Indications for pneumococcal polysaccharide revaccination include highest-risk patients vaccinated more than six years previously, but there is controversy regarding revaccination of patients with chronic medical conditions and revaccination of the elderly. The object of the study was to investigate whether revaccination with the pneumococcal polysaccharide vaccine would cause significant adverse reactions. 151 patients were revaccinated and completed a questionnaire concerning the 72 hours after the injection. Valid data were obtained from 127 patients. Mild systemic reactions varied from 4% to 8% and local reactions varied from 40% to 60%, which is not different from the reported reaction with the initial vaccination. This profile of adverse reactions after revaccination should minimize concerns about revaccination.

Farm workers' children were uninsured at roughly 3 times the rate of all other children and almost twice the rate of those at or near the federal poverty level. Programs aimed at extending insurance coverage for children should consider the unique social barriers that characterize this vulnerable population of US children. Moreover, there is significant regional variation that may reflect varying levels of insurance resources and eligibility from state to state.

The incursion of COVID-19 to various states has set forth the challenge for the educational institutions to transition to the New Normal teaching and learning scheme. In the scarce of the studies driven by the perception of Senior High School (SHS) teachers on its ways and challenges using learning management system (LMS), this qualitative study was conducted. Specifically, the study aimed to explore the strategies and methods of teachers using LMS in (a) facilitating and (b) assessing learning; and (c) to determine the perceived dilemmas of teachers in online learning in the New Normal. Respondents were purposively chosen and underwent semi-structured in-depth interviews by dint of video conferencing. Data were transcribed, coded, and thematically analyzed. Results revealed three themes on facilitating learning such as maximizing LMS features, employing adaptive tools, and utilizing class structures: and two themes on assessing learning, namely item-based and output-based assessments. Four emerging themes on SHS teachers’ perceived challenges were lumped as “EASE”: Establishing connection; Access to online learning demands; Stable wellness amidst the pandemic; and Ensuring quality learning experience. Findings revealed that despite this unprecedented transition, the use of LMS does not necessarily equate to an optimum edge in an online teaching and learning environment. Nevertheless, this paper describes how educators embody the commitment to quality education by concretizing adaptive and responsive measures to the demand of the New Normal setup.

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This study examined how the Filipino science test scores in the Programme for International Student Assessment last 2018 are predicted by (a) gender and type of school as covariates, (b) availability of digital resources in school, and support for teachers’ digital instruction; and (c) availability and sufficiency of digital resources at learner’s home. These objectives are attained by following a descriptive-correlational design that utilized publicly accessible data of the PISA 2018 results on the OECD website. Findings of the regression analysis unveiled that sex did not conclusively predict the scores while learners from private institutions perform better. Additionally, the availability of digital resources in school and their sufficiency at home positively predicted the science scores, whereas the school’s support for teachers’ digital instruction and the availability of digital resources at home negatively predicted science scores. The availability and sufficiency of such digital devices for students at home were seemingly contradicting, hence, requiring further investigation in future studies. Keywords: Filipino learners, OECD, PISA 2018, science achievement, science learning