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Over it's more than 100-year history, the Kennecott operation has often been at the forefront of innovation;driven by the demands of the lower grade ore-body and the higher costs of operating in the US where wages are generally higher and regulation more restrictive. One way of reducing operating costs in c/lb is to increase the lbs produced at minimal cost. Despite the relatively coarse grind at Kennecott - about 30% >150μm, approximately 20% of the Cu lost to tail is liberated chalcopyrite in the <20μm fraction, and about 30%-40% in the <37μm fraction. In 2020 Kennecott undertook a detailed plant scale test of the magnetic aggregation technology to increase copper recovery by reducing fine copper losses. A paired statistical plant test of magnetic conditioning on one rougher line showed a 1.12% increase in Cu recovery to 97% statistical confidence. The next challenge, unforeseen at the start of the project, was the fabrication and transportation to site of the equipment for the three remaining rougher rows, during the severe supply-chain constraints of the Covid pandemic in 2021. This resulted in delays and unforeseen costs as world-wide transportation became chaotic, particularly transportation via west coast USA. Nevertheless, the project was completed and commissioned, with only minor delays and cost increases, due to a flexible approach to overcoming the hurdles encountered. Copyright © 2023 by SME.
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The COVID-19 pandemic impacted the educational experiences of diverse student populations throughout the country and among Virginia public schools. English Learners (ELs) had a unique set of needs and services prior to the pandemic, and potentially were more vulnerable to pandemic-related disruptions in typical school operations than other student groups. We analyze statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade twelve between the 2010-11 and 2020-21 school years to examine changes between the pre-pandemic period and first post-pandemic onset year (2020-21). Our key findings include the following: (1) Following the onset of the pandemic, the number of students classified as EL decreased for the first time in a decade. Specifically, whereas the number of students classified as EL increased by 26.0% (25,171 more students) between 2010-11 and 2019-20, the number of students classified as EL decreased by 3.2% (3,852 fewer students) between 2019-20 and the first post-pandemic onset year (2020-21). (2) There was a 21.6% decline (6,223 fewer students) in the number of Virginia K-12 public school students newly identified for EL services in 2020-21 as compared to 2019-20. The drop in new EL identification occurred across student groups, but was largest among Hispanic students, economically disadvantaged students, and ninth graders. (3) The number of EL students reclassified as fully English proficient decreased by 57.3% (8,169 fewer students) in 2020-21 as compared to the pre-pandemic period. This decline is nearly three times the size of the previous largest year-to-year change. The drops in reclassification among ELs occurred across student groups and were somewhat larger among Hispanic and economically disadvantaged students. (4) EL students' exits from Virginia public schools in the post-pandemic onset were a continuation of pre-pandemic trends and did not meaningfully vary by race/ethnicity, economically disadvantaged status, or disability status.
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We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.
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When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.
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The aim of this study is to examine the opinions of secondary school students about mathematics lessons taught with distance education. The research was carried out by taking the opinions of 286 secondary school students from one state school selected from each of the provinces (Manisa, Izmir, Mugla, Antalya, Sirnak, Bitlis). Quantitative and descriptive survey method was used in the study. According to the findings, it was seen that the opinions of female and male students were very close to each other, there was no significant difference according to the variables of the number of siblings and whether they had their own study room, and there was a significant difference between 5th grade students and 8th grade students. Students;It was seen that there was no difference in their views on understanding the lesson better and increasing their success, they did not have any problems in accessing the Mathematics lesson, but they had problems due to internet interruptions during the lesson, they did not have any problems in communicating with their teachers and delivering homework during the lesson, but they still preferred face-to-face education at a high rate. It was observed that the motivation of the 5th grade students during the lesson and their better understanding of the lesson were higher than the 8th grade students.
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We compare student performance before and during the Covid-19 pandemic using three course outcome measures: grades, scores on standardized course-specific assessment tests, and the incidence of dropping, withdrawing, or earning a grade of F. Across 10,000 observations and all business disciplines, grades trended higher throughout pandemic, although student performance on assessment tests and the incidence of failing or dropping remained unchanged. This suggests that universities and employers who use GPA as a screening tool should be cautious. First-year and first-generation students did significantly worse in online courses when compared to courses with some in-person element, suggesting that universities and instructors may need to devote academic support resources to these subgroups. [ FROM AUTHOR] Copyright of Journal of Education for Business is the property of Taylor & Francis 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.)
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We introduce "Ricerca Operativa Applicazioni Reali" (ROAR;in English, "Real Applications of Operations Research"), a three-year project for higher secondary schools. Its main aim is to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. ROAR offers examples and problems closely connected with students' everyday life or with the industrial reality, balancing mathematical modeling and algorithmics. The project is composed of three teaching units, addressed to grades 10, 11, and 12. The implementation of the first teaching unit took place in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy). In particular, in this paper, we provide a full description of this first teaching unit in terms of objectives, prerequisites, topics and methods, organization of the lectures, and digital technologies used. Moreover, we analyze the feedback received from students and teachers involved in the experimentation, and we discuss advantages and disadvantages related to distance learning that we had to adopt because of the COVID-19 pandemic.
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The spread of the COVID-19 all over the world have negatively affected many areas, leading to a number changes throughout the world. Being one of these areas, education had to undergone some changes and shifted to distance education during the COVID-19 pandemic. However, distance education has also brought some discussions and problems. This study was carried out to investigate the thoughts of middle school students on distance education and face-to-face education. Based on quantitative research design, this study adopted a phenomenological design Data were collected from a participant group consisting of 240 secondary school students (60 5th grade, 60 6th grade, 60 7th grade and 60 8th grade) through a scale prepared by the researchers. The data were analyzed using SPSS package program with descriptive statistics such as frequency and percentage. As a result of the study It was found that middle school students' views on distance education and face-to-face education differed significantly with regard to parents' education level, gender, grade level and average monthly family income.
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The COVID -19 pandemic has highlighted various social, economic, psychological, financial, and physical challenges that learners encounter in South Africa. Learners continue to face challenges of ineffective and inaccurate career decisions when in secondary schools. This predicament makes them choose wrong careers leading to low level functioning in the later world of work. These challenges have continued to receive much attention in the media and in various policy documents. Learners continue to face challenges of ineffective and inaccurate career decisions when in secondary schools. The authors of this paper argue that one of the core functions of any education system is to prepare learners to become functional citizens who are self-sufficient in their chosen and preferred careers. We argue that one way to ensure learners' success and contribution to society is by providing them with adequate and effective career counselling. It is against this background that this study explored the school-related challenges affecting career decision-making of Grade 12 learners in township secondary schools in Gauteng, South Africa. The Krumboltz Social Learning Theory of Career Development (SLTCD) served as the theoretical framework for this study. Within the interpretivist research paradigm, a qualitative multiple case study research design was adopted. Purposive and convenience sampling methods were used to select 23 Grade 12 learners from six township secondary schools in Gauteng East District. Semi-structured online interviews were used to collect data and was analysed thematically. The findings indicate that schools lack the infrastructure required to provide learners with proper career guidance and education. The lack of access to career information services and incorrect subject combinations meant that learners were unable to choose appropriate career paths post Grade 12. We recommend that the Department of Basic Education prioritise the training and up skilling of designated educators to become specialised career counsellors in township secondary schools.
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This guidance updates 2021 GRADE recomendations regarding immediate allergic reactions following COVID-19 vaccines and addresses re-vaccinating individuals with 1st dose allergic reactions and allergy testing to determine re-vaccination outcomes. Recent meta-analyses assessed the incidence of severe allergic reactions to initial COVID-19 vaccination, risk of mRNA-COVID-19 re-vaccination after an initial reaction, and diagnostic accuracy of COVID-19 vaccine and vaccine excipient testing in predicting reactions. GRADE methods informed rating the certainty of evidence and strength of recommenations. A modified Delphi panel consisting of experts in allergy, anaphylaxis, vaccinology, infectious diseases, emergency medicine, and primary care from Australia, Canada, Europe, Japan, South Africa, the UK, and the US formed the recommendations. We recommend vaccination for persons without COVID-19 vaccine excipient allergy, and re-vaccination after a prior immediate allergic reaction. We suggest against >15-minute post-vaccination observation. We recommend against mRNA vaccine or excipient skin testing to predict outcomes. We suggest re-vaccination of persons with an immediate allergic reaction to the mRNA vaccine or excipients be performed by a person with vaccine allergy expertise, in a properly equipped setting. We suggest against pre-medication, split-dosing, or special precautions because of a comorbid allergic history.
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BACKGROUND: In Korea, during the early phase of the coronavirus disease 2019 (COVID-19) pandemic, we responded to the uncertainty of treatments under various conditions, consistently playing catch up with the speed of evidence updates. Therefore, there was high demand for national-level evidence-based clinical practice guidelines for clinicians in a timely manner. We developed evidence-based and updated living recommendations for clinicians through a transparent development process and multidisciplinary expert collaboration. METHODS: The National Evidence-based Healthcare Collaborating Agency (NECA) and the Korean Academy of Medical Sciences (KAMS) collaborated to develop trustworthy Korean living guidelines. The NECA-supported methodological sections and 8 professional medical societies of the KAMS worked with clinical experts, and 31 clinicians were involved annually. We developed a total of 35 clinical questions, including medications, respiratory/critical care, pediatric care, emergency care, diagnostic tests, and radiological examinations. RESULTS: An evidence-based search for treatments began in March 2021 and monthly updates were performed. It was expanded to other areas, and the search interval was organized by a steering committee owing to priority changes. Evidence synthesis and recommendation review was performed by researchers, and living recommendations were updated within 3-4 months. CONCLUSION: We provided timely recommendations on living schemes and disseminated them to the public, policymakers and various stakeholders using webpages and social media. Although the output was successful, there were some limitations. The rigor of development issues, urgent timelines for public dissemination, education for new developers, and spread of several new COVID-19 variants have worked as barriers. Therefore, we must prepare systematic processes and funding for future pandemics.
Subject(s)
COVID-19 , Child , Humans , Adenosine-5'-(N-ethylcarboxamide) , Republic of Korea , SARS-CoV-2 , Practice Guidelines as TopicABSTRACT
BACKGROUND: Endothelial dysfunction, assessed by flow-mediated dilation (FMD), is related to poor prognosis in patients with COVID-19 pneumonia (CP). In this study, we explored the interplay among FMD, NADPH oxidase type 2 (NOX-2) and lipopolysaccharides (LPS) in hospitalised patients with CP, community acquired pneumonia (CAP) and controls (CT). METHODS: We enrolled 20 consecutive patients with CP, 20 hospitalised patients with CAP and 20 CT matched for sex, age, and main cardiovascular risk factors. In all subjects we performed FMD and collected blood samples to analyse markers of oxidative stress (soluble Nox2-derived peptide (sNOX2-dp), hydrogen peroxide breakdown activity (HBA), nitric oxide (NO), hydrogen peroxide (H2O2)), inflammation (TNF-α and IL-6), LPS and zonulin levels. RESULTS: Compared with controls, CP had significant higher values of LPS, sNOX-2-dp, H2O2,TNF-α, IL-6 and zonulin; conversely FMD, HBA and NO bioavailability were significantly lower in CP. Compared to CAP patients, CP had significantly higher levels of sNOX2-dp, H2O2, TNF-α, IL-6, LPS, zonulin and lower HBA. Simple linear regression analysis showed that FMD inversely correlated with sNOX2-dp, H2O2, TNF-α, IL-6, LPS and zonulin; conversely FMD was directly correlated with NO bioavailability and HBA. Multiple linear regression analysis highlighted LPS as the only predictor of FMD. CONCLUSION: This study shows that patients with COVID-19 have low-grade endotoxemia that could activate NOX-2, generating increased oxidative stress and endothelial dysfunction.
Subject(s)
COVID-19 , Endotoxemia , Pneumonia , Vascular Diseases , Humans , Endotoxemia/diagnosis , Lipopolysaccharides , Hydrogen Peroxide , Interleukin-6 , Tumor Necrosis Factor-alpha , COVID-19/diagnosis , Oxidative StressABSTRACT
As the transition point between middle and high school, ninth grade can either set a student up for long-term success or diminish a student's likelihood of graduating high school altogether. The Ninth Grade Success Initiative is a dropout prevention program, piloted in five Washington State high schools in 2019–2020. We evaluated the effects on student outcomes and found that the program led to improvements in course grades, behavioral outcomes, more effective targeting of services to higher-need students, and better preparation for the COVID-19 transition to virtual learning. © 2023 Kappa Delta Pi.
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In the era of COVID19, we need to quickly find and fix classrooms that have inadequate ventilation to reduce long-range airborne transmission of diseases. Historically, the limited available data has shown classrooms in the United States to be under ventilated in relation to consensus standard ventilation values that do not consider airborne infectious disease risk. Carbon dioxide (CO2) is a reasonable proxy of emissions from humans. This presentation will discuss the assumptions and uncertainties in using carbon dioxide concentrations as a proxy for ventilation in classrooms. Specifically, the influence of student density and activity level on carbon dioxide concentration will be modeled for a range of student ages and activities. This analysis shows classrooms with high carbon dioxide concentrations (above 2, 000 ppmv) are unlikely to be meeting United States ventilation standards. However, uncertainties mean conclusions cannot be easily made about ventilation rates in classrooms with lower carbon dioxide concentrations. © 2022 17th International Conference on Indoor Air Quality and Climate, INDOOR AIR 2022. All rights reserved.
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To explore potential pandemic-related learning gaps on expressive writing skills, predominantly Hispanic (≈50%) and White (≈30%) primary-grade students responded to grade-specific writing prompts in the fall semesters before and after school closures. Responses were evaluated with an analytic rubric consisting of five traits (focus, organization, development, grammar, mechanics), each scored on a 1-4 scale. Data first were analyzed descriptively and, after propensity score weighting, with ordinal response models (for analytic scores) and generalized linear mixed effects models (for composite scores). Compared to first graders in 2019 (n = 310), those in 2020 (n = 203) scored significantly lower overall as well as on all rubric criteria and were more likely to write unintelligible responses. Second graders in 2020 (n = 194) performed significantly lower than those in 2019 (n = 328) in some traits but not all, and there was a widening gap between students who did/not score proficiently. A three-level longitudinal model analyzing the sample of students moving from first to second grade in fall 2020 (n = 90) revealed significant improvements, but students still performed significantly lower than second graders in the previous year. Implications for student resiliency and instructional planning are discussed.
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Coronavirus disease 2019 (COVID-19) is a disease characterized by predominantly respiratory symptoms, which can progress to respiratory failure. Due to the novelty of the vaccines, it is difficult to assess if there are any associated long-term side effects. Here, we present a case of an elderly female who received the Moderna COVID-19 vaccine and developed a high-grade sarcoma at the site of the injection. A 73-year-old female with a past medical history of hypertension, hyperlipidemia, and renal angiomyolipoma status post resection in 2019 presented with worsening right upper arm swelling for the past two weeks. She noticed the swelling two to four days after receiving her second dose of the Moderna vaccine within 1 cm from the prior injection site. Physical examination was remarkable for a 6 cm, circular, mobile, soft mass present in the right upper arm. MRI with and without contrast revealed a 5.2 cm soft tissue mass overlying the triceps region with irregular features concerning for malignancy. Fine needle aspiration revealed pathologic characteristics indicative of high-grade sarcoma. The patient ultimately had resection of the mass four months after the initial visit and was diagnosed as having grade 3, stage IIIA undifferentiated, pleomorphic high-grade sarcoma. Herein, we present a case demonstrating the development of high-grade sarcoma at the injection site in an elderly female patient within days of receiving the second dose of the Moderna COVID-19 vaccine. Currently, it is unclear whether there is a true association between the vaccines and malignancy or inflammatory response exacerbating underlying malignancy. This case highlights the necessity to investigate and be aware of such rare, adverse complications that may be associated with the novel COVID-19 vaccinations to guide physicians in their differential diagnosis.
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The purpose of this quantitative, nonexperimental study will be to explore the relationship between stressors and mental health, the impact mental health has on grade point average (GPA), and determine if stressors and mental health moderate GPA for doctoral students during a pandemic. There is evidence that stress impacts mental health and school performance;however, there is little data based on doctoral students. Participants were recruited via a recruitment flyer sent out to all doctoral students attending The Chicago School of Professional Psychology Southern California campuses. While additional factors need to be accounted for, this study found that having children had a statistically significant relationship with mental health while other stressors did not. The data provided evidence that there is a significant difference between participants who have children under the age of 18 and participants who do not regarding mental health scores. The other stressors, employment status, hours of sleep per night, hours spent a week completing homework, and contracting COVID-19, did not have a statistically significant relationship with mental health. The research also showed mental health does not impact GPA for doctoral students. However, results showed that having children under the age of 18 was a statistically significant predictor of GPA and that there was a relationship between mental health scores moderated by hours of sleep per night in predicting GPA. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Introduction: Wolman disease is a rare genetic disorder with an autosomal recessive inheritance. A mutation in the LIPA gene causes lysosomal acid lipase (LAL) deficiency results in lipid storage and adrenal insufficiency. Death in early infancy is due to liver failure. Patients and methods: We describe the clinical course of a three-month-old infant diagnosed with Wolman disease. A rapid mutational analysis confirmed a LIPA gene defect. Results: He underwent matched unrelated donor peripheral blood stem cell hematopoietic stem cell transplantation (HSCT) at 3 months of age, with a treosulfan-based conditioning, which resulted in engraftment with donor-derived hematopoietic cells. He required supportive care for sinusoidal obstruction syndrome and mucositis. He was administered low dose prednisolone for grade I skin graft versus host disease, and a complete donor chimerism was documented on several occasions. At one year post HSCT, his growth and development were optimal, and there was no hepatosplenomegaly. He is maintained on glucocorticoid and mineralocorticoid supplements for primary hypoaldosteronism. Conclusion: The case emphasizes the timely diagnosis and the potential for successful treatment of Wolman disease by HSCT. © 2022 Pediatric Hematology Oncology Chapter of Indian Academy of Pediatrics
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This study seeks to understand the potential of ICT, combined with active learning methodologies for the development of historical awareness and historical learning in 4th grade students of a public school in Portugal. This is a qualitative study, using a multiple case study, based on two realities: a 4th grade class (9-10 years old) and a 6th grade class (11-12 years old), as well as several techniques and instruments for data collection: questionnaire survey, focus group, participant observation, semi-structured interviews and works produced by the students. For the qualitative data analysis we used the analysis techniques of the Grounded Theory methodology, with the support of Nvivo software, and for the quantitative data we used descriptive statistics. Pedagogical interventions were designed to mobilize second order concepts, such as evidence, explanation, change/permanence in the elaboration of their historical ideas, through the use of some digital platforms. In this article we present the didactic intervention session related to the 1st activity of the project about the Black Death and Covid-19 in Portugal, implemented in the 1st cycle of basic education. Preliminary results allow us to conclude that the use of ICT by students in the proposed activities led to the development of their historical awareness, historical learning, as well as digital literacy. © 2023 AUFOP. All rights reserved.
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The COVID-19 pandemics required the countries to take decisions rapidly. Consequently, the National Institute of Health (INS) developed a series of documents of scientific evidence synthesis according to the Ministry of Health's requirements. Based on these reports, the INS developed recommendations to update normative documents related to COVID-19's management. This article describes the construction of a new methodology applied by the INS to synthesize scientific evidence during the COVID-19 pandemic. Moreover, it emphasizes the efforts and strategies used to guarantee the methodological quality and the implementation of the GRADE approach. Finally, it provides a short reflection on the limitations and challenges of using evidence to design national public policies in the future. © 2022 Publicado por Cuerpo Médico Hospital Nacional Almanzor Aguinaga Asenjo.