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BACKGROUND: The CDC and ACIP recommend COVID-19 vaccination for patients with inborn errors of immunity (IEI). Not much is known about vaccine safety in IEI, and whether vaccination attenuates infection severity in IEI. OBJECTIVE: To estimate COVID-19 vaccination safety and examine effect on outcomes in patients with IEI. METHODS: We built a secure registry database in conjunction with the US Immunodeficiency Network to examine vaccination frequency and indicators of safety and effectiveness in IEI patients. The registry opened on January 1, 2022, and closed on August 19, 2022. RESULTS: Physicians entered data on 1245 patients from 24 countries. The most common diagnoses were antibody deficiencies (63.7%). At least one COVID-19 vaccine was administered to 806 patients (64.7%), and 216 patients received vaccination prior to the development of COVID-19. The most common vaccines administered were mRNA-based (84.0%). Seventeen patients were reported to seek outpatient clinic or emergency room care for a vaccine-related complication, and one patient was hospitalized for symptomatic anemia. Eight hundred twenty-three patients (66.1%) experienced COVID-19 infection. Of these, 156 patients required hospitalization (19.0%), 47 required ICU care (5.7%), and 28 died (3.4%). Rates of hospitalization (9.3% versus 24.4%, p

Stereoscopic vision plays a critical role in visual perception; however, it is difficult to assess. In clinical settings, stereoacuity is assessed with clinical stereotests. Observers can use monocular cues to deceive some of the most common stereotests, such as the Titmus test. The Randot test has been found free of monocular cues, and here we confirm that result by testing observers under monocular viewing. However, there is a common misconception that only monocular cues can be used to deceive stereotests. Here we demonstrate that binocular non-stereoscopic cues can also be used to pass the Randot, by testing participants with the test rotated, a condition that abolishes stereopsis, and comparing the performance to a monocular viewing condition. We also assessed the Random Dot Butterfly test and discovered considerable amounts of non-stereoscopic cues, including binocular cues in the Circles that can be used to deceive the test. Participants with amblyopia had more difficulty using non-stereoscopic cues than neurotypical observers. We gathered normal-viewing Randot stereoacuities for 110 participants (90 neurotypical and 20 with amblyopia) and compared them to psychophysical stereoacuities (our gold standard). The Randot test showed low positive normalized predictive values for detecting stereoblindness. It could perfectly detect stereo-impairment but with a low sensitivity.

Conflicts are common in adolescent friendships and romantic relationships. The ways girls in care navigate conflicts in close relationships have implications for their resilience, since their family relationships are compromised. We employed qualitative and quantitative approaches to explore the conflicts in the friend and romantic relationships of 37 girls in care. They completed an interview about the conflicts with their best friend and boyfriend and a measure on the positive and negative quality of the friendship and romantic relationship within which the conflicts took place. Thematic analysis indicated the girls experienced more intense and volatile conflicts with their boyfriend than best friend. However, the intensity of these conflicts was mitigated by their positive perceptions in their quantitative reports. Despite conflicts, the girls reported significantly higher levels of positive than negative relationship quality within their romantic relationships and similar levels of negative quality between the two relationships. Findings highlight the girls' struggles with their romantic relationship compared to their friendship and especially their attempts to interpret conflict within a more global assessment of relationship quality. The findings provide a nuanced understanding of the girls' relational patterns, which can be used to inform interventions to support their development of healthy relationships. [ABSTRACT FROM AUTHOR]

BackgroundThe incidence of myocardial inflammation in patients with unexplained cardiomyopathy referred for ventricular arrhythmias (VAs) is unknown.ObjectiveThe purpose of this study was to report fasting positron emission tomographic (PET) scan findings in consecutive patients referred with unexplained cardiomyopathy and VA.MethodsFluorine-18 fluoro-2-deoxyglucose (18-FDG) PET/computed tomographic (CT) scans with a >16-hour fasting protocol were prospectively ordered for patients referred for VA and unexplained cardiomyopathy (ejection fraction

This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers' perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.

This article explores the development of a method for the asymmetric β-borylation of α,β-unsaturated acyl silanes using copper catalysis. The authors conducted experiments to optimize the reaction conditions and found that a ligand-free reaction produced the best results. They also investigated the range of the reaction and successfully synthesized various β-boryl acyl silanes with different substituents. The authors suggest that the inclusion of Li(acac) helps prevent undesired cleavage of the acyl silane moiety. Overall, this research provides valuable insights into the optimization and scope of a Cu I -catalyzed conjugate borylation reaction, which may have potential applications in further studies of bifunctional molecules. [Extracted from the article]

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant (p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.