scholarly journals Passing the Test: A Model-based analysis of safe school-reopening strategies

2021 ◽  
Author(s):  
Alyssa Bilinski ◽  
Joshua A. Salomon ◽  
John Giardina ◽  
Andrea Ciaranello ◽  
Meagan C. Fitzpatrick
Keyword(s):  
Elementary Schools ◽  
High Schools ◽  
Transmission Risk ◽  
Mitigation Measures ◽  
Single Infection ◽  
Full Time ◽  
Prevention Measures ◽  
School Students ◽  
School Based ◽  
Community Transmission

AbstractBackgroundThe COVID-19 pandemic has induced historic educational disruptions. In December 2020, at least two-thirds of US public school students were not attending full-time in-person education. The Biden Administration has expressed that reopening schools is a priority.ObjectiveTo compare risks of SARS-COV-2 transmission in schools across different school-based prevention strategies and levels of community transmission.DesignWe developed an agent-based network model to simulate transmission in elementary and high school communities, including home, school, and inter-household interactions.SettingWe parameterized school structure based on average US classrooms, with elementary schools of 638 students and high schools of 1,451 students. We varied daily community incidence from 1 to 100 cases per 100,000 population.Patients (or Participants)We simulated students, faculty/staff, and adult household members.InterventionsWe evaluated isolation of symptomatic individuals, quarantine of an infected individual’s contacts, reduced class sizes, alternative schedules, staff vaccination, and weekly asymptomatic screening.MeasurementsWe projected transmission among students, staff and families during one month following introduction of a single infection into a school. We also calculated the number of infections expected for a typical 8-week quarter, contingent on community incidence rate.ResultsSchool transmission risk varies according to student age and community incidence and is substantially reduced with effective, consistent mitigation measures. Nevertheless, when transmission occurs, it may be difficult to detect without regular, frequent testing due to the subclinical nature of most infections in children. Teacher vaccination can reduce transmission to staff, while asymptomatic screening both improves understanding of local circumstances and reduces transmission, facilitating five-day schedules at full classroom capacity.LimitationsThere is uncertainty about susceptibility and infectiousness of children and low precision regarding the effectiveness of specific prevention measures, particularly with emergence of new variants.ConclusionWith controlled community transmission and moderate school-based prevention measures, elementary schools can open with few in-school transmissions, while high schools require more intensive mitigation. Asymptomatic screening should be a key component of school reopenings, allowing reopening at higher community incidence while still minimizing transmission risk.

scholarly journals COVID-19 Community Transmission among Healthcare Workers at a Tertiary Care Cardiac Center

2021 ◽  
Vol 9 (3) ◽  
pp. 49
Author(s):  
Mazin Barry ◽  
Asirvatham Alwin Robert ◽  
Mohamad-Hani Temsah ◽  
Syed Abdul Bari ◽  
Muhammad Yasin Akhtar ◽  
...  
Keyword(s):  
Healthcare Workers ◽  
Tertiary Care ◽  
Transmission Risk ◽  
Mitigation Measures ◽  
Age Group ◽  
Community Transmission ◽  
Mode Of Transmission ◽  
Healthcare Associated ◽  
Female Nurses ◽  
Cardiac Center

Aim: To determine the frequency, mode of transmission, and outcome of Coronavirus Disease 2019 (COVID-19) among healthcare workers (HCWs) in a tertiary care cardiac center in the Kingdom of Saudi Arabia (KSA). Methods: This is a retrospective study of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) infected HCWs and was conducted from 2 March to 31 December 2020. Data related to the presence of COVID-19 symptoms, mode of transmission, hospitalization, and mortality were collected from the patients’ medical records. Results: Of the 4462 patients tested for COVID-19 by real-time reverse transcriptase polymerase chain reaction (RT-PCR), 203 (4.5%) HCWs were positive; of these, 125 (61.6%) were males, and the most common age group was <40 years. The most commonly encountered health professionals were nurses (74, 36.4%), followed by therapists/technicians (48, 23.6%), housekeepers (25, 12.3%), and physicians (21, 10.4%). The majority (184, 90.6%) of the HCWs contracted COVID-19 in the community, and only 19 (9.4%) were healthcare-associated infections. Of the infected HCWs, 169 (83.3%) had mild symptoms and were managed in home isolation. The most common symptoms were fever (128, 63.1%), body ache (124, 61.8%), headache (113, 55.7%), dry cough (123, 60.6%), sore throat (97, 47.8%), body weakness (97, 47.8%), and fatigue (94, 46.3%). Comparing males and females, there was a significantly higher number of female nurses; in contrast, there was a higher number of male physicians, housekeepers, therapists/technicians, and other specialty HCWs. A significantly lower number of nurses, therapists/technicians were infected in the ≥40 years age group compared to <40 years. Furthermore, a significantly higher difference was observed among non-Saudi nurses compared to Saudi nurses. No mortality was documented among the included HCWs. Conclusions: In the largest tertiary cardiac center in KSA, most HCWs who contracted COVID-19 developed mild symptoms; nurses and those aged <40 years were most commonly infected, and most infections were acquired in the community. HCWs’ adherence to mitigation measures outside of the workplace is vital to curb the current pandemic and decrease nosocomial transmission risk.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals Prevalence and risk factors for in-school transmission of SARS-CoV-2 in Massachusetts K-12 public schools, 2020-2021

2021 ◽  
Author(s):  
Sandra B Nelson ◽  
Caitlin Dugdale ◽  
Alyssa Bilinski ◽  
Duru Cosar ◽  
Nira L Pollock ◽  
...  
Keyword(s):  
Public Schools ◽  
Index Case ◽  
Transmission Risk ◽  
Mitigation Measures ◽  
Contact Tracing ◽  
Convenience Sample ◽  
School Based ◽  
Increased Risk ◽  
K 12 ◽  
Index Cases

Introduction The SARS-CoV-2 secondary attack rate (SAR) in schools is low when mitigation measures are adopted, Data on the relative impact of such strategies are limited. We evaluated the SARS-CoV-2 SAR in Massachusetts schools during 2020-21 and factors associated with transmission risk. Methods: In a convenience sample of 25 Massachusetts public K-12 school districts, de-identified information about SARS-CoV-2 cases and their school-based contacts was reported using a standardized contact-tracing tool. Index cases were included if they were in school while infectious. SAR was defined as the proportion of in-school contacts acquiring SARS-CoV-2 infection and designated as possible or probable in-school transmission by school-based teams. We compared exposure-specific SAR using unadjusted risk ratios (RR) with 95% confidence intervals (CI); p-values were calculated using Fishers exact tests. Results Eight districts (70 schools with >33,000 enrolled students) participated. There were 435 index cases and 1,771 school-based contacts (Table 1). Most contacts (1327/1771 [75%]) underwent SARS-CoV-2 testing and 39/1327 (2.9%) contacts tested positive. Of 39 positive contacts, 10 (25.6%) had clear out-of-school exposures and were deemed not in-school transmissions, so were excluded from further calculations. Twenty-nine (74.4%) contacts were deemed possible or probable in-school transmissions, resulting in an in-school SAR of 2.2%. Of the 29 in-school transmissions, 6 (20.7%) were staff-to-staff, 7 (24.1%) were staff-to-student, 3 (10.3%) were student-to-staff, and 13 (44.8%) were student-to-student; 6 (20.7%) occurred from index cases attending work/school while symptomatic. The unadjusted SAR (Table 2) was significantly higher if the index case was a staff member versus a student (RR 2.18, 95% CI 1.06-4.49; p=0.030), if the index case was identified via in-school contact tracing versus via school-based asymptomatic testing (RR 8.44, 95% CI 1.98-36.06; p=0.001), if the exposure occurred at lunch versus elsewhere (RR 5.74, 95% CI 2.11-15.63; p<0.001; all lunch transmissions were staff-to-staff), and if both parties were unmasked versus both masked (RR 6.98, 95% CI 3.09-15.77; p<0.001). For students, SAR did not differ by grade level. Conclusions Secondary attack rates for SARS-CoV-2 were low in public school settings with comprehensive mitigation measures in place before the emergence of the delta variant; lack of masking and staff-to-staff dining were associated with increased risk.

scholarly journals Asymptomatic COVID-19 screening tests to facilitate full-time school attendance: model-based analysis of cost and impact

2021 ◽  
Author(s):  
Alyssa Bilinski ◽  
Andrea Ciaranello ◽  
Meagan Fitzpatrick ◽  
John Giardina ◽  
Maunank Shah ◽  
...  
Keyword(s):  
Middle School ◽  
School Attendance ◽  
Hybrid Models ◽  
Transmission Risk ◽  
Screening Tests ◽  
Seasonal Effects ◽  
Full Time ◽  
School Students ◽  
Transmission Parameters ◽  
Wide Range

Background: In March 2021, the Biden administration allocated $10 billion for COVID-19 diagnostic and screening tests in schools. Objective: We address to what extent screening tests reduce the risks of full-time in-person learning and how costs of testing compare to short-term financial costs of reduced in-person educational time, at different levels of community incidence. Design: We used an agent-based network model to simulate transmission in elementary and middle school communities. Setting: We parameterized school structure based on a US setting. Patients (or participants): Students and faculty/staff. Interventions: We assess the value of asymptomatic screening tests for students and faculty/staff 1-2 times per week. We also consider vaccination of teachers and of middle school students. Measurements: We project 30-day cumulative incidence of COVID-19, proportion of cases detected, proportion of planned and unplanned days out of school, and cost per COVID-19 case averted in students and staff. Results: Accounting for programmatic and childcare costs, 5-day school attendance with weekly screening has a lower cost than hybrid models without screening and achieves similarly low rates of transmission. Compared to a 5-day model with no screening, the cost per infection averted with screening drops as community transmission rises. Cost/infection averted is also lower for middle schools than elementary schools, and in settings with less mitigation. Limitations: We include only screening and childcare costs, and there is uncertainty in transmission parameters. Conclusions: Schools operating in hybrid models may use screening tests to facilitate 5-day attendance with small transmission risk. In the event of resurgent COVID-19 in the fall due to more transmissible variants or seasonal effects, screening can facilitate safe 5-day in-person education across a wide range of community incidence.

scholarly journals ACADEMIC SUPERVISION IN IMPROVING TEACHERS’ SKILLS DURING THE LEARNING PROCESS AT ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (5) ◽  
pp. 1475
Author(s):  
Endriani Endriani ◽  
Fefi Yulita
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Action Research ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Average Score ◽  
School Students ◽  
School Based ◽  
Classroom Action Research

The principal has an obligation to be able to improve the quality of teacher in the learning process at school. Based on the observations, it was found that the number of learning processes carried out by elementary school teachers at schools were not in accordance with the characteristics of elementary school students, so that improvements were needed to improve the skills of these teachers. The purpose of this study was to determine the improvement of teachers’ skills in the learning process at elementary schools through academic supervision activities. This research was a classroom action research that adapted the design of Mc Taggart and Kemmist's classroom action research. This research consisted of stages of planning, implementation, observation and reflection. The findings stated that there was an increase in the implementation skills of the teacher's learning process by getting an average score of 68.46 in cycle 1 and increased to 86.10 in cycle 2. This proved that there was an increase in teachers’ skills in the learning process at elementary schools through academic supervision activities. The implications of this research was that it could be used as a basis by supervisors to be able to improve teachers’ skills in the learning process at elementary schools.

An Epidemiological Survey on Food-dependent Exercise-induced Anaphylaxis in Kindergartners, Schoolchildren and Junior High School Students

1994 ◽  
Vol 7 (1) ◽  
pp. 26-30 ◽  
Author(s):  
Satoshi Tanaka
Keyword(s):  
High School Students ◽  
Elementary Schools ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
School Personnel ◽  
Epidemiological Survey ◽  
Junior High Schools ◽  
School Students ◽  
Exercise Induced

A questionnaire survey was conducted on Food-dependent Exercise-induced Anaphylaxis (FEA) among 11.647 children in 11 kindergartens. Eleven elementary schools and five junior high schools of a city with the cooperation of school personnel. The incidence of FEA was 0% in the kindergartens. 0.06% in the elementary schools and 0.21% in the junior high schools. If severe urticaria is included in the criteria for FEA, the latter appears to be more common than has been reported up till now. The longest intervals between eating and onset of the symptoms, and between the start of exercise and the onset of the symptoms were three and half hours, and fifty minutes, respectively. Therefore, attention should be paid for three to four hours after eating, when children exercise. Since only 31.1% of the teachers had heard of FEA, more information about FEA should be given to them.

scholarly journals IMPLEMENTASI DAN INISIASI PELEMBAGAAN MANAJEMEN BERBASIS SEKOLAH (MBS) PADA LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK)

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 381
Author(s):  
Patta Bundu
Keyword(s):  
Elementary Schools ◽  
High Schools ◽  
Effective Teaching ◽  
Initial Phase ◽  
Junior High ◽  
School Management ◽  
Junior High Schools ◽  
Training Workshop ◽  
School Based ◽  
School Based Management

This research aims at studying the implementation of School Based Management (SBM) that has been implemented both in the Elementary Schools and Junior High Schools, and proposing a model on how School Based Management is institutionalized at a university. The implementation will be focused on three pillars of SBM: school management, effective teaching, and community participation. The result of the research shows that the implementation of SBM at Elementary schools and Junior High Schools still need serious improvement. The understanding on School Based Management based on its three pillars at university (LPTK) is various and still needs socialization to the leaders and lectures. The initial phase is arranged thourgh five steps: socialization, training, workshop, internship, and mentoring, Supporting products of the SBM implementation that have become a guidance book and a reference book may be modified. Keywords: MBS, Effective teaching, LPTK.

Improvements in standardised test scores from a multi-component nutrition and healthy living intervention in a US elementary-school setting

2017 ◽  
Vol 77 (5) ◽  
pp. 527-541
Author(s):  
Nolan Kopkin ◽  
Mirinda L Martin ◽  
Danielle Hollar
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Schools ◽  
Test Scores ◽  
Healthy Lifestyle ◽  
School Setting ◽  
Cognitive Outcomes ◽  
School Students ◽  
School Year ◽  
School Based

Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students’ academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4–16 years enlisted in kindergarten to grade 8 in the 2005–2006 school year and followed through until the 2008–2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007–2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention’s effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students ( p < .05), with particularly strong impacts on girls ( p < .01), African American and Hispanic students ( p < .01) and economically advantaged students ( p < .01). HOPS had an adverse impact on attendance and disciplinary referrals ( p < .01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements.

scholarly journals School closures reduced social mixing of children during COVID-19 with implications for transmission risk and school reopening policies

2021 ◽  
Vol 18 (177) ◽  
Author(s):  
Jennifer R. Head ◽  
Kristin L. Andrejko ◽  
Qu Cheng ◽  
Philip A. Collender ◽  
Sophie Phillips ◽  
...  
Keyword(s):  
High School ◽  
Elementary Schools ◽  
Transmission Risk ◽  
Hispanic Children ◽  
School Teachers ◽  
School Closures ◽  
Bay Area ◽  
Community Transmission ◽  
K 12 ◽  
The Impact

School closures may reduce the size of social networks among children, potentially limiting infectious disease transmission. To estimate the impact of K–12 closures and reopening policies on children's social interactions and COVID-19 incidence in California's Bay Area, we collected data on children's social contacts and assessed implications for transmission using an individual-based model. Elementary and Hispanic children had more contacts during closures than high school and non-Hispanic children, respectively. We estimated that spring 2020 closures of elementary schools averted 2167 cases in the Bay Area (95% CI: −985, 5572), fewer than middle (5884; 95% CI: 1478, 11.550), high school (8650; 95% CI: 3054, 15 940) and workplace (15 813; 95% CI: 9963, 22 617) closures. Under assumptions of moderate community transmission, we estimated that reopening for a four-month semester without any precautions will increase symptomatic illness among high school teachers (an additional 40.7% expected to experience symptomatic infection, 95% CI: 1.9, 61.1), middle school teachers (37.2%, 95% CI: 4.6, 58.1) and elementary school teachers (4.1%, 95% CI: −1.7, 12.0). However, we found that reopening policies for elementary schools that combine universal masking with classroom cohorts could result in few within-school transmissions, while high schools may require masking plus a staggered hybrid schedule. Stronger community interventions (e.g. remote work, social distancing) decreased the risk of within-school transmission across all measures studied, with the influence of community transmission minimized as the effectiveness of the within-school measures increased.

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