Promising Practices for School-located Vaccination Clinics—Part I: Preparation

Prevention and Control of Seasonal Influenza With Vaccines: Recommendations of the Advisory Committee on Immunization Practices (ACIP)—United States, 2014–15 Influenza Season

A school-located mass vaccination program can enable rapid vaccination of a large number of students while minimizing disruption of their school activities. During 3 consecutive influenza seasons beginning in 2005, the Knox County Health Department conducted school-located mass vaccination clinics using live attenuated influenza vaccine. Overall, the proportion of elementary schoolchildren vaccinated with live attenuated influenza vaccine exceeded 40% each year. We describe key lessons learned in clinic operations, including obtaining informed consent, defining the organizational structure and roles, preparing the school, staffing, training, supplies, vaccine management, team communication, and data management. We conclude by discussing program costs and sustainability.

Influenza causes significant morbidity and mortality, with considerable economic costs, including lost work productivity. Influenza vaccines may reduce the economic burden through primary prevention of influenza and reduction in illness severity. We examined illness severity and work productivity loss among working adults with medically attended acute respiratory illnesses and compared outcomes for subjects with and without laboratory-confirmed influenza and by influenza vaccination status among subjects with influenza during the 2012-2013 influenza season. Illnesses laboratory-confirmed as influenza (ie, cases) were subjectively assessed as more severe than illnesses not caused by influenza (ie, noncases) based on multiple measures, including current health status at study enrollment (≤7 days from illness onset) and current activity and sleep quality status relative to usual. Influenza cases reported missing 45% more work hours (20.5 vs 15.0; P < .001) than noncases and subjectively assessed their work productivity as impeded to a greater degree (6.0 vs 5.4; P < .001). Current health status and current activity relative to usual were subjectively assessed as modestly but significantly better for vaccinated cases compared with unvaccinated cases; however, no significant modifications of sleep quality, missed work hours, or work productivity loss were noted for vaccinated subjects. Influenza illnesses were more severe and resulted in more missed work hours and productivity loss than illnesses not confirmed as influenza. Modest reductions in illness severity for vaccinated cases were observed. These findings highlight the burden of influenza illnesses and illustrate the importance of laboratory confirmation of influenza outcomes in evaluations of vaccine effectiveness.

PARE0006 WORK PRODUCTIVITY LOSS IN PATIENTS WITH INFLAMMATORY ARTHRITIS

To determine work impact of chronic migraine (CM) versus episodic migraine (EM). Data were from the 2005 American Migraine Prevalence and Prevention study, a longitudinal population survey of more than 11,000 migraineurs. Lost productive time (LPT) was measured as missed work hours plus reduced productivity hour equivalents. Those with CM were 19% less likely to be working for pay compared with migraineurs with <or=3 headache-days/month. On average, those with CM lost 4.6 hours/wk from headache compared with 1.1 hours for those with <or=3 headache-days/month. Those with 10 to 14 headache-days/month or with CM accounted for 9.1% of employed migraineurs, 20.8% of work-related LPT, and 35% of the overall lost work time when considering medical leave and unemployment. The work impact of CM and high frequency EM will be underestimated if employment status is not measured.

The aim of this research was to study an integrated management model for learning organization on sufficiency economy of small schools. Thus, to synthesize the indicators of the integrated management model, and finally propose the integrated management model for learning organization on sufficiency economy in small schools. This research was conducted in three phases as follows: The first phase was a documentary analysis. This is followed by the second phase to confirm and verify the model based on the indicators identified by collecting empirical data. Lastly the third phase was to conduct the connoisseurship focus group discussions for confirming and verifying the findings from the second phase. The target group of this study included small schools under the Office of Khon Kaen Primary Educational Service Area. The key informants consist of school administrators, teachers, students and school boards. Data are collected by using in-depth Interview for the teachers, school administrators, students, and school boards. Data obtained from in-depth interview, observation, documentary analysis, and focus group discussion analyzed by using content analysis, and presented in descriptive form. Findings indicated that the integrated management needs to cover the combination of various perspectives including the school administrators, teachers, students, administrative factors, environmental condition in school and community. All these factors are associated to administer the school organization a whole system for usefulness and succeeded in implementing various school activities. Furthermore, from the result of empirical data shows that the major components and indicators of the integrated management model for learning organization on sufficiency economy that comprised of the administrators, teachers, students, administrative factors, school and community environmental factor. According to the documentary data, environmental condition in school found to be an additional factor. Each aspect of component can be practiced in more detained and obvious. The proposed integrated management model for learning organization on sufficiency economy in small schools by connoisseurship, has confirmed the six components are the school administrators, teachers, students, administrative factors, and environmental condition in school.

Editorial Comment

The effects of using participatory working time scheduling software on working hour characteristics and wellbeing: A quasi-experimental study of irregular shift work

Extensive research on homework has been carried out over the years, but until recently little has been known about its role in Icelandic schools. The purpose of this research was to investigate the attitudes of students, parents and teachers in Iceland towards homework and to address if and how they could be related to factors such as student gender, age and academic abilities. Further, the research looked at the amount of time spent on homework, and students and parents views on parental homework assistance. The research used data from a large scale research project exploring school and classroom practices in twenty Icelandic compulsory schools.Teachers (and other school staff) and parents in the twenty schools participated in surveys and a sample of students in Grades 7?10 in 14 of the schools (the schools providing lower secondary instruction). Three schools were purposively selected as schools emphasizing differentiated learning, a policy that has been preferred by the Icelandic educational authorities over some time and 17 of the schools were randomly selected. Teachers answered four different surveys in the school year 2009?2010; the parent survey was conducted in spring 2011 and the student survey in the autumn 2010. There were 7.300 students in the participating schools when data collection started in autumn 2009; 2.119 were randomly selected (two classes in each year group) and answers were obtained from 1.821, or 86%. Questionnaires were sent to the parents of 5.195 students in the twenty schools; one for each home. Answers were obtained from 3.481 parents, or 67%. The response rates in the four school staff surveys were from 80 to 92%. The majority of teachers (and school administrators), or 78%, considered homework as very or rather important and the teachers of the youngest students were the most determinant in this position (86%). The attitudes of teachers across schools varied greatly but no difference was found between attitudes in the schools purposively selected and those selected randomly. Both students and parents were asked about the amount of homework, and whether they found it appropriate, too little or too much. About 47% of students in Grades 7?10 considered the homework moderate and 62% of parents held the same opinion, whereas 15% of parents felt that the homework was too much and 49% of the students felt the same way. More boys felt that the homework was too much and they also spent less time on it compared to the girls. The most common amount of time spent on homework was 20?39 minutes per day; but the distribution was as follows: 9% of students said they used less than 10 minutes, 19% used 10?19 minutes, 35% used 20?30 minutes, 21% did homework for 40?59 minutes and 16% more than 60 minutes. This is less than the optimal homework time defined by the so-called ‘ten minute rule’ suggested by the National Parent-Teacher Association (Henderson, 1996), suggesting that first graders should have 10 minutes of homework, and 10 minutes added for each grade. According to this rule, that has been supported by homework researchers (Cooper and Valentine, 2001) seventh graders could be given 70 minutes of homework and 100 minutes to the tenth graders. Parents and students generally agree on the amount of time students spent on homework. As a result we can be confident that the amount of homework assigned for most students is well within the limits set by the homework specialists. On the other hand, there are indications of too much homework assignments for some of the youngest students. As an example, 5% of parents of children in first grade and 9% of parents of children in second grade say that their children spend 40 minutes or longer on homework each day, which has to be seen as excessive for that age. Students, who consider themselves as low achievers and parents with children with learning difficulties, and especially those who say their children are not given sufficient assistance in school, describe homework as too demanding, even constraining. These students also spend more time on homework. In their answers to an open question some of the parents described problems in assisting their children with homework, either because they did not have the necessary skills or knowledge or because of difficult home circumstances. Most parents felt that the school makes appropriate demands on them to assist their children with their homework, with the exception that parents of children with learning difficulties, who perceive demands as being too great. The students were positive towards parental homework assistance but they were rather negative towards the homework assignments. Only 18% of students consider the homework assignments interesting where the boys were more negative towards them than the girls. The discussion raises questions about the possibilities of more differentiation regarding homework and more collaboration with parents.improvement and to students.

Educational professional competence must be developed through continuous practical work without separation from regular work in order to achieve the goal of sustainable development. This research aimed to create a collaborative professional coaching process based on research to develop the professional competence of teachers, school administrators, and educational supervisors that affects the employability of basic education students in Loei Province. The study investigated the efficiency, effectiveness of the coaching process and the results of coaching. A quasi-experimental research methodology with a single group pre-test and post-test design was used to study 13 schools under Loei PESAO 1-2 and SESAO Loei - Nong Bua Lamphu, in the academic year 2025. The data were collected by 39 teachers, 13 school administrators, 3 experts, and 3 educational supervisors. A total of 400 students in grades 4-12 were selected using cluster random sampling. The research instruments consisted of assessment forms, checklists, and questionnaires. Data were analyzed by using frequency, percentage, efficiency index, relative gain score, and One Sample t-test. The research results revealed that the collaborative research-based professional coaching process focused on developing teachers' professional competence through the support of administrators and educational supervisors in a real-world research context, which was considered the first intervention: developing a spatial education program to enhance students' employability. This process was conducted as the second continuous professional development coaching cycle, which consisted of three steps: 1) identify, 2) learn, 3) improve, and the final results were: 1) teachers, school administrators, and educational supervisors had professional competencies, and 2) students had essential employment competencies. The results of the coaching process examination found that all components were appropriate, exceeding the standard efficiency and effectiveness. This resulted in increased professional competencies in all three professions, and the assessment results of students' employability were .01 significantly higher than the standard, with high satisfaction in all groups.

The study investigated the causes of absenteeism among primary school learners in the Lufwanyama District and measures that could be put in place to curb the vice. The data collected through the questionnaires were analysed using Statistical Package for Social Sciences (SPSS). The study also established the causes of school absenteeism among primary school learners and the study revealed that 13 (22.8%) said long distance from home to school makes them miss school, 17 (29.8%) said taking care of sibling keeps them away from school, 11 (19.3%) and 16 (28.1%) said lack of interest in school activities. Also, the result of the finding identified a lack of interest in school activities. Participants were asked about the effects of school absenteeism on primary school learners and the study revealed that 28 (49%) said poor academic performance, 14 (24.6%) said to drop out of school and unemployment, 10 (17.5%) said anti-social behaviour and 4 (7%) said Anxiety, depression, and phobia aggression and cruelty. Participants were asked about the strategies the school administrator should put in place to combat absenteeism and the findings revealed that the school needs to provide a conducive environment for teaching and learning. The schools are supposed to buy desks; chalk and other teaching and learning materials to enable the pupils to learn the required materials. In schools where infrastructure is dilapidated, the school administration in partnership with the community should build new classrooms.

Influenza is an acute respiratory infectious disease that is caused by the influenza virus, which seriously affects human health. The influenza virus has frequent antigenic drifts that can facilitate escape from pre-existing population immunity and lead to the rapid spread and annual seasonal epidemics. Influenza outbreaks occur in crowded settings, such as schools, kindergartens, and nursing homes. Seasonal influenza epidemics can cause 3-5 million severe cases and 290 000-650 000 respiratory disease-related deaths worldwide every year. Pregnant women, infants, adults aged 60 years and older, and individuals with comorbidities or underlying medical conditions are at the highest risk of severe illness and death from influenza. China has experienced a influenza epidemic season dominated by A (H1N1) pdm09 subtype from mid-February to the end of April 2023, and the intensity was slightly higher than the epidemic year before the COVID-19. We may face the risk of interaction or co-circulation of respiratory infectious diseases such as COVID-19 and influenza during the coming season. Annual influenza vaccination is an effective way to prevent influenza, reduce influenza-related severe illness and death, and reduce the harm caused by influenza-related diseases and the use of medical resources. The currently approved influenza vaccines in China include trivalent inactivated influenza vaccine (IIV3), quadrivalent inactivated influenza vaccine (IIV4), and trivalent live attenuated influenza vaccine (LAIV3). IIV3 and IIV4 are produced as a split virus vaccine and subunit vaccine; LAIV3 is a live, attenuated virus vaccine. The influenza vaccine is a non-immunization program vaccine, which means that residents are voluntarily vaccinated. China CDC has issued "Technical guidelines for seasonal influenza vaccination in China" every year from 2018 to 2022. Over the past year, new research evidence has been published at home and abroad, and new influenza vaccines have been approved for marketing in China. To better guide the prevention and control of influenza and vaccination in China, the National Immunization Advisory Committee (NIAC) Technical Working Group (TWG), Influenza Vaccination TWG updated and revised the 2022-2023 technical guidelines with the latest research progress into the "Technical guidelines for seasonal influenza vaccination in China (2023-2024)." The new version has updated five key areas: (1) new research evidence－especially research conducted in China-has been added, including new estimates of the burden of influenza disease, assessments of influenza vaccine effectiveness and safety, and analyses of the cost-effectiveness of influenza vaccination; (2) policies and measures for influenza prevention and control were issued by the National Health Commission of the People's Republic of China and National Disease Control and Prevention Administrationy over the past year; (3) influenza vaccines approved for marketing in China this year; (4) composition of trivalent and quadrivalent influenza vaccines for the 2023-2024 northern hemisphere influenza season; and (5) recommendations for influenza vaccination during the 2023-2024 influenza season. The 2023-2024 guidelines recommend that all people aged 6 months and above who have no contraindications should get the influenza vaccination. For adults aged ≥18 years, co-administration of inactivated SARS-CoV-2 and influenza vaccines in separate arms is acceptable regarding immunogenicity and reactogenicity. For people under 18 years of age, there should be at least 14 days between influenza vaccination and COVID-19 vaccination. The guidelines express no preference for influenza vaccine type or manufacturer-any approved, age-appropriate influenza vaccines can be used. Combining the influenza epidemic tendency and the prevention and control strategy of multiple diseases, the technical guidelines recommend priority vaccination of the following high-risk groups during the upcoming 2023-2024 influenza season to minimize harm from influenza: (1) healthcare workers, including clinical doctors and nurses, public health professionals, and quarantine professionals; (2) adults ≥60 years of age; (3) individuals with comorbidities; (4) people living in nursing homes or welfare homes and staff who take care of vulnerable, at-risk individuals; (5) pregnant women; (6) children 6-59 months of age; (7) family members and caregivers of infants under 6 months of age; and (8) people who work in nursery institutions, primary and secondary schools, and supervision places. Children 6 months to 8 years of age who receive inactivated influenza vaccine for the first time should receive two doses, with an inter-dose interval of 4 or more weeks. Children who previously received the influenza vaccine and anyone aged 9 years or older need only one dose. LAIV is recommended only for a single dose regardless of the previous influenza vaccination. Vaccination should begin as soon as influenza vaccines become available, and preferably should be completed before the onset of the local influenza season. Repeated influenza vaccination during a single influenza season is not recommended. Vaccination clinics should provide immunization services throughout the epidemic season. Pregnant women can receive inactivated influenza vaccine at any stage of pregnancy. These guidelines are intended for use by staff of CDCs, healthcare workers, maternity and child care institutions and immunization clinic staff members who work on influenza control and prevention. The guidelines will be updated periodically as new evidence becomes available.

The study investigated the utilization of home economics laboratories in teaching senior secondary school students in Udenu local government area of Enugu State. The study adopted a descriptive survey research design. Three objectives and three research questions guided the study. The population of the study was made up of 48 Home Economics teachers. The entire population was used for the study. The instrument for data collection was a questionnaire. Data collected were analyzed using mean and standard deviation. Based on the data analyzed, the study identified the tools and equipment available in Home Economics Laboratories, revealed 15 items as the problems encountered by Home Economics teachers in the utilization of laboratories in the teaching of Home Economics while 14 items were revealed as ways of solving the problems encountered by Home Economics teachers in the utilization of the laboratories. The study, therefore, recommended that; the tools and equipment in Home Economics Laboratories should be easily made available for the teaching and learning of Home Economics by the school administration, Education school board and school heads should adequately provide funds to Home Economics secondary schools teachers to make sure there are adequate provisions of laboratory tools and equipment to sustain regular practical activities in school, again Vocational and technical education board should organize regular in-service training for Home Economics teachers on how to make use of the recent technologies in practical teaching since some teachers do not have the skills on how to operate some equipment among others.

There is little formal coordination or understanding between UK radiology departments in terms of standards relating to departmental work output or consultant workload. As a result, there are likely to be significant variations in work patterns, individual consultants' workload and work intensity in different units around the country.

From 1995, the year the U. S. Supreme Court upheld the right of public schools to randomly drug test student athletes,1 until August 2001, when another and more wide-reaching student drug-testing case reached the Court,2 nearly one-third of Arkansas' 310 school districts embraced student drug testing as a perceived deterrent to student drug use. This research, through content analysis, attempted to answer the questions, What types of information did local newspapers in Arkansas provide their readers concerning student drug testing before local school boards adopted drug-testing policies? and What sources were most frequently quoted in articles about student drug testing?Literature ReviewSpurred on. by the National Collegiate Athletic Association's 1986 adoption of drug testing to support fair and equitable competition among athletes,3 and by various national and state survey results showing drug use among students in grades 7-12 had reached significant proportions,4 public schools across the nation5 and in Arkansas implemented various types of drugtesting programs for their student populations. The trend, and indeed the prospect of drug testing in general, led commentators, health professionals and researchers to identify the following salient issues related to student drug testing:1. Rationale for implementing a student drug-testing policy, including perceived high incidence of drug use by school-aged children,6 administrative desire to appear to be doing something to combat drug use by students7 and financial support of the drug-testing business.82. Reliability and accuracy of selfreport drug-use surveys, noting that such surveys sometimes suffer from over-reporting of drug use under-reporting of drug use, and inconsistency among individuals' answers9 and questioning the validity of self-reported drug use among various sub-populations.103. Necessity that a drug-testing program targets students most likely at risk, both for a program's credibility and for its legality.4. Interrelationships among drug testing, extracurricular activities, and drug use, citing possibilities of drugshifting12 and avoiding extracurricular activities,13 as well as the protective aspect of such activities.145. Accuracy of drug tests, citing low accuracy of the fairly inexpensive immunoassay test chosen by some school districtsl5 and the consequences of incorrect test results.166. Protocol of drug-testing programs.177. Legal implications of student drug testing, noting various interpretations of the initial U. S. Supreme Court drug-testing case in 1995.188. Efficacy of drug testing as a deterrent to targeted behaviors.199. Alternatives to drug testing, citing effective, research-based drug education programs20 and drug-use prevention guides for caregivers.21MethodTo determine how Arkansas newspapers covered the development and implementation of drug-testing policies in the state's public schools, each of the state's 310 school districts and the three state-run schools were contacted. Contact persons in 101 districts indicated there were student drug-testing policies in place, while contact persons in nine other districts said implementation of such a policy was being discussed. These contact persons identified 73 newspapers that covered their areas. Using the Associated Press Managing Editors Association categories for categorizing Arkansas newspapers for contest purposes, publications with circulations of less than 8,000 were designated as small newspapers; publications with circulations from 8,000 to 15,000 were designated as mediumsized newspapers; and publications with circulations of more than 15,000 were designated as large newspapers.To obtain relevant newspaper articles, accessible on-line archives of identified newspapers were searched; newspaper editors and reporters were contacted and asked to send article copies; school administrators were contacted and asked to forward copies of all relevant stories on file; and the Arkansas Historical Commission's microfilmed archives of newspapers relevant to this study (12 in all) also were reviewed. …