SARS-CoV-2 Mitigation Strategies, Testing, and Cases at 254 Jails in the US Southeast, October 2020 to May 2021

Objectives. To characterize severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) mitigation strategies, testing, and cases across county jails in the Southeastern United States, examining variability by jail characteristics. Methods. We administered a 1-time telephone survey to personnel of 254 jails in Alabama, Georgia, North Carolina, and South Carolina between October 2020 and May 2021. Results. Some SARS-CoV-2 mitigation strategies (e.g., screening at intake, isolation and masking for symptomatic persons) were commonly reported (≥ 75% of jails). Other measures, such as masking regardless of symptoms (52%) and screening at release (26%), were less common and varied by jail state or population size. Overall, 41% of jails reported no SARS-CoV-2 testing in the past 30 days. Jails with testing (59%) tested a median of 6 per 100 incarcerated persons; of those jails, one third reported 1 or more cases of positive tests. Although most jails detected no cases, in the 20% of all jails with 1 or more case in the past 30 days, 1 in 5 tests was positive. Conclusions. There was low testing coverage and variable implementation of SARS-CoV-2 mitigation strategies in Southeastern US jails during the first year of the COVID-19 pandemic

Geographical and temporal distribution of SARS-CoV-2 clades in the WHO European Region, January to June 2020

We show the distribution of SARS-CoV-2 genetic clades over time and between countries and outline potential genomic surveillance objectives. We applied three available genomic nomenclature systems for SARS-CoV-2 to all sequence data from the WHO European Region available during the COVID-19 pandemic until 10 July 2020. We highlight the importance of real-time sequencing and data dissemination in a pandemic situation. We provide a comparison of the nomenclatures and lay a foundation for future European genomic surveillance of SARS-CoV-2.Peer reviewe

A Computational Tool for Failure Modes and Effects Analysis of Hydraulic Systems

Failure Modes and Effects Analysis is widely used in engineering for the assessment of reliability. With the current practice, the length of time involved in the analysis is prohibitive and therefore its full potential cannot be used in the design process. This paper proposes a computational tool, GNOME, which, when fully implemented, will provide a faster method. This paper will discuss its application to an FMEA of a simple hydrostatic transmission. 1 Introduction An important part of the design process for aircraft subsystems and other safety critical applications, is reliability assessment. This process should expose potential problem areas as well as providing some insight into the critical areas of the system. Ideally it should be conducted as early as possible in the design stage of the project. A commonly used technique for assessing the reliability of engineering design is Failure Modes and Effects Analysis. A study by a major aerospace company showed that the timescale involv..

Designing learner-controlled educational interactions based on learning/cognitive style and learner behaviour

Recently, research in individual differences and in particular, learning and cognitive style, has been used as a basis to consider learner preferences in a web-based educational context. Modelling style in a web-based learning environment demands that developers build a specific framework describing how to design a variety of options for learners with different approaches to learning. In this paper two representative examples of educational systems, Flexi-OLM and INSPIRE, that provide learners a variety of options designed according to specific style categorisations, are presented. Experimental results from two empirical studies performed on the systems to investigate learners' learning and cognitive style, and preferences during interaction, are described. It was found that learners do have a preference regarding their interaction, but no obvious link between style and approaches offered, was detected. Derived from an examination of this experimental data, we suggest that while style information can be used to inform the design of learning environments that accommodate learners' individual differences, it would be wise to recommend interactions based on learners' behaviour. Learning environments should allow learners or learners' interaction behaviour to select or trigger the appropriate approach for the particular learner in the specific context. Alternative approaches towards these directions are also discussed. © 2005 Elsevier B.V. All rights reserved