Racial and ethnic disparities in COVID-19 vaccinations in the United States during the booster rollout.

Background: We sought to quantify whether there were statistically significant disparities along race and ethnicity lines during the early rollout of Covid-19 vaccine booster doses in the United States. We also studied whether such disparities replicated or widened disparities that had already been observed during the initial series rollout as of 2 months earlier (Janssen) or 6 months earlier (Pfizer-BioNTech or Moderna), which comprised the booster-eligible population. Methods: This cross-sectional study of US adults (ages ≥18 years) used public data from US Centers for Disease Control and Prevention. The observed shares of vaccine doses for each race and ethnicity were compared to the expected shares, predicted based upon the compositions of the booster-eligible and initial series-eligible populations. Results: As of November 16, 2021, 123.5 million US adults were eligible for a booster dose of either the Pfizer-BioNTech, Moderna, or Janssen vaccines. Of these, 21.7 million had received a booster dose, among whom race and ethnicity information was available for 18.8 million booster recipients. A statistically significant higher share of Non-Hispanic White and Non-Hispanic Multiple/Other race individuals had received a booster vaccination than projected based on the composition of the booster-eligible population. A statistically significant lower share of Hispanic, Non-Hispanic American Indian/Alaskan Native, Non-Hispanic Asian, Non-Hispanic Black, and Non-Hispanic Native Hawaiian/Other Pacific Islander individuals had received a booster vaccination than expected based on the booster-eligible population. A secondary analysis of the booster-eligible population found that some of these disparities had already occurred at the time of the initial series. However, the booster campaign widened all of those disparities and added new disparities for Non-Hispanic American Indian/Alaskan Native and Non-Hispanic Native Hawaiian/Other Pacific Islander individuals. Conclusion: Disparities in Covid-19 vaccine administration on race and ethnicity lines occurred during the initial series rollout in the US. However, these disparities were not merely replicated but widened by the early booster rollout.

Complications with the Zurich Canine Total Hip Replacement System in an Initial Series of Cases Performed by a Single Surgeon

Objective The aim of this study was to quantify the complications using the Zurich total hip replacement system in an initial series of cases performed by a single surgeon who had experience with other total hip replacement systems. Materials and Methods This was a retrospective study in which complications were classified as major if any treatment was needed or if the outcome was less than near-normal function. Complications that did not warrant treatment and that did not result in function that was inferior to near-normal were considered minor. Outcomes were assessed by radiographic review, physical examination, subjective gait evaluation or, in one case, by objective gait analysis. Bilateral total hip replacements were considered separate procedures. Results The first 21 procedures in 19 dogs performed by a single surgeon were included. The mean time to follow-up was 48 weeks (range: 8–120 weeks; standard deviation: 36 weeks). Two cases (of 21) experienced major complications including one dog with excess internal femoral rotation during weight bearing and one dog having luxation. One case (of 21) had a minor complication; femoral fracture in the presence of an intact bone plate that maintained alignment and healed without treatment. Clinical Significance A high rate of successful outcomes with few major complications can be obtained in the initial cases treated using the Zurich total hip replacement system for surgeons with prior experience with other total hip replacement systems.

Conhecimento Profissional de Professores dos Anos Iniciais do Ensino Fundamental Sobre Espaço Amostral e Quantificação de Probabilidades

ResumoNeste texto, discutiu-se parte de uma investigação de Doutorado que teve o objetivo de analisar o desenvolvimento profissional de professores que lecionam Matemática para os Anos Iniciais do Ensino Fundamental em seu trabalho com Probabilidade. Para este artigo, focou-se nos conhecimentos dos participantes referentes à compreensão de espaço amostral e quantificação de probabilidades, manifestados em uma tarefa proposta durante uma formação. Adotando uma metodologia qualitativa, procurou-se descrever e interpretar as resoluções, registradas nos protocolos dos professores, e suas discussões, coletadas em vídeos e áudios gravados. Analisou-se os resultados à luz de teorias e investigações a respeito do ensino e da aprendizagem de Probabilidade e do conhecimento matemático para o ensino da temática. As resoluções, as discussões e as reflexões acerca das noções probabilísticas implicadas na situação analisada desenvolveram e ampliaram os Conhecimentos Comum de Conteúdo e também os Conhecimentos Especializados dos professores, o que, certamente, permitir-lhes-á, no ensino, antecipar erros de seus alunos, identificar possíveis causas, justificá-las do ponto de vista da Matemática e, consequentemente, buscar estratégias de intervenção que favoreçam sua compreensão e sua aprendizagem. Ressaltou-se, nesse processo de desenvolvimento e/ou ampliação dos conhecimentos, a importância de cursos de formação que conduzam à reflexão de questões ligadas tanto ao ensino como à aprendizagem, neste caso, de conceitos matemáticos e, mais especificamente, de noções probabilísticas com crianças em fase inicial de escolarização. Palavras-chave: Formação Contínua. Conhecimento Profissional Docente. Anos Iniciais do Ensino Fundamental. Ensino de Probabilidade. AbstractIn this text, it is discusses part of a Doctoral investigation which aimed analyzing the teachers professional development that teach Mathematics for Elementary School Initial Series, on its work with Probability. For this article, we focused on the participants’ knowledges regarding the comprehension of sample space and probabilities quantification, expressed in a purposed during a formation. Adopting a qualitative methodology, it was aimed to describe and interpret the resolutions, registered in the teachers protocols and their discussions collected in recorded videos audio. The results were analyzed based on theories and investigations regarding the Probability teaching and learning and the mathematical knowledge for the thematic teaching. The resolutions, the long discussions and lots of reflection about the probabilistic notions implied in the analyzed situation, have developed and amplified the teachers´ Content Common Knowledge as well as the Specialized Knowledges, what certainly will enable them to anticipate mistakes from their students, identify possible causes, justify them from the Mathematics point of view and, consequently, look for interventional strategies that promote the comprehension and learning. Iin this process, the knowledge development and/or amplification, the importance of formative courses that take the reflection of issues related to both teaching and learning, in this case, the mathematical concepts and, more specifically, the probabilistic notions whith children in schooling initial phase. Keywords: Continuous Formation. Teacher Professional Knowledge. Elementary School Initial Series. Probability Teaching.

Abstract 131: Chest Molding in Extended Cardiopulmonary Resuscitation

Introduction: Cardiopulmonary resuscitation (CPR) is a forceful procedure that may change characteristics of the subject. Little clinical data has been published relating applied forces and depth responses, particularly in increasingly prevalent extended sessions of CPR. We analyzed synchronous force and depth records to investigate how chests mold during the course of extended CPR. Hypothesis: Chest molding, characterized as decrease in stiffness from its initial value, will increase as CPR proceeds. Methods: Force and acceleration signals were extracted from CPR monitors used in adult cases of continuous compression CPR in out-of-hospital resuscitations attended by a single EMS agency (TVFR, Tigard, Oregon) during 2013 through 2017. We computed depth and velocity from acceleration, and identified chest compressions automatically where downward velocity crossed 25mm/s and force subsequently exceeded 5 kg-f. Series were defined as sequences without pauses exceeding 2 minutes. We analyzed initial series lasting at least 10 minutes. We calculated stiffness as force/depth at peak compression velocity. We calculated molding in 5 minute blocks of CPR as 100*(1- stiffnessblock/stiffnessminute 1), using medians as stiffness was not normally distributed. Dependence of molding on CPR duration was analyzed with Kruskal-Wallis ANOVA. Results and Conclusions: Of 616 available cases, 478 had initial CPR series >= 10 minutes duration, including 997,254 compressions. Initial CPR series duration were >= 30 minutes in 152 cases, and >= 40 minutes in 48 cases. The longest initial series was 61 minutes. Chest molding increased steadily through the first 25 minutes of CPR, and plateaued thereafter (p < 0.001). Median molding at >= 25 minutes was 20%. The implications of declining stiffness warrant further investigation.

O processo de avaliação externa nas séries iniciais: indicadores de qualidade ou regulação do trabalho docente / The process of external evaluation in the initial series: indicators of quality or regulation of teaching work

O trabalho apresenta a sistematização de um estudo acerca da avaliação externa nas séries iniciais e seus indicadores de qualidade ou de regulação do trabalho docente. O problema que motivou este estudo se assenta no seguinte questionamento: Como a Avaliação Nacional da Alfabetização (ANA) passou a regular o trabalho do professor alfabetizador? O estudo foi realizado, por meio da análise de documentos, de aplicação de questionário e de entrevista. Conclui-se que, com os resultados da avaliação externa, pode-se colocar em dúvida o resultado do comprometimento docente no interior da escola dependendo do resultado, com possibilidade de constrangimento, de comparações e de manipulação da política de financiamento.