and age (X(2) (4, 0.05) = 2.458), school size (X(2) (12, 0.05) = 18.636), gender (X(2) (4, 0.05) = 5.723) and class of students (X(2) (12, 0.05) = 15.202), and bed and desk spacing (p < 0.05 at 95% CI). However, there was no significant association in prevalence rates between both locality and type of school. There was strong evidence that student age has an effect on prevalence rates. The prevalence rate of malaria was higher in male (14.02%) than female students (6.68%) compared to prevalence of diarrhea, which was higher in female (7.96%) than male students. CONCLUSION: This study has revealed that the prevalences of diarrhea, tuberculosis, pneumonia and other respiratory tract infections are lower among female secondary school students than males and that the prevalence of malaria is higher in males than females. Age of secondary school students is a significant vulnerability factor for malaria, diarrhea, tuberculosis and pneumonia, which were the important communicable diseases most prevalent among secondary school students in Kisumu County, Kenya.


id: cord-350648-y0ufxwhq
title: Coronavirus Disease 2019, School Closures, and Children’s Mental Health
author: Bahn, Geon Ho
date: 2020-04-01
txt: ./txt/cord-350648-y0ufxwhq.txt
cache: ./cache/cord-350648-y0ufxwhq.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32595345/
doi: 10.5765/jkacap.200010
summary:
  The author briefly reviewed the existing literature on the mental health aspects of disasters and presents the issues related to school closures due to pandemics, from medical and socioeconomic perspectives and in terms of children''s mental health. The results of this review suggest that research on children''s mental health in relation to the adoption of school closures as a pandemic mitigation strategy is urgently needed. Although an examination of all obstacles and possible solutions may not be possible at the moment, this study reviewed the existing literature for methods (even temporary or incomplete ones) to address children''s mental health issues that are related to the COVID-19 outbreak and resultant school closures. Three topics regarding children''s mental health and school closures were examined in order to support children''s development during and after the COVID-19 outbreak: fear management, misinformation control, and strengthening resilience (Fig. 1) .

abstract:
  Coronavirus disease 2019 (COVID-19), which was first identified in Wuhan, China, in late December of 2019 is rapidly spreading across the globe. The South Korean government has ordered the closure of all schools, as part of its attempts to use social distancing measures to prevent the spread of COVID-19. The effects of the school closures on reducing contagion are generally positive; however, the measure is controversial because of the socioeconomic ripple effect that accompanies it. The author briefly reviewed the existing literature on the mental health aspects of disasters and presents the issues related to school closures due to pandemics, from medical and socioeconomic perspectives and in terms of children’s mental health. The results of this review suggest that research on children’s mental health in relation to the adoption of school closures as a pandemic mitigation strategy is urgently needed.


id: cord-353328-xuurjaz8
title: SARS-CoV2 infection and primary school closure
author: Vanhems, Philippe
date: 2020-04-16
txt: ./txt/cord-353328-xuurjaz8.txt
cache: ./cache/cord-353328-xuurjaz8.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32317053/
doi: 10.2807/1560-7917.es.2020.25.15.2000617
abstract: nan
summary:
  In addition, a recent case in France of a 9-year-old child infected by SARS-CoV-2 [2] raises the issue of risk assessment for other children at a same school and/or in a same classroom. For example, based on radiofrequency identification devices (RFID) technology, it was reported that young French children (age 6 years) in a primary school [3] had a median of 500 contacts per school day and a median of 300 minutes of cumulated contact per day. Although SARS-CoV-2 is not influenza or a respiratory syncytial virus, previous studies have identified the major impact of different social contacts of children by age which could have an impact on the spread of respiratory viral infections in schools [5] . Attack rates would differ according to grade or age, which determine the different contact patterns between children and would make it possible to adapt infection control measures [6] .


id: cord-353445-0n51j2jo
title: A large COVID-19 outbreak in a high school 10 days after schools’ reopening, Israel, May 2020
author: Stein-Zamir, Chen
date: 2020-07-23
txt: ./txt/cord-353445-0n51j2jo.txt
cache: ./cache/cord-353445-0n51j2jo.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32720636/
doi: 10.2807/1560-7917.es.2020.25.29.2001352
summary:
  Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive. According to the epidemiological investigation, both students attended school during the days of 19-21 May and reported mild symptoms (anosmia, ageusia, fever and headache). With the emergence of two unrelated cases within 2 days, the district health office declared an ''outbreak status'' including school closure, isolation instructions and testing of the school community. In a study in New York State, Kawasaki-like disease and myocarditis have been linked to COVID-19 infection, with the condition termed multisystem inflammatory syndrome (MIS-C) in children [11] .

abstract:
  On 13 March 2020, Israel’s government declared closure of all schools. Schools fully reopened on 17 May 2020. Ten days later, a major outbreak of coronavirus disease (COVID-19) occurred in a high school. The first case was registered on 26 May, the second on 27 May. They were not epidemiologically linked. Testing of the complete school community revealed 153 students (attack rate: 13.2%) and 25 staff members (attack rate: 16.6%) who were COVID-19 positive.


