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Persons with HIV (PWH) are at increased risk for bacterial infections, and previous publications document an increased risk for invasive meningococcal disease (IMD) in particular. This analysis provides evidence that PWH face a 6-fold increase in risk for IMD based on Active Bacterial Core surveillance data collected during 2009–2019. [ABSTRACT FROM AUTHOR]

The article offers information on the challenges faced by teachers in the aftermath of the COVID-19 pandemic, including job burnout and a mass exodus from the profession. Topics include the creation of the Critical English Educators Collaborative (CEEC) to support recently licensed middle and secondary ELA teachers, the need for more support for teachers, and the structure and goals of CEEC as a teacher-guided, informal learning community focusing on critical English pedagogies.

Background Nontypeable Haemophilus influenzae (NTHi) is the most common cause of invasive H. influenzae disease in the United States (US). We evaluated the epidemiology of invasive NTHi disease in the US, including among pregnant women, infants, and people with human immunodeficiency virus (PWH). Methods We used data from population- and laboratory-based surveillance for invasive H. influenzae disease conducted in 10 sites to estimate national incidence of NTHi, and to describe epidemiology in women of childbearing age, infants aged ≤30 days (neonates), and PWH living in the surveillance catchment areas. H. influenzae isolates were sent to the Centers for Disease Control and Prevention for species confirmation, serotyping, and whole genome sequencing of select isolates. Results During 2008–⁠2019, average annual NTHi incidence in the US was 1.3/100 000 population overall, 5.8/100 000 among children aged <1 year, and 10.2/100 000 among adults aged ≥80 years. Among 225 reported neonates with NTHi, 92% had a positive culture within the first week of life and 72% were preterm. NTHi risk was 23 times higher among preterm compared to term neonates, and 5.6 times higher in pregnant/postpartum compared to nonpregnant women. More than half of pregnant women with invasive NTHi had loss of pregnancy postinfection. Incidence among PWH aged ≥13 years was 9.5 cases per 100 000, compared to 1.1 cases per 100 000 for non-PWH (rate ratio, 8.3 [95% confidence interval, 7.1–9.7]; P <.0001). Conclusions NTHi causes substantial invasive disease, especially among older adults, pregnant/postpartum women, and neonates. Enhanced surveillance and evaluation of targeted interventions to prevent perinatal NTHi infections may be warranted. [ABSTRACT FROM AUTHOR]

The article reports on a study on the secondary cases of invasive disease due to nontypeable and encapsulated Haemophilus influenzae (Hi) in the U.S. Also cited are the move by the Advisory Committee on Immunization Practices (ACIP) to recommend antibiotic chemoprophylaxis for the prevention of Hi-associated diseases, and the estimated prevalence of secondary transmission of said disease.

The article discusses cases of toxigenic Corynebacterium ulcerans infections in humans and their household pets in Utah and Colorado from 2022 to 2023, emphasizing the zoonotic potential and the need for a One Health approach to manage transmission. It highlights the successful use of antibiotic treatment guided by susceptibility testing to control infections and underscores the importance of surveillance and vaccination to prevent severe illness caused by this pathogen.

Background: Recently, several invasive meningococcal disease (IMD) outbreaks caused by Neisseria meningitidis have occurred among people experiencing homelessness (PEH). However, overall IMD risk among PEH is not well described. We compared incidence and characteristics of IMD among PEH and persons not known to be experiencing homelessness (non-PEH) in the United States.Methods: We analyzed 2016-2019 IMD data from the National Notifiable Diseases Surveillance System and enhanced meningococcal disease surveillance. Incidence was calculated using US census data and point-in-time counts from the US Department of Housing and Urban Development.Results: Of cases from states participating in enhanced surveillance during 2016-2019 (n = 1409), 45 cases (3.2%) occurred among PEH. Annual incidence was higher among PEH (2.12 cases/100 000) than non-PEH (0.11 cases/100 000; relative risk, 19.8; 95% confidence interval [CI], 14.8-26.7). Excluding outbreak-associated cases (PEH n = 18, 40%; non-PEH n = 98, 7.2%), incidence among PEH remained elevated compared to incidence in non-PEH (relative risk, 12.8; 95% CI, 8.8-18.8). Serogroup C was identified in 68.2% of PEH cases compared to 26.4% in non-PEH (P < .0001).Conclusions: PEH are at increased risk for IMD. Further assessment is needed to determine the feasibility and potential impact of meningococcal vaccination for PEH in the United States. [ABSTRACT FROM AUTHOR]

The risk for monkeypox transmission to health care personnel (HCP) caring for symptomatic patients is thought to be low but has not been thoroughly assessed in the context of the current global outbreak (1). Monkeypox typically spreads through close physical (often skin-to-skin) contact with lesions or scabs, body fluids, or respiratory secretions of a person with an active monkeypox infection. CDC currently recommends that HCP wear a gown, gloves, eye protection, and an N95 (or higher-level) respirator while caring for patients with suspected or confirmed monkeypox to protect themselves from infection† (1,2). The Colorado Department of Public Health and Environment (CDPHE) evaluated HCP exposures and personal protective equipment (PPE) use in health care settings during care of patients who subsequently received a diagnosis of Orthopoxvirus infection (presumptive monkeypox determined by a polymerase chain reaction [PCR] DNA assay) or monkeypox (real-time PCR assay and genetic sequencing performed by CDC). During May 1-July 31, 2022, a total of 313 HCP interacted with patients with subsequently diagnosed monkeypox infections while wearing various combinations of PPE; 23% wore all recommended PPE during their exposures. Twenty-eight percent of exposed HCP were considered to have had high- or intermediate-risk exposures and were therefore eligible to receive postexposure prophylaxis (PEP) with the JYNNEOS vaccine§; among those, 48% (12% of all exposed HCP) received the vaccine. PPE use varied by facility type: HCP in sexually transmitted infection (STI) clinics and community health centers reported the highest adherence to recommended PPE use, and primary and urgent care settings reported the lowest adherence. No HCP developed a monkeypox infection during the 21 days after exposure. These results suggest that the risk for transmission of monkeypox in health care settings is low. Infection prevention training is important in all health care settings, and these findings can guide future updates to PPE recommendations and risk classification in health care settings. [ABSTRACT FROM AUTHOR]

Monkeypox, a zoonotic infection caused by an orthopoxvirus, is endemic in parts of Africa. On August 4, 2022, the U.S. Department of Health and Human Services declared the U.S. monkeypox outbreak, which began on May 17, to be a public health emergency (1,2). After detection of the first U.S. monkeypox case), CDC and health departments implemented enhanced monkeypox case detection and reporting. Among 2,891 cases reported in the United States through July 22 by 43 states, Puerto Rico, and the District of Columbia (DC), CDC received case report forms for 1,195 (41%) cases by July 27. Among these, 99% of cases were among men; among men with available information, 94% reported male-to-male sexual or close intimate contact during the 3 weeks before symptom onset. Among the 88% of cases with available data, 41% were among non-Hispanic White (White) persons, 28% among Hispanic or Latino (Hispanic) persons, and 26% among non-Hispanic Black or African American (Black) persons. Forty-two percent of persons with monkeypox with available data did not report the typical prodrome as their first symptom, and 46% reported one or more genital lesions during their illness; 41% had HIV infection. Data suggest that widespread community transmission of monkeypox has disproportionately affected gay, bisexual, and other men who have sex with men and racial and ethnic minority groups. Compared with historical reports of monkeypox in areas with endemic disease, currently reported outbreak-associated cases are less likely to have a prodrome and more likely to have genital involvement. CDC and other federal, state, and local agencies have implemented response efforts to expand testing, treatment, and vaccination. Public health efforts should prioritize gay, bisexual, and other men who have sex with men, who are currently disproportionately affected, for prevention and testing, while addressing equity, minimizing stigma, and maintaining vigilance for transmission in other populations. Clinicians should test patients with rash consistent with monkeypox,† regardless of whether the rash is disseminated or was preceded by prodrome. Likewise, although most cases to date have occurred among gay, bisexual, and other men who have sex with men, any patient with rash consistent with monkeypox should be considered for testing. CDC is continually evaluating new evidence and tailoring response strategies as information on changing case demographics, clinical characteristics, transmission, and vaccine effectiveness become available.§. [ABSTRACT FROM AUTHOR]

Background: Antibiotic-nonsusceptible invasive pneumococcal disease (NS-IPD) incidence declined dramatically in the United States after introduction of pneumococcal conjugate vaccines (PCVs) into the infant immunization schedule (7-valent PCV7 in 2000, replaced by the 13-valent PCV13 in 2010). We evaluated the long-term impact of PCVs on NS-IPD.Methods: We identified IPD cases through the Centers for Disease Control Active Bacterial Core surveillance during 1998-2018. Isolates intermediate or resistant to ≥1 antibiotic class were classified as nonsusceptible. We calculated annual rates of IPD (cases per 100 000 persons).Results: From 1998 through 2018, NS-IPD incidence decreased from 43.9 to 3.2 among children <5 years and from 19.8 to 9.4 among adults ≥65 years. Incidence of vaccine-type NS-IPD decreased in all age groups, whereas incidence of nonvaccine type (NVT) NS-IPD increased in all age groups; the greatest absolute increase in NVT NS-IPD occurred among adults ≥65 years (2.3 to 7.2). During 2014-2018, NVTs 35B, 33F, 22F, and 15A were the most common NS-IPD serotypes.Conclusions: Nonsusceptible IPD incidence decreased after PCV7 and PCV13 introduction in the United States. However, recent increases in NVT NS-IPD, most pronounced among older adults, have been observed. New higher valency PCVs containing the most common nonsusceptible serotypes, including 22F and 33F, could help further reduce NS-IPD. [ABSTRACT FROM AUTHOR]

On May 17, 2022, the Massachusetts Department of Public Health (MDPH) Laboratory Response Network (LRN) laboratory confirmed the presence of orthopoxvirus DNA via real-time polymerase chain reaction (PCR) from lesion swabs obtained from a Massachusetts resident. Orthopoxviruses include Monkeypox virus, the causative agent of monkeypox. Subsequent real-time PCR testing at CDC on May 18 confirmed that the patient was infected with the West African clade of Monkeypox virus. Since then, confirmed cases* have been reported by nine states. In addition, 28 countries and territories,† none of which has endemic monkeypox, have reported laboratory-confirmed cases. On May 17, CDC, in coordination with state and local jurisdictions, initiated an emergency response to identify, monitor, and investigate additional monkeypox cases in the United States. This response has included releasing a Health Alert Network (HAN) Health Advisory, developing interim public health and clinical recommendations, releasing guidance for LRN testing, hosting clinician and public health partner outreach calls, disseminating health communication messages to the public, developing protocols for use and release of medical countermeasures, and facilitating delivery of vaccine postexposure prophylaxis (PEP) and antivirals that have been stockpiled by the U.S. government for preparedness and response purposes. On May 19, a call center was established to provide guidance to states for the evaluation of possible cases of monkeypox, including recommendations for clinical diagnosis and orthopoxvirus testing. The call center also gathers information about possible cases to identify interjurisdictional linkages. As of May 31, this investigation has identified 17§ cases in the United States; most cases (16) were diagnosed in persons who identify as gay, bisexual, or men who have sex with men (MSM). Ongoing investigation suggests person-to-person community transmission, and CDC urges health departments, clinicians, and the public to remain vigilant, institute appropriate infection prevention and control measures, and notify public health authorities of suspected cases to reduce disease spread. Public health authorities are identifying cases and conducting investigations to determine possible sources and prevent further spread. This activity was reviewed by CDC and conducted consistent with applicable federal law and CDC policy.¶. [ABSTRACT FROM AUTHOR]

Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teaching in U.S. schools. Recent literature indicates that community-based experiences during teacher education may introduce teacher candidates (TCs) to more diverse people and spaces, develop TCs' multicultural awareness, and prepare TCs to address issues of justice and equity in their teaching. In this study, we draw on sociocultural theory and culturally-proactive teaching to frame our development of a community engagement project at two large public universities in the U.S. Specifically, we analyze TCs' experiences and reflections during their participation in the project to consider how their characterizations of community and community-engaged teaching shifted over time. We then draw on our findings to consider the conceptions of community-engaged teaching TCs held after engaging in the project and to identify implications for teacher education. [ABSTRACT FROM AUTHOR]

Service-learning is often identified as a pedagogy to prepare undergraduates for life beyond college. However, research suggests service-learning courses rarely challenge learners to explore structural causes of inequity or engage in transformative action. This study explores how one college professor positioned students as they engaged in service-learning. Through document analysis of nine semesters of one course, researchers sought to understand how positioning of university students shapes the effectiveness of service-learning coursework with a justice orientation. [ABSTRACT FROM AUTHOR]

Background Little is known about pertussis among pregnant women, a population at increased risk for severe morbidity from respiratory infections such as influenza. We used the Centers for Disease Control and Prevention's Enhanced Pertussis Surveillance (EPS) system to describe pertussis epidemiology among pregnant and nonpregnant women of childbearing age. Methods Pertussis cases in women aged 18–44 years with cough onset between 1 January 2012 and 31 December 2017 were identified in 7 EPS states. Surveillance data were collected through patient and provider interviews and immunization registries. Bridged-race, intercensal population data and live birth estimates were used as denominators. Results We identified 1582 pertussis cases among women aged 18–44 years; 5.1% (76/1499) of patients with a known pregnancy status were pregnant at cough onset. Of the pregnant patients with complete information, 81.7% (49/60) reported onset during the second or third trimester. The median ages of pregnant and nonpregnant patients were 29.0 and 33.0 years, respectively. Most pregnant and nonpregnant patients were White (78.3% vs. 86.4%, respectively; P =.09) and non-Hispanic (72.6% vs. 77.3%, respectively; P =.35). The average annual incidence of pertussis was 7.7/100000 among pregnancy women and 7/3/100000 among nonpregnant women. Compared to nonpregnant patients, more pregnant patients reported whoop (41.9% vs. 31.3%, respectively), posttussive vomiting (58.1% vs. 47.9%, respectively), and apnea (37.3% vs. 29.0%, respectively); however, these differences were not statistically significant (P values >.05 for all). A similar proportion of pregnant and nonpregnant patients reported ever having received Tdap (tetanus toxoid, reduced diphtheria toxoid, and acellular pertussis vaccine; 31.6% vs. 32.7%, respectively; P =.84). Conclusions Our analysis suggests that incidence of pertussis and clinical characteristics of disease are similar among pregnant and nonpregnant women. Continued monitoring is important to further define pertussis epidemiology in pregnant women. [ABSTRACT FROM AUTHOR]

Background Haemophilus influenzae serotype a (Hia) can cause invasive disease similar to serotype b; no Hia vaccine is available. We describe the epidemiology of invasive Hia disease in the United States overall and specifically in Alaska during 2008–2017. Methods Active population- and laboratory-based surveillance for invasive Hia disease was conducted through Active Bacterial Core surveillance sites and from Alaska statewide invasive bacterial disease surveillance. Sterile-site isolates were serotyped via slide agglutination or real-time polymerase chain reaction. Incidences in cases per 100 000 were calculated. Results From 2008 to 2017, an estimated average of 306 invasive Hia disease cases occurred annually in the United States (estimated annual incidence: 0.10); incidence increased by an average of 11.1% annually. Overall, 42.7% of cases were in children aged <5 years (incidence: 0.64), with highest incidence among children aged <1 year (1.60). Case fatality was 7.8% overall and was highest among adults aged ≥65 years (15.1%). Among children aged <5 years, the incidence was 17 times higher among American Indian and Alaska Native (AI/AN) children (8.29) than among children of all other races combined (0.49). In Alaska, incidences among all ages (0.68) and among children aged <1 year (24.73) were nearly 6 and 14 times higher, respectively, than corresponding US incidences. Case fatality in Alaska was 10.2%, and the vast majority (93.9%) of cases occurred among AI/AN. Conclusions Incidence of invasive Hia disease has increased since 2008, with the highest burden among AI/AN children. These data can inform prevention strategies, including Hia vaccine development. [ABSTRACT FROM AUTHOR]

The article focuses on an investigation into a cluster of multi-strain invasive pneumococcal disease (IPD) among individuals experiencing homelessness in El Paso County, Colorado, in 2022. It discusses the cases, demographic characteristics, clinical presentation, and outcomes. It also highlights the use of pneumococcal conjugate vaccine (PCV) and the importance of vaccination, especially among individuals with risk conditions.

This qualitative analysis of experiential reflections in two English methods courses considers the ways that perceptions of literacy can shape understandings of social justice and social justice pedagogy. Although social justice is an essential component of English teacher education, scholars are still attempting to transcend theoretical discussions into field experiences. Following a semester of justice-oriented readings and reflexive activities involving practicum placements including a community-engagement project in local schools, teacher candidates responded to open-ended questions related to literacy and social justice on post-course questionnaires. An ideological approach to literacy comprised of literacy events occurring in social contexts frames the research design and interpretations of participants’ responses. Findings illustrate respondents’ perceptions on a continuum between literacy as fixed and amenable to change . Although their understandings of social justice indicate a preference for embracing differences in students’ literacy practices and cultural backgrounds, transferring social justice pedagogy from theory to practice remains a significant challenge. These results hold implications for teacher education program stakeholders whose experiences can help actionize social justice in classrooms. [ABSTRACT FROM AUTHOR]

Background The 13-valent pneumococcal vaccine (PCV13) was introduced for US children in 2010 and for immunocompromised adults ≥19 years old in series with the 23-valent polysaccharide vaccine (PPSV23) in 2012. We evaluated PCV13 indirect effects on invasive pneumococcal disease (IPD) among adults with and without PCV13 indications. Methods Using Active Bacterial Core surveillance and the National Health Survey, using Active Bacterial Core surveillance and the National Health Interview Survey, we estimated and compared IPD incidence in 2013–2014 and 2007–2008, by age and serotype group (PCV13, PPSV23-unique, or nonvaccine types [NVTs]), among adults with and without PCV13 indications. Results IPD incidence declined among all adults. Among adults 19–64 years, PCV13-type IPD declined 57% (95% confidence interval [CI], −68% to −43%) in adults with immunocompromising conditions (indication for PCV13 use), 57% (95% CI, −62% to –52%) in immunocompetent adults with chronic medical conditions (CMCs, indications for PPSV23 use alone), and 74% (95% CI, −78% to −70%) in adults with neither vaccine indication. Among adults aged ≥65 years, PCV13-type IPD decreased 68% (95% CI, −76% to −60%) in those with immunocompromising conditions, 68% (95% CI, −72% to −63%) in those with CMCs, and 71% (95% CI, −77% to −64%) in healthy adults. PPSV23-unique types increased in adults 19‒64 years with CMCs, and NVTs did not change among adults with or without PCV13 indications. From 2013 to 2014, non-PCV13 serotypes accounted for 80% of IPD. Conclusions IPD incidence among US adults declined after PCV13 introduction in children. Similar reductions in PCV13-type IPD in those with and without PCV13 indications suggest that observed benefits are largely due to indirect effects from pediatric PCV13 use rather than direct use among adults. [ABSTRACT FROM AUTHOR]

This study draws on sociocultural and affect theories to understand findings from our investigation of secondary English education preservice teachers' (PSTs') experience with communal video analysis sessions (VAS). We organize the article by first theorizing reflection in teacher education research and its relation to video analysis. Then, we describe our qualitative case study methodology and report on our findings to the question of how (dis)comfort shapes PSTs' communal reflections by using illustrative participant vignettes. Through analysis of a communal VAS around PSTs' teaching practices and follow-up interviews with the PSTs, the authors found that video analysis provides a nonevaluative supportive environment that enables reflection and growth when a sense of community is preestablished. This article demonstrates the affordances of staying within "comfort zones" for PSTs as they reflect upon their teaching practice within a group VAS. Several tensions around the organization of professional learning communities for reflective video analysis with PSTs are unpacked in relation to this finding. [ABSTRACT FROM AUTHOR]

Although teacher education for U.S. K-12 urban contexts continues to encourage preservice teachers to develop cross-cultural and historical understandings of students, relatively little scholarship has explored how teachers construct and operationalize culturally-proactive pedagogies in ethnic studies coursework. In this article, we narrate the experience of Paul Roberts, a White, male teacher, as he endeavored to enact a culturally-proactive pedagogy when working with a diverse group of students in a newly created Latinx American Studies class. Specifically, we draw on literature about wobble, Whiteness and culturally-proactive pedagogy to frame our analysis of Roberts's narrative. We organize our representation around three tensions--1) determining authenticity, (2) cultivating dialogue and (3) navigating expectations--that Roberts experienced as he wobbled within his teaching. Drawing from our findings, we suggest a (re)framing of failure and positionality in a way that celebrates uncertainties. Teachers, particularly White teachers, tasked with such nuanced work need ongoing support and opportunities to reflect as they navigate the wobble inherent in developing a culturally-proactive pedagogy--even more for a course that highlights the histories of a group with which they do not identify. [ABSTRACT FROM AUTHOR]

There is currently a dearth of research inquiring into the ways that pre-service teachers (PSTs) are prepared to teach writing, including reading and responding to student writing. Furthermore, although the benefits of a practice-based approach to teacher education are widely cited, increasing financial and legislative pressures to shorten the length of university-based teacher education programs and to migrate to online spaces present challenges for including opportunities for PSTs to practice. In this study, we inquired into the experiences of one group of PSTs as they completed a digital Pen Pal Project, wherein they were partnered with sixth grade students to learn about and practice responding to student writing. Data analysis indicated that PSTs engaged in many different types of feedback yet struggled to provide specific feedback aligned with students' competencies as readers and writers. We draw on these findings to offer recommendations to teacher educators as they leverage digital spaces to realize the benefits of practice-based learning in preparing PSTs to teach writing. [ABSTRACT FROM AUTHOR]

In January 2017, the Colorado Department of Public Health and Environment (CDPHE) identified four epidemiologically linked cases of mumps among persons from a Marshallese community who were members of the same church in the Denver metropolitan area. During 2016-2017, sizable outbreaks of mumps reported in Arkansas, Hawaii, and Washington also affected the Marshallese population (1). CDPHE, the Tri-County Health Department (TCHD), and Denver Public Health collaborated to conduct an outbreak investigation during January-March 2017 using active and passive surveillance that identified 17 confirmed and 30 probable cases. Public health actions included conducting measles-mumps-rubella (MMR) vaccination clinics at local Marshallese churches; these resulted in the vaccination of 126 persons with ≥1 doses of MMR vaccine. Implementation of active surveillance and support from local Marshallese church leaders in promoting vaccination programs likely contributed to interruption of the outbreak. [ABSTRACT FROM AUTHOR]

Abstract: Prospective teachers often draw on their own experiences with writing as they envision and plan for future writing instruction. Rather than analyzing the types and topics of writing that teacher candidates engaged in as K–16 students, this study inquired into the mediational means shaping their writing processes. The teacher candidates in this study partnered with local high school students to blog about their varied in‐ and out‐of‐school experiences with writing. An analysis of these blogs revealed that three overarching mediational means—rules, time, and purpose—had either restrictive or enabling effects on participants’ writing. Findings from this study suggest that the value students attach to writing is a function of the mediational means that shape the experience. This study suggests that as literacy teachers prepare for writing instruction, they should pay particular attention to the restrictive and enabling effects of the various mediational means employed. [ABSTRACT FROM AUTHOR]

I present a two-year case study of one pre-service teacher (PST), Johnny, as he moved through his education-based coursework at a large, public university in the US Southeast. In his final year of college, Johnny chose to forego the remainder of student teaching and not to receive a teaching certificate. To better understand Johnny’s choice to leave teaching, as well as the tension between Johnny’s developing conceptions of care and teaching and those of his Mentor Teacher, I draw on sociocultural approaches to teacher identity development and literature on care in teaching. Findings from this study could inform the ways that school-based experiences preceding and during teacher education are structured to encourage PSTs to develop identities as caring teachers and to become members of communities of practice. [ABSTRACT FROM AUTHOR]

This article reports on two unrelated measles cases diagnosed during July 2016-January 2017 in the Denver, Colorado area after patients A and B traveled to countries with endemic measles transmission. Topics covered include the involvement of the Tri-County Health Department with investigation of two measles cases, the immunity status and public health response for contacts of two index measles cases, and the financial and personnel costs associated with investigation of two measles cases.

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Objectives External validity, or generalisability, is the measure of how well results from a study pertain to individuals in the target population. We assessed generalisability, with respect to socioeconomic status, of estimates from a matched case-control study of 13-valent pneumococcal conjugate vaccine effectiveness for the prevention of invasive pneumococcal disease in children in the USA. Design Matched case-control study. Setting Thirteen active surveillance sites for invasive pneumococcal disease in the USA. Participants Cases were identified from active surveillance and controls were age and zip code matched. Outcome measures Socioeconomic status was assessed at the individual level via parent interview (for enrolled individuals only) and birth certificate data (for both enrolled and unenrolled individuals) and at the neighbourhood level by geocoding to the census tract (for both enrolled and unenrolled individuals). Prediction models were used to determine if socioeconomic status was associated with enrolment. Results We enrolled 54.6% of 1211 eligible cases and found a trend toward enrolled cases being more affluent than unenrolled cases. Enrolled cases were slightly more likely to have private insurance at birth (p=0.08) and have mothers with at least some college education (p<0.01). Enrolled cases also tended to come from more affluent census tracts. Despite these differences, our best predictive model for enrolment yielded a concordance statistic of only 0.703, indicating mediocre predictive value. Variables retained in the final model were assessed for effect measure modification, and none were found to be significant modifiers of vaccine effectiveness. Conclusions We conclude that although enrolled cases are somewhat more affluent than unenrolled cases, our estimates are externally valid with respect to socioeconomic status. Our analysis provides evidence that this study design can yield valid estimates and the assessing generalisability of observational data is feasible, even when unenrolled individuals cannot be contacted. [ABSTRACT FROM AUTHOR]

This study investigates the learning reported by a set of volunteer participants from three university teacher education programs: from one Southwestern U.S. University, the program in secondary English/Language Arts Education and the program in Elementary Education; and from one Southeastern U.S. University, the program in secondary English/Language Arts Education. Based on interviews conducted between the end of coursework and the beginning of student teaching, this study uses a sociocultural perspective to consider not only the manner in which the teacher candidates’ learning was mediated by a host of factors, including formal teacher education courses and mentor teacher guidance, but also a wide range of factors that introduced competing conceptions of effective teaching. The interviews were analyzed collaboratively by the two authors, who relied on a sociocultural analysis attending to the pedagogical tools, attribution of learning to specific sources and the settings in which they were located, the areas of teaching in which the tools were applicable, and goals toward which the pedagogical tools were deployed. Findings suggest that even with the three programs having radically different structures and processes, the teacher candidates reported very similar learning, yet with variations conceivably following from their program structures. Furthermore, teacher education emerged as one of several sites of learning named by teacher candidates, rather than serving as their sole or even primary source of learning. The study concludes with a consideration of the many factors that contribute to teacher candidates’ conceptual understanding of effective teaching and the role of teacher education programs within this vast complex of goals, epistemologies, and practices. [ABSTRACT FROM AUTHOR]

To prepare preservice teachers (PSTs) to work with diverse populations of PreK-12 students, teacher educators are incorporating a variety of field-based experiences into teacher preparation. Service-learning courses can provide PSTs with additional field experiences beyond formal student teaching. This study is concerned with the experiences of a group of undergraduate PSTs as they tutor in an alternative school as part of a service-learning course. To make sense of their experiences at the alternative school, these PSTs compared their own PreK-12 experiences and those of the students they tutored. In this study, the students at the alternative school served as the most influential contributors to PSTs’ developing conceptions of teaching and of schools—a finding that has implications for teacher preparation. [ABSTRACT FROM AUTHOR]

Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. [ABSTRACT FROM AUTHOR]

On April 26, 2015, a case of meningococcal disease in a woman aged 75 years was reported to the Colorado Department of Public Health and Environment (CDPHE). As part of routine public health investigation and control activities, all seven family contacts of the patient were advised to receive appropriate postexposure prophylaxis (PEP) to eradicate nasopharyngeal carriage of meningococci and prevent secondary disease (1), although it is not known whether the family contacts complied with PEP recommendations. Fifteen months later, on June 6, 2016, CDPHE was notified that the grandchild of the first patient, a male infant aged 3 months who lived with the first patient, also had meningococcal disease. The infant's immediate family members (parents and one sibling) were among family contacts for whom PEP was recommended in 2015. Neisseria meningitidis isolates from both patients were found to be serogroup C at the CDPHE laboratory. Whole genome sequence (WGS) analysis at CDC found that both isolates had the same sequence type, indicating close genetic relatedness. These cases represent a possible instance of meningococcal disease transmission within a family, despite appropriate PEP recommendations and with a long interval between cases. [ABSTRACT FROM AUTHOR]

Two case studies of Meningococcal Disease in One Family in Colorado during 2015-16 are presented. One of the case is of a woman aged 75 years reported to the Colorado Department of Public Health and Environment (CDPHE) and the other one is the grandchild of the first patient, a male infant aged 3 months. A possible instance of meningococcal disease transmission within a family is represented in these cases.

The ethnic, racial, and cultural backgrounds of students in PreK-12 U.S. schools are becoming increasingly diverse. However, the teacher candidates (TCs) populating teacher education programs are, overall, not representative of this student diversity. To encourage the TCs enrolled in an undergraduate English Education program to better understand the diverse communities in which they would teach, I developed and incorporated a Community Inquiry Project into their required coursework. As students completed the assignments associated with the project, they reflected on their experiences. An analysis of the reflections of three participants demonstrates how contact with the people and places of the community influenced their understandings of the community itself as well as of themselves as future teachers. This work draws from critical multiculturalism and contact theory to demonstrate how contact with community members during teacher education coursework can encourage TCs to name and question their own assumptions about others as they cultivate a more contextualized and diverse understanding of students. [ABSTRACT FROM AUTHOR]

The article reports on the public health response to an Amercian health care worker with Ebola Virus infection who traveled via commercial aircraft in October 2014 in the U.S. It states that the investigation protocol includes categorization of contacts, interview of and monitoring of signs and symptoms in passengers with infection risk, and that no Ebola infection was found in the other contacts.

The article discusses the study on the apprenticeship of observation in students' experience of programs at research universities in the U.S. The study reportedly involved secondary English education students and elementary education students. The results revealed that education researchers must continue studying apprenticeship of observation and monitor its impact on newer generation of teachers to stay relevant with the changes in schools.

The article focuses on the Hybrid Learning approach which allows adolescence to select their reading material for English literature curriculum and subsequent response methods in the class room. It discusses challenges which affect characterizations of adolescents in the implementation of such approach including student interest, shared power between teacher and student, and student-generated questions. It reports on the development of a sense of solidarity in students by literary text.

This study examined the effects of an Adaptive Living Program (ALP) on quality of life and life satisfaction of 19 low-income adults living in a city-subsidized apartment complex in Michigan. The ALP included 12 modules and three community outings over a 12-week period, two times a week, with each session lasting 1.5 hours. Occupational therapy students conducted the groups under faculty supervision. The RAND SF-36 and a non-standardized tool were used to collect data. Results obtained from the participants' RAND SF-36 pre-test and post-test scores demonstrated no significant difference in the physical, social and emotional health variables. Qualitative information gathered in a 60-minute semi-structured focus group held on the final day of the programme indicated that participants reported that they had increased their quality of life and life satisfaction through developing better social skills, increased knowledge of nutrition and improved interpersonal skills. Methodological limitations included a small sample, limited ethnic population, occasional absences during the group sessions, abbreviated length of programme and application of a non-standardized assessment. Recommendations include a larger sample size of diverse ethnic population with varying ages, an established cut-off date for new evaluations, a lengthened programme, a standardized qualitative questionnaire and alternative quantitative assessment. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background Several enteroviruses (EVs), including EV-A71 and EV-D68, have been associated with acute flaccid myelitis (AFM). Clinical features distinguishing AFM presentations associated with specific EV types are not well described. Methods EV-associated AFM was defined as any child presenting to Children's Hospital Colorado in 2013–2018 who met the Council of State and Territorial Epidemiologists definition for confirmed AFM (flaccid limb weakness with longitudinal gray-matter-predominant spinal cord lesion on MRI) and had EV-A71 or EV-D68 identified in any biologic specimen (cerebrospinal fluid [CSF], nasopharyngeal [NP], oropharyngeal [OP], rectal) by VP1-specific RT-PCR and sequencing. Summative limb strength scores (SLSS) were calculated by adding Medical Research Council strength scores (1–5) for all limbs. Results Ten cases of EV-A71-associated AFM were identified, all from 2018; 8 cases of EV-D68-associated AFM were identified from 2013 (1), 2014 (4), 2016 (1), and 2018 (2) [Table 1]. Viral detection rates were higher in rectal and OP swabs in EV-A71 cases and NP specimens in EV-D68 cases. Virus was not detected in CSF of EV-D68 cases and in 1 EV-A71 case. EV-A71 cases were younger (median 19 vs. 100 months) and had neurologic onset earlier after prodromal symptom onset (median 1 vs. 5.5 days) than EV-D68 cases. Hand, foot, and/or mouth lesions distinguished EV-A71 cases, whereas respiratory symptoms were uniformly noted in EV-D68 cases. Associated neurologic findings more commonly associated with EV-A71 cases than EV-D68 cases included irritability, myoclonus, and ataxia. Weakness was more generalized with EV-A71 and more asymmetric with EV-D68, though patterns of brainstem and spinal cord involvement on MRI were similar. Compared with EV-D68, EV-A71 cases had milder weakness at onset and improved strength at 1- to 2-month follow-up (Figure 1), shorter length of stay (median 5.5 vs. 32 days) and a greater rate of full neurologic recovery (90% vs. 13%). Conclusion EV-D68 and EV-A71 are both associated with AFM with similar MRI findings, but cases can be distinguished by associated prodromal symptoms, neurologic findings, and outcomes. Timely collection and testing of nonsterile site specimens, particularly NP for EV-D68 and OP and rectal for EV-A71, are key to case identification. Disclosures All Authors: No reported Disclosures. [ABSTRACT FROM AUTHOR]