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BACKGROUND. Malaria transmission-blocking vaccines aim to interrupt the transmission of malaria from one person to another. METHODS. The candidates R0.6C and ProC6C share the 6C domain of the Plasmodium falciparum sexual-stage antigen Pfs48/45. R0.6C utilizes the glutamate-rich protein (GLURP) as a carrier, and ProC6C includes a second domain (Pfs230-Pro) and a short 36-amino acid circumsporozoite protein (CSP) sequence. Healthy adults (n = 125) from a malaria-endemic area of Burkina Faso were immunized with 3 intramuscular injections, 4 weeks apart, of 30 [micro]g or 100 [micro]g R0.6C or ProC6C each adsorbed to Alhydrogel (AlOH) adjuvant alone or in combination with Matrix-M (15 [micro]g or 50 [micro]g, respectively). The allocation was random and double-blind for this phase I trial. RESULTS. The vaccines were safe and well tolerated with no vaccine-related serious adverse events. A total of 7 adverse events, mild to moderate in intensity and considered possibly related to the study vaccines, were recorded. Vaccine-specific antibodies were highest in volunteers immunized with 100 [micro]g ProC6C-AlOH with Matrix-M, and 13 of 20 (65%) individuals in the group showed greater than 80% transmission-reducing activity (TRA) when evaluated in the standard membrane feeding assay at 15 mg/mL IgG. In contrast, R0.6C induced sporadic TRA. CONCLUSION. All formulations were safe and well tolerated in a malaria-endemic area of Africa in healthy adults. The ProC6C-AlOH/ Matrix-M vaccine elicited the highest levels of functional antibodies, meriting further investigation. TRIAL REGISTRATION. Pan-African Clinical Trials Registry (https://pactr.samrc.ac.za) PACTR202201848463189. FUNDING. The study was funded by the European and Developing Countries Clinical Trials Partnership (grant RIA2018SV-2311)., Introduction Plasmodium falciparum malaria is transmitted by mosquitoes of the genus Anopheles. During a blood meal from an infected person, the female mosquito ingests sexual-stage parasites, which fertilize in the [...]

Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.

The intersection of arts education and special education as a field has been described as lacking in unity, partly because the practices of its different stakeholders are embedded in either special education or arts education. This paper investigates how principals prioritise teachers' qualifications when organising arts education in compulsory school for pupils with intellectual disabilities (CSID) in Sweden, what they perceive the value of arts education in CSID to be and how they organise arts education in relation to cooperation between pupils from CSID and compulsory regular school (CRS). These questions were investigated using a questionnaire, which was answered by 124 principals. The results show that around three times as many principals prioritised specialised arts knowledge over competence in special education. However, the degree to which this occurred varied across arts subjects. A majority of the principals valued arts education for the opportunities it offers pupils to develop generic abilities, such as communication skills, creativity, and imagination. Cooperation between CSID and CRS for arts education appeared to depend on how school leadership was organised. The article concludes with suggestions on how the organisation of arts education could be improved in relation to the two areas of expertise and the idea of inclusion.

The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers' in the two settings devoted approximately similar amount of time to learner-centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils' performance but lower focus on supporting pupils' social participation. Support of pupils' social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil's social participation in mainstream settings.

Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge‐mediating, socializing, functional life skills and caring as well as teacher‐centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings. [ABSTRACT FROM AUTHOR]

Objective: To investigate the risk of first‐time acute coronary syndrome (ACS) in a large cohort of primary and secondary care patients with incident gout compared to the general population. Methods: Using register data for the period 2007–2017, we conducted a prospective, population‐based cohort with 20,146 patients with incident gout (mean age 65.6 years; 67.4% male) and 83,517 matched population controls without prior history of coronary heart disease. We calculated incidence rates (IRs) and hazard ratios (HRs) adjusted for baseline comorbidities and dispensed prescriptions. In a sensitivity analysis, we included gout cases and controls with no previously diagnosed comorbidity (6,075 cases and 44,091 controls). Results: The IR of first‐time ACS was significantly increased in the gout cohort compared to controls (9.1 versus 6.3 of 1,000 person‐years). Unadjusted Cox regression showed that gout patients had higher risk of first‐time ACS compared to controls (HR 1.44 [95% confidence interval (95% CI) 1.33–1.56]), with a higher HR in women (HR 1.64 [95% CI 1.41–1.90]) than in men (HR 1.36 [95% CI, 1.24–1.50]). In multivariable analysis, the risk diminished but remained significant (HR 1.15 [95% CI 1.06–1.25]). The risk was similar in the sensitivity analysis (HR 1.20 [95% CI 1.01–1.44]) and still higher in women (HR 1.34 [95% CI 0.86–2.08]) than in men (HR 1.18 [95% CI 0.97–1.44]). Conclusion: Patients with incident gout have a 44% increased risk of first‐time ACS, higher in women than in men. This risk is largely explained by the underlying comorbidities, but there is still a modestly increased risk that may be due to gout‐related factors. [ABSTRACT FROM AUTHOR]

Though research on inclusive education makes up a considerable part of the special education research field, very few studies have explored how beliefs and ideas about inclusion and exclusion emerge in general media discourses of education and schooling. Using positioning theory as a theoretical framework, this paper explores public discourses on inclusionary/exclusionary schooling by analysing newspaper articles about a segregated type of school in Sweden for pupils with intellectual disability. Seventy-nine articles meeting the criteria for inclusion and published between 1 January 2010 and 31 December 2018 were identified in the two national daily newspapers of Sweden. Four general storylines and associated positions were identified. The four storylines, together and in different ways, construct a rationale for a segregated school system based on notions such as equality, equity, justice, and democracy. We argue that this rationale is embedded within a discourse that we propose calling a discourse of 'segrequality'. Education plays an important role in the development of an inclusive society and inclusive education is a goal supported by many countries and their school systems. Even so, the percentage of pupils educated in segregated settings have increased in many countries in Europe. This article explores how Swedish news media portrays education for pupils with intellectual disability. The research found a dominant rationale where segregated educational settings are seen as essential. Four main narratives were identified. All of them, in different ways, argue for the importance of segregated education in order to give every child an education based on notions such as equality, equity, justice, and democracy. Researchers of inclusion are suggested to take a more active part in a public discussion of education as well as in policy-making on both national and local levels. [ABSTRACT FROM AUTHOR]

Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling. [ABSTRACT FROM AUTHOR]