Drawing from and Expanding their Toolboxes: Preschool Teachers' Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children's Social and Emotional Learning During Remote Instruction Amidst COVID-19.

Building on aspects of Vygotsky's sociocultural theory centering around social interaction and adult scaffolding as essential to children's learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3-4) in the context of remote instruction during the 2021-2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28-44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom. The interviews were digitally recorded and then transcribed for analysis. A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children's SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children's SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children's SEL during remote instruction not traditionally found during in-person instruction. Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children's SEL.

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

"Learning loss" has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during the COVID-19 pandemic. Thus, the authors caution against subscribing to a learning-loss narrative, a deficits-based perspective, which can lead one to lose sight of children's potential learning gains that are not necessarily assessed or recognized. Against this backdrop, the authors offer four recommendations: (1) reframing the concept of "learning loss" to "learning gain";(2) applying a strengths-based model rather than a deficits-based model for understanding student learning;(3) investing in the development of the whole child;and (4) ensuring that we focus on young children's socio-emotional well-being (e.g. relationship-building) and not solely on the cognitive domains. [ FROM AUTHOR] Copyright of Contemporary Issues in Early Childhood is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Facilitating Preschoolers’ Emergent Literacy Development Through a Digital Library

From birth to preschool years, before the young children become conventional readers and writers, children are involved in a developmental process known as "emergent literacy," a concept that was coined by Marie Clay (a New Zealand scholar) in 1966. During this stage, children engage naturally in unconventional literacy behaviors such as pre-reading (e.g., pretend reading by retelling the story from looking at the illustrations) and pre-writing (e.g., drawing, scribbling, letter-like writing). These emergent literacy behaviors are considered foundational to children becoming competent readers and writers, as needed to succeed in formal schooling and beyond. Thus, the emergent literacy phenomenon has important implications for education practice. This developmental process is best mediated and optimized through positive social interactions with adults (e.g., shared book reading) and exposure to a literacy-rich environment with developmentally appropriate materials (e.g., storybooks). This article examines a preschool teacher facilitated emergent literacy development with her students during COVID-19 pandemic when schools were closed.

Impact of the COVID-19 Pandemic on Stroke Subtype Presentation in Patients Without COVID-19 Infection.

BACKGROUND & AIMS: It is unknown if the COVID-19 pandemic and public health measures had an immediate impact on stroke subtypes and etiologies in patients not infected with COVID-19. We aimed to evaluate if the proportion of non-COVID-19-related stroke subtypes (ischemic vs. hemorrhagic) and etiologies (cardioembolic, atherosclerosis, small vessel disease, and others) during the pandemic's first wave were different from prepandemic. METHODS: For this retrospective cohort study, we included patients without COVID-19 with ischemic or hemorrhagic stroke at two large Canadian stroke centers between March-May 2019 (prepandemic cohort) and March-May 2020 (pandemic cohort). Proportions of stroke subtypes and etiologies were compared between cohorts using chi-square tests. RESULTS: The prepandemic cohort consisted of 234 stroke patients and the pandemic cohort of 207 stroke patients. There were no major differences in baseline characteristics. The proportions of ischemic versus hemorrhagic stroke were similar (ischemic stroke: 77% prepandemic vs. 75% pandemic; hemorrhagic stroke:12% prepandemic vs. 14% pandemic; p > 0.05). There were no differences in etiologies, except for a decreased proportion of ischemic stroke due to atherosclerosis in the pandemic cohort (26% prepandemic vs. 15% pandemic; difference: 10.6%, 95%CI: 1.4-19.7; p = 0.03). Notably, during the pandemic, the cause of ischemic stroke was more often unknown because of incomplete work-up (13.3% prepandemic vs. 28.2% pandemic, difference: 14.9%, 95%-CI: 5.7-24.2; p = <0.01). CONCLUSIONS: In this study, the pandemic had no clear effect on stroke subtypes and etiologies suggesting a limited impact of the pandemic on stroke triggers. However, the shift from atherosclerosis toward other causes warrants further exploration.

At the Helm of Navigating the Remote Instruction Terrain

The authors describe how educational leaders in one school district navigated the relatively novel terrain of remote instruction and provided support to their teachers, students, and families during the COVID-19 pandemic.

Communicating Digitally: Building Preschool Teacher-Parent Partnerships Via Digital Technologies During COVID-19.

During COVID-19, many schools in the United States restrict parent visits and parent-teacher face-to-face meetings. Consequently, teachers and parents rely on digital technologies to communicate and build partnerships. Yet, little is known about their perceived experiences with digital communication. To contribute knowledge to this area, this study investigated the perceptions of the classroom teacher and parents of preschool children concerning their experiences of communicating with each other via digital technologies during COVID-19. The participants consisted of one teacher and three mothers of 3-year-olds in the same classroom of a private childcare center serving preschool children from mostly middle-class backgrounds in a northeastern state of the United States. The teacher and parents were interviewed individually and virtually via Zoom for 30-60 min (M = 45 min). A thematic analysis uncovered four salient themes: (1) modes of digital communication between the teacher and parents, (2) the nature of digital communication, (3) limitations of digital communication, and (4) digital communication via ClassDojo. The ClassDojo theme further revealed three subthemes: (1) ClassDojo for promoting proactive parent involvement, (2) ClassDojo for building teacher-parent partnerships, and (3) the use of limited functions of ClassDojo. The data were triangulated by analyzing teacher-parent communication artifacts on ClassDojo, which confirmed the findings related to the use of this digital platform.

Thriving Beyond Resilience Despite Stress: A Psychometric Evaluation of the Newly Developed Teacher Stress Scale and Teacher Thriving Scale

Building on theoretical and empirical insights and applying the thriving theory as the conceptual framework, the authors developed two new teacher-specific scales, namely the Teacher Stress Scale (TSS) and the Teacher Thriving Scale (TTS). The goal of this investigation was to evaluate the psychometric properties of these two scales. Data were collected through an online questionnaire administered to a national sample of 122 participating early childhood teachers (ages 22–72 years, M = 41.01) teaching in preschool through third grade in 26 states of the United States during the 2020–2021 school year amidst COVID-19. This study revealed some important psychometric results. First, with respect to their internal structures, both the TSS and the TTS appeared to be best represented as bifactorial and trifactorial, respectively. Specifically, the TSS comprised two constructs: (1) Inadequate School-based Support, and (2) Teaching-related Demands;and the TTS encompassed three constructs: (1) Adaptability and Flexibility, (2) Personal Strengths and Professional Growth, and (3) Positive Mindset. Second, the negative correlation between the TSS and the TTS provided discriminant evidence for each other’s construct validity, while the positive correlations between the TTS and six conceptually cognate constructs (Stress Resilience, Resilience Coping, Coping Efficacy, Teaching Satisfaction, Emotional Support, and Gratitude) demonstrated convergent evidence for construct validity for the TTS. Third, both the overall TSS and the overall TTS as well as their subscales exhibited good internal consistency reliability. Fourth, both the overall TSS and the overall TTS also demonstrated test–retest reliability.

The impact of the COVID-19 pandemic on intensive care unit workers: a nationwide survey.

PURPOSE: To evaluate the impact of the COVID-19 pandemic on Canadian intensive care unit (ICU) workers. METHODS: Between June and August 2020, we distributed a cross-sectional online survey of ICU workers evaluating the impact of the pandemic, coping strategies, symptoms of post-traumatic stress disorder (PTSD; Impact of Events Scale-Revised), and psychological distress, anxiety, and depression (Kessler Psychological Distress Scale). We performed regression analyses to determine the predictors of psychological symptoms. RESULTS: We analyzed responses from 455 ICU workers (80% women; 67% from Ontario; 279 nurses, 69 physicians, and 107 other healthcare professionals). Respondents felt that their job put them at great risk of exposure (60%), were concerned about transmitting COVID-19 to family members (76%), felt more stressed at work (67%), and considered leaving their job (37%). Overall, 25% had probable PTSD and 18% had minimal or greater psychological distress. Nurses were more likely to report PTSD symptoms (33%) and psychological distress (23%) than physicians (5% for both) and other health disciplines professionals (19% and 14%). Variables associated with PTSD and psychological distress included female sex (beta-coefficient [B], 1.59; 95% confidence interval [CI], 1.20 to 2.10 and B, 3.79; 95% CI, 1.79 to 5.78, respectively; P < 0.001 for differences in scores across groups) and perceived increased risk due to PPE shortage or inadequate PPE training (B, 1.87; 95% CI, 1.51 to 2.31 and B, 4.88; 95% CI, 3.34 to 6.43, respectively). Coping strategies included talking to friends/family/colleagues (80%), learning about COVID-19 (78%), and physical exercise (68%). Over half endorsed the following workplace strategies as valuable: hospital-provided scrubs, clear communication and protocols by hospitals, knowing their voice is heard, subsidized parking, and gestures of appreciation from leadership. CONCLUSIONS: This survey study shows that ICU workers have been impacted by the COVID-19 pandemic with high levels of stress and psychological burden. Respondents endorsed communication, protocols, and appreciation from leadership as helpful mitigating strategies.

RéSUMé: OBJECTIF: Évaluer l'impact de la pandémie de COVID-19 sur les travailleurs canadiens des unités de soins intensifs (USI). MéTHODE: Entre juin et août 2020, nous avons fait parvenir un sondage transversal en ligne aux travailleurs des soins intensifs pour évaluer l'impact de la pandémie, les stratégies d'adaptation et les symptômes de stress post-traumatique (SPT; Échelle révisée de l'impact de l'événement - IES-R), ainsi que la détresse psychologique, l'anxiété et la dépression (Échelle de détresse psychologique de Kessler). Nous avons réalisé des analyses de régression pour déterminer les prédicteurs de symptômes psychologiques. RéSULTATS: Nous avons analysé les réponses de 455 travailleurs des soins intensifs (80 % de femmes; 67 % de l'Ontario; 279 infirmières/infirmiers, 69 médecins et 107 autres professionnels de la santé). Les répondants ont estimé que leur emploi les plaçait face à un risque élevé d'exposition (60 %), craignaient de transmettre la COVID-19 aux membres de leur famille (76 %), se sentaient plus stressés au travail (67 %) et avaient envisagé de quitter leur emploi (37 %). Dans l'ensemble, 25 % souffraient probablement d'un SPT et 18 % présentaient une détresse psychologique minimale ou supérieure. Les infirmières et infirmiers étaient plus susceptibles de rapporter des symptômes de SPT (33 %) et de détresse psychologique (23 %) que les médecins (5 % pour les deux) et les professionnels de la santé des autres disciplines (19 % et 14 %). Les variables associées à un SPT et à la détresse psychologique comprenaient le sexe féminin (coefficient bêta [B], 1,59; intervalle de confiance [IC] à 95 %, 1,20 à 2,10 et B, 3,79; IC 95 %, 1,79 à 5,78, respectivement; P < 0,001 pour les différences de scores entre les groupes) et la perception d'un risque accru en raison des pénuries d'EPI ou d'une formation inadéquate en EPI (B, 1,87; IC 95 %, 1,51 à 2,31 et B, 4,88; IC 95 %, 3,34 à 6,43, respectivement). Les stratégies d'adaptation comprenaient le fait de parler aux amis, à la famille ou aux collègues (80 %), l'acquisition de connaissances concernant la COVID-19 (78 %) et l'exercice physique (68 %). Plus de la moitié ont estimé que les stratégies de travail suivantes étaient utiles : des uniformes fournis par les hôpitaux, une communication et des protocoles clairs de la part des hôpitaux, le fait de savoir que leur voix est entendue, un stationnement subventionné et des gestes d'appréciation de la part des dirigeants. CONCLUSION: Cette étude montre que les travailleurs des soins intensifs ont été touchés par la pandémie de COVID-19 avec des niveaux élevés de stress et de fardeau psychologique. Les répondants ont déclaré que la communication, les protocoles et les gestes d'appréciation de la direction constituaient des stratégies d'atténuation utiles.

Personal, professional, and psychological impact of the COVID-19 pandemic on hospital workers: A cross-sectional survey.

OBJECTIVES: We aimed to evaluate the personal, professional, and psychological impact of the COVID-19 pandemic on hospital workers and their perceptions about mitigating strategies. DESIGN: Cross-sectional web-based survey consisting of (1) a survey of the personal and professional impact of the COVID-19 pandemic and potential mitigation strategies, and (2) two validated psychological instruments (Kessler Psychological Distress Scale [K10] and Impact of Events Scale Revised [IES-R]). Regression analyses were conducted to identify the predictors of workplace stress, psychological distress, and post-traumatic stress. SETTING AND PARTICIPANTS: Hospital workers employed at 4 teaching and 8 non-teaching hospitals in Ontario, Canada during the COVID-19 pandemic. RESULTS: Among 1875 respondents (84% female, 49% frontline workers), 72% feared falling ill, 64% felt their job placed them at great risk of COVID-19 exposure, and 48% felt little control over the risk of infection. Respondents perceived that others avoided them (61%), reported increased workplace stress (80%), workload (66%) and responsibilities (59%), and 44% considered leaving their job. The psychological questionnaires revealed that 25% had at least some psychological distress on the K10, 50% had IES-R scores suggesting clinical concern for post-traumatic stress, and 38% fulfilled criteria for at least one psychological diagnosis. Female gender and feeling at increased risk due to PPE predicted all adverse psychological outcomes. Respondents favoured clear hospital communication (59%), knowing their voice is heard (55%), expressions of appreciation from leadership (55%), having COVID-19 protocols (52%), and food and beverages provided by the hospital (50%). CONCLUSIONS: Hospital work during the COVID-19 pandemic has had important personal, professional, and psychological impacts. Respondents identified opportunities to better address information, training, and support needs.

High-affinity, neutralizing antibodies to SARS-CoV-2 can be made without T follicular helper cells.

T follicular helper (TFH) cells are the conventional drivers of protective, germinal center (GC)­based antiviral antibody responses. However, loss of TFH cells and GCs has been observed in patients with severe COVID-19. As T cell­B cell interactions and immunoglobulin class switching still occur in these patients, noncanonical pathways of antibody production may be operative during SARS-CoV-2 infection. We found that both TFH-dependent and -independent antibodies were induced against SARS-CoV-2 infection, SARS-CoV-2 vaccination, and influenza A virus infection. Although TFH-independent antibodies to SARS-CoV-2 had evidence of reduced somatic hypermutation, they were still high affinity, durable, and reactive against diverse spike-derived epitopes and were capable of neutralizing both homologous SARS-CoV-2 and the B.1.351 (beta) variant of concern. We found by epitope mapping and B cell receptor sequencing that TFH cells focused the B cell response, and therefore, in the absence of TFH cells, a more diverse clonal repertoire was maintained. These data support an alternative pathway for the induction of B cell responses during viral infection that enables effective, neutralizing antibody production to complement traditional GC-derived antibodies that might compensate for GCs damaged by viral inflammation.

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

?Learning loss? has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during the COVID-19 pandemic. Thus, the authors caution against subscribing to a learning-loss narrative, a deficits-based perspective, which can lead one to lose sight of children's potential learning gains that are not necessarily assessed or recognized. Against this backdrop, the authors offer four recommendations: (1) reframing the concept of ?learning loss? to ?learning gain?;(2) applying a strengths-based model rather than a deficits-based model for understanding student learning;(3) investing in the development of the whole child;and (4) ensuring that we focus on young children's socio-emotional well-being (e.g. relationship-building) and not solely on the cognitive domains.

Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis

Applying self-compassion as the conceptual framework and interpretative phenomenological analysis as the methodological framework, this study investigated the lived experience of stress and stress coping among eight first-year early childhood teachers (teaching preschool-3rd grade) in the United States during COVID-19. Each teacher was interviewed via Zoom for 90 min. As synthesized by the Stress Resilience Model, the teachers’ stress resilience appeared to have been facilitated by self-compassion, reflecting seemingly a transformative journey from a place of self-judgment to self-kindness, psychological isolation to psychological connectedness, and emotional rumination to emotional mindfulness. This journey was mobilized seemingly by self-introspection and social support.

"Everything Now Falls on Me": Parent Perspectives on Services Lost and Challenges during Virtual Learning for Youth with Disabilities

The COVID-19 outbreak caused abrupt disruptions to many domains of everyday life, including education. Educational disruptions may be compounded for students who require supports and services to participate. We surveyed parents of students with disabilities and chronic health conditions to understand the extent of service delivery disruption, challenges experienced with virtual learning, and the impact of these changes on their and their students' lives. Thirty-seven parents completed an online survey consisting of multiple-choice and open-ended questions from May-August 2020. Data were analyzed using a convergent mixed-methods approach using descriptive and content analyses of survey data. Parents reported their students' educational needs are not met in the virtual environment and parents are taking on new roles to support their students' learning. The need to provide intensive supports resulted in parental frustration and burnout. We offer potential approaches to improve educational service delivery for students with disabilities during the COVID-19 pandemic.

Single-cell longitudinal analysis of SARS-CoV-2 infection in human airway epithelium identifies target cells, alterations in gene expression, and cell state changes.

There are currently limited Food and Drug Administration (FDA)-approved drugs and vaccines for the treatment or prevention of Coronavirus Disease 2019 (COVID-19). Enhanced understanding of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) infection and pathogenesis is critical for the development of therapeutics. To provide insight into viral replication, cell tropism, and host-viral interactions of SARS-CoV-2, we performed single-cell (sc) RNA sequencing (RNA-seq) of experimentally infected human bronchial epithelial cells (HBECs) in air-liquid interface (ALI) cultures over a time course. This revealed novel polyadenylated viral transcripts and highlighted ciliated cells as a major target at the onset of infection, which we confirmed by electron and immunofluorescence microscopy. Over the course of infection, the cell tropism of SARS-CoV-2 expands to other epithelial cell types including basal and club cells. Infection induces cell-intrinsic expression of type I and type III interferons (IFNs) and interleukin (IL)-6 but not IL-1. This results in expression of interferon-stimulated genes (ISGs) in both infected and bystander cells. This provides a detailed characterization of genes, cell types, and cell state changes associated with SARS-CoV-2 infection in the human airway.

Non-steroidal anti-inflammatory drugs dampen the cytokine and antibody response to SARS-CoV-2 infection.

Identifying drugs that regulate severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection and its symptoms has been a pressing area of investigation during the coronavirus disease 2019 (COVID-19) pandemic. Nonsteroidal anti-inflammatory drugs (NSAIDs), which are frequently used for the relief of pain and inflammation, could modulate both SARS-CoV-2 infection and the host response to the virus. NSAIDs inhibit the enzymes cyclooxygenase-1 (COX-1) and cyclooxygenase-2 (COX-2), which mediate the production of prostaglandins (PGs). As PGs play diverse biological roles in homeostasis and inflammatory responses, inhibiting PG production with NSAIDs could affect COVID-19 pathogenesis in multiple ways, including: (1) altering susceptibility to infection by modifying expression of angiotensin-converting enzyme 2 (ACE2), the cell entry receptor for SARS-CoV-2; (2) regulating replication of SARS-CoV-2 in host cells; and (3) modulating the immune response to SARS-CoV-2. Here, we investigate these potential roles. We demonstrate that SARS-CoV-2 infection upregulates COX-2 in diverse human cell culture and mouse systems. However, suppression of COX-2 by two commonly used NSAIDs, ibuprofen and meloxicam, had no effect on ACE2 expression, viral entry, or viral replication. In contrast, in a mouse model of SARS-CoV-2 infection, NSAID treatment reduced production of pro-inflammatory cytokines and impaired the humoral immune response to SARS-CoV-2 as demonstrated by reduced neutralizing antibody titers. Our findings indicate that NSAID treatment may influence COVID-19 outcomes by dampening the inflammatory response and production of protective antibodies rather than modifying susceptibility to infection or viral replication.ImportancePublic health officials have raised concerns about the use of nonsteroidal anti-inflammatory drugs (NSAIDs) for treating symptoms of coronavirus disease 2019 (COVID-19). NSAIDs inhibit the enzymes cyclooxygenase-1 (COX-1) and cyclooxygenase-2 (COX-2), which are critical for the generation of prostaglandins - lipid molecules with diverse roles in homeostasis and inflammation. Inhibition of prostaglandin production by NSAIDs could therefore have multiple effects on COVID-19 pathogenesis. Here, we demonstrate that NSAID treatment reduced both the antibody and pro-inflammatory cytokine response to SARS-CoV-2 infection. The ability of NSAIDs to modulate the immune response to SARS-CoV-2 infection has important implications for COVID-19 pathogenesis in patients. Whether this occurs in humans and whether it is beneficial or detrimental to the host remains an important area of future investigation. This also raises the possibility that NSAIDs may alter the immune response to SARS-CoV-2 vaccination.

Genome-wide CRISPR Screens Reveal Host Factors Critical for SARS-CoV-2 Infection.

Identification of host genes essential for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection may reveal novel therapeutic targets and inform our understanding of coronavirus disease 2019 (COVID-19) pathogenesis. Here we performed genome-wide CRISPR screens in Vero-E6 cells with SARS-CoV-2, Middle East respiratory syndrome CoV (MERS-CoV), bat CoV HKU5 expressing the SARS-CoV-1 spike, and vesicular stomatitis virus (VSV) expressing the SARS-CoV-2 spike. We identified known SARS-CoV-2 host factors, including the receptor ACE2 and protease Cathepsin L. We additionally discovered pro-viral genes and pathways, including HMGB1 and the SWI/SNF chromatin remodeling complex, that are SARS lineage and pan-coronavirus specific, respectively. We show that HMGB1 regulates ACE2 expression and is critical for entry of SARS-CoV-2, SARS-CoV-1, and NL63. We also show that small-molecule antagonists of identified gene products inhibited SARS-CoV-2 infection in monkey and human cells, demonstrating the conserved role of these genetic hits across species. This identifies potential therapeutic targets for SARS-CoV-2 and reveals SARS lineage-specific and pan-CoV host factors that regulate susceptibility to highly pathogenic CoVs.

An ACE2 Microbody Containing a Single Immunoglobulin Fc Domain Is a Potent Inhibitor of SARS-CoV-2.

Soluble forms of angiotensin-converting enzyme 2 (ACE2) have recently been shown to inhibit severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. We report on an improved soluble ACE2, termed a "microbody," in which the ACE2 ectodomain is fused to Fc domain 3 of the immunoglobulin (Ig) heavy chain. The protein is smaller than previously described ACE2-Ig Fc fusion proteins and contains an H345A mutation in the ACE2 catalytic active site that inactivates the enzyme without reducing its affinity for the SARS-CoV-2 spike. The disulfide-bonded ACE2 microbody protein inhibits entry of SARS-CoV-2 spike protein pseudotyped virus and replication of live SARS-CoV-2 in vitro and in a mouse model. Its potency is 10-fold higher than soluble ACE2, and it can act after virus bound to the cell. The microbody inhibits the entry of ß coronaviruses and virus with the variant D614G spike. The ACE2 microbody may be a valuable therapeutic for coronavirus disease 2019 (COVID-19) that is active against viral variants and future coronaviruses.

Facial Personal Protective Equipment: Materials, Resterilization Methods, and Management of Occupation-Related Dermatoses.

BACKGROUND: The coronavirus infectious disease 2019 pandemic has resulted in health care workers donning personal protective equipment (PPE) for extended periods. OBJECTIVES: The aims of the study were to review facial PPE (surgical masks and N95 respirators) ingredients, to identify facial PPE resterilization techniques, and to recommend strategies for prevention and management of facial PPE-related dermatoses. METHODS: Twenty-one facial PPE (11 N95 respirators, 10 surgical masks) were reviewed. Resterilization techniques were identified. Personal protective equipment-induced occupational dermatoses and management strategies were explored. RESULTS: Polypropylene is the most common chemical identified in facial PPE. Most masks contain aluminum at the nosepiece. Two surgical masks released nickel. Facial PPE dermatoses include irritant contact dermatitis, allergic contact dermatitis, acne, and contact urticaria. Strategies for prevention and management of facial PPE occupational dermatoses are discussed. CONCLUSIONS: There are increasing reports of occupational dermatoses associated with facial PPE. This review discusses the components of facial PPE, mask resterilization methods, and strategies for prevention and management of facial PPE dermatoses.