ImportanceGreater than 20% of cases and 0.4% of deaths from COVID-19 occur in children. Following demonstration of the safety and efficacy of the adjuvanted, recombinant spike protein vaccine NVX-CoV2373 in adults, the PREVENT-19 trial immediately expanded to adolescents.ObjectiveTo evaluate the safety, immunogenicity, and efficacy of NVX-CoV2373 in adolescents.Design, Setting, and ParticipantsThe NVX-CoV2373 vaccine was evaluated in adolescents aged 12 to 17 years in an expansion of PREVENT-19, a phase 3, randomized, observer-blinded, placebo-controlled multicenter clinical trial in the US. Participants were enrolled from April 26 to June 5, 2021, and the study is ongoing. A blinded crossover was implemented after 2 months of safety follow-up to offer active vaccine to all participants. Key exclusion criteria included known previous laboratory-confirmed SARS-CoV-2 infection or known immunosuppression. Of 2304 participants assessed for eligibility, 57 were excluded and 2247 were randomized.InterventionsParticipants were randomized 2:1 to 2 intramuscular injections of NVX-CoV2373 or placebo, 21 days apart.Main Outcomes and MeasuresSerologic noninferiority of neutralizing antibody responses compared with those in young adults (aged 18-25 years) in PREVENT-19, protective efficacy against laboratory-confirmed COVID-19, and assessment of reactogenicity and safety.ResultsAmong 2232 participants (1487 NVX-CoV2373 and 745 placebo recipients), the mean (SD) age was 13.8 (1.4) years, 1172 (52.5%) were male, 1660 (74.4%) were White individuals, and 359 (16.1%) had had a previous SARS-CoV-2 infection at baseline. After vaccination, the ratio of neutralizing antibody geometric mean titers in adolescents compared with those in young adults was 1.5 (95% CI, 1.3-1.7). Twenty mild COVID-19 cases occurred after a median of 64 (IQR, 57-69) days of follow-up, including 6 among NVX-CoV2373 recipients (incidence, 2.90 [95% CI, 1.31-6.46] cases per 100 person-years) and 14 among placebo recipients (incidence, 14.20 [95% CI, 8.42-23.93] cases per 100 person-years), yielding a vaccine efficacy of 79.5% (95% CI, 46.8%-92.1%). Vaccine efficacy for the Delta variant (the only viral variant identified by sequencing [n = 11]) was 82.0% (95% CI, 32.4%-95.2%). Reactogenicity was largely mild to moderate and transient, with a trend toward greater frequency after the second dose of NVX-CoV2373. Serious adverse events were rare and balanced between treatments. No adverse events led to study discontinuation.Conclusions and RelevanceThe findings of this randomized clinical trial indicate that NVX-CoV2373 is safe, immunogenic, and efficacious in preventing COVID-19, including the predominant Delta variant, in adolescents.Trial RegistrationClinicalTrials.gov Identifier: NCT04611802

S This study analyzes the composition by a high school senior of a house design for a class in architectural design. He produced this text in relation to the readings of that text by his teacher and other potential readers. The authors take a Vygotskian perspective to understand the settings, goals, and tools through which he composed his architectural plans, drawing on a cultural theory of reading to analyze how this text was understood by his most immediate reader, his teacher. The data include field notes based on daily observations of the semester‐length course, an observation‐based interview with the teacher, artifacts such as the student's drafts and final design, a recorded feedback session in which the teacher discussed the drawing with the student, a concurrent think‐aloud protocol provided by the student while designing his house, and a retrospective protocol in which the student reflected on his composing process using the completed architectural design as a stimulus. The analysis identified a set of processes and social relationships involved in the composition and reading of the house design, including the role of cultural knowledge and practice in the student's apprenticeship into an approach to architectural design, tensions between goals of the student and his evaluative readership, tensions between definitions of economics that informed different conceptions of house design, and tensions between the student's inscription of meaning in the architectural text and his teacher's encoding of meaning in his reading of this text. The student's negotiation of these processes and tensions contributed to what was understood to be the larger project in which he was engaged, that being his ongoing development of an identity and life trajectory. Este estudio analiza la composición del diseño de una casa realizada por un estudiante secundario avanzado para una clase de diseño arquitectónico. El estudiante produjo este texto en relación con las lecturas del mismo hechas por su docente y otros lectores potenciales. Los autores adoptan una perspectiva vygotskiana para comprender las bases, objetivos y herramientas a través de las cuales el estudiante compuso los planos arquitectónicos. Asimismo, desde una teoría cultural de la lectura, analizan la comprensión del texto por parte de su lector más inmediato, el docente. Los datos incluyen notas de campo a partir de observaciones diarias del curso semestral, una entrevista con el docente basada en la observación, elementos tales como los ensayos y el diseño final del estudiante, una sesión de apoyo grabada en la que el docente discutió el dibujo con el estudiante, un protocolo de pensar en voz alta proporcionado por el estudiante durante el trabajo de diseño de la casa y un protocolo retrospectivo en el cual el estudiante reflexionó sobre el proceso de composición usando como estímulo el diseño terminado. El análisis identificó una serie de procesos y relaciones sociales implicados en la composición y la lectura del diseño de una casa tales como el papel del...

This research analyzed the composing processes of two high school students designing horse ranch plans for a course in equine management and production. The investigation focused on understanding the problems driving the design process, the tools through which the students inscribed and encoded meaning in their compositions, and the integration, representation, and mediation of their emerging identities through the design process. The analysis revealed that the students solved problems suggested by the particular culture surrounding the production of a specific breed of horse and constructed unique problems based on their knowledge of horses and ranch facilities. The tools through which they constructed these texts suggested both the cultural dimensions and narrative inscriptions of their designs. The culturally mediated narratives in particular contributed to students’ construction of identities, especially with respect to their orientation as members of the managerial (Darin) and working (Riley) classes.

This research analyzed the composing processes of one high school student as she designed the interiors of homes for a course in interior design. Data included field notes, an interview with the teacher, artifacts from the class, and the focal student’s concurrent and retrospective protocols in relation to her design of home interiors. The analysis revealed that the object of activity in this setting included aspects of the motive (including the teacher’s constructed environment and attendant expectations, the teacher’s governing logic and common sense with respect to interior design, and the broader field of interior design as interpreted and implemented in the class) and both fixed and emergent goals. The student’s object-related problem-solving involved a hierarchy of problem-solving decisions and employed a variety of tools in solving these problems, particularly those derived from culture, reliant on knowledge from a discipline or field, and following from images such as narratives.

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