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Background: Most pediatric prevalence studies of myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) have been based upon data from tertiary care centers, a process known for systematic biases such as excluding youth of lower socioeconomic status and those less likely to have access to health care. In addition, most pediatric ME/CFS epidemiologic studies have not included a thorough medical and psychiatric examination. The purpose of this study was to determine the prevalence of pediatric ME/CFS from an ethnically and sociodemographically diverse community-based random sample. Method: A sample of 10,119 youth aged 5-17 from 5622 households in the Chicagoland area were screened. Following evaluations, a team of physicians made final diagnoses. Youth were given a diagnosis of ME/CFS if they met criteria for three selected case definitions. A probabilistic, multi-stage formula was used for final prevalence calculations. Results: The prevalence of pediatric ME/CFS was 0.75%, with a higher percentage being African American and Latinx than Caucasian. Of the youth diagnosed with ME/CFS, less than 5% had been previously diagnosed with the illness. Conclusions: Many youth with the illness have not been previously diagnosed with ME/CFS. These findings point to the need for better ways to identify and diagnose youth with this illness.

The novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020. This article reports on the recent consequences of the pandemic for early childhood education in Sweden, Norway, and the United States. The authors illustrate the effects of the pandemic on preschools in their countries, against a backdrop of frequent changes in infection and mortality rates, epidemiological understandings, government strategies, and mitigation strategies regarding preschool closures. Teachers report their experiences and actions in specific early childhood education settings, across the three national contexts. These experiential snapshots identify program priorities, parents' and children's reactions, and the commitment and concerns of teachers. The conversations reveal culturally situated similarities of early childhood educational practices but also differences across contexts. Teachers report on the challenges of their experiences but also benefits for their practice and how they engage with children and their families. Ideas about future preparedness for such pandemics are also discussed.

Ellie Drago-Severson and Mary Antón have known each other for more than 20 years and have worked together in different capacities to support educators through the lens of adult development. They spoke with "The Learning Professional" about how coaching can help leaders at all levels navigate the COVID-19 crisis and grow in ways that will help schools and students for years to come.

When COVID-19 appeared on international radar this year and began its march around the globe, it revealed to any who might have previously denied it that the work to eliminate educational inequities is far from done. During this pandemic, more than ever, many educators are keeping these inequities top of mind. Rather than move online with what educators have always done, they are seeking out professional learning to help push their practices toward greater instructional equity. Educators have quickly organized to teach themselves--individually and collectively--how to take their teaching and learning to a higher level while unable to connect face to face. This article discusses three types of practices emerging as starting places for this work: (1) knowing students and families; (2) inquiry-based teaching; and (3) expanding student agency and choices.

Here we report the results of the subgroup analyses of an observational cohort of children whose parents completed the Autism Treatment Evaluation Checklist (ATEC) over the period of several years. A linear mixed effects model was used to evaluate longitudinal changes in ATEC scores within different patient subgroups. All groups decreased their mean ATEC score over time indicating improvement of symptoms, however there were significant differences between the groups. Younger children improved more than the older children. Children with milder ASD improved more than children with more severe ASD in the Communication subscale. There was no difference in improvement between females vs. males. One surprising finding was that children from developed English-speaking countries improved less than children from non-English-speaking countries.

Background: It is important that systematic reviews (SRs) are up-to-date, otherwise they cannot be relied upon to guide decision-making in practice and policy. Our aim was to investigate epidemiological, descriptive and reporting characteristics of a cross-section of recently published updates of SRs. Methods: A SR update was defined as a new edition of a SR, either published by the same or new authors. We searched PubMed for SR updates published from January 01, 2016 to January 22, 2018 and included a random sample of n = 100 non-Cochrane updates of SRs on interventions reported in English. Results: Most SR updates had a corresponding author from the United Kingdom, United States, or Canada (in total 48/100) and dealt with nonpharmacological interventions (63/100). The SR updates were published a median of 5 years (interquartile range [IQR] 3-7) after the previous SR and included a median of 19 (IQR 9-28) studies. 31/100 SR updates reported that the conclusion had changed since the previous version. Only 51/100 SR updates used the term "update" in the title and none reported having based the decision to update the previous SR on an existing method/decision tool. The number of newly included studies and participants and the number of studies and participants included in/from the previous SR were often not reported. Conclusions: The included non-Cochrane updates were frequently missing important information that would be expected to be present in a SR update. Thus, structured and detailed reporting guidance specific to SR updates is needed. It should focus particularly on appropriate labeling and justification of updates, and how to incorporate information regarding the previous SR.

As colleges and universities respond to the COVID-19 outbreak, many in the media call it "unprecedented." This is not the first time that institutions of higher education have had to respond to an epidemic, however. A historical review of college and university reactions to illnesses such as yellow fever and the 1918 influenza pandemic provides prior examples of institutional responses to epidemic diseases.

Randomized clinical trials underpin evidence-based clinical practice, but flaws in their conduct may lead to biased estimates of intervention effects and hence invalid treatment recommendations. The main approach to the empirical study of bias is to collate a number of meta-analyses and, within each, compare the results of trials with and without a methodological characteristic such as blinding of participants and health professionals. Estimated within-meta-analysis differences are combined across meta-analyses, leading to an estimate of mean bias. Such "meta-epidemiological" studies are published in increasing numbers and have the potential to inform trial design, assessment of risk of bias, and reporting guidelines. However, their interpretation is complicated by issues of confounding, imprecision, and applicability. We developed a guide for interpreting meta-epidemiological studies, illustrated using MetaBLIND, a large study on the impact of blinding. Applying generally accepted principles of research methodology to meta-epidemiology, we framed 10 questions covering the main issues to consider when interpreting results of such studies, including risk of systematic error, risk of random error, issues related to heterogeneity, and theoretical plausibility. We suggest that readers of a meta-epidemiological study reflect comprehensively on the research question posed in the study, whether an experimental intervention was unequivocally identified for all included trials, the risk of misclassification of the trial characteristic, and the risk of confounding, i.e the adequacy of any adjustment for the likely confounders. We hope that our guide to interpretation of results of meta-epidemiological studies is helpful for readers of such studies.

Meta-analyses of diagnostic test accuracy (DTA) studies have been gaining prominence in research in clinical epidemiology and health technology development. In these DTA meta-analyses, some studies may have markedly different characteristics from the others and potentially be inappropriate to include. The inclusion of these "outlying" studies might lead to biases, yielding misleading results. In addition, there might be influential studies that have notable impacts on the results. In this article, we propose Bayesian methods for detecting outlying studies and their influence diagnostics in DTA meta-analyses. Synthetic influence measures based on the bivariate hierarchical Bayesian random effects models are developed because the overall influences of individual studies should be simultaneously assessed by the two outcome variables and their correlation information. We propose four synthetic measures for influence analyses: (a) relative distance, (b) standardized residual, (c) Bayesian p-value, and (d) influence statistic on the area under the summary receiver operating characteristic curve. We also show that conventional univariate Bayesian influential measures can be applied to the bivariate random effects models, which can be used as marginal influential measures. Most of these methods can be similarly applied to the frequentist framework. We illustrate the effectiveness of the proposed methods by applying them to a DTA meta-analysis of ultrasound in screening for vesicoureteral reflux among children with urinary tract infections.

Migration of participants in demographic and epidemiological studies results in missing data. One approach to reduce resulting losses in statistical power and potential biases is to follow up migrants at their new residence. We describe the follow-up of migrants who were eligible for participation in a trial of a new questionnaire to measure adult mortality in Niakhar, Senegal. We conducted a short inquiry in the migrant's last known household to obtain contact information and then attempted to contact and interview 661 migrants who resided in Dakar, Mbour, and rural areas close to Niakhar. About two-thirds of migrants were successfully enrolled in the study. Having a contact phone number and knowing the name of the head of compound at destination increased the likelihood of successful enrollment. Following up migrants in demographic studies is feasible in low- and middle-income countries, including long-term migrants who have not been contacted for extended periods of time.

Sensory abnormalities (SAs) are recognized features in Autism Spectrum Disorder (ASD), and a relationship between SAs and ASD traits is also suggested in general population. Our aims were to estimate the prevalence of SAs in three different settings, and to study the association between SAs and quantitative autism traits (QAT) using the Autism Spectrum Screening Questionnaire (ASSQ) and a parental questionnaire. In an epidemiological population of 8-year-old children (n = 4397), the prevalence of SAs was 8.3%, in an ASD sample (n = 28), 53.6%, and in a non-ASD sample (n = 4369), 8.0%, respectively. Tactile and auditory hypersensitivity predicted an ASD diagnosis. The ASSQ was able to differentiate children with and without SA. In conclusion, QAT level and SAs were associated in all study samples.

This paper describes the further development of the "Epidemiology of Eyam" project at Winchester College since the publication of our previous paper (French "et al" 2019 Phys. Educ. 54 045008). A much wider cadre of students have been involved with this recent phase of the study, and we have also benefitted from a sabbatical collaboration with Oxford University Mathematical Institute. It is hoped that the research presented here can be used as a case study for an Extended Project Qualification (EPQ) or equivalent in a range of schools around the UK and worldwide. We feel that a project such as this, with a strong humanities and public health rooted context, could incentivise students of mathematics and sciences to participate in interdisciplinary teams over an educationally significant period, and offer an opportunity to develop vital independent research skills that are required at University, but are often difficult to experience in a School context. The main educational goal of our previous paper was to provide an suitable context to incentivise the introduction of Calculus ideas. In this paper we assume a slightly higher level of mathematical skill, and aim to present a more comprehensive analysis of the epidemiological model that we will refer to as the 'Eyam Equations.' We describe a 'semi-analytic' solution, and make the connection to the approximation of Kermack and McKendrick (Kermack and McKendrick 1927 "Proc. R. Soc. Lond". A 115 700-21) which held sway for much of the early twentieth century. We revisit the Eyam 1660s plague data of William Mompesson, and also apply the model to Ebola data collected in Liberia during the 2014-16 epidemic in West Africa. Motivated by uncertainty in the size of the 'at-risk' Susceptible population, we re-parameterize the model in terms of alternative inputs which enable a curve-fitting mechanism to be conducted more efficiently, with a much more tightly bounded range of possible parameter values. In addition to a spreadsheet model, we have created a software application in the MATLAB environment which has dynamic tools that could potentially enable a sensible curve fit to be calculated very rapidly in response to new data. From a time series describing the Infective population of the 2014-16 Liberia Ebola epidemic, we can predict Infective I(t), Susceptible S(t) and Dead D(t) populations, calculate the associated total population size N, calculate the Kendall Susceptible threshold "?", and hence the Basic Reproduction Number R[subscript 0] = N/"?". For the Liberia Ebola data, these are: N = 2542, "?" = 1373, R[subscript 0] = 1.85. Note this suggests that out of an 'at risk' population of N = 2542, about 75% may ultimately have been infected by the Ebola virus. In the WHO Ebola Response Team report (WHO Ebola Response Roadmap Situation Report), R[subscript 0] = 1.83 plus or minus 0.11 for the 2014-16 Liberia outbreak.

The article reviews the concept of vulnerability and develops a framework for vulnerability to education inequality (VEI). It further reviews the concept of education inequality and develops a framework for the cumulative measuring instruments of inequality of education. The schooling vulnerability processes are developed to understand the migration of susceptible children in susceptible compartment to tragedy compartment and later migrate to resilience compartment. For statistical testing, the article develops tangible hypotheses arising from the VEI framework. These theoretical hypotheses could serve as valuable guidelines for predicting the degree of susceptibility that triggers the prevalence of inequality of education among the school-age children. The findings show that the VEI framework contains various stimuli, arranged in cubicles, attributable to within-education (WE), socioeconomic status (SES), and school physical environmental (SPE) stimulus. Consequently, a VEI structural model (VEISM) is proposed, representing a structural equation framework that captures the latent and manifest indicators of the VEI cubicles. Because intervention was built into the VEI framework, the mediation and moderation effects are captured in the VEISM for examination. Nevertheless, further research should be concentrated on macroeconomic indicators, for example, sociopolitical instability, war and economic upturn risks that could trigger a school-age child been vulnerable to education inequality. Finally, susceptibility ? tragedy ? resilience discovered in the article, with epidemiological properties, requiring a further mathematical and epidemiological modeling.

Alcohol use among college students is a national health concern. The epidemiology of alcohol use among Middle Eastern college students remains to be investigated. This study sought to understand the epidemiology of recent alcohol use among Middle Eastern college students. We use data from the 2017 to 2018 Healthy Minds Study to identify predictors of recent alcohol use among 1,763 Middle Eastern students nationwide. Weighted univariate analyses were conducted to determine significant predictors of recent alcohol use. Nearly half (45.5%) of Middle Eastern college students reported using alcohol in the past 2 weeks (recent alcohol use). Those at highest risk for recent alcohol use were in their 4th year of schooling (p < 0.001), living in a fraternity or sorority house (p < 0.001), and reported that religion was not a big part of their life (p < 0.001). Students who lived with their parents were less likely to drink alcohol (p < 0.001). Recent alcohol use among Middle Eastern college students is a national public health concern. Interventions are warranted to decrease this growing public health anomaly and to more effectively deal with this current public health crisis.

The COVID-19 crisis and the subsequent social distancing measures have imposed numerous challenges on school psychologists balancing public health and students' right to a free and appropriate education. This article addresses one of the most contentious issues for school psychologists during the pandemic: how to ethically conduct valid psychoeducational assessments without placing anyone's health at risk. Legal guidance and regulations pertaining to special education evaluations during the pandemic are first delineated, followed by a discussion of the feasibility of tele-assessment from ethical, legal, and implementational perspectives. Lastly, based on the epidemiological knowledge of COVID-19 transmission and practices implemented in other countries, a protocol for special education assessment is introduced that aims at assisting school psychologists to conduct necessary assessments in face of the ongoing pandemic.

India represents the third largest country in the world of individuals living with HIV. Current surveillance data indicate a prevalence rate of 0.2% in the general population, with 2.1 million individuals living with HIV, including 61,000 children under the age of fifteen. HIV may result in a variety of academic, motor, language, psychosocial, and mental health problems, including neuropsychological deficits in attention, memory, and planning. India is making a concerted attempt to manage the HIV crisis through laws and advocacy efforts that include raising public awareness, education, reduction of parent-to-child-transmission, prevention, and the increased use of antiretroviral therapy. These efforts have resulted in a 57% decline in HIV infections over the past decade and it is now estimated that 56% of those infected are on antiretroviral therapy. Schools and school psychologists in India can play an important role in combating HIV/AIDS, while providing a full range of psychological services that are responsive to India's unique cultural context, including its collectivism, poverty, diversity of ethnicity, religion, and language, gender disparities, low rate of literacy, and inequalities in educational access. Continued management of HIV and the eradication of the HIV/AIDS epidemic in India will require a collaborative, sustained, and multi-dimensional approach to this complex condition.

Single-case experimental designs (SCEDs) have proven invaluable in research and practice because they are optimal for asking many experimental questions relevant to the analysis of behavior. The consecutive controlled case series (CCCS) is a type of study in which a SCED is employed in a series of consecutively encountered cases that undergo a common procedure or share a common characteristic. Additional design elements, data-analytic, and reporting methods enable researchers to ask experimental questions relevant to the study of generality of procedures and processes. The current paper discusses the CCCS methodologies, including the retrospective, prospective, and randomized CCCS. These methodologies can be applied to examine the generality of clinical procedures (including their general efficacy, the limits of their generality, and variables that may mediate generality); study the epidemiology and phenomenology of clinical problems; and compare the efficacy of 2 clinical procedures within a randomized controlled trial combining SCEDs with randomized group designs.

The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice educators supported in their pursuit of interest-driven professional learning that critically examined the unfolding impact of these inequities? This article describes how the Marginal Syllabus project rapidly iterated three public, online, and equity-oriented social annotation activities for educators that included: Facilitating social reading sessions which combined synchronous social annotation with videoconferencing conversation; a collaborative partnership with the Speculative Education Colloquium to augment reading opportunities for shared dialogue; and supporting teacher education courses participating in social annotation activities under remote learning circumstances. The article details three recommendations for supporting educators' technical and sociopolitical professional learning via social annotation, and notes directions for future research that can examine how annotation-powered conversation may productively inform more equitable pedagogy and student learning practices.

The COVID-19 pandemic forced colleges and universities to move all in-person courses to a remote or online learning format. As a result, many faculty, including teacher educators, opted to transition their courses to live synchronous web meetings using web conferencing tools like Zoom. Despite benefits of synchronous communication, there are constraints with the use and overuse of synchronous live meetings (which many teacher educators ended up experiencing during the pandemic). In this paper, we describe the experiences of how four different faculty, at four different universities, used asynchronous video to maintain connection and engagement during the COVID-19 pandemic. We conclude with implications for practice and future research.

Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative solutions to the pedagogical problems that teacher educators face during this transition. In this paper, we present a case of the Advanced Learning Technologies course offered to preservice teachers in the Learning Technologies minor program at a Midwestern University. Our human-centered design approach followed three premises: (a) Building empathy, (b) engaging in pedagogical problem solving and (c) establishing an online community of inquiry. We present our process and the results with a design frame that can be used in other teacher education contexts.

Objective: The objective of this study was to examine clinical and epidemiological information collected by Student Health Center (SHC) providers on HIV-positive students, and benchmark this information against Infectious Disease Society of America guidelines. Participants: Students who utilized the SHC and had an ICD-9 code indicating positive HIV status between 2005 and 2015 (3 = 7). Methods: In June 2016, we accessed the free-form provider notes of the SHC's electronic medical records to identify specific, recorded epidemiological and clinical information. Results: Seven unique students sought care at the SHC during the study period. Current sexual risk taking and other known behavioral risk factors were absent from all records, along with CD4 count and viral load. ART status was only available for one patient, and he was not on ART. The information collected failed to meet IDSA benchmarks. Conclusion: Clinically- and epidemiologically-relevant information is not systematically collected from HIV-positive students at SHCs.

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with "business as usual." The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was "What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?." Thematic analysis to elucidate "the what and why" of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated "hands-on" experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

COVID-19 is a very complex pandemic. It has affected individuals, different countries and regions of the world equally in some senses and differently in other senses. While sub-Saharan Africa has weathered a range of outbreaks of emerging and re-emerging infectious diseases, the manner in which the COVID-19 pandemic has evolved necessitates some observations, remarks and conclusions from our own situated observation point. Compared to previous epidemics/pandemics, many African countries have displayed a sense of solidarity in the face of COVID-19 that convincingly demonstrates that an Ubuntu ethic is viable and globalizable. The African continent seems, at last, to have realized that ethics dumping must be avoided and has made strides in defining its COVID-19 research agenda and strengthening its epidemic response for both public health and health research. More needs to be done in terms of public engagement, funding and technical support for research on potential therapies/candidate vaccines that are a product of scientific studies on the continent.

Diabetes is one of the largest global epidemics, necessitating training for a new generation of scientists and physicians to work on the disease. Undergraduate research experiences can build an educational pipeline for talent in these professions. A NIH-sponsored summer diabetes research internship at the University of Virginia provided undergraduates with opportunities to engage in basic sciences/clinically focused projects mentored by faculty, in areas such as diabetes-related epidemiology, genetics, complications, cell therapy, bioengineering, and artificial pancreas. Lectures, laboratory skills workshops, clinical shadowing, professional development seminars, and a journal club supplemented the intern experience. The post-program survey indicated high satisfaction. Future activities will focus on expanded publicity and recruitment, as well as identification of faculty mentors who can serve as role models for underrepresented individuals in the sciences.

Background: Evidence suggests a rise in childhood disability rates across the United States with males and those with lower socioeconomic status bearing greater burden. We investigated childhood disability rates in the Mississippi Delta (MDR) and Appalachian regions (AR) in comparison to other parts of the country. Methods: Using data from the US Census Bureau, we calculated childhood disability rates by type and sex at national, regional, and subregional levels. We used risk ratios (RR) to compare childhood disability rates by sex, type, and region. We generated choropleth maps to represent the geographic distribution of disability. Results: Childhood disability was more prevalent, at the national level, among boys (6.64%) than girls (4.08%). Children in the MDR (boys = 8.60%; girls = 5.08%) and AR (boys = 7.81%; girls = 4.83%) had greater risk of disability than those elsewhere in the country (boys = 6.47%; girls = 3.98%), with rates generally higher in rural compared to urban areas in said regions. Conclusions: Childhood disability affects rural areas of the country more extensively, with the MDR and AR affected to an even greater extent. School-based health centers, in particular, which are disproportionately located in urban areas, could benefit disabled children living in the MDR and AR.

Undergraduate education in the health professions is intended to produce competent health professional graduates. Infection prevention and control (IPC) is a necessary element of daily practice in many health professions, to safeguard patients and staff, however previous research has established poor knowledge and implementation of IPC precautions despite escalating rates of potentially lethal healthcare-associated infections (HAIs) across the globe. This paper will discuss three key areas of influence for graduates' IPC knowledge, intentions and practice: perceptions of science, health behaviour beliefs (perceived risk and self-efficacy) and applied knowledge (microbiology). To date, each of these areas have been researched individually however there is an urgent need for improved synthesis and integration of these factors in curriculum planning and design, both inside and outside the classroom, to enhance the development of competent, work-ready graduates.

This paper was inspired by the work of a previous contributor on the subject of modelling plague epidemiology by comparing it to the physics of series radioactive decay, RC transients, and fluid dynamics. An Arduino-based experiment to illustrate the fluid-dynamical case is described. Attention is drawn to important differences between systems which at first sight appear to be analogs of one another.

The study describes the latest recommended and adopted clinical and management practice for children and adults with autistic spectrum disorder (ASD) in Russia and discusses the most recent research work by Russian clinicians and neuroscientists in the field. The study also presents data from the first epidemiological studies on ASD prevalence and explores the latest recommendations for clinical-biological assessments for ASD diagnosis and management in Russia. The authors call for collaboration of experts in ASD field to exchange clinical and research ideas between professionals from Russia and Western European countries and expand our mutual knowledge about ASD. This should include clinical and neurobiological studies aiming to develop differential rational approaches for ASD individual management throughout lifespan of these affected individuals.

The use of computers as a pedagogical resource is currently on the rise. In the case of immunology, students present difficulties in visualizing molecular phenomena. Thus the use of animations and simulations available on the internet might facilitate the learning of complex immunological concepts. In this context, it is important to map and assess the currently available resources that may be used for educational purposes. This study comprises the search and analysis of educational immunology software freely available on the internet, which can aid students and health professionals in effective learning and continuing education scenarios. A detailed search in English on the existence of free software was carried out on websites and scientific databases. The results clearly indicate a lack of freely available and scientifically validated immunology educational software, despite the existence of several software programs that could be used as auxiliary teaching tools.

We retrospectively identified autism spectrum disorder (ASD) incident cases among 31,220 individuals in a population-based birth cohort based on signs and symptoms uniformly abstracted from medical and educational records. Inclusive and narrow research definitions of ASD (ASD-RI and ASD-RN, respectively) were explored, along with clinical diagnoses of ASD (ASD-C) obtained from the records. The incidence of ASD-RI, ASD-RN, and ASD-C increased significantly from 1985 to 1998, then ASD-RI and ASD-RN plateaued while the rate of ASD-C continued to increase during 1998-2004. The rising incidence of research-defined ASD may reflect improved recognition and documentation of ASD signs and symptoms. Although the frequency of threshold ASD symptoms stabilized, the rate of ASD-C continued to increase, narrowing the gap between clinical ascertainment and symptom documentation.

Mathematical modeling studies are increasingly recognised as an important tool for evidence synthesis and to inform clinical and public health decision-making, particularly when data from systematic reviews of primary studies do not adequately answer a research question. However, systematic reviewers and guideline developers may struggle with using the results of modeling studies, because, at least in part, of the lack of a common understanding of concepts and terminology between evidence synthesis experts and mathematical modellers. The use of a common terminology for modeling studies across different clinical and epidemiological research fields that span infectious and non-communicable diseases will help systematic reviewers and guideline developers with the understanding, characterisation, comparison, and use of mathematical modeling studies. This glossary explains key terms used in mathematical modeling studies that are particularly salient to evidence synthesis and knowledge translation in clinical medicine and public health.

Research synthesis, eg, by meta-analysis, is more and more considered in the area of high-dimensional data from molecular research such as gene and protein expression data, especially because most studies and experiments are performed with very small sample sizes. In contrast to most clinical and epidemiological trials, raw data are often available for high-dimensional expression data. Therefore, direct data merging followed by a joint analysis of selected studies can be an alternative to meta-analysis by "P" value or effect-size merging or, more generally spoken, the merging of results. While several methods for meta-analysis of differential expression studies have been proposed, meta-analysis of gene set tests has very rarely been considered, although gene set tests are standard in the analysis of individual gene expression studies. We compare in this work the different strategies of research synthesis of gene set tests, in particularly the "early merging" of data cleaned from batch effects versus the "late merging" of individual results. In simulation studies and in examples of manipulated real-world data, we found that in most scenarios, the early merging has a higher sensitivity of detecting a gene set enrichment than the late merging. However, in scenarios with few studies, large batch effect, moderate and large sample sizes of late merging are more sensitive than early merging.

The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit the PHWG's calls to the field with an emphasis on setting a research agenda related to children and youth with EBD. As a follow-up to the problems and promises identified by the PHWG, we identify progress and priorities for each of their six calls for research to improve outcomes for students with EBD. We address the broader context underlying each recommendation and how it has changed over time, describe research progress to date, and identify priorities to move the field forward. The overarching goal of this article is to inform and help shape the next phase of research on EBD, which in turn will advance the implementation and scale-up of effective programs and practices to better meet the needs of students with EBD in schools.

In this article, a numerical method integrated with statistical data simulation technique is introduced to solve a nonlinear system of ordinary differential equations with multiple random variable coefficients. The utilization of Monte Carlo simulation with central divided difference formula of finite difference (FD) method is repeated n times to simulate values of the variable coefficients as random sampling instead being limited as real values with respect to time. The mean of the n final solutions via this integrated technique, named in short as mean Monte Carlo finite difference (MMCFD) method, represents the final solution of the system. This method is proposed for the first time to calculate the numerical solution obtained for each subpopulation as a vector distribution. The numerical outputs are tabulated, graphed, and compared with previous statistical estimations for 2013, 2015, and 2030, respectively. The solutions of FD and MMCFD are found to be in good agreement with small standard deviation of the means, and small measure of difference. The new MMCFD method is useful to predict intervals of random distributions for the numerical solutions of this epidemiology model with better approximation and agreement between existing statistical estimations and FD numerical solutions.

Research Findings: The Early Childhood Environment Rating Scale--Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.

The evolution of resistance to antibiotics provides a timely and relevant topic for teaching undergraduate students evolutionary biology. Here, we present a module incorporating modified sequencing data from eight antibiotic resistant pathogen outbreaks in hospital settings with bioinformatics and phylogenetic analyses. This module uses whole genome sequencing data from hospital outbreaks investigated by the Centers for Disease Control and Prevention to provide examples of antibiotic resistance spread. Students work in groups to analyze outbreak data to identify the bacterial species and antibiotic resistance genes, to infer a phylogenetic tree examining relatedness among isolates, and to determine a possible source of the outbreak. Students then compile their results in individual reports and provide recommendations for preventing the further spread of antibiotic resistant organisms. In addition to providing genomic outbreak data, we include a teaching concepts guide discussing three integral components of the module: how evolutionary biology concepts of natural selection and competition impact antibiotic resistance; outbreak investigation information to aid in phylogenetic analysis and creation of recommendations; and instructions for the bioinformatics protocol. Completion of this module provides students an opportunity to think critically about the evolution of resistance, practice bioinformatics techniques, and relate evolutionary biology to current events.

Excellent film is an integrated art. It has rich knowledge and profound ideological connotations. In order to promote students' enthusiasm for learning about biology, we made some attempts on how to use movie clips for biological teaching and achieved good results. Making use of movie's sound, color, light, and animations, we tried to enrich students' perceptions from multiple perspectives and help students understand abstract concepts. Therefore, this paper proposes the idea of eliciting positive emotions by showing students movie clips to enhance their understanding of the Ebola virus infection process.

The field of Indigenous methodologies has grown strongly since Tuhiwai Smith's 1999 groundbreaking book "Decolonizing Indigenous Methodologies." For the most part however, there has been a marked absence of quantitative methodologies with the methods aligned with Indigenous methodologies predominantly qualitative. This article proposes that the absence of an Indigenous presence from Indigenous data production has resulted in an overwhelming statistical narrative of deficit for dispossessed Indigenous peoples around the globe. Using the theoretical concept of Indigenous Lifeworlds this article builds on the core premises of Walter and Andersen's 2013 book "Indigenous quantitative methodologies." Arguing for a fundamental disturbance of the Western logics of statistical data the article details recent developments in the field including the emergence of the Indigenous Data Sovereignty movement. The article also explores Indigenous quantitative methodologies in practice using the case study of a Tribal Epidemiology Centre in New Mexico.

Introduction: Web-based epidemiologic surveys are being widely used, but still present lower response rates compared to traditional methods. Their design can influence survey response rates. Objective: Analyse the influence of questionnaire length, frequency of reminders, and the interaction between them, on the response rates of five web-based questionnaires. Methods: This is a 2×2 factorial study. Participants registered into the "coortesnaweb" platform (n=1,277) were randomly assigned to respond to short or long questionnaires, and to receive high or low frequency of reminders. We analysed the influence of these factors on the response rates of five web-based questionnaires applied in a longitudinal manner. The relative risk of responding to an additional questionnaire was also analysed. Results: The mean response rate was 54.3%. Sending reminders more frequently was positively associated with the response rates for the first questionnaires. Questionnaire length did not influence response rates. We found no interaction between questionnaire length and frequency of reminders. Women and highly educated participants had, respectively, 13.0% and 28.0% increased probability of responding an additional questionnaire. Conclusions: We obtained high response rates for the first questionnaires. Sending reminders more frequently and providing conditional incentives should be employed. Long questionnaires did not jeopardize response rates of web-based questionnaires.

General practitioners (GPs) play a pivotal role in dementia recognition, yet research suggests that dementia often remains undetected in primary care. Lack of knowledge might be a major contributing factor to low recognition rates. Our objective was to address a gap in the scientific literature by exploring GPs' knowledge on dementia and mild cognitive impairment (MCI) for the first time in Hungary by conducting a cross-sectional, questionnaire study among practicing GPs. Recruitment of the participants (n = 402) took place at mandatory postgraduate training courses and at national GP-conferences; the applied questionnaire was self-administered and contained both open-ended and fixed-response questions.Results showed that GPs highlighted vascular and metabolic factors (38.3% of the answer items) and unhealthy lifestyle (29.1% of the answer items) as dementia risk factors. They perceived vascular dementia as the most common dementia form, followed by Alzheimer's disease. Almost half of the respondents (44.9%) were not familiar with MCI. Most GPs identified memory problems (98.4%) and personality change (83.2%) as the leading symptoms of dementia.In summary, GPs demonstrated adequate knowledge on areas more relevant to their practices and scope of duties (risk and preventive factors, main types and symptoms of dementia); however, uncertainties were uncovered regarding epidemiology, MCI, and pharmacological therapy. As only one-fifth (19.4%) of the GPs could participate recently in dementia-focused trainings, continued education might be beneficial to improve dementia detection rates in primary care.

This article examines student engagement in an inquiry-based learning activity, planned to provide students with elements in the social, epistemic, and conceptual dimensions related to the scientific practice in immunology. The activity was applied to 39 groups of students enrolled in immunology or biochemistry courses in a public university in Brazil. Students performed data-collection through the execution of an "in vitro" assay. We analyzed how students represent data and use them to support their claims in their written constructs. To clarify which are the productive epistemologies in students' reports, we developed a framework for epistemic practice analysis. Our findings point to a pattern of several epistemic practice categories in their written text, mostly related to the particular contingences of data analysis, rather than to theoretical concepts. In addition, we observed that students performed literary inscriptions to represent their data; however, they tended not to cite all data obtained in their written texts. These results suggest that immunology education strategies should provide students with approaches that explore the role Epistemology of data representation in the scientific text rhetoric.

Throughout much of the 20th century, psychologists have largely examined mnemonic processes through an individualistic lens at the expense of social influences. However, this perspective began to change toward the end of the 20th century and beginning of the 21st century, when psychologists began to better appreciate the social nature of remembering. In the present paper, we focus on a relatively recent and important evolution of this line of research: the emergence of a psychological approach to collective memory. Using an epidemiological approach to collective memory, we attempt to distil the extant and relevant psychological research and focus on how (collective) memories "transmit," "converge," and remain "stable" over time while considering the bidirectional relationship between collective memory and a mnemonic community's "identity." We conclude with a discussion of research areas that psychologists should examine moving forward, which will ultimately provide a more holistic understanding of how collective memories emerge, remain stable, and/or change over time.

Objective: To examine the effectiveness of an interdisciplinary, discovery-oriented teaching unit designed to provide science and health information about HIV from the perspective of viral biology, population statistics and epidemiology. Design: Single group pre- and post-curriculum pilot study. Setting: Fifteen middle and high school classrooms recruited from districts in and around a large, diverse, urban area in the mid-southern USA. Method: Science educators, clinicians, virologists and biologists collaborated to develop a set of five activities intended to increase content knowledge related to HIV, while developing students' science-related skills in the context of an authentic, relevant example. The activities were piloted with six hundred and twenty-four 12- to 18-year-old students. Multiple-choice pre- and post-tests were used to assess changes in students' knowledge, and teacher evaluations were used to gauge appropriateness of content, ease of activity implementation and teacher perceptions of student skill development, learning and engagement. Results: Student pre- and post-tests and teacher post-evaluations indicated that the curriculum was effective in increasing content knowledge for students across all age ranges, with 13- to 14-year-old, grade 8 students achieving the greatest knowledge gains. Teacher-reported information also suggested that students were able to apply relevant skills to their interpretation of authentic data related to the incidence and transmission of HIV infection around the world. Conclusion: The developed activities have the potential to provide timely, relevant information to students while strengthening science-related content knowledge and skills as well as health literacy.

This article offers compelling reasons for a public health approach to child maltreatment prevention. It outlines a theoretical and conceptual framework to maximize the reach of interventions to a large cross-section of the population, to ensure overall wellbeing and reduce the incidence of child maltreatment. The authors maintain that such an approach would lead to improvements in the surveillance system, publicized social norms and policies, utilized evidence based practice, and enhance existing systems. They also believe this approach would result in increased and/or shifted funding for primary prevention programs. This program could serve as a model for other states or counties to enhance their own child maltreatment prevention efforts, with the state health department playing a key role.

First-aid methods recommended for snakebites are included in Science textbooks in Brazil. Books published before 1996 provided misleading information in this respect and it is possible that such recommendations derived from North-American experiences conducted at the beginning of the 20th Century. The official evaluation of textbooks carried out by the Ministry of Education in 1996 initiated a major public discussion on the several mistakes which had been present in Brazilian educational materials, mainly those relating to mistaken snakebite first-aid procedures. As from 1996, a significant decrease in the number of casualties from snakebites was reported, both in the total number of deaths and among the patients who had received medical assistance. The official data showed this decrease was consistent and remained so for the following ten years. The number of deaths might be associated with the reduced number of victims who developed complications resulting from improper first-aid procedures. This article is intended to relate the changes implemented in textbooks as a result of the first national evaluation and the great impact caused by the publication of the serious mistakes found in these materials, with the reduction in the number of casualties from snakebites in the same period. (Contains 3 figures and 2 tables.)

This paper reports on part of a study with the aim of exploring how Muslim learners' knowledge and attitudes of HIV/AIDS were influenced by family and school culture. Findings from data collected during individual semi-structured interviews with the principals, Life Orientation educators, and school guidance counsellors are discussed. Reviewed literature supported the assumption that there were collaborative relationships within school culture that permitted children to learn about sexuality and HIV/ AIDS. Bandura's Social Cognitive Theory and the Eight Gateways or "entry points" of school culture supported the data collection and reinforced the findings theoretically. A purposive sample was used for the qualitative case study within an interpretivist paradigm. The study indicated that the educators believed that the school should teach adolescents' about HIV/AIDS. The aim of the school was to create awareness about non-risky behaviour in terms of HIV/AIDS among the learners. Educators were aware that this education did not always lead to positive behaviour changes. The school interventions had generally engendered positive values and dependable, safe relationships that helped adolescents to make responsible decisions in the face of HIV and AIDS. Educators did concede that despite the education at school, learners had to sometimes make difficult decisions as they were tempted to behave against the principles and education within the macro-society.

Age-related challenges to health and well-being among older adults give rise to a distinctive array of risk factors for suicide, calling for a unique approach to suicide interventions. Americans over the age of 65 are disproportionally overrepresented in the number of completed suicides. This paper examines the epidemiology of geriatric suicide, reviews age-specific risk factors for suicide, discusses interventional modalities for use with suicidal older adults, and describes the role of the counselor in geriatric suicide interventions. In particular, we focus on a gerocounseling perspective to guide strategies for intervening with older adults contemplating suicide. This model utilizes a multidisciplinary approach derived from the integration of physical, psychological, and sociological aspects of aging. Additionally we consider the potential for emerging therapeutic models promoting resilience, sense of coherence, and dignity to be incorporated into counseling services for older adults. Specific therapies discussed include Cognitive Reappraisal, Reminiscence Therapy, and Dignity Therapy. We conclude with a discussion of the potential application of the principles of palliative care in designing and implementing holistic approaches to counseling older adults presenting with suicidal ideation. (Contains 3 tables.)