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IntroductionDuring the 2018–2020 Ebola virus disease (EVD) outbreak in the eastern part of the Democratic Republic of the Congo (DRC), prevention and control measures, such as Ebola vaccination were challenging by community mistrust. We aimed to understand perceptions regarding Ebola vaccination and identify determinants of Ebola vaccine uptake among HCWs.MethodsIn March 2021, we conducted a cross-sectional survey among 438 HCWs from 100 randomly selected health facilities in three health zones (Butembo, Beni, Mabalako) affected by the 10th EVD outbreak in North Kivu, DRC. HCWs were eligible if they were ≥ 18 years and were working in a health facility during the outbreak. We used survey logistic regression to assess correlates of first-offer uptake (i.e., having received the vaccine the first time it was offered vs. after subsequent offers).ResultsOf the 438 HCWs enrolled in the study, 420 (95.8%) reported that they were eligible and offered an Ebola vaccine. Among those offered vaccination, self-reported uptake of the Ebola vaccine was 99.0% (95% confidence interval (CI) [98.5–99.4]), but first-offer uptake was 70.2% (95% CI [67.1, 73.5]). Nearly all HCWs (94.3%; 95% CI [92.7–95.5]) perceived themselves to be at risk of contracting EVD. The most common concern was that the vaccine would cause side effects (65.7%; 95% CI [61.4–69.7]). In the multivariable analysis, mistrust of the vaccine source or how the vaccine was produced decreased the odds of first-time uptake.DiscussionOverall uptake of the Ebola vaccine was high among HCWs, but uptake at the first offer was substantially lower, which was associated with mistrust of the vaccine source. Future Ebola vaccination efforts should plan to make repeated vaccination offers to HCWs and address their underlying mistrust in the vaccines, which can, in turn, improve community uptake.

Populations affected by humanitarian crises and emerging infectious disease outbreaks may have unique concerns and experiences that influence their perceptions toward vaccines. In March 2021, we conducted a survey to examine the perceptions toward COVID-19 vaccines and identify the factors associated with vaccine intention among 631 community members (CMs) and 438 healthcare workers (HCWs) affected by the 2018–2020 Ebola Virus Disease outbreak in North Kivu, Democratic Republic of the Congo. A multivariable logistic regression was used to identify correlates of vaccine intention. Most HCWs (81.7%) and 53.6% of CMs felt at risk of contracting COVID-19; however, vaccine intention was low (27.6% CMs; 39.7% HCWs). In both groups, the perceived risk of contracting COVID-19, general vaccine confidence, and male sex were associated with the intention to get vaccinated, with security concerns preventing vaccine access being negatively associated. Among CMs, getting the Ebola vaccine was associated with the intention to get vaccinated (RR 1.43, 95% CI 1.05–1.94). Among HCWs, concerns about new vaccines’ safety and side effects (OR 0.72, 95% CI 0.57–0.91), religion’s influence on health decisions (OR 0.45, 95% CI 0.34–0.61), security concerns (OR 0.52, 95% CI 0.37–0.74), and governmental distrust (OR 0.50, 95% CI 0.35–0.70) were negatively associated with vaccine perceptions. Enhanced community engagement and communication that address this population’s concerns could help improve vaccine perceptions and vaccination decisions. These findings could facilitate the success of vaccine campaigns in North Kivu and similar settings.

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs' students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

Background: The student teaching internship is the culminating experience and has been cited as the most significant, exciting, and difficult experience teacher candidates will encounter throughout their entire teacher preparation program. In order to prepare business teacher candidates for their internships, it is critical to understand the issues and challenges they will face during their student teaching. Purpose: As such, the purpose of this research study was to explore the unique lived experiences and frames of references of business teacher candidates regarding their issues, challenges, and barriers during their student teaching internships. Method: A qualitative phenomenological approach was implemented based on three data sources: (a) an online questionnaire; (b) a semistructured focus group interview; and (c) an analysis of weekly journal reflections. Results: Based on 16 business student teachers, this qualitative study found three primary concerns: (a) addressing classroom management; (b) issues with the quadratic relationship; and (c) having compromising priorities. Conclusions and Recommendations: Thus, it is critical that teacher educators discuss strategies and techniques for classroom management, help form synergistic relationships with qualified and passionate mentor teachers and university supervisors, and only assign coursework that are critical for the development of the student teachers in their internships.

The majority of studies regarding the preparation of teachers in the area of content knowledge indicate there is a lack of deeper understanding of the subject matter in which teachers are licensed to teach (Wilson, Floden, & Ferrini-Mundy, 2001). The purpose of this Delphi research study was to identify the perceptions of recent business education graduates in regard to their preparedness to teach the content areas in which they were licensed to teach, and the university coursework and clinical and field experiences that were most helpful in preparing them for their first year of teaching. Based on 30 recent business education graduates from a Midwestern university, results from this study indicated the respondents were most prepared to teach Computer Applications, Keyboarding/Word Processing, and Personal Finance/Consumer Education. The participants perceived they were unprepared to teach Computer Programming, Web Page and Interactive Media, and Economics. Participants also believed that student teaching was the most beneficial component of their teacher preparation program, followed by business education and Methods courses. Implications of this study call for business teacher educators to examine the perceptions of their graduates regarding their preparation to teach in order to revamp curricula to equip their graduates with the necessary knowledge, skills, and dispositions to be effective teachers for the 21st century classroom.

Homoploid hybrid speciation (HHS) involves the recombination of two differentiated genomes into a novel, functional one without a change in chromosome number. Theoretically, there are numerous ways for two parental genomes to recombine. Hence, chance may play a large role in the formation of a hybrid species. If these genome combinations can evolve rapidly following hybridization and sympatric situations are numerous, recurrent homoploid hybrid speciation is a possibility. We argue that three different, but not mutually exclusive, types of contingencies could influence this process. First, many of these “hopeful monsters” of recombinant parent genotypes would likely have low fitness. Only specific combinations of parental genomic contributions may produce viable, intra-fertile hybrid species able to accommodate potential constraints arising from intragenomic conflict. Second, ecological conditions (competition, geography of the contact zones or the initial frequency of both parent species) might favor different outcomes ranging from sympatric coexistence to the formation of hybrid swarms and ultimately hybrid speciation. Finally, history may also play an important role in promoting or constraining recurrent HHS if multiple hybridization events occur sequentially and parental divergence or isolation differs along this continuum. We discuss under which conditions HHS may occur multiple times in parallel and to what extent recombination and selection may fuse the parent genomes in the same or different ways. We conclude by examining different approaches that might help to solve this intriguing evolutionary puzzle [Current Zoology 59 (5): 667-674, 2013].

This study examined the validity of various measures of speed and accuracy for assessing proficiency in speech recognition. The study specifically compared two different word-count indices for speed and accuracy (the 5-stroke word and the 1.4-syllable standard word) on a timing administered to 114 speech recognition students measured at 1-, 2-, and 3-minute intervals. Speed scores measured by 5-stroke words were consistently 9% gross words a minute higher on 1-, 2-, and 3-minute timings than scores measured by 1.4-syllable standard words on the same timings; this difference was statistically significant. Speed increased with the length of timing; the effect was small but statistically significant. Accuracy scores were similar across assessment methods and length of timing. The findings indicate that the most valid and reliable measure of speech recognition speed was gross words a minute on timings with 1.4 syllabic intensity measured by the standard 1.4 syllable word count. In contrast to keyboarding timings, 1-minute, 2-minute, and 3-minute timings in speech recognition are reliable measures of speed and accuracy. (Contains 3 tables and 1 figure.)

Outlines seven essential questions to guide critical thinking. Provides a rubric for assessing student thinking, sample critical thinking learning activities, and a list of teaching principles. (SK)

A tabu search algorithm, developed on the basis of dynamic neighborhood, for solving flight instructor scheduling problem is presented.

Topical administration of the promoter, 12-O-tetra-decanoylphorbol-13-acetate (TPA), is accompanied by an increased incorporation of [H]arachidonic acid into mouse skin and a very significant activation of epider mal cell membrane phospholipase A without affecting intracellular acid phospholipase. Similar enhancement in epidermal cell phospholipase A was observed after application of phorbol-12,13-didecanoate or 3-methyl-cholanthrene to mouse skin. A small but significant increase in phospholipase A activity is also seen after application of the nonpromoter irritant, acetic add. The elevated levels of the prostaglandlns observed in mouse skin after topical application of promoters are probably triggered by the activation of this membrane enzyme. [ABSTRACT FROM PUBLISHER]