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OBJECTIVES: The COVID-19 pandemic increases healthcare worker (HCW) absenteeism. The bacillus Calmette-Guérin (BCG) vaccine may provide non-specific protection against respiratory infections through enhancement of trained immunity. We investigated the impact of BCG vaccination on HCW absenteeism during the COVID-19 pandemic.METHODS: HCWs exposed to COVID-19 patients in nine Dutch hospitals were randomized to BCG vaccine or placebo in a 1:1 ratio, and followed for one year using a mobile phone application. The primary endpoint was the self-reported number of days of unplanned absenteeism for any reason. Secondary endpoints included documented COVID-19, acute respiratory symptoms or fever. This was an investigator-funded study, registered at ClinicalTrials.gov (NCT03987919).RESULTS: In March/April 2020, 1511 HCWs were enrolled. The median duration of follow-up was 357 person-days (interquartile range [IQR], 351 to 361). Unplanned absenteeism for any reason was observed in 2.8% of planned working days in the BCG group and 2.7% in the placebo group (adjusted relative risk 0.94; 95% credible interval, 0.78-1.15). Cumulative incidences of documented COVID-19 were 14.2% in the BCG and 15.2% in the placebo group (adjusted hazard ratio (aHR) 0.94; 95% confidence interval (CI), 0.72-1.24). First episodes of self-reported acute respiratory symptoms or fever occurred in 490 (66.2%) and 443 (60.2%) participants, respectively (aHR: 1.13; 95% CI, 0.99-1.28). Thirty-one serious adverse events were reported (13 after BCG, 18 after placebo), none considered related to study medication.CONCLUSIONS: During the COVID-19 pandemic, BCG-vaccination of HCW exposed to COVID-19 patients did not reduce unplanned absenteeism nor documented COVID-19.

Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an interdisciplinary approach to a communication system for a nonvocal severely physically handicapped student. A vision stimulation program for low functioning deaf-blind rebella children is outlined in the fifth article, while initial attention control procedures are discussed in the sixth. Topics covered in the remaining papers are techniques for developing appropriate school bus behavior, considerations in involving the autistic child in the regular school, the use of a learning center approach, and teacher education. (CL)

This study/action guide was developed from a project on difference and prejudice that was implemented in a Pittsburgh (Pennsylvania) high school in 1994 and evaluated through surveys and in-depth interviews. The book provides a basic introduction to difference and prejudice organized about issues of class, race, gender, and disability in the context of contemporary U.S. society. Designed as a supplemental program for use in the high school humanities classroom twice a week for a semester or a school year, the book also has applications as a teacher resource. The exercises, discussion topics, and readings provide a framework for the educational process of promoting equality. Chapter 1, "Introduction: Exploring the Teachable Moment," discusses the resources teachers and students need to use the program. Chapter 2, "Beginning the Process," opens the discussion of classroom activities and presentation. Each of the next four chapters--"Class and Classism"; "Race, Racism, and Xenophobia"; "Gender, Sexism, and Heterosexism"; "Disability and Ableism"--concentrates on one major area of difference and prejudice. Chapter 7, "Continuing the Commitment," provides an opportunity for reflection and discussion and includes a closing ceremony for the project. A list of 159 resources, grouped roughly by topic, is included. (Contains 7 figures and 62 references.) (SLD)