A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement

Teachers in contexts of mass displacement respond to unique needs of learners, and observe and experience situations that require responses beyond teaching and learning activities. In addition to the lack of resources and poor infrastructure, learners and teachers in crisis contexts deal with a variety of difficulties: psychosocial problems, language of instruction, dilemmas about accreditation, and hostilities in host communities. Teachers need professional development (TPD) opportunities tailored to deal with these challenges. In this case study, we report and reflect upon the approach, process and design of a massive open online course for TPD in a context of mass displacement

NASA MAA (MUREP AEROSPACE ACADEMY) STEM PROJECT AT YORK COLLEGE: ENSURING FUTURE STEM PIPELINE

Our ongoing K1-12 NASA-supported STEM activities has served over 5000 children since 2015, largely from groups that are undeserved and underrepresented in the sciences. These STEM activities have been successfully delivered for several years and include earth science, meteorite geology, rocketry, aerodynamics, star gazing, EV3 Mindstorm robotics, basic coding exercises, wind tunnel, 3D-printing, etc., conducted largely through our present MAA (MUREP Aerospace Academy) Project. Corporate funding from the Con Edison and National Grid ensures additional STEM dissemination to the students during the summer operation. Significant positive component of the MAA program is the availability and willingness of the former student participants (many of whom are completing STEM majors in college) to extend their helping hands to assist teachers and guide students to fulfill assigned tasks and share their rich experience to reinforce the value of STEM learning. In a way, they validate students’ participation and promote meaningful dialog with their parents, mostly first generation Americans, often with English as a second language, and lacking knowledge of the importance of the STEM disciplines and careers built around it. Recent involvement of the City University of New York’s (CUNY) Explorer’s Program, a vigorous initiative undertaken by the CUNY to bring thousands of middle school students to the various CUNY campuses, including York College, opened a formidable partnership building opportunity for the MAA to tap into the future pipeline by engaging visiting students with our STEM facilities and educating these young and curious minds about the future STEM potential both in selecting exciting academic and career options. STEM outreach delivered through hands-on, team work, in an experiential and critical thinking environment is becoming a catalyst for motivating numerous students towards earth science and relevant NASA content. This way, MAA Program is creating a STEM conscious young student body and providing a strategic recruitment tool for various undergraduate STEM disciplines. Early involvement of middle school students in STEM activities can be deemed as a powerful and viable mechanism to overcome an apparent shortage of STEM workforce representing minorities, women and financially disadvantaged groups

The assessment has become the curriculum: Teachers’ views on the Phonics Screening Check in England

The Phonics Screening Check (PSC) was introduced in England in 2012 for Year 1 children (aged 5 and 6). There have been criticisms of the check in relation to its reliability and appropriateness as an assessment for early reading, although advocates of the check see it as a valuable tool in securing progress in early reading. This mixed methods study sought to evaluate the intended and possible unintended consequences of the PSC, foregrounding the voices of children and their teachers. This article reports on findings from the teachers’ data. The study focused initially on questionnaire data from 14 schools (59 teachers) selected for their diversity in relation to attainment data (PSC and reading) and socio-economic status. Focus groups in seven of the schools (25 teachers) enabled a more in-depth exploration of teachers’ views and practices in relation to the PSC. The study identified the ‘negative backwash’ of assessment. The PSC was seen as an end in itself, rather than a way of securing progress in one of the skills of reading. It found that, the assessment had become the curriculum, to the detriment of specific groups of learners (higher-attaining readers and children with English as an Additional Language). Teachers were found to use the assessment processes of the PSC as objectives for teaching rather than using them as the tools of assessment

Outcomes following SARS-CoV-2 infection in patients with primary and secondary immunodeficiency in the UK

In March 2020, the United Kingdom Primary Immunodeficiency Network (UKPIN) established a registry of cases to collate the outcomes of individuals with PID and SID following SARS-CoV-2 infection and treatment. A total of 310 cases of SARS-CoV-2 infection in individuals with PID or SID have now been reported in the UK. The overall mortality within the cohort was 17.7% (n = 55/310). Individuals with CVID demonstrated an infection fatality rate (IFR) of 18.3% (n = 17/93), individuals with PID receiving IgRT had an IFR of 16.3% (n = 26/159) and individuals with SID, an IFR of 27.2% (n = 25/92). Individuals with PID and SID had higher inpatient mortality and died at a younger age than the general population. Increasing age, low pre-SARS-CoV-2 infection lymphocyte count and the presence of common co-morbidities increased the risk of mortality in PID. Access to specific COVID-19 treatments in this cohort was limited: only 22.9% (n = 33/144) of patients admitted to the hospital received dexamethasone, remdesivir, an anti-SARS-CoV-2 antibody-based therapeutic (e.g. REGN-COV2 or convalescent plasma) or tocilizumab as a monotherapy or in combination. Dexamethasone, remdesivir, and anti-SARS-CoV-2 antibody-based therapeutics appeared efficacious in PID and SID. Compared to the general population, individuals with PID or SID are at high risk of mortality following SARS-CoV-2 infection. Increasing age, low baseline lymphocyte count, and the presence of co-morbidities are additional risk factors for poor outcome in this cohort

A National Survey of Hereditary Angioedema and Acquired C1 Inhibitor Deficiency in the United Kingdom

Background: Detailed demographic data on people with hereditary angioedema (HAE) and acquired C1 inhibitor deficiency in the United Kingdom are relatively limited. Better demographic data would be beneficial in planning service provision, identifying areas of improvement, and improving care./ Objective: To obtain more accurate data on the demographics of HAE and acquired C1 inhibitor deficiency in the United Kingdom, including treatment modalities and services available to patients./ Methods: A survey was distributed to all centers in the United Kingdom that look after patients with HAE and acquired C1 inhibitor deficiency to collect these data./ Results: The survey identified 1152 patients with HAE-1/2 (58% female and 92% type 1), 22 patients with HAE with normal C1 inhibitor, and 91 patients with acquired C1 inhibitor deficiency. Data were provided by 37 centers across the United Kingdom. This gives a minimum prevalence of 1:59,000 for HAE-1/2 and 1:734,000 for acquired C1 inhibitor deficiency in the United Kingdom. A total of 45% of patients with HAE were on long-term prophylaxis (LTP) with the most used medication being danazol (55% of all patients on LTP). Eighty-two percent of patients with HAE had a home supply of acute treatment with C1 inhibitor or icatibant. A total of 45% of patients had a supply of icatibant and 56% had a supply of C1 inhibitor at home./ Conclusions: Data obtained from the survey provide useful information about the demographics and treatment modalities used in HAE and acquired C1 inhibitor deficiency in the United Kingdom. These data are useful for planning service provision and improving services for these patients