Animal Tracks Wetlands Action Pack

Welcome to Animal Tracks®, a classroom education program of the National Wildlife Federation focusing on teacher training and environmental education resources. In Animal Tracks materials, the animals and their tracks lead educators and students on an exploration of conservation issues. Thank you for using this Action Pack, our newest resource. We hope you find the Action Packs useful and as a work-in-progress, we welcome any comments you might have for I improvements. As you turn the page you\u27ll see our questionnaire. Please take a minute to fill it out and put it in the mail. We\u27ll include you on our mailing list and you\u27ll get invitations to any Animal Tracks educator workshops that we hold in your area as well as the latest information on Animal Tracks programs and materials. Animal Tracks Workshops are a large part of the Animal Tracks program. The Action Pack series was originally developed as our teacher training module. The workshops are designed to help teachers easily fit environmental and conservation issues into their lesson plans across the curriculum. Animal Tracks workshops emphasize learning by doing and include an interactive discussion of how to successfully incorporate action projects into learning. Animal Tracks has educator materials and information available online at http://www.nwf.org/atracks including the Water and Habitat Action Packs, Current Events Hotline, information about NWF\u27s EarthTomorrow® program for Detroit area schools, Environmental Education Online Conference, Animal Tracks Workshop schedule, and Animal Tracks Online classroom activities. There are also Animal Tracks kids\u27 pages at http://www.nwf.org/nwf/kids/ with our Cool Tour o/the Environment, Ranger Rick® site, resources in Spanish, games, and more fun. The next pages of the Action Pack are a questionnaire and an explanation about how to effectively use the Animal Tracks Action Packs. Again, we hope you find this a valuable resource and be sure to check out all the Animal Tracks Action Pack titles

Animal Tracks Northern Forest Action Pack

Welcome to Animal Tracks®, a classroom education program of the National Wildlife Federation focusing on teacher training and environmental education resources. In Animal Tracks materials, the animals and their tracks lead educators and students on an exploration of conservation issues. Thank you for using this Action Pack, our newest resource. We hope you find the Action Packs useful and as a \u27\u27work-in-progress,\u27\u27 we welcome any comments you might have for improvements. As you turn the page you\u27ll see our questionnaire. Please take a minute to fill it out and put it in the mail. We\u27ll include you on our mailing list and you\u27ll get invitations to any Animal Tracks educator workshops that we hold in your area as well as the latest information on Animal Tracks programs and materials. Animal Tracks Workshops are a large part of the Animal Tracks program. The Action Pack series was originally developed as our teacher training module. The workshops are designed to help teachers easily fit environmental and conservation issues into their lesson plans across the curriculum. Animal Tracks workshops emphasize learning by doing and include an interactive discussion of how to successfully incorporate action projects into learning. Animal Tracks has educator materials and information available online at http://www.nwf.orglatracks including the Water and Habitat Action Packs, Current Events Hotline, information about NWF\u27s EarthTomorrow program for Detroit area schools, Environmental Education Online Conference, Animal Tracks Workshop schedule, and Animal Tracks Online classroom activities. There are also Animal Tracks kids\u27 pages at http://www.nwf.orglnwflkids/ with our Cool Tour of the Environment, Ranger Rick site, resources in Spanish, games, and more fun. The next pages of the Action Pack are a questionnaire and an explanation about how to effectively use the Animal Tracks Action Packs. Again, we hope you find this a valuable resource and be sure to check out all the Animal Tracks Action Pack titles

Animal Tracks Habitat Action Pack

Welcome to Animal Tracks ®, a classroom education program of the National Wildlife Federation focusing on teacher training and environmental education resources. In Animal Tracks materials, the animals and their tracks lead educators and students on an exploration of conservation issues. Thank you for using this Action Pack, our newest resource. We hope you find the Action Packs useful and because this is a work-in-progress, we welcome any comments you might have for improvements. As you turn the page you\u27ll see our questionnaire. Please take a minute to fill it out and put it in the mail. We\u27ll include you on our mailing list and you\u27ll get invitations to any Animal Tracks educator workshops that we hold in your area as well as the latest information on Animal Tracks programs and materials. Animal Tracks Worksbops are a large part of the Animal Tracks program. The Action Pack series was originally developed as our teacher training module. The workshops are designed to help teachers easily fit environmental and conservation issues into their lesson plans across the curriculum. Animal Tracks workshops emphasize learning by doing and include an interactive discussion of how to successfully incorporate action projects into learning. Animal Tracks has educator materials and information available online at bttp://www.nwf.org/atracks including the Water and Habitat Action Packs, Current Events Hotline, information about NWF\u27s EarthTomorrow ® program for Detroit area schools, Environmental Education Online Conference, Animal Tracks Workshop schedule, and Animal Tracks Online classroom activities. There are also Animal Tracks kids\u27 pages at http://www.nwf.org/nwf/kids/ with our Cool Tour of the Environment, Ranger Rick ® site, resources in Spanish, games, and more fun. The next pages of the Action Pack are a questionnaire and an explanation about how to effectively use the Animal Tracks Action Packs. Again, we hope you find this a valuable resource and be sure to check out all the Animal Tracks Action Pack titles

Roles of allostatic load, lifestyle and clinical risk factors in mediating the association between education and coronary heart disease risk in Europe

Background Previous studies have shown that differential exposure to lifestyle factors may mediate the association between education and coronary heart diseases (CHD). However, few studies have examined the potential roles of allostatic load (AL) or differential susceptibility. Methods 25 310 men and 26 018 women aged 35\u201374 and CHD free at baseline were identified from 21 European cohorts and followed for a median of 10 years, to investigate the mediating role of AL, as well as of smoking, alcohol use and body mass index (BMI), on educational differences in CHD incidence, applying marginal structural models and three-way decomposition. Results AL is a mediator of the association between educational status and CHD incidence, with the highest proportion mediated observed among women and largely attributable to differential exposure, (28% (95% CI 19% to 44%)), with 8% (95% CI 0% to 16%) attributable to differential susceptibility. The mediating effects of smoking, alcohol and BMI, compared with AL, were relatively small for both men and women. Conclusion Overall, the educational inequalities in CHD incidence were partially mediated through differential exposure to AL. By contrast, the mediation of the educational gradient in CHD by investigated lifestyle risk factors was limited. As differential susceptibility in men was found to have a predominant role in the accumulation of AL in low educational classes, the investigation of AL-related risk factors is warranted

‘Fourth places’: the Contemporary Public Settings for Informal Social Interaction among Strangers.

This paper introduces ‘fourth places’ as an additional category of informal social settings alongside ‘third places’ (Oldenburg 1989). Through extensive empirical fieldwork on where and how social interaction among strangers occurs in the public and semi-public spaces of a contemporary masterplanned neighbourhood, this paper reveals that ‘fourth places’ are closely related to ‘third places’ in terms of social and behavioural characteristics, involving a radical departure from the routines of home and work, inclusivity, and social comfort. However, the activities, users, locations and spatial conditions that support them are very different. They are characterized by ‘in-betweenness’ in terms of spaces, activities, time and management, as well as a great sense of publicness. This paper will demonstrate that the latter conditions are effective in breaking the ‘placelessness’ and ‘fortress’ designs of newly designed urban public spaces and that, by doing so, they make ‘fourth places’ sociologically more open in order to bring strangers together. The recognition of these findings problematizes well-established urban design theories and redefines several spatial concepts for designing public space. Ultimately, the findings also bring optimism to urban design practice, offering new insights into how to design more lively and inclusive public spaces. Keywords: ‘Fourth places’, Informal Public Social Settings, Social Interaction, Strangers, Public Space Design

Safety, immunogenicity, and reactogenicity of BNT162b2 and mRNA-1273 COVID-19 vaccines given as fourth-dose boosters following two doses of ChAdOx1 nCoV-19 or BNT162b2 and a third dose of BNT162b2 (COV-BOOST): a multicentre, blinded, phase 2, randomised trial

Background Some high-income countries have deployed fourth doses of COVID-19 vaccines, but the clinical need, effectiveness, timing, and dose of a fourth dose remain uncertain. We aimed to investigate the safety, reactogenicity, and immunogenicity of fourth-dose boosters against COVID-19.Methods The COV-BOOST trial is a multicentre, blinded, phase 2, randomised controlled trial of seven COVID-19 vaccines given as third-dose boosters at 18 sites in the UK. This sub-study enrolled participants who had received BNT162b2 (Pfizer-BioNTech) as their third dose in COV-BOOST and randomly assigned them (1:1) to receive a fourth dose of either BNT162b2 (30 µg in 0·30 mL; full dose) or mRNA-1273 (Moderna; 50 µg in 0·25 mL; half dose) via intramuscular injection into the upper arm. The computer-generated randomisation list was created by the study statisticians with random block sizes of two or four. Participants and all study staff not delivering the vaccines were masked to treatment allocation. The coprimary outcomes were safety and reactogenicity, and immunogenicity (antispike protein IgG titres by ELISA and cellular immune response by ELISpot). We compared immunogenicity at 28 days after the third dose versus 14 days after the fourth dose and at day 0 versus day 14 relative to the fourth dose. Safety and reactogenicity were assessed in the per-protocol population, which comprised all participants who received a fourth-dose booster regardless of their SARS-CoV-2 serostatus. Immunogenicity was primarily analysed in a modified intention-to-treat population comprising seronegative participants who had received a fourth-dose booster and had available endpoint data. This trial is registered with ISRCTN, 73765130, and is ongoing.Findings Between Jan 11 and Jan 25, 2022, 166 participants were screened, randomly assigned, and received either full-dose BNT162b2 (n=83) or half-dose mRNA-1273 (n=83) as a fourth dose. The median age of these participants was 70·1 years (IQR 51·6–77·5) and 86 (52%) of 166 participants were female and 80 (48%) were male. The median interval between the third and fourth doses was 208·5 days (IQR 203·3–214·8). Pain was the most common local solicited adverse event and fatigue was the most common systemic solicited adverse event after BNT162b2 or mRNA-1273 booster doses. None of three serious adverse events reported after a fourth dose with BNT162b2 were related to the study vaccine. In the BNT162b2 group, geometric mean anti-spike protein IgG concentration at day 28 after the third dose was 23 325 ELISA laboratory units (ELU)/mL (95% CI 20 030–27 162), which increased to 37 460 ELU/mL (31 996–43 857) at day 14 after the fourth dose, representing a significant fold change (geometric mean 1·59, 95% CI 1·41–1·78). There was a significant increase in geometric mean anti-spike protein IgG concentration from 28 days after the third dose (25 317 ELU/mL, 95% CI 20 996–30 528) to 14 days after a fourth dose of mRNA-1273 (54 936 ELU/mL, 46 826–64 452), with a geometric mean fold change of 2·19 (1·90–2·52). The fold changes in anti-spike protein IgG titres from before (day 0) to after (day 14) the fourth dose were 12·19 (95% CI 10·37–14·32) and 15·90 (12·92–19·58) in the BNT162b2 and mRNA-1273 groups, respectively. T-cell responses were also boosted after the fourth dose (eg, the fold changes for the wild-type variant from before to after the fourth dose were 7·32 [95% CI 3·24–16·54] in the BNT162b2 group and 6·22 [3·90–9·92] in the mRNA-1273 group).Interpretation Fourth-dose COVID-19 mRNA booster vaccines are well tolerated and boost cellular and humoral immunity. Peak responses after the fourth dose were similar to, and possibly better than, peak responses after the third dose