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One of the major problems in teaching social sciences is finding the appropriate strategies to deliver the lessons to students. The researchers are determined to develop proper guidelines in using educational strategies to improve the learning process, one of which is the Utilization of Technology-Aided Strategies, that a social science teacher could implement inside the four corners of the classroom, especially in the 21st century, where one of the major problems of teachers are engaging students’ participation. Descriptive quantitative research method was used in conducting this study. Through the process of purposive sampling technique, a total number of 50 teachers in a national high school was selected to participate in the study. The major instruments used were survey questionnaires. The data gathered were analyzed. The findings demonstrated the importance of understanding the Utilization of Technology-Aided Strategies, when it comes to teaching Social Science. In order to make sure that the right tools and materials were available for them to work with, teachers should be aware of the profiles and learning styles of the learners. The teaching and learning process should be improved by teachers and school officials, boosting its effectiveness and efficiency.

Bacterial small RNAs (sRNAs) regulate many important physiological processes in cells including antibiotic resistance and virulence genes through base pairing interactions with mRNAs. Antisense oligonucleotides (ASOs) have great potential as therapeutics against bacterial pathogens by targeting sRNAs such as MicF, which regulates outer membrane protein OmpF expression and limits permeability of antibiotics. Here, we devise a cell-free transcription-translation (TX-TL) assay to identify ASO designs that sufficiently sequester MicF. ASOs were then ordered as peptide nucleic acids conjugated to cell-penetrating peptides (CPP-PNA) to allow for effective delivery into bacteria. Subsequent minimum inhibitory concentration (MIC) assays demonstrated that simultaneously targeting the regions of MicF responsible for sequestering the start codon and the Shine-Dalgarno sequence ofompFwith two different CPP-PNAs synergistically reduced the MIC for a set of antibiotics. This investigation offers a TX-TL based approach to identify novel therapeutic candidates to combat intrinsic sRNA-mediated antibiotic resistance mechanisms.

Third-dose coronavirus disease 2019 vaccines are being deployed widely but their efficacy has not been assessed adequately in vulnerable older people who exhibit suboptimal responses after primary vaccination series. This observational study, which was carried out by the VIVALDI study based in England, looked at spike-specific immune responses in 341 staff and residents in long-term care facilities who received an mRNA vaccine following dual primary series vaccination with BNT162b2 or ChAdOx1. Third-dose vaccination strongly increased antibody responses with preferential relative enhancement in older people and was required to elicit neutralization of Omicron. Cellular immune responses were also enhanced with strong cross-reactive recognition of Omicron. However, antibody titers fell 21–78% within 100 d after vaccine and 27% of participants developed a breakthrough Omicron infection. These findings reveal strong immunogenicity of a third vaccine in one of the most vulnerable population groups and endorse an approach for widespread delivery across this population. Ongoing assessment will be required to determine the stability of immune protection.

Understanding RNA structure has become critical in the study of RNA in their roles as mediators of biological processes. To aid in these studies, computational algorithms that utilize thermodynamics have been developed to predict RNA secondary structure. Due to the importance of intermolecular interactions, the algorithms have been expanded to determine and predict RNA-RNA hybridization. This chapter discusses popular webservers with the tools for RNA secondary structure prediction, RNA-RNA hybridization, and design. We address key features that distinguish common-functioning programs and their purposes for the interests of the user. Ultimately, we hope this review elucidates web-based tools researchers may take advantage of in their investigations of RNA structure and function.

Christian Angelo I Ventura,1– 3 Edward E Denton,3– 5 Jessica Anastacia David,6 Brianna J Schoenfelder,7 Lillian Mela,8 Rebecca P Lumia,9 Rachel B Rudi,3 Barnita Haldar3,10 1Department of Graduate Medical Sciences, Boston University School of Medicine Boston, Boston, MA, USA; 2Department of Health, Behavior and Society (Incoming), Johns Hopkins Bloomberg School of Public Health Baltimore, Baltimore, MD, USA; 3EMS Pandemic Response Research Laboratory Lawrenceville, Lawrenceville, NJ, USA; 4Department of Emergency Medicine, University of Arkansas for Medical Sciences Little Rock, Little Rock, AR, USA; 5Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences Little Rock, Little Rock, AR, USA; 6Department of Biochemistry and Microbiology, Rutgers University New Brunswick, Brunswick, NJ, USA; 7Department of Neuroscience, Temple University Philadelphia, Philadelphia, PA, USA; 8Department of Nursing, Simmons University Boston, Boston, MA, USA; 9Department of Biology, Northeastern University Boston, Boston, MA, USA; 10Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham School of Medicine Birmingham, Birmingham, AL, USACorrespondence: Christian Angelo I Ventura, Tel +1 (732) 372-2141, Email venturachri@gmail.com; cventura@bu.eduAbstract: This study aimed to analyze prehospital Emergency Medical Services (EMS) response to the COVID-19 pandemic in the US through a brief systematic review of available literature in context with international prehospital counterparts. An exploration of the NCBI repository was performed using a search string of relevant keywords which returned n=5128 results; articles that met the inclusion criteria (n=77) were reviewed and analyzed in accordance with PRISMA and PROSPERO recommendations. Methodical quality was assessed using critical appraisal tools, and the Egger’s test was used for risk of bias reduction upon linear regression analysis of a funnel plot. Sources of heterogeneity as defined by P < 0.10 or I^2 > 50% were interrogated. Findings were considered within ten domains: structural/systemic; clinical outcomes; clinical assessment; treatment; special populations; dispatch/activation; education; mental health; perspectives/experiences; and transport. Findings suggest, EMS clinicians have likely made significant and unmeasured contributions to care during the pandemic via nontraditional roles, ie, COVID-19 testing and vaccine deployment. EMS plays a critical role in counteracting the COVID-19 pandemic in addition to the worsening opioid epidemic, both of which disproportionately impact patients of color. As such, being uniquely influential on clinical outcomes, these providers may benefit from standardized education on care and access disparities such as racial identity. Access to distance learning continuing education opportunities may increase rates of provider recertification. Additionally, there is a high prevalence of vaccine hesitancy among surveyed nationally registered EMS providers. Continued rigorous investigation on the impact of COVID-19 on EMS systems and personnel is warranted to ensure informed preparation for future pandemic and infectious disease responses.Keywords: EMS, COVID-19, prehospital, pandemic response, EMT, paramedic

This study aimed to analyze prehospital Emergency Medical Services (EMS) response to the COVID-19 pandemic in the US through a brief systematic review of available literature in context with international prehospital counterparts. An exploration of the NCBI repository was performed using a search string of relevant keywords which returned n=5128 results; articles that met the inclusion criteria (n=77) were reviewed and analyzed in accordance with PRISMA and PROSPERO recommendations. Methodical quality was assessed using critical appraisal tools, and the Egger’s test was used for risk of bias reduction upon linear regression analysis of a funnel plot. Sources of heterogeneity as defined by P < 0.10 or I^2 > 50% were interrogated. Findings were considered within ten domains: structural/systemic; clinical outcomes; clinical assessment; treatment; special populations; dispatch/activation; education; mental health; perspectives/experiences; and transport. Findings suggest, EMS clinicians have likely made significant and unmeasured contributions to care during the pandemic via nontraditional roles, i.e., COVID-19 testing and vaccine deployment. EMS plays a critical role in counteracting the COVID-19 pandemic in addition to the worsening opioid epidemic, both of which disproportionately impact patients of color. As such, being uniquely influential on clinical outcomes, these providers may benefit from standardized education on care and access disparities such as racial identity. Access to distance learning continuing education opportunities may increase rates of provider recertification. Additionally, there is a high prevalence of vaccine hesitancy among surveyed nationally registered EMS providers. Continued rigorous investigation on the impact of COVID-19 on EMS systems and personnel is warranted to ensure informed preparation for future pandemic and infectious disease response.

This study aimed to analyze prehospital Emergency Medical Services (EMS) response to the COVID-19 pandemic in the US through a brief systematic review of available literature in context with international prehospital counterparts. An exploration of the NCBI repository was performed using a search string of relevant keywords which returned n=5128 results; articles that met the inclusion criteria (n=77) were reviewed and analyzed in accordance with PRISMA and PROSPERO recommendations. Methodical quality was assessed using critical appraisal tools, and the Egger's test was used for risk of bias reduction upon linear regression analysis of a funnel plot. Sources of heterogeneity as defined by P0.10 or I^250% were interrogated. Findings were considered within ten domains: structural/systemic; clinical outcomes; clinical assessment; treatment; special populations; dispatch/activation; education; mental health; perspectives/experiences; and transport. Findings suggest, EMS clinicians have likely made significant and unmeasured contributions to care during the pandemic via nontraditional roles, ie, COVID-19 testing and vaccine deployment. EMS plays a critical role in counteracting the COVID-19 pandemic in addition to the worsening opioid epidemic, both of which disproportionately impact patients of color. As such, being uniquely influential on clinical outcomes, these providers may benefit from standardized education on care and access disparities such as racial identity. Access to distance learning continuing education opportunities may increase rates of provider recertification. Additionally, there is a high prevalence of vaccine hesitancy among surveyed nationally registered EMS providers. Continued rigorous investigation on the impact of COVID-19 on EMS systems and personnel is warranted to ensure informed preparation for future pandemic and infectious disease responses.

– The article investigates storytelling as an innovative approach to inclusive teacher training, following two directions. The first concerns the power of life stories, which are capable of deepening complex phenomena such as those related to disability. Life stories, in fact, allow the reader to go into the heart of pedagogical issues starting from the narrator's point of view. Thanks to the meet with narratives, teachers in training have the opportunity to mend the plots of different existences, to access a generative space of self-transformation and change for the educational and didactic relationship. The second concerns the value of the narrative for educational practices in initial and lifelong education and the role of autobiographical writing in the process of professionalization and recursive reconstruction of professional identity. To this aim, a format used in training classes for support teachers will be presented. Riassunto – L’articolo indaga la narrazione come approccio innovativo per la formazione inclusiva del docente, attraversando essenzialmente due direzioni. La prima relativa al potere delle storie di vita in grado di far immergere nella conoscenza di fenomeni complessi come quelli correlati alle disabilità, scendendo nel cuore delle questioni pedagogiche a partire dal punto degli attori biografici. Grazie all’incontro con le narrazioni gli insegnanti in formazione hanno la possibilità di ricucire le trame delle diverse esistenze, per accedere a uno spazio generativo di trasformazione di sé e della relazione educativa e didattica. La seconda riguarda il valore della narrazione delle pratiche educative nella formazione iniziale e continua e del ruolo della scrittura autobiografica nel processo di professionalizzazione e di ricostruzione ricorsiva dell’identità professionale. Ad esemplificazione, viene presentato un format utilizzato nei percorsi di formazione degli insegnanti per il sostegno. Keywords – training, narrative, inclusion, professional changing, self-advocacy Parole chiave – formazione, narrazione, inclusione, cambiamento professionale, auto-rappresentanza, Annali online della Didattica e della Formazione Docente, Vol 13, N° 21 (2021): La formazione dei docenti come percorso di ricerca. Approcci e modelli innovativi

Il contributo evidenzia le numerose sfide che le persone con disabilità e le loro famiglie sono chiamate ad affrontare durante i cicli della loro vita, toccando questioni di grande rilevanza come il "Progetto di Vita", la "Qualità della Vita" della persona con disabilità e della sua famiglia e il cosiddetto "Dopo di Noi". Il contributo propone anche due percorsi realizzati dall’associazione Anffas Onlus di Macerata che permettono di riflettere su nodi tematici di cruciale rilevanza pedagogica e progettuale sulle questioni suesposte.