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Following the announcement, in November 2018, that Scotland would be the first educational system to introduce an LGBTI-inclusive curriculum in all of its state schools, this position paper advocates critical literacy as a theoretically congruent framework within which LGBTI issues can be explored. We suggest educators could do this by problematising social structures and language practices including our own professional actions beyond what we teach, and by using children's literature to actively teach LGBTI issues and to open up spaces for discussion of these issues across curricular areas. What we propose is challenging in a Scottish educational context since Curriculum for Excellence (CfE) presents critical literacy as 'finding and using information', and it is not grounded in any wider theoretical basis, effectively removing the active, challenging and transformative aspects of critical literacy pedagogies. As Vasquez et al. argue, one of the key ways for teachers to engage with critical literacy is through the literature on its implementation in different contexts; in this position paper we hope to provide both a theoretical framework and practice accounts of LGBTI education from the wider literature to inform the development of an LGBTI-inclusive curriculum in Scotland and elsewhere.

On June 17, 2024, the Food and Drug Administration approved 21-valent pneumococcal conjugate vaccine (PCV) (PCV21; CAPVAXIVE; Merck Sharp & Dohme, LLC) for adults aged >18 years. PCV21 does not contain certain serotypes that are included in other licensed pneumococcal vaccines but adds eight new serotypes. The Advisory Committee on Immunization Practices (ACIP) recommends use of a PCV for all adults aged ≥65 years, as well as adults aged 19--64 years with certain risk conditions for pneumococcal disease if they have not received a PCV or whose vaccination history is unknown. Previously, options included either 20-valent PCV (PCV20; Prevnar20; Wyeth Pharmaceuticals, Inc.) alone or a 15-valent PCV (PCV15; VAXNEUVANCE; Merck Sharp & Dohme, LLC) in series with 23-valent pneumococcal polysaccharide vaccine (PPSV23; Pneumovax23; Merck Sharp & Dohme, LLC). Additional recommendations for use of PCV20 exist for adults who started their pneumococcal vaccination series with 13-valent PCV (PCV13; Prevnar13; Wyeth Pharmaceuticals, Inc.). The ACIP Pneumococcal Vaccines Work Group employed the Evidence to Recommendations framework to guide its deliberations on PCV21 vaccination among U.S. adults. On June 27, 2024, ACIP recommended a single dose ofPCV21 as an option for adults aged >19 years for whom PCV is currently recommended. Indications for PCV have not changed from previous recommendations. This report summarizes evidence considered for these recommendations and provides clinical guidance for use of PCV21. [ABSTRACT FROM AUTHOR]

Purpose: Critical literacy foregrounds the relationship between language and power by focusing on how texts work and in whose interests (Luke, 2012, p. 5). It is highlighted as an "important skill" within Scotland's national educational framework for 3-18 year olds, the Curriculum for Excellence (CfE), yet, as this paper aims to show, what the concept means is far from clear for policy users (Scottish Government, 2009e). Design/methodology/approach: Using a lens that draws from critical discourse analysis, critical content analysis (Luke, 2001; Beach "et al.," 2009; Fairclough, 2010) and Ball's method of policy analysis (2015), the authors find that the term "critical literacy" has been applied incoherently within key CfE documentation, including the frequent conflation of critical literacy with critical reading and critical thinking. Findings: The authors argue that the CfE's use of "critical literacy" is a misnomer, given that the version presented is an amalgamation of literacy-related competences drawing largely from psychological and not socio-political perspectives of literacy. Social implications: This is a missed opportunity, given the Scottish Government's stated commitment to social justice in policy terms (Scottish Executive, 2000; Scottish Government, 2016), not forgetting the powerful benefits that a critically literate stance could bring to Scotland's learners at this time of communicative change and challenge. Originality/value: While the authors offer a contextualized view of the ways in which the term "critical literacy" has been incorporated into Scottish educational policy, they propose that its implications go beyond national boundaries.

Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre‐service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading. [ABSTRACT FROM AUTHOR]

Chromosomes, alleles, chromatids, genotype, phenotype, mitosis, meiosis, fertilization--this vocabulary can be overwhelming, confusing, and difficult for students to tie together. However, since these terms are commonplace in the high school biology classroom, and are the basis for understanding both DNA and heredity, students must understand these topics not only for state testing but for everyday applications, as well. As high school biology teachers with limited budgets, the authors were always on the lookout for inexpensive ways to teach DNA and heredity. They have tried pipe cleaners, flip books, coloring worksheets, and online lessons--but one of their best discoveries was made in the swimming pool. Brightly colored pool "noodles" make great chromosome models, and since they are seasonal in most places, they go on sale at the end of summer. The authors explain how they used these "noodles" to help students gain a greater appreciation of the interdependence of DNA and inherited traits. (Contains 6 figures and 1 online resource.)

The 13-valent pneumococcal conjugate vaccine (PCV13 [Prevnar 13, Wyeth Pharmaceuticals, Inc, a subsidiary of Pfizer, Inc]) and the 23-valent pneumococcal polysaccharide vaccine (PPSV23 [Merck Sharp & Dohme LLC]) have been recommended for U.S. children, and the recommendations vary by age group and risk group (1,2). In 2021, 15-valent pneumococcal conjugate vaccine (PCV15 [Vaxneuvance, Merck Sharp & Dohme LLC]) was licensed for use in adults aged ≥18 years (3). On June 17, 2022, the Food and Drug Administration (FDA) approved an expanded usage for PCV15 to include persons aged 6 weeks-17 years, based on studies that compared antibody responses to PCV15 with those to PCV13 (4). PCV15 contains serotypes 22F and 33F (in addition to the PCV13 serotypes) conjugated to CRM197 (genetically detoxified diphtheria toxin). On June 22, 2022, CDC's Advisory Committee on Immunization Practices (ACIP) recommended use of PCV15 as an option for pneumococcal conjugate vaccination of persons aged <19 years according to currently recommended PCV13 dosing and schedules (1,2). ACIP employed the Evidence to Recommendation (EtR) Framework,* using the Grading of Recommendations, Assessment, Development and Evaluation (GRADE)† approach to guide its deliberations regarding use of these vaccines. Risk-based recommendations on use of PPSV23 for persons aged 2-18 years with certain underlying medical conditions§ that increase the risk for pneumococcal disease have not changed. [ABSTRACT FROM AUTHOR]