Principal Perspectives on School Staffing Struggles: Finding from the 2022 Learn Together Survey. American Educator Panels. Research Report. RR-A827-14

In this report, a nationally representative sample of kindergarten through 12th grade (K-12) public school principals were asked about their experiences with covering classrooms and hiring staff. In the spring of the 2021-2022 school year, which coincided with the coronavirus disease 2019 (COVID-19) omicron variant surge, most principals struggled to keep classrooms consistently staffed and many reported that hiring had become more challenging since the previous school year. Principals indicated that a lack of substitute teachers -- not an increase in open teaching positions -- was the main reason for classroom coverage shortages. In addition to day-to-day coverage issues, most principals reported that teacher vacancies were on the rise. Most of these principals believed that vacancies had grown more difficult to fill than in the prior school year, largely because of declining applicant counts. Principals' preferences when hiring teachers lend further insight into potential drivers of hiring challenges. A large majority of principals expressed strong preferences for like-minded teachers whose mindsets aligned with the vision and culture of the schools. Few principals prioritized the diversity of the educator workforce at their schools.

The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective from Convolutional Neural Network with Attention Mechanism

Affective computing (AC) has been regarded as a relevant approach to identifying online learners' mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners' facial expression, to compute learners' affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.

Sometimes Late Is Better Than Never: Implantation of a Cardioverter Defibrillator Years after an Acute Myocardial Infarction - Case Report

Sustained ventricular arrhythmias that occur early post-myocardial infarction (MI) are generally considered epiphenomena of the MI and are not consistently associated with long-term prognosis. The lack of association with long-term prognosis is more clearly established for early ventricular fibrillation (VF) and polymorphic ventricular tachycardia (PVT). Sustained monomorphic ventricular tachycardia (SMVT), even when it occurs early, however, may reflect a permanent arrhythmic substrate1. Patients with COVID-19 have a high risk of thromboembolic events, and the virus has also been shown to have extensive effects on the cardiovascular system2,3,4. A 62-year-old woman, recently hospitalized for COVID-19 pneumonia, was brought to the emergency department with pulseless SMVT having been successfully resuscitated in the prehospital setting. The patient has a history of an old MI treated with thrombolysis and percutaneous coronary intervention (PCI) that was complicated with early SMVT, but with preserved left ventricular function and without heart failure. The patient underwent implantation of a cardioverter defibrillator (ICD). During the hospitalization, she developed dyspnea and was diagnosed with minor pulmonary embolism. It may be appropriate to consider early SMVT as a predictor of adverse late outcomes that would necessitate rigorous follow-up and maybe an early invasive primary prevention strategy. This case also reflects the possibility of long-term cardiac involvement and increased thromboembolic risk in patients recovering from COVID-19. © 2022 Maria Zamfirescu et al., published by Sciendo.

Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10

This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]

IMPACT OF THE CORONA PANDEMIC ON THE DEMOGRAPHIC STRUCTURE IN AUSTRIA

The COVID-19 pandemic and the policy measures imposed to contain the virus affected people's health and lifestyles. Based on data available to the Federal Agency "Statistics Austria”, this paper asks about the impact of the pandemic years 2020 and 2021 (and partly beyond) on the Austrian demographics and population. It shows that mortality increased significantly during this period but varied by waves of infection also with the introduction of different policy measures (e.g., lockdowns). There are also changes in the number of births over the course of the pandemic, which can be interpreted through insecurities related to lockdowns and vaccinations. People who wanted to marry or get divorced during the pandemic years were confronted with closed offices and restrictions on holding celebrations, which is why there were significantly fewer marriages and divorces. International migration dropped significantly, especially in the spring of 2020, when European and global mobility was severely restricted, with differences between people of different nationalities. This was also reflected in the number of asylum applications filed in Austria. Migrations within Austria were strongly reduced during the first lockdown in 2020, all further lockdowns had less influence on them. However, in 2020 and 2021 there were several phases in which more people moved from urban to rural areas than before the pandemic. The number of registered secondary residences – which took on new relevance in the context of mobility restrictions and the use of home offices – also changed: overall, their number increased during the pandemic, but in many municipalities, deregistrations of seasonal workers were also noticeable. © 2022 Austrian Geographical Society. All rights reserved.

Secondary school students' school-related stressors during the coronavirus disease (COVID-19) pandemic in Sabah, Malaysia

IntroductionDue to the rapid spread of the COVID-19 pandemic and the disruption of education systems worldwide, secondary schools in Malaysia have shifted to online classes to ensure educational continuity. Therefore, it was necessary to investigate the various effects of the COVID-19 pandemic on secondary school students. MethodsA self-reported survey with closed and open-ended questions was used to collect data involving 1,067 secondary school students from eight schools in Sabah, Malaysia. The participants were mostly male (53.4%), with a mean age of 14.8 (SD = 1.64). The study involved students from various levels/grades, including transition class, forms 1-5, lower six, and upper six. ResultsStudents faced a variety of school-related stressors, including academic failure due to a poor online course;general mental health issues;a poor internet connection;a lack of in-person interaction;a SOP restriction;an inability to focus;too many homework assignments;burnout;becoming lazier;home conditions;and financial difficulties. DiscussionThe implications for classroom practice, policy formulation, and future research are examined.

Phytochemicals: recent trends and future prospective in COVID-19

Coronavirus (COVID-19) is now growing aggressively over the globe and is exceedingly tricky to control due to the lack of available treatments or vaccines. Multiple investigations are now underway with the aim of identifying suitable herbal remedies and phytochemicals to reduce the incidence of COVID-19. In conclusion, certain herbal medications and phytopharmaceuticals could be a potential treatment strategy for mitigating SARS-CoV-2 hazards. Extensive research has been performed in pursuit of fresh options, including the use of phytochemical substances, which, in agreement with previous research, are not only promising against SARS-CoV-2, but also as coadjuvants in other diseases like diabetes. In addition, plants have been used for eras to cure a variety of infections, and exploration with plant-based natural products has been emphasized by the low toxicity of their metabolites and minimal side effects. In this chapter, we draw attention to various plant species and phytochemicals, a few of them belonging to the structural classes like phenolic, alkaloids, and terpenes with significant antiviral efficacy against SARS-CoV-2 that could be investigated as prospective medicines for the treatment of COVID-19. © 2023 Elsevier Inc. All rights reserved.

FINANCIAL SECURITY in SMALL BUSINESS in PERIOD of DIGITAL ECONOMY: In CASE of UZBEKISTAN

In this paper has been proposed a methodology for ensuring the financial security of enterprises in the context of recession caused by the COVID-19 pandemic. Based on pre-crisis data related to the new coronavirus infection pandemic and multi-component modeling of the dynamics of industrial production in the Republic of Uzbekistan during the "corona crisis,"this study seeks to identify the dynamics of growth by economic activity type and recovery rate in order to identify areas of state support for industrial production. In this paper has been investigated issues of financial security management of textile enterprises. On the basis of secondary statistics, the growth of textile production in the regions of the Republic of Uzbekistan in 2008-2020 was analyzed and the factors influencing it were identified. By the author have been presented the main tasks and conditions for the financial security of enterprises, as well as developed scientific and practical recommendations for eliminating factors affecting the financial security of textile enterprises. © 2022 Owner/Author.

MEDIA AND INFORMATION LITERACY IN SECONDARY STUDENTS: DIAGNOSIS AND ASSESSMENT

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 surv-ey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004

Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]

Children's Digital Privacy and the Case Against Parental Consent

Children's engagement with the internet has exploded. From education to social media, companies have offered products and services that-far from being mere distractions for children-have increasingly become necessities. These necessities are most keenly felt in the EdTech world. As companies in the United States rely on the verifiable parental consent required by the Children 's Online Privacy Protection Act (COPPA) to collect and use minors' data, reviewing boilerplate waivers of liability and consent forms for children's online activities has thus become part of parenting. This piece argues that under the common law tradition of protecting the best interests of the child, when it comes to protecting children's digital privacy, relying solely on parental consent is insufficient and ill-suited. This work compares parental consent forms for children's online activities to parental waivers for tort liability for physical injuries suffered by children. In the latter, courts have not reached a consensus on whether such contracts are enforceable or altogether void. However, most courts have struck down such waivers as against public policy in commercial settings. By relying on courts ' decisions regarding the role of parents in protecting the best interests of the child when faced with a child's physical injury, this piece argues that public policy should have to force to override parental consent as it pertains to the protection of a minor's digital privacy and their use of EdTech tools. It thus encourages lawmakers at the federal and state levels to move away from a parental consent apparatus and instead put forward new measures for the protection of children's digital privacy. It further illustrates that, despite COPPA, common law privacy torts are not fully preempted. Adopting the approach proposed in this work will also motivate companies to be more vigilant towards handling minors' data to avoid potential lawsuits. It will further encourage a market for competition between socially responsible companies that would prioritize children's privacy over an endless list of corporate interests.

Analysing the attitude and opinions of a 'difficult' year group in a secondary school

This paper reports a small-scale action research project aimed at helping a school whose teachers were concerned about the behaviour and achievement of their Year 8 group. Two focus group was used to identify any worries or concerns of pupils in Key Stage 3 (Years 7–9;aged 11–14). These concerns were further explored using a ranking exercise completed by all 486 pupils across the three year groups. The same pupils then completed the 'Psychological Sense of School Membership' questionnaire. The results of the ranking exercise are reported. The pupils' scores on the PSSM questionnaire suggests that pupils in Year 8 identified least with the aims of the school. The scores did show that a third (33%) of the pupils in Year 8 scored at a level regarded as 'of serious concern'on the PSSM questionnaire indicating a negative view of the school. The results of the both exercises were shared with the teachers and a plan drawn up th improve the school's pupil management. Further development of this initiative was bought to a halt by the closure of the school in response to the COVID-19 pandemic. [ FROM AUTHOR] Copyright of Pastoral Care in Education 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.)

Strategies and Challenges to Teaching Students with Special Needs during a Pandemic

The COVID-19 pandemic has led to immediate school closures resulting in online learning. Online learning under such circumstances has presented challenges for teachers of students with mild to extensive support needs. The current study interviewed twenty special education teachers about the strategies they used when teaching online and the challenges they faced. Teachers discussed several strategies including the use of direct instruction, providing active engagement, caregiver involvement, and their frequent use of informal assessments. Challenges included time constraints and student inattention. Findings of this study can be used to inform strategies to use when teaching students with special needs online and in future online emergency teaching environments.

Post-Pandemic Onset Trends for Public School English Learners in Virginia. COVID-19 Impacts Research Brief Series No. 3

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.

Hemophagocytosis in the Red Bone Marrow of Patients with Covid-19 with Sars-Cov-2 Infection

Red bone marrow samples investigation in deceased COVID-19 patients enabled to identify the phenomena of secondary hemophagocytosis. Analysis of the data showed that phagocytic reactions during infection of patients with SARS-CoV-2 are manifested both in relation to erythrocytes and leukocytes. The data obtained make it possible to expand the strategy of therapeutic measures, taking into account the new data on the mechanisms of the pathogenesis of COVID-19 in severe viral infection based on morphological findings and additional information on the involvement of young erythrocytes and lymphocytes in the structure of the red bone marrow in the cascade of pathological reactions. The results obtained confirm a wide range of aggressive damaging effects of SARS-CoV-2 in the development of multiple organ failure against the background of COVID-19 and the involvement of the red bone marrow in the pathological process. The authors supplemented information about the mechanisms of hypoxia in COVID-19, which is not only a consequence of damage to the respiratory epithelium, but also the result of damage to erythrocyte differons both at the level of red bone marrow and in peripheral blood. This fact must be taken into account in the development of a treatment strategy and in the creation of new drugs for the treatment of infected patients with various strains of SARS-CoV-2.

The effectiveness of Tocilizumab in severe covid 19 pneumonia among critically ill patients

Background: Tocilizumab, an interleukin-6 (IL-6) antagonist, is being evaluated for the management of covid-19 pneumonia. The objective of this study was to assess the effectiveness of Tocilizumab in severe covid-19 pneumonia. Method(s): This was a retrospective, observational, single centre study performed in 121 patients diagnosed with severe covid-19 pneumonia. 83 patients received standard of care treatment whereas 38 patients received tocilizumab along with standard of care. Tocilizumab was administered intravenously at 8mg/kg (upto a maximum of 800mg). The second dose of Tocilizumab was given 12 to 24 hours apart. The primary outcome measure was ICU related and hospital related mortality. The secondary outcome measures were change in clinical status of patients measured by WHO (World Health Organisation) 7 category ordinary scale, changes in interleukin-6 (IL-6) levels, secondary infections and duration of ICU stay. Result(s): Tocilizumab was administered between 3-27 days after the patient reported symptoms ( a median of 10.9 days ) and between the 1st to 3rd day of ICU admission (median of 2.1 days) . In Tocilizumab group, 16(42.1%) of 38 patients died in ICU whereas in standard of care group, 27(32.53%) of 83 patients died. The difference in clinical status assessed using WHO (World Health Organisation) 7 category ordinary scale at 28 days between Tocilizumab group and standard of care group was not statistically significant (odds ratio 1.35, 95% confidence interval 0.61 to 2.97, p = 0.44). Conclusion(s): Tocilizumab plus standard care was not superior to standard care alone in reducing mortality and improving clinical outcomes at day 28.Copyright © RJPT All right reserved.

Increased diagnosis of diabetes in secondary care: Is Covid-19 the only reason?

Aim: To evaluate the prevalence of new diabetes in secondary care during the second wave of the Covid-19 pandemic. Method(s): Data were collected prospectively for patients presenting to the hospital with new diagnosis of diabetes from December 2020 to May 2021. It included demographics, risk factors, presenting glucose, other investigations and treatment. Result(s): In the six-month study period, 31 patients were diagnosed with new diabetes. Thus far, approximately 13 patients have been identified to have type 1 diabetes and the average age was 37 years. Everyone was discharged with insulin except one patient. Prior to the pandemic in the year 2019, only 17 patients were diagnosed with diabetes in the hospital. Conclusion(s): The lockdown led to a reduction in physical activity and varied diet which may have contributed to weight gain;worsening insulin resistance. It is plausible that severe acute respiratory syndrome coronavirus 2 (SARS-CoV- 2) could trigger autoimmune type 1 diabetes or accelerate its presentation. Together with a hesitancy for patients to seek medical attention and reduced access to face-to- face primary care consultations, this may have contributed to the increased presentation of diabetes-related emergencies and reduction in symptomatic hyperglycaemia. Various studies found patients with pre-existing diabetes have a worse outcome if they develop Covid-19. Overall, during the pandemic, physical and mental health worsened, pre-disposing to medical conditions and impacting self-management of health and disease. We predict the increase in new diagnoses of diabetes in secondary care is multifactorial due to the effects of the pandemic rather than Covid-19 infection solely.

Online Courses of Mathematics for Entrance Exams

This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.

Process of Critical and Computational Thinking in the Learning of Mathematics in Secondary Education

The COVID-19 pandemic has transformed the ways of teaching and learning mathematics in high school, leading to the implementation of new teaching strategies aimed at achieving meaningful learning in the area of mathematics, with the mediation of digital technology and other pedagogical resources of the 21st century. The objective of this work is to analyze and explain the incidence of critical and computational thinking in the learning of mathematical concepts and procedures in secondary school students. The research approach is mixed, combining qualitative and quantitative sources of information and perspectives of analysis;the design is non -experimental;the data collection instruments are: Likert-type questionnaire and cognitive test;the data analysis is carried out by means of descriptive statistics. The results of the work show a sustained development of critical and computational thinking in the students during the mathematics learning activities, expressed in the fluency in the handling of concepts and logical procedures in problem solving;statistically, there is a correlation between the level of learning achieved and the development of critical and computational thinking of 0.545 and 0.823, respectively. It is concluded that the computational and critical thinking developed by secondary school students significantly influences learning and the development of mathematical competencies, with implications in the level of satisfaction with their academic and personal achievements.

Preservice Music Educators' Perceptions of Online Synchronous Fieldwork: A Case Study

The purpose of this instrumental case study was to examine preservice music educators' perceptions of teaching voice lessons to elementary and secondary students during an online synchronous fieldwork experience. I used Garrison et al.'s Community of Inquiry (CoI) framework to analyze the participants' perceptions of cognitive presence (i.e., triggering events, exploration, integration, and resolution), social presence (i.e., emotional expression, open communication, and group cohesion), and teaching presence (i.e., structure and design of the fieldwork experience). During initial lessons, participants cited mostly triggering events and exploration, which occurred alongside indicators of social presence. Participants cited technological challenges associated with online synchronous learning (i.e., teaching presence) may have hindered instances of integration and resolution. Music teacher educators may consider using the CoI framework to structure collaborative and supportive online synchronous fieldwork experiences.