scholarly journals Mitigating Covid-19 outbreaks in workplaces and schools by hybrid telecommuting

2020 ◽  
Author(s):  
Simon Mauras ◽  
Vincent Cohen-Addad ◽  
Guillaume Duboc ◽  
Max Dupre la Tour ◽  
Paolo Frasca ◽  
...  
Keyword(s):  
High School ◽  
Primary School ◽  
Real Life ◽  
Transmission Model ◽  
Work Place ◽  
Fine Grained ◽  
Network Topologies ◽  
Asymptomatic Individuals ◽  
The Impact ◽  
Day By Day

The COVID-19 outbreak has forced most countries to impose new contact-limiting restrictions at workplaces, universities, schools, and more roadly in our societies. Yet, the power and imitations of these unprecedented strategies or containing virus spread within the populations remain unquantified. Here, we develop a simulation study to analyze COVID-19 outbreak magnitudes on three real-life contact networks stemming from a workplace, a primary school and a high school in France. Our study provides the first fine-grained analysis of the impact of contact-limiting strategies at work-places, schools and high schools, including (1) Rotating, in which workers are evenly split into two shifts that alternate on a daily or weekly basis; and (2) On-Off, where the whole group alternates periods of normal work interactions with complete telecommuting. We model epidemics spread in these different setups using an SEIR transmission model enriched with the coronavirus most salient specificities: super-spreaders, infec-tious asymptomatic individuals, and pre-symptomatic infectious periods. Our study yields clear results: The ranking of the strategies based on their ability to mitigate epidemic propagation in the network from a first index case is the same for all network topologies (work place, primary school and high school). Namely, from best to worst: Rotating week-by-week, Rotating day-by-day, On-Off week-by-week, and On-Off day-by-day. Moreover, our results show that when the baseline reproduction number R0 within the network is < 1:38, all four strategies efficiently control outbreak by decreasing effective Re to <1. These results can support public health decisions and telecommuting organization locally.

scholarly journals Mitigating COVID-19 outbreaks in workplaces and schools by hybrid telecommuting

2021 ◽  
Vol 17 (8) ◽  
pp. e1009264
Author(s):  
Simon Mauras ◽  
Vincent Cohen-Addad ◽  
Guillaume Duboc ◽  
Max Dupré la Tour ◽  
Paolo Frasca ◽  
...  
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Reproduction Number ◽  
Real Life ◽  
Transmission Model ◽  
Image Position ◽  
Local Reproduction ◽  
The Impact ◽  
Day By Day

The COVID-19 epidemic has forced most countries to impose contact-limiting restrictions at workplaces, universities, schools, and more broadly in our societies. Yet, the effectiveness of these unprecedented interventions in containing the virus spread remain largely unquantified. Here, we develop a simulation study to analyze COVID-19 outbreaks on three real-life contact networks stemming from a workplace, a primary school and a high school in France. Our study provides a fine-grained analysis of the impact of contact-limiting strategies at workplaces, schools and high schools, including: (1) Rotating strategies, in which workers are evenly split into two shifts that alternate on a daily or weekly basis; and (2) On-Off strategies, where the whole group alternates periods of normal work interactions with complete telecommuting. We model epidemics spread in these different setups using a stochastic discrete-time agent-based transmission model that includes the coronavirus most salient features: super-spreaders, infectious asymptomatic individuals, and pre-symptomatic infectious periods. Our study yields clear results: the ranking of the strategies, based on their ability to mitigate epidemic propagation in the network from a first index case, is the same for all network topologies (workplace, primary school and high school). Namely, from best to worst: Rotating week-by-week, Rotating day-by-day, On-Off week-by-week, and On-Off day-by-day. Moreover, our results show that below a certain threshold for the original local reproduction number R 0 l o c a l within the network (< 1.52 for primary schools, < 1.30 for the workplace, < 1.38 for the high school, and < 1.55 for the random graph), all four strategies efficiently control outbreak by decreasing effective local reproduction number to R 0 l o c a l < 1. These results can provide guidance for public health decisions related to telecommuting.

Using stereoscopy to teach complex biological concepts

2015 ◽  
Vol 39 (3) ◽  
pp. 205-208 ◽  
Author(s):  
Richard Ferdig ◽  
James Blank ◽  
Annette Kratcoski ◽  
Robert Clements
Keyword(s):  
High School ◽  
High School Students ◽  
Cell Structure ◽  
Three Dimensional ◽  
Real Life ◽  
Preliminary Evidence ◽  
Human Anatomy ◽  
School Students ◽  
Biological Concepts ◽  
The Impact

Used effectively, stereoscopic three-dimensional (3D) technologies can engage students with complex disciplinary content as they are presented with informative representations of abstract concepts. In addition, preliminary evidence suggests that stereoscopy may enhance learning and retention in some educational settings. Biological concepts particularly benefit from this type of presentation since complex spatially oriented structures frequently define function within these systems. Viewing biological phenomena in 3D as they are in real life allows the user to relate these spatial relationships and easily grasp concepts making the key connection between structure and function. In addition, viewing these concepts interactively in 3D and in a manner that leads to increased engagement for young prospective scientists can further increase the impact. We conducted two studies evaluating the use of this technology as an instructional tool to teach high school students complex biological concepts. The first study tested the use of stereoscopic materials for teaching brain function and human anatomy to four classes. The second study evaluated stereoscopic images to support the learning of cell structure and DNA in four different high school classes. Most important, students who used stereoscopic 3D had significantly higher test scores than those who did not. In addition, students reported enjoying 3D presentations, and it was among their top choices for learning about these complex concepts. In summary, our evidence adds further support for the benefits of 3D images to students' learning of science concepts.

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Augmenting contact matrices with time-use data for fine-grained intervention modelling of disease dynamics: A modelling analysis

2021 ◽  
pp. 096228022110370
Author(s):  
Edwin van Leeuwen ◽  
Frank Sandmann ◽  
Keyword(s):  
Public Health ◽  
Time Use ◽  
Large Scale ◽  
Leisure Activities ◽  
Public Health Intervention ◽  
Social Contact ◽  
Daily Activities ◽  
Transmission Model ◽  
Fine Grained ◽  
The Impact

Social distancing is an important public health intervention to reduce or interrupt the sustained community transmission of emerging infectious pathogens, such as severe acute respiratory syndrome-coronavirus-2 during the coronavirus disease 2019 pandemic. Contact matrices are typically used when evaluating such public health interventions to account for the heterogeneity in social mixing of individuals, but the surveys used to obtain the number of contacts often lack detailed information on the time individuals spend on daily activities. The present work addresses this problem by combining the large-scale empirical data of a social contact survey and a time-use survey to estimate contact matrices by age group (0--15, 16--24, 25–44, 45–64, 65+ years) and daily activity (work, schooling, transportation, and four leisure activities: social visits, bar/cafe/restaurant visits, park visits, and non-essential shopping). This augmentation allows exploring the impact of fewer contacts when individuals reduce the time they spend on selected daily activities as well as when lifting such restrictions again. For illustration, the derived matrices were then applied to an age-structured dynamic-transmission model of coronavirus disease 2019. Findings show how contact matrices can be successfully augmented with time-use data to inform the relative reductions in contacts by activity, which allows for more fine-grained mixing patterns and infectious disease modelling.

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Jim Mostofo
Keyword(s):  
High School ◽  
Experiential Learning ◽  
Teacher Educators ◽  
Real Life ◽  
Teaching Experience ◽  
College Of Education ◽  
Dual Role ◽  
Mentor Teachers ◽  
Local School ◽  
The Impact

Teacher educators and their students (pre-service teachers) are not always able to be involved in partnerships with local high schools and their students. This paper describes such a partnership with a local high school in which pre-service teachers from a university’s college of education completed their practicum hours over the summer in advance for their fall classes. My dual role in this partnership as a professor in the college of education and as the director of the summer partnership is discussed. This study also examined the impact of this summer practicum partnership on the pre-service teachers. My participation in the program increased my belief in local school summer partnerships and the benefits of experiential learning for the pre-service teachers as we worked through the scholarship of application (Boyer, 1997). The pre-service teachers cited their benefits in the areas of more real-life teaching experience, collaboration with their mentor-teachers, and a welcoming feeling from the local high school.

The Impact of Angiotensin-II Receptor Blockers on Cardiovascular Events in Hypertensive Patients – Evidence from Real-life Databases

2010 ◽  
Vol 6 (3) ◽  
pp. 33
Author(s):  
Robert J Petrella ◽  
Keyword(s):  
Angiotensin Ii ◽  
Antihypertensive Drugs ◽  
Real Life ◽  
Angiotensin Ii Receptor Blockers ◽  
Angiotensin Ii Receptor ◽  
Real World Setting ◽  
Actual Experience ◽  
Receptor Blockers ◽  
Randomised Controlled ◽  
The Impact

It is widely recognised that hypertension is a major risk factor for the development of future cardiovascular (CV) events, which in turn are a major cause of morbidity and mortality. Blood pressure (BP) control with antihypertensive drugs has been shown to reduce the risk of CV events. Angiotensin-II receptor blockers (ARBs) are one such class of antihypertensive drugs and randomised controlled trials (RCTs) have shown ARB-based therapies to have effective BP-lowering properties. However, data obtained under these tightly controlled settings do not necessarily reflect actual experience in clinical practice. Real-life databases may offer alternative information that reflects an uncontrolled real-world setting and complements and expands on the findings of clinical trials. Recent analyses of practice-based real-life databases have shown ARB-based therapies to be associated with better persistence and adherence rates and with superior BP control than non-ARB-based therapies. Analyses of real-life databases also suggest that ARB-based therapies may be associated with a lower risk of CV events than other antihypertensive-drug-based therapies.

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