Academic literature on the topic 'National Status and Trends Program (U.S.)'

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

Higher educational institutions play an important role in the realization of SDGs as an institution and as a member of a society. San Beda University launched the realignment of its programs and projects with the Sustainable Development Goals (SDGs) starting the academic year 2019-2020. An Office was created to oversee the promotion and realization of the SDGs in the University’s programs and projects. This study was conceptualized primarily to look into the extent of implementation, promotion and realization of SDGs in the University’s programs and projects. The University is in infancy stage when it comes to the implementation of SDG. However, at this stage it has demonstrated practices that are aligned with SDGs particularly with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnership for Goals). But it has to overcome and improve on particularly in the areas of faculty research citation, formulation and implementation of policies and programs on Climate Action (SDG 13), documentation of pertinent information that will demonstrate commitment to reducing inequality (SDG 10), and the documentation of programs and activities that fall under other SDGs.ReferencesAleixo, A.M., Azeiteiro, U. M., & Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016Alshuwaikhat, H.M. and Abubakar, I. (2008), An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777-1785.Amaral, L.P., Martins, N. and Gouveia, J.B. (2015), Quest for a sustainable university: a review. International Journal of Sustainability in Higher Education, 16, 155-172.Cortese, A.D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.Disterheft, A., Caeiro, S., Azeiteiro, U.M. & Filho, W.L. (2013), Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition. In S. Caeiro, W. Leal Filho, C. Jabbour and U.M. Azeiteiro (Eds.) Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World. Springer International Publishing. 3-28.Findler, F., et. al. (2019). The impacts of higher education institutions on sustainable developments: A review and conceptualization. International Journal of Sustainability in Higher Education. 20(1), Emerald Publishing Limited, 1467-6370. https://www.doi.org/10-1108/1JSHE-07-2017-0114.Francis. (2015). Laudato Si. Paulines Publishing House.Gual, C. (2019). Ready to house a real impact on achieving the sustainable development goals (SGDs)? Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.Jorgensen, T. (2019). Universities to achieve the SDGs and approach the next hurdle. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Barcelona: Global University Network for Innovation.Leal Filho, W., Manolas, E. and Pace, P. (2015), The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16, 112 - 129.Lozano, R. (2011). The state of sustainability reporting in universities. International Journal of Sustainability in Higher Education, 12, 67-78.Lozano-Ros, R. (2003). Sustainable development in higher education. Incorporation, assessment and reporting of sustainable development in higher education institutions, Lund University. National Economic Development Authority. (2019). The 2019 voluntary national review of the Philippines: Review of the status of the implementation of Sustainable Development Goals in the Philippines focusing on empowering people and ensuring inclusiveness and equality.Sammalisto, K., Sundstrom, A. and Holm, T. (2015). Implementation of sustainability in universities as perceived by faculty and staff e a model from a Swedish university. Journal of Cleaner Production 106, 45-54.Tilbury, D. (2019). Beyond snakes and ladders: Overcoming obstacles to the implementation of SDGs in higher education institutions. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.United Nations. (2020). The Sustainable Development Goals Report 2020.United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.Velazquez, L., Munguia, N., Platt, A. and Taddei, J. (2006), Sustainable university: what can be the matter?. Journal of Cleaner Production. 14(9 &11), 810-819.Weiyou Xiong and Ka Ho Mok. (2020). Sustainability practices of higher education institutions in Hong Kong: A case study of a sustainable campus consortium. Sustainability 2020, 12, 452; https://www.doi.org//10.3390/su12020452, www.mdpi.com/journal/sustainability.

The professional development of teachers is necessary not only to meets the standards of job realization, but also to improve their activities in response to changes in pedagogical science and practice. This report presents the results of the research project "Current status and trends for the application of innovative methods in school’s activities" durring the National Program "Young Scientists and Postdoctoral Students" in 2019. The aim of the study is to indicate the teachers’ attitude to the application of innovative teaching methods in their practice in school.

With age, the risk of stroke increases significantly, but at the same time, there are tendencies for an increase in its prevalence in young and middle-aged people, which determines the urgency of the problem of rehabilitation treatment after stroke both in the world and in Russia. The use of digital technologies in neurorehabilitation can be very multifaceted and extensive. Telerehabilitation as an innovative direction of telemedicine is an important aspect within the framework of the national project «Healthcare» and the program «Digital Economy of the Russian Federation». P u r p o s e of the study is to analysis of the Russian experience of organizing and conducting telerehabilitation of post-stroke period in the context of the digital transformation of the healthcare system in Russia. M a t e r i a l s a n d m e t h o d s . The article used technologies for searching and selecting information using search engines (www.google.ru, www.yandex.ru), specialized and bibliographic databases (PubMed, eLIBRARY.RU), methods of analysis and synthesis, analytical data processing. R e s u l t s . The study showed that telerehabilitation has a high clinical value of adherence to the treatment of patients of post-stroke period and is not a separate type of medical activity, but an innovative therapeutic and prophylactic method that expands the possibilities of therapy and improves the process of interaction in the «doctor-patient» and «doctor-doctor» communication systems. This technology of restorative telemedicine makes it possible to increase the level of scientific knowledge, skills and abilities of healthcare organizers and medical workers in order to strengthen the national healthcare system of Russia, as well as to rationally use the scientific and practical potential of digital solutions in interdisciplinary interaction of specialists dealing with medical neurorehabilitation, significantly expanding the coverage of the population telerehabilitation services after a stroke. F i n d i n g s . Despite the positive experience of some medical organizations in Russia in the use of telerehabilitation, this direction is still in its infancy and is likely to develop in the coming years for the rehabilitation of many stroke patients, which will help healthcare organizers, doctors and patients and other interdisciplinary specialists effectively and interact seamlessly in the digital health ecosystem in the context of the development of patient-centered medicine.

The goal of this article lies the examination of evolution of Master’s Degree Program in Russia, as well as determination of the promising trends of its development. The object of this research is the Master’s curricula implemented in higher education facilities of the Russian Federation. The subject is the status of Master’s Degree Program within the hierarchy of national education system that defines its effectiveness functions and types of curricula. The author assesses the quantitative characteristics of the Master’s Programs in Russian universities, and concludes that it becomes the key program for preparing the highly qualified specialists. The article also reveals the problems and typical “deceptions” in the area of implementation of the Master’s Programs regarding their succession, objective functions and academic component. The research provides the results of survey performed among the Master’s Program applicants of the leading Russian socioeconomic universities, which allow forecasting their individual educational trajectories. The author formulates the suggestions on the need for parallel development and implementation of academic and practice-oriented (applied) Master’s Programs as a promising direction of the development of Master’s Degree Program in the system of continuing education of the Russian Federation.

Abstract Background: We previouslyreported that invasive disease-free survival (IDFS), the primary outcome, and distantdisease-free survival (DDFS), a secondary outcome, differed by menopausalstatus in a pre-specified analysis. Here,we report updates on IDFS and DDFS with additional follow-up, as well as distantrecurrence-free interval (DRFI) and post hoc analyses in premenopausal women.Methods: Eligibilitycriteria included women > 18 years of age with HR+, HER2-BC and 1-3 +LN and no contraindications to taxane and/or anthracycline basedCT. DRFI was defined as time to distant recurrence or death from breast cancer.Analyses were intent-to-treat among eligible pts. We performed a post hocanalysis evaluating IDFS between treatment arms in premenopausal pts with pN1mi.In addition, we conducted a two-year landmarked IDFS analysis by ovarianfunction suppression (OFS) or not in the ET arm, as well as by regularmenstrual periods or not in both treatment arms.Results: Among the 4,984eligible pts, there were 553 IDFS events and median follow-up of 6.1 years.Postmenopausal women do not have any IDFS or DDFS benefit with CT; however, 5-yearabsolute benefits for IDFS and DDFS with CT for premenopausal pts were 5.9% and3.3%, respectively. In pre-menopausal pts, CT was associated with improved DRFIfor all RS values < 25, with an absolute improvement of 2.3% for RS0-13 and of 2.8% for RS 14-25. Among premenopausal pts, 12.4% (n=206) had pNmi)disease. In a post hoc analysis, there was a trend for CT benefit for thosewith pNmi [hazard ratio (HR)=0.44, confidence interval (CI)=0.18-1.08]. Therewere only 22 IDFS events. Only 17.2% of premenopausal pts assigned to ETunderwent OFS in the first 24 months and in two-year landmarked analysis, therewas no IDFS difference in those who underwent OFS or not (HR=0.88,CI=0.47-1.63). In premenopausal women assigned to ET, 58.9% stopped havingperiods within the first 24 months, and have anumerically improved IDFS compared to those who continued regular periods (HR=1.48,CI: 0.92-2.40). Among premenopausal assigned to CT followed by ET, 80.8%stopped having periods within the first 24 months and have a numericallyimproved IDFS compared to those who continue to have regular periods (HR=1.56, CI:0.85-2.86).Discussion: In accordancewith the differential IDFS and DDFS benefit based upon menopausal status inS1007, premenopausal pts with 1-3+LN and RS < 25 had a statisticallysignificant improvement in DRFI with the addition of CT. A small proportion of S1007premenopausal participants underwent OFS. The role of OFS as it relates to CTbenefit cannot be determined from this study. A future randomized trial should address the clinical question if OFScan replace CT in premenopausal pts with HR+/HER2-, node-positive breast cancer.Funding: Supported by National Cancer Institute grants U10CA180888, U10CA180819,U10CA180820, U10CA180821, U10CA180868, U10CA180863, and in part by Susan G.Komen for the Cure® Research Program, The Hope Foundation for Cancer Research,Breast Cancer Research Foundation, and Genomic Health, Inc. Citation Format: Kevin M Kalinsky, William E Barlow, Julie R Gralow, Funda Meric-Bernstam, Kathy S Albain, Daniel F Hayes, Nancy U Lin, Edith A Perez, Lori A Goldstein, Stephen KL Chia, Sukhbinder Dhesy-Thind, Priya Rastogi, Emilio Alba, Suzette Delaloge, Miguel Martin, Catherine M Kelly, Manuel Ruiz-Borrego, Miguel Gil-Gil, Claudia H Arce-Salinas, Etienne GC Brain, Eun Sook Lee, Jean-Yves Pierga, Begoña Bermejo, Manuel Ramos-Vasquez, Kyung Hae Jung, Jean-Marc Ferrero, Anne Schott, Steven Shak, Priyanka Sharma, Danika Lew, Jieling Miao, Debasish Tripathy, Lajos Pusztai, Gabriel Hortobagyi. Updated results from a phase 3 randomized clinical trial in participants (pts) with 1-3 positive lymph nodes (LN), hormone receptor-positive (HR+) and HER2-negative (HER2-) breast cancer (BC) with recurrence score (RS) ≤ 25 randomized to endocrine therapy (ET) +/- chemotherapy (CT): SWOG S1007 (RxPONDER) [abstract]. In: Proceedings of the 2021 San Antonio Breast Cancer Symposium; 2021 Dec 7-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2022;82(4 Suppl):Abstract nr GS2-07.

Malnourished children may grow up to become adults with reduced physical and cognitive capacity. Knowledge of trends of children’s nutritional status over time is important to raise awareness, guide resource allocation as well as develop nutrition -related interventions for communities. A retrospective study was conducted in Harare using data collected and compiled by the Harare City Council Nutrition U nit. Trends of nutritional status of primary school children in high density areas of Harare were examined in relation to stunting and wasting. All anthropometric data generated from 2003 to 2011 by the Harare Nutrition Unit were analysed. Age was calculated by subtracting the date of birth from the date of interview. The Z -scores for height -for- age (HAZ), and weight -for- height (WHZ) were calculated using the National Centre for Health Statistics (NCHS) standards. Children with HAZ and WHZ less than - 2 SD from the median reference population were considered stunted and wasted, respectively. The least squares method was used to determine the strength o f outcome change measures over time . A decrease in stunting was observed from a prevalence of 10.2% to 7.4% over the period 2003 to 2011 in males (R 2 = 0.13), and from 7.8% to 4.4% in females (R 2 = 0.29) over the same period. Wasting in both males and females was on a slower decrease starting only from the year 2007 to 2009 (R 2 = 0.11) for males and (R 2 = 0.05) for females. There has been an increase in wasting in recent years from 2009 to 2011 in males (2.7- 4.6%) and females (3.1- 3.6%). More males among primary school children are both wasted and stunted than females. The results demonstrate a decreasing prevalence in stunting in primary school children but there is an increase in prevalence of wasting in primary school children. Interventions to curb the rise in wasting in primary school children in Harare’s high density areas are warranted such as resuscitation of school nutrition gardens , school feeding program and health education.

Abstract. Atmospheric deposition of nitrogen (N) and sulfur (S) compounds from human activity has greatly declined in the United States (US) over the past several decades in response to emission controls set by the Clean Air Act. While many observational studies have investigated spatial and temporal trends of atmospheric deposition, modeling assessments can provide useful information over areas with sparse measurements, although they usually have larger horizontal resolutions and are limited by input data availability. In this analysis, we evaluate wet, dry, and total N and S deposition from multiyear simulations within the contiguous US (CONUS). Community Multiscale Air Quality (CMAQ) model estimates from the EPA's (Environmental Protection Agency) Air QUAlity TimE Series (EQUATES) project contain important model updates to atmospheric deposition algorithms compared to previous model data, including the new Surface Tiled Aerosol and Gaseous Exchange (STAGE) bidirectional deposition model which contains land-use-specific resistance parameterization and land-use-specific deposition estimates needed to estimate the differential impacts of N deposition to different land use types. First, we evaluate model estimates of wet deposition and ambient concentrations, finding underestimates of SO4, NO3, and NH4 wet deposition compared to National Atmospheric Deposition Program observations and underestimates of NH4 and SO4 and overestimates of SO2 and TNO3 (HNO3+NO3) compared to the Clean Air Status and Trends Network (CASTNET) ambient concentrations. Second, a measurement–model fusion approach employing a precipitation and bias correction to wet-deposition estimates is found to reduce model bias and improve correlations compared to the unadjusted model values. Model agreement of wet deposition is poor over parts of the West and Northern Rockies, due to errors in precipitation estimates caused by complex terrain and uncertainty in emissions at the relatively coarse 12 km grid resolution used in this study. Next, we assess modeled N and S deposition trends across climatologically consistent regions in the CONUS. Total deposition of N and S in the eastern US is larger than the western US with a steeper decreasing trend from 2002–2017; i.e., total N declined at a rate of approximately −0.30 kg N ha−1 yr−1 in the Northeast and Southeast and by −0.02 kg N ha−1 yr−1 in the Northwest and Southwest. Widespread increases in reduced N deposition across the Upper Midwest, Northern Rockies, and West indicate evolving atmospheric composition due to increased precipitation amounts over some areas, growing agricultural emissions, and regional NOx/SOx emission reductions shifting gas–aerosol partitioning; these increases in reduced N deposition are generally masked by the larger decreasing oxidized N trend. We find larger average declining trends of total N and S deposition between 2002–2009 than 2010–2017, suggesting a slowdown of the rate of decline likely in response to smaller emission reductions. Finally, we document changes in the modeled total N and S deposition budgets. The average annual total N deposition budget over the CONUS decreases from 7.8 in 2002 to 6.3 kg N ha−1 yr−1 in 2017 due to declines in oxidized N deposition from NOx emission controls. Across the CONUS during the 2002–2017 time period, the average contribution of dry deposition to the total N deposition budget drops from 60 % to 52 %, whereas wet deposition dominates the S budget rising from 45 % to 68 %. Our analysis extends upon the literature documenting the growing contribution of reduced N to the total deposition budget, particularly in the Upper Midwest and Northern Rockies, and documents a slowdown of the declining oxidized N deposition trend, which may have consequences on vegetation diversity and productivity.

Abstract Angiotensin-converting enzyme 2 (ACE2) receptor is required for SARS-CoV-2 entry into human cells. However, emerging evidence shows SARS-CoV-2 infected lung monocytes/macrophages from COVID-19 patients barely express ACE2 mRNA, raising a question how SARS-CoV-2 penetrates macrophages. It’s also under debating whether the peripheral blood cells (HPBCs) can be infected by SARS-CoV-2 that may facilitate viral spread from circulation to other organs besides lung. Herein we demonstrate that resting primary HPBCs harbor abundant cytoplasmic ACE2, regardless of COVID-19 status, and that surface translocation is necessary for viral infection. Upon ex vivo TLR4/7/8 stimulation of HPBCs, ACE2 translocated to the cell surface independent of ACE2 transcription, and this translocation was blocked by an endosomal trafficking inhibitor, suggesting the putative source as ACE2-containing exosomes. However, only stimulated monocytes concurrently expressing ACE2 and cell surface transmembrane serine protease type 2 (TMPRSS2) were efficiently infected by SARS-CoV-2, which was significantly mitigated by remdesivir. Furthermore, ACE2 surface translocation in peripheral myeloid cells from patients with severe COVID-19 correlated with their proinflammatory cytokine production. Collectively, TLR4/7/8-induced ACE2 translocation with TMPRSS2 expression is indispensable for SARS-CoV-2 infection of circulating monocytes. Our work not only provides a new mechanism for the pathogenesis of SARS-CoV-2 and a potential path for its systemic infection, but also unveils a prospective therapeutic strategy by targeting ACE2 trafficking for preventing monocyte/macrophage infection. This study is partially supported by National Institutes of Health grants R61AR076803, R01AR063611, R01AI119041, and R01AR069681 (Q-S. M.), R01AR072046 (L.Z.), R01DK120623 (J.Z.S.), Henry Ford Immunology Program grants (T71016, Q-S. M.; T71017, L. Z.), and funding for the U-M Center for Drug Repurposing - NCATS CTSA UL1TR002240 (J.Z.S.).

51 Background: The U. S. Preventative Services Task Force (USPSTF) recommendation regarding prostate-specific antigen (PSA) transitioned to a grade D recommendation against PSA screening for adult males in 2012. The impact of this recommendation against PSA screening on prostate cancer-specific mortality (PCSM) in contemporary cohorts is unknown. Our study evaluated PCSM between 1999-2019, comparing mortality rates before and after this change to screening guidelines. Methods: Age-adjusted PCSM rates per 100,000 men were obtained from the National Center for Health Statistics from 1999 – 2019. Trends in PCSM rates from 1999 – 2012 and 2014 – 2019 were estimated using linear regression with year and binary indicator of pre-2013/post-2013 status as interaction terms. Age-adjusted rates of PCSM were calculated for men ≥50 years and by race, ethnicity, urbanization and census region. Similarly, age-adjusted rates of overall cancer mortality (exclusive of PCSM) were calculated. Behavioral Risk Factor Surveillance System was used to establish trends in PSA screening from 2001 – 2018. North American Association of Central Cancer Registries was used to determine age-adjusted incidence of localized and metastatic PC at the time of diagnosis from 1999 – 2017. Results: The age-adjusted PCSM rate in the U.S. decreased linearly at a rate of (-)0.28 per 100,000/year from 1999 – 2012 and subsequently stalled at a rate of no change from 2014 – 2019 (p < 0.001). This effect was particularly striking for men aged 60 – 69, men > 80 years, and Black men. Men aged 60 – 64 had a decreasing rate of (-)0.009 per 100,000/year prior to 2013, followed by a rise of (+)0.001 per 100,000/year (p < 0.001). Among Black men, PCSM rate was decreasing linearly at (-)0.700/100,000/year from 1999-2012 and flattened at a rate of (-)0.091/100,000/year from 2014-2019 (p < 0.001). These changes were seen across races, urbanization and census regions (p < 0.001) and were accompanied by decreases in PSA screening (p = 0.02) together with increases in diagnosis of metastatic disease. These trends were inconsistent with mortality trends observed across all malignancies. Conclusions: Using comprehensive data on PCSM through 2019, this study illustrates decreasing PCSM over time which flattened or increased following the 2012 change in USPSTF guideline, along with a decrease in PSA screening. The change in PCSM was seen in all ages, races, ethnicities, urbanization and census regions, but particularly in men from 60 – 69 and > 80 years old, and Black men. These changes were accompanied by increased diagnosis of metastatic PC and are discordant from trends across other malignancies. These findings suggest that the change in PSA screening guideline may have contributed to the stagnancy of PCSM rates in recent years. The updated 2018 USPSTF guideline supporting shared-decision making may reverse these trends over time.