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Assessment of predictive values of clinical symptoms for COVID-19 diagnosis in young adults. Participants: Nonresidential university students (ages 18-25) participating in surveillance testing and mandatory symptom survey between 9/9/2020 and 11/25/2020. Methods: Retrospective study of test results and symptom survey data. Results: Among 6,489 individuals, 288 (4.4%) tested positive for COVID-19, 90 (31.3%) of whom reported symptoms. COVID-19 prevalence among individuals reporting and not reporting symptoms was 17.2% and 3.3%, respectively. The four symptoms with highest positive predictive values (PPVs) were smell/taste loss (PPV = 38.5%), chills (PPV = 31.5%), muscle/joint pain (PPV = 26.0%), and fever (PPV = 25.9%). Conclusions: Institutions should emphasize COVID-19 risk for highly predictive symptoms in public health messaging to inform individuals on when to seek testing or self-isolation. However, low COVID-19 diagnostic accuracy of clinical symptoms and the high pre-symptomatic/asymptomatic rate (69%) highlight the limitations of voluntary testing strategies employed by higher education institutions during the original strain of SARS-CoV-2.

Objective: The George Washington University (GW) in Washington, D.C., USA established the Public Health Laboratory and Campus COVID-19 Support Team (CCST) to develop and implement its SARS-CoV-2 surveillance testing and outbreak response for the 2020-2021 academic year. Participants and Methods: Approximately 4,000 GW members had access to campus for living accommodations, limited in-person instruction, athletics, research, and university operations. The outbreak response included daily risk assessment surveys, weekly surveillance testing, symptomatic and voluntary testing, case investigation, and contact tracing. Results: Between August 17 - November 24, 2020, 42,350 SARS-CoV-2 PCR tests were performed, and 194 (0.46%) of tests were positive. Surveillance testing identified 59 (30.4%); voluntary testing 97 (50%); and symptomatic testing 30 (15.5%) of the cases, respectively. Conclusions: Robust testing of asymptomatic people and rapid isolation and quarantine of members who are exposed or infected effectively limited the spread of SARS-CoV-2 during the Fall 2020 semester.

In the summer of 2020, SARS-CoV-2 infection rates among the U.S. population aged 20-39 years exceeded other age groups, with the largest increases occurring in the southern US. As many colleges reopened for in-person instruction in August and September, these trends continued among campuses across the country. Our study aimed to identify risk factors (demographic and behavioral) associated with SARS-CoV-2 infection among college students. We used data from a survey administered to students at a southern university in the US. The survey had a total of 765 respondents and this study included the 679 (88.8%) who responded about their SARS-CoV-2 infection status. We examined associations between population characteristics and reported SARS-CoV-2 infection and calculated prevalence ratios along with 95% confidence intervals. SARS-CoV-2 infection was 2.5 times more likely among current users of electronic nicotine delivery systems (ENDS) compared to those who do not use ENDS (95% confidence interval [CI]: (1.76-3.4)) and 2.8 times more likely among those who reported a high frequency of binge drinking compared to those who did not report binge drinking (95% CI: (1.81-4.36)). Current high frequency ENDS users were 2.76 (1.79-4.25) more likely to report SARS-CoV-2 infection than non-users. Current low frequency users of ENDS were 2.27 (1.53-3.37) times more likely to report SARS-CoV-2 infection than nonusers. A trend analysis among ENDS use frequency and SARS-CoV-2 infection was statistically significant, showing a significant dose response with increasing ENDS use. The results of this analysis may assist in providing guidance on policies as well as may serve as a steppingstone for future research concerning SAR-CoV-2 infection among university populations.

Kentucky ranks first in the nation in cancer incidence and mortality. The Appalachian region of the state experiences the highest cancer disparities due to inequities in many social determinants of health as well as poor health behaviors. As a strategy for addressing cancer and education disparities in the region, the Appalachian Career Training in Oncology (ACTION) Program at the University of Kentucky Markey Cancer Center engages Appalachian-native high school students in cancer education, research, and outreach activities. Entry and exit surveys were administered to participants. Classical test theory and exploratory factor analysis were used to examine the instruments used for program evaluation, whereas repeated measures ANOVA was used to determine if there were significant differences in means between entry and exit timepoints. Results demonstrated that there was an increase in students' understanding and comfort with cancer-related topics between entry and exit survey administrations. Students indicated that the program improved their research skills and career planning skills. Furthermore, students had positive perceptions of all aspects of the program.

This study aimed to adapt the COVID-19 Stress Scales (CSS) into Turkish and provide evidence for construct validity. For this purpose, firstly, Confirmatory factor analysis (CFA) was applied for the 5-factor model obtained during the development of CSS and the theoretically expected 6-factor model with total of 546 respondents. The findings revealed that the 6-factor model of CSS had a better fit in the Turkish sample. Factor loadings varied between 0.62 - 0.95 and correlations between subscales were between 0.44 - 0.76. Cronbach's Alpha and McDonald's [omega] coefficients for each subscale indicated good-to-excellent internal consistency. To evaluate the criterion-related validity, the Turkish version of The Fear of COVID-19 Scale (FCV-19S) was administered to the participants and the correlation coefficients between this scale and the six subscale of CSS were calculated. We also conducted the Rasch analysis with related items to provide psychometric evidence for their unidimensional structure of each of the six subscales. Lastly, Differential item functioning (DIF) analysis was performed across subgroups by gender, having COVID-19, and being a student. Overall, the results of both CFA and Rasch analyses provided evidence to support the substantive aspect of validity and the appropriateness of the CSS as a measure of COVID-19 stress level in a Turkish sample.

Save for the most callous among us, all of humanity knows the chaos wreaked upon the world by the COVID-19 Virus. The losses are of unspeakable proportions. Those losses continue. Among those losses is lost educational opportunity for our children and young adults. The debate among world experts continues unabated: when should we re-open schools? At what levels? Under what conditions? What are the potential perils? How do we assess the effects of viral mutations and variants? There is so much that we have yet to learn that, at best, we are making educated guesses; at worst, we yield to denial and despair. This paper charts the efforts made by various countries to deal with the impact of education on schools, colleges and universities. Given the vast differences in resources; the availability of medical and other expertise; innovativeness; and political will and the humility of political leadership to follow the advice of scientists, the responses have been markedly different. Not unusually, the poorer the country, the greater is the suffering. In this paper, we use Guyana as representative of nations bereft of those things we have just mentioned. However, even in nations that are blessed with the wherewithal for managing and minimizing the impact of this deadly pandemic, education has suffered. In poor countries, this damage may be almost irreparable for decades to come. The overall international quest has been to find a way to re-open educational institutions safely. Outside schooling, social distancing, hand-washing, and the wearing of masks have been vital ameliorating tools. Some places have used plexiglass to separate students and prevent the exhalation and inhalation of droplets. Other countries have simply followed uncritically what richer and more resourceful countries have done. Many countries have simply denied the fact of the pandemic or have simply guessed their way along. Denial and guess-work have lead to catastrophic results. In this paper, we have attempted a solution that involves the re-imagining and re-designing of the traditional classroom space into being a "Teaching and Learning Station." This innovation, in our opinion, almost guarantees the safe re-opening of schools. It ensures the safe return to in-person teaching and learning, and it prepares us for inevitable future pandemics. We have offered up the design with the hope that it may be taken up and acted upon.

The COVID-19 pandemic provided students a rare opportunity to use their mathematical knowledge to make sense of a top-of-mind crisis. Based on a report in a major regional newspaper, we designed tasks that require an understanding of infection rates and an interpretation of a misleading claim made in the newspaper. Our analysis of 91 undergraduate students' responses to one of the tasks shows that 77% of the participants used the first or second derivative to interpret the claim. While an assessment for fundamental calculus courses may include both the memorization of procedures and high-cognitive-demand tasks, the findings suggest that it is feasible and worthwhile to build assessment questions on a meaningful connection with the real world.

This article describes five elementary statistics projects involving the COVID-19 data made available to the public in csv files by the Centers for Disease Control and Prevention. The first project examined data available at the beginning of the COVID surge in New York City in spring, 2020, and used the correlation coefficient to estimate the total number of deaths that could be expected as the spike ran its course. The second project is an easy one on the concept of excess deaths and on the mechanics of extracting parts of a data file that answer relevant questions. The data is from a spike in deaths in the particularly bad flu surge in the winter of 2017-2018. The third and fourth projects ask the student to fit a logistic growth curve to observed cumulative numbers of deaths in a spike, like the COVID spikes in New York City and Wisconsin and the nationwide 2017-2018 flu spike. The method is a simple linear regression with transformed variables. The fifth project involves hypothesis testing and judging when a Poisson model might be useful. The paper also documents difficulties and adaptations of the sort familiar to all teachers who have taught during the COVID-19 pandemic.

Lack of sexual and reproductive health (SRH) education contributes to poor SRH outcomes for adolescents and young people in Sub-Saharan Africa. School-based comprehensive SRH education programmes in low- and middle-income countries aim to advance gender equality and human rights and reduce risky sexual behaviours in adolescents. However, the implementation of these programmes in Northern Nigeria is opposed by community and religious institutions because of mistrust of health interventions perceived as being framed on Western ideologies. This study explored perceptions of such programmes among secondary school staff in Northern Nigeria. We focused on knowledge and beliefs about comprehensive SRH education programmes, and views about barriers to delivery and ways to support their inclusion in schools. Sixteen semi-structured in-depth interviews were conducted with teachers and head teachers. Participants were aged 33-54 years and came from four public secondary schools in two states (Kano and Jigawa). Findings showed conflicting gender-based perspectives on the importance of comprehensive SRH education in schools. Barriers to delivery included lack of adequate skills and knowledge, beliefs/cultural norms and wider societal barriers. Involving traditional and religious leaders and schools in the design of tailored approaches could strengthen future delivery.

Facebook is one of the networking sites and platforms that has potential for language teaching and learning in the 21st century. Underpinned by the Technological Pedagogical and Content Knowledge (TPACK) framework, this study aims to integrate the use of Facebook into a Teaching English as a Foreign Language (TEFL) program in order to promote students' goals of English language literacy, pedagogical knowledge, and ICT skills. Through a mixed-method approach, the data was obtained from questionnaire, focus-group interviews, and individual semi-structured interviews. This study employed the TPACK framework with Facebook to measure Thai pre-service EFL teachers through a survey. To garner their views and opinions, focus-group and semi-structured interviews were conducted with selected pre-service EFL teachers and their teacher trainers, accordingly. The findings reveal that, on average, the Thai pre-service EFL teachers were able to conduct TEFL classes using Facebook at a high level; however they required supplementary skills for online teaching from their teacher trainers. Most of the teacher trainers were unable to provide such skills because they rarely used Facebook as an educational tool. A formal online training plan to supplement pedagogical skills appears unachievable at this time. Facebook is thus considered as a potentially useful means for teacher-student interactions and sociocultural interchange aspects of TEFL lessons among pre-service EFL teachers. This study sheds light on the prospective integration of educational technologies, online platforms, and English language education in the midst of 21st century and the COVID-19 global pandemic crisis.

When we envision the ideals of middle school, we so often think about the importance of physical setting. Physical setting helps to create a material space for so many of the tenets of the middle school mindset. For example, "A successful (middle) school for young adolescents is an inviting, supportive, and safe place -- a joyful community that promotes in-depth learning and enhances students' physical and emotional well-being. In a school (with a material, physical setting), human relationships are paramount." (National Middle School Association, 2010, p. 33). With the outbreak of COVID-19 and pandemic conditions forcing so many to shelter-in-place, our collective thinking about this ideal has been forced to shapeshift. Without prerequisite planning, the physical setting has become a digital setting. What are the challenges of such a sudden and unexpected shift? What are the trending topics scrolling our personal and professional timelines? What are the solutions? This is the developing story, told in two voices, of middle grades educators reflecting on, living through, and teaching within the current reality of pandemic conditions that have shifted our personal and professional paradigms. In this essay, we will share some of our challenges and in-progress solutions. We consider shifts in our practices and professional mindsets as we seek to thrive and to serve middle grades educators and students in two different contexts. We pose questions that have incomplete answers and share our imperfect thinking as we seek answers. Our mindsets are evolving even as we write. We consider this topic in a spirit of curiosity, concern, collaboration, and humility.

As we have seen from the current COVID-19 pandemic, misconceptions concerning viruses can lead to disease spread and panic. Therefore, it is imperative to determine misconceptions held concerning epidemics and pandemics. One virus that warrants study of misconceptions, albeit given limited attention in the West, is the Ebola virus. An assessment of college students' knowledge and misconceptions about the Ebola virus was created and validated using data from 203 non-science majors at a Midwestern United States university. The data were analyzed using both classical and Rasch measurement methods to make a case for the validity of the assessment and to explore students' misconceptions. The assessment was shown to be a valid and useful measure for students' knowledge and misconceptions concerning Ebola. Integrating a confidence scale into students' responses made the scale more reliable and assisted in identifying students' tenacious misconceptions. Students displayed multiple misconceptions about viruses, including confusion between the characteristics of viruses and prokaryotes. Students also displayed misconceptions about Ebola itself, including the overestimation of the number of Ebola strains and the number of patients who experience massive blood loss, misunderstandings about the incubation period, and overestimation of the mortality in comparison to other diseases like Influenza and Anthrax. This assessment can be used as a starting point in future studies to determine what misconceptions people have about Ebola and which types of educational and behavioral interventions need to be undertaken.

The author complements his JoLLE keynote speech, available on video, with an essay that situates historical means of oppression within two current pandemics: the coronavirus crisis and the longstanding crisis of White supremacy. He expands this notion to include societal advantage beyond Whiteness, particularly the advantages that accrue to wealthy, western European descended, able-bodied, cis-gender, Protestant, heterosexual males, whose lives have been normalized to represent all that is right and good. Schools, he maintains, are structured to support the value system of a single demographic group, making U.S. schooling fundamentally unjust extensions of discrimination more broadly practiced. He asserts that teachers dedicated to abolishing oppressive systems must teach to refute what the world says about Black and Brown youth. He maintains that a post-pandemic world would abandon its orientation to markets and status quo preservation. Rather, it will shift its emphasis to a commitment to cultivating students' knowledge of themselves, their solidarity as members of a community, and their self-determination beyond the bounds of the discriminatory structures that have long dominated US society and its schools.

The COVID-19 pandemic forced K-12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes to the professional life of a secondary school teacher in rural Alaska (United States), who had to teach his students online. A descriptive and explanatory single case study methodology was used to describe subsequent impacts on instructional practices and workload. Qualitative and quantitative data sources include participant observations, semi-structured interviews, artifacts (e.g., lesson plans, schedules, online time), and open-ended conversations. The results of this study demonstrate an increase and change in workload for the teacher and that online education can support learning for many students but needs to be carefully designed and individualized to not deepen inequality and social divides. The forced move to online learning may have been the catalyst to create a new, more effective hybrid model of educating students in the future. Not one single model for online learning will provide equitable educational opportunities for all and virtual learning cannot be seen as a cheap fix for the ongoing financial crisis in funding education.

Contribution: Although engineering hackathon events are common, this is one of the first reports of such an event used for the purpose of teaching engineering students about public health concepts. Results from this study suggest that hackathons are an effective format for teaching topics that are not core to the engineering discipline in a short period of time. Background: The current COVID-19 pandemic highlighted the essential role that computer scientists and engineers have in controlling disease outbreaks. However, engineering programs generally do not provide training on public health issues. Thus, there is a critical need to develop innovative and engaging ways to educate engineering students about public health without interfering with required discipline-specific content. Intended Outcomes: Hackathons, short-term events, held outside of the classroom, can provide an engaging and effective method for increasing the interest and knowledge of engineering students in disease outbreaks. In this article, the effectiveness of a hack day in increasing the interest and knowledge of engineering students in disease outbreaks is assessed. Application Design: One-hundred-six undergraduate students, 30 of whom were engineering majors, participated in a multidisciplinary disease focused hackathon. Student learning and engagement during the hackathon was assessed for the 30 engineering students that participated through pre- and post-event surveys. Findings: The results indicated that the hackathon increased both content knowledge and engagement of engineering students in public health issues. Additionally, students gained an increased understanding of public health professions and how they can contribute to disease tracking, prevention, and treatment. Therefore, hackathons are an effective and efficient tool for teaching engineering students about topics outside of their discipline.

This study investigates the effect of public health education (PHE) on migrant workers' health status in China, using the data collected from the China Migrants Dynamic Survey project. The analysis employs a probit model, whose results suggest that, in general, PHE has a statistically significant and positive impact on migrant workers' self-rated health status and exerts a negative impact on their incidence rate of daily diseases. We also utilize the conditional mixed process method to address the potential endogenous issue. Further analyses reveal that there are significant differences in the impacts of different modes of PHE on migrant workers' health status, among which the mode of health knowledge lectures plays the most prominent role. Nonetheless, an additional analysis indicates that in addition to PHE, other public health services, such as the establishment of health records, also have a significant effect on the promotion of migrant workers' health status. A disaggregated analysis reveals that this impact is heterogeneous among different generations, genders as well as those with different income levels. The findings shed light on the importance of promoting equal access to public health services.

Human history is replete with pandemics caused by virulent diseases that have produced overwhelming suffering and death. Our future will require swift, sensible, and near-universal vaccine response as viruses evolve and thrive. When viruses like COVID-19, SARS-CoV-2 emerge and mutate, vaccine researchers must be nimble and responsive to quickly develop effective vaccines. However, averting a preventable disease and consequent pandemic also requires the participation of all members of society, and there remain a considerable number of individuals who refuse to accept vaccination as a safe and effective prophylaxis. This refusal stems from deeply rooted fears and values and is further reinforced by antivaccination propaganda circulating the internet and media. By considering the psychological underpinnings of antivaccination attitudes, vaccination advocates, scientists, and policy makers can adapt and target their vaccination campaigns to appeal to those with doubts and concerns about vaccines. Schools serve an important role in promoting and mandating vaccinations to help prevent disease, and vaccinations are vital in school settings where densely populated classrooms facilitate the propagation of disease. School administrators and school nurses have important roles in establishing vaccination requirements and ensuring compliance, and school psychologists and mental health staff can help address vaccination concerns, doubts, and fears among school staff, parents, and students. It is vital that scientists, health care providers, and school staff work collaboratively to communicate with families and children about vaccination and counter antivaccination narratives with emotionally compelling stories that promote vaccine uptake and prevent disease outbreaks.

Many families are desperate to get their kids back to school, and many political leaders agree, worried about harm to children's educations and believing that key to fixing the economy is making it easier for parents to work. But the pandemic, which is still raging, has led to one of the most politicized and divisive debates in America: Can we safely reopen schools? This article discusses the debate about the re-opening of schools during the COVID-19 pandemic.

Background: School closures were initially believed to mitigate SARS-CoV-2, but instead may have had a limited role in reducing community SARS-CoV-2 transmission. We describe a single school's experience with in-person education during the COVID-19 pandemic. Methods: From August 17, 2020 through January 23, 2021, we conducted a prospective study at a private pre-kindergarten through 12th grade (PreK-12) school in North Carolina. The school employed numerous SARS-CoV-2 mitigation measures, including mandatory masking and physical distancing without mandated laboratory screening tests. We analyzed de-identified contact tracing data collected by the school. Results: Seventy-five primary cases were reported among the 2110 students, faculty, and staff during the study period. Twenty-one (28%) of the primary cases were on-campus during their infectious periods; however, no classroom close-contacts subsequently reported a positive SARS-CoV-2 test result. Two secondary cases likely resulted from unmasked exposure at a school athletic event. There was no correlation between community incidence and secondary transmission in the school. Conclusions: Despite high rates of SARS-CoV-2 community incidence during the study period, routine mitigation practices including daily health screenings, mandatory face coverings, and efficient contact tracing contributed to minimal secondary SARS-CoV-2 transmission within an urban PreK-12 school. The limited school-associated transmission occurred when masks were not used during athletic events.

Although mask wearing has been demonstrated to be an effective strategy to combat the COVID-19 pandemic, it has become a contentious issue. This is evident in the policy shift regarding mask wearing during the pandemic and the varying mask mandates across different states in the United States. This study investigates the relationship between mask wearing and COVID-19-associated discrimination (CAD) over the course of the pandemic (March 2020 through May 2021), and differences between states with and without mask mandates. This study utilized three-level longitudinal analyses to analyze a longitudinal panel data from a nationally representative sample of U.S. adults enrolled in the Understanding America Study (UAS). The experiences of CAD were much higher for those wearing a mask than those not wearing a mask before August 2020, but this pattern was reversed afterward. Another notable finding was that mask wearers reported greater CAD in states with no mask-wearing mandate than the ones in states with mask mandates. In contrast, the pattern was reversed for nonmask wearers. The findings highlight the importance of inclusiveness and openness when relatively new health practice is introduced during a public health crisis.

Understanding the health benefits of education is vital in setting policy priorities, especially in lower-income countries. Using the instrumental variable with panel data estimation approach, this study utilizes data from the Thailand Vietnam Socio Economic Panel to provide comparative evidence of the health benefits of education in two countries. The findings indicate that highly educated people are likely to report better current health status, reduced probability of having serious diseases in both countries, increased body mass index (BMI) in Vietnam and decreased BMI in Thailand. Additionally, the benefits of education on health are significant among Vietnamese men, Thai women, and Vietnamese ethnic minorities. The results also suggest that the positive effect of education on health can be explained by higher household income. Thus, promoting education among vulnerable groups, including women and ethnic minorities, should be particularly prioritized to mitigate the gaps in health inequities.

Using an online, medical image labeling app, 803 individuals rated images of skin lesions as either "melanoma" (skin cancer) or "nevus" (a skin mole). Each block consisted of 80 images. Blocks could have high (50%) or low (20%) target prevalence and could provide full, accurate feedback or no feedback. As in prior work, with feedback, decision criteria were more conservative at low prevalence than at high prevalence and resulted in more miss errors. Without feedback, this low prevalence effect was reversed (albeit, not significantly). Participants could participate in up to four different conditions a day on each of 6 days. Our main interest was in the effect of Block N on Block N + 1. Low prevalence with feedback made participants more conservative on a subsequent block. High prevalence with feedback made participants more liberal on a subsequent block. Conditions with no feedback had no significant impact on the subsequent block. The delay between Blocks 1 and 2 had no significant effect. The effect on the second half of Block 2 was just as large as on the first half. Medical expertise (over the range available in the study) had no impact on these effects, though medical students were better at the task than other groups. Overall, these seem to be robust effects where feedback may be 'teaching' participants how to respond in the future. This might have application in, for example, training or re-training situations.

Purpose: Americans with rheumatoid arthritis (RA) represent an emerging vocational rehabilitation (VR) clientele. Method: Following an overview of the etiology, incidence, prevalence, and impact of RA, the authors present strategies to meet the service and support needs of Americans with RA across the phases of the VR process. Results: The importance of individualized case planning, employer consultation, workplace accommodations, interface with medical and mental health professionals, and adherence to social distancing requirements resulting from the Coronavirus pandemic is emphasized throughout the article. Conclusions: RA is an emerging disability that can affect people at any age, and rehabilitation counselors must be prepared to meet the service needs of this growing clientele.

Purpose: The purpose of the study was to examine the electricity challenges confronting slums in order to understand the health implications thereof. Design/methodology/approach: The study utilized purposive sampling techniques supported by the convenience sampling method within the context of qualitative research to select 30 interviewees of varying demographics for in-depth interviews. Findings: The findings revealed that slums faced various forms of challenges that are attributable to lack of government support, stringent procedures and financial hardship, among others. The study also found that a lack of health education in the slums has resulted in health problems, such as skin diseases, stomach aches, cholera, typhoid and childbirth complications. Research limitations/implications: The outcome of this study cannot be generalized to represent the whole population of slums within context due to the qualitative approach. Practical implications: The study advanced the frontiers of slum literature to understand contextual issues that are important to policymakers and practitioners. Originality/value: This study revealed a country-specific understanding of the challenges confronting slum dwellers in accessing electricity through the perspective of the two-factor theory of motivation.

Background: Cognitive emotion regulation strategies (CERS) play a transdiagnostic role in emotional disorders, but the role of these strategies in coping with emotions during the coronavirus disease 2019 (COVID-19) pandemic remains poorly understood. Aims: To assess the presence of emotional disorders in Spain and the association to sociodemographic characteristics and CERS during the COVID-19 outbreak. Method: Cross-sectional survey administered through an online platform. Sociodemographic variables and CERS (CERQ-Short) were collected and possible diagnoses of generalized anxiety disorder (GAD, GAD-7), major depression disorder (MDD; Patient Health Questionnaire-9 [PHQ-9]), panic attacks (PA; PHQ-PD), and panic disorders (PD; PHQ-PD) were assessed. Sociodemographic risk factors and CERS association to the possible diagnosis of emotional disorders were reported with hierarchical multivariate logistic regression analyses. Results: A total of 1,753 respondents completed the questionnaire in Spain. Of these, most (76.8%) were female, with a mean (SD) age of 40.4 years (12.9). A high proportion of participants met diagnostic criteria for emotional disorders: 15.3% for GAD, 12.2% for MDD, 17.2% for PD, and 25.7% had experienced a PA. The contribution of sociodemographic variables to diagnoses of emotional disorders was modest, explaining from 3.1% to 5.7% of the variance; however, when CERS were added, the combination of sociodemographic and CERS explained from 15% to 29% of the variance. Rumination and catastrophizing were the most transdiagnostic maladaptive strategies and positive refocusing was another adaptive strategy. Discussion: Although results from convenience samples should be handled with caution, the high prevalence of emotional disorders in this study suggests that the demand of mental health interventions will probably increase in Spain. Also, CERS play a clear role in the presence of these disorders. Conclusion: Intervention programs should focus on training CERS in populations at high risk, focusing on the reduction of maladaptive CERS and the reinforce of other more adaptive CERS.

Rare diseases (RDs) represent a wide, varied group of illnesses characterised by their low prevalence among the population. Moreover, they can appear at any time of life, including in infancy. For this reason, the aim of this article was to review and analyse research in the field of education to find out what kind of educational response is offered by schools to pupils with RDs. The following databases were used to find the pertinent bibliography: Web of Science, Scopus, Education Database (Proquest) and ERIC. After retrieving the publications included in this study, each paper was reviewed and analysed on the basis of what journal they were published in and their abstracts. Out of the 53 studies included, only six bore any relation to the school context. The results showed that while there are scientific papers on RDs, most of them are restricted to the medical sphere. It was therefore concluded that further research is needed in the field of education to advance in the schooling of pupils with RDs.

Prader-Willi Syndrome (PWS) is one of the low-incidence physical disabilities that the literature has not addressed in relation to the Individuals with Disabilities Education Act and its case law applications. To help fill the gap, this relatively brief article provides (a) an introduction of PWS from legal sources; (b) an overview of the IDEA, including its primary components and alternate decisional avenues; (c) a synthesis of the case law to date, which amounts to a limited variety of administrative and judicial decisions; and (d) a brief set of conclusions from an impartial legal perspective.

Background: In fall 2020, all public K-12 schools reopened in broadly 3 learning models. The hybrid model was considered a mid-risk option compared with remote and in-person learning models. The current study assesses school-based coronavirus disease 2019 (COVID-19) spread in the early fall using a national data set. Methods: We assess COVID-19 case growth rates from August 10 to October 14, 2020 based on a crowdsourcing data set from the National Education Association. The study follows a retrospective cohort design with the baseline exposures being 3 teaching models: remote learning only, hybrid, and in-person learning. To assess the consistency of our findings, we estimated the overall, as well as region-specific (Northeast, Midwest, South, and West) and poverty-specific (low, mid, and high) COVID-19 case-growth rates. In addition, we validated our study sample using another national sample survey data. Results: The baseline was from 617 school districts in 48 states, where 47% of school districts were in hybrid, 13% were in remote, and 40% were in-person. Controlling for state-level risk and rural-urban difference, the case growth rates for remote and in-person were lower than the hybrid (odds ratio [OR]: 0.963, 95% confidence interval [CI]: 0.960-0.965 and OR: 0.986, 95% CI: 0.984-0.988, respectively). A consistent result was found among school districts in all 4 regions and each poverty level. Conclusions: Hybrid may not necessarily be the next logical option when transitioning from the remote to in-person learning models due to its consistent higher case growth rates than the other 2 learning models.

School closures in the wake of the COVID-19 pandemic led to kids asking pertinent questions about why they were not in school, especially some students suffering financial hardship. Virtual classrooms became the mundane venues for students to piece together the pandemic puzzle and unpack unseen inequities. This article examines disparities that have surfaced due to the pandemic: racial, health, financial resilience, and mental stress, from students' point of view.

Little is known about the extent to which the healthcare needs of autistic older adults with intellectual disability differ from autistic older adults without intellectual disability. We conducted a cross-sectional retrospective cohort study of Medicare claims data from 2016 to 2017 to compare the prevalence of physical and mental health conditions among autistic older adults (age 65+ years) with intellectual disability (N=2054) to autistic older adults without intellectual disability (N=2631). Medicare claims data consisted of records from inpatient hospitalizations and institutional outpatient visits (i.e. visits to hospital outpatient departments, rural health clinics, renal dialysis facilities, outpatient rehabilitation facilities, Federally Qualified Health Centers, and community mental health centers). Examination of the largest between-group differences revealed that autistic older adults with intellectual disability had 350% greater odds of epilepsy (odds ratio=4.5, 95% confidence interval=3.9-5.2), 170% greater odds of osteoporosis (odds ratio=2.7, 95% confidence interval=2.3-3.2), and 100% greater odds of gastrointestinal conditions (odds ratio=2.0, 95% confidence interval=1.8-2.2) but 80% lower odds of attention deficit disorders (odds ratio=0.2, 95% confidence interval=0.1-0.3), 70% lower odds of substance use disorders (odds ratio=0.3, 95% confidence interval=0.2-0.4), and 60% lower odds of suicidal ideation or intentional self-injury (odds ratio=0.4, 95% confidence interval=0.3-0.6). These findings highlight the importance of developing tailored health management strategies for the autistic older adult population as a function of intellectual disability status.

Black women in South Africa (SA) face multiple and interlocking systems of oppression every-day; among them gender-based violence, economic marginalization, and the legacy of racialized and gendered subjugation under centuries of colonization, followed by the apartheid regime. On the heels of South Africa's transition to democracy in 1994, the HIV/AIDS pandemic quickly overwhelmed health and social support systems, resulting in the highest AIDS incidence in the world, to this day. This article engages with a monumental artwork called the "Keiskamma Altarpiece," which was created by a group of (mainly) women in a rural area of the Eastern Cape province of South Africa. I "read" the "Altarpiece" as testimony and storytelling against the shaming and silencing of women's lives and experiences in South Africa, and argue that it calls us to become response-able to its witness. Using discourse and esthetic analysis, informed by post-colonial memory studies, I argue for better memory practices and increased awareness of the legacies of disease, and engage with Roger Simon's concept of remembering otherwise.

Background: Data on the prevalence of developmental disabilities in people who experience imprisonment and on their characteristics are lacking. Methods: The present authors identified adults with developmental disabilities who were released from Ontario provincial prisons in 2010 and a general population comparator group using administrative data. The present authors examined demographic characteristics, morbidity and healthcare use. Results: The prevalence of developmental disabilities was 2.2% in the prison group (N = 52,302) and 0.7% in the general population (N = 10,466,847). The prevalence of psychotic illness, substance-related disorder and self-harm was higher among people in the prison group with developmental disabilities. People with developmental disabilities were more likely to have emergency department visits and hospitalizations in prison and in the year after release. Conclusions: People with developmental disabilities are overrepresented in provincial prisons and have a high burden of disease. Strategies are indicated to prevent incarceration and to improve health.

Incarcerated people are at disproportionately high risk of contracting COVID-19. Prisons are epicenters for COVID-19 transmission, including to the community. High rates of preexisting health conditions, limited access to quality health care, and inability to social distance make it impossible to reduce the impact of COVID-19 in prisons. Due to a history of compounded social determinants, incarcerated populations are disproportionately composed of people of color and people with stigmatized behavioral health disorders. Rapid decarceration is needed to promote health equity. Historical mass decarceration events demonstrate feasibility to rapidly release large groups of people while maintaining public safety. Iran and Ireland have released substantial portions of their prison populations by transitioning people to home confinement. In the United States and Uganda, some jurisdictions have reduced new incarcerations through policies that decrease arrests. These policies must be globally expanded to contain the epidemic, and its potential health consequences, while addressing health equity.