This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district's current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff.

The U.S. nursery and landscape industry generates 1.9 million jobs and had an annual payroll of greater than $3 billion in 2002, yet little is known about nursery and landscape workers. This lack of information is even more pressing considering that labor generally accounts for greater than 40% of production costs and 31% of gross sales. Labor shortages, immigration reform, and legal status of employees are widely reported as the industry's most critical issues. We hypothesized that relevant data regarding the nursery industry workforce may raise an appreciation of the industry's diversity, increase political power and public awareness, and help stakeholders evaluate policy decisions and plan corrective strategies in a more informed manner. A total of 4466 self-administered questionnaires were sent in 2006, attempting to reach 30 nurseries in each of nine states with 1561 returned (35% response rate). Hispanics constituted 70% of the average nursery workforce, including general laborers (76%), crew leaders (61%), and sales/managers (others) (21%). Across firms, labor retention was less than 51% after 5 years and only 22% of employees understood English, raising questions regarding availability and access to training. Sixty percent of nursery employees had not received work-related training, although 81% of men and 72% of women were interested, and an association between training and employee retention existed. The highest rated training topic of interest was English/Spanish (respective of Spanish/English primary language respondents). There was a positive correlation between developing fluency and worker turnover, making the laborer attrition rate even more unfavorable for employers who not only lost employees with acquired experience, but also with acquired English skills.

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A surge of young, unaccompanied immigrants is met with a broad range of programs intended to salve the effects of trauma, heal family relationships, and help with immigration legal issues.

Technical training plays a significant role in job retention, advancement and increased remuneration potential. Bilingual content has been shown to improve Hispanics understanding of the subject matter and English skills. Family income is a major stabilization or destabilization force in families. We hypothesized that by providing a series of three bilingual training sessions to Hispanic nursery workers related to American culture/life skills (LS) and/or horticulture skills (HS) that could potentially lead to job advancement opportunities, we could improve workers' self-esteem, work motivation and family-relations. There were three main objectives to this study: 1) to assess the validity of a Spanish translated version of The Index of Family Relations (IFR) and the Rosenberg Self-Esteem Scale (RSE) to evaluate family adjustment problems and self-esteem, respectively, when administered to 97 adult Hispanic nursery employees in seven Ohio nurseries in 2005 and 2006; 2) to determine if nurseries differed in their training needs; and, 3) to define which type of training LS or HS (without LS) could improve family adjustment and/or self-esteem. Ninety seven (43% female, 57% male) of 150 employees originally contacted (35%), completed all three trainings and both pre-and post-testing, which were requirements for inclusion in the analyses. The 35% attrition rate (26% with males, 8% with females, averaged over 7 nurseries) indicates the difficulties in offering even a free, on-farm training program for Hispanic nursery employees. The results of the Chronbach's alpha for the IFR and RSE were 0.8 and 0.68 before and 0.86 and 0.7 after the training, respectively, indicating that the IFR and RSE (> 0.6 required validity) tests were valid and marginally valid, respectively, for this audience. Differences in RSE (p < 0.0078) and IFR (p < 0.0625) scores were detected using before and after scores across nurseries with non-opposing or identical distributions. The results indicate that self-esteem and to a lesser extent family relations can be improved by providing nursery need specific training and LS training having the greatest effect across nurseries. At one nursery IFR scores above 30 were observed with only LS lowering scores to non-critical. At some sites basic LS trainings seemed critical before successful HS training discharge. This study seems to identify problem employers and could be fundamental in improving employer/worker relationships within the nursery industry.

Information on paracoccidioidomycosis (PCM) in Argentina is fragmented and has historically been based on estimates, supported only by a series of a few reported cases. Considering the lack of global information, a national multicentric study in order to carry out a more comprehensive analysis was warranted. We present a data analysis including demographic and clinical aspects of a historical series of 466 cases recorded over 10 years (2012–2021). Patients were aged from 1 to 89 years. The general male: female (M:F) ratio was 9.5:1 with significant variation according to the age group. Interestingly, the age range 21–30 shows an M:F ratio of 2:1. Most of the cases (86%) were registered in northeast Argentina (NEA), showing hyperendemic areas in Chaco province with more than 2 cases per 10,000 inhabitants. The chronic clinical form occurred in 85.6% of cases and the acute/subacute form occurred in 14.4% of cases, but most of these juvenile type cases occurred in northwestern Argentina (NWA). In NEA, the incidence of the chronic form was 90.6%; in NWA, the acute/subacute form exceeded 37%. Diagnosis by microscopy showed 96% positivity but antibody detection displays 17% of false negatives. Tuberculosis was the most frequent comorbidity, but a diverse spectrum of bacterial, fungal, viral, parasitic, and other non-infectious comorbidities was recorded. This national multicenter registry was launched in order to better understand the current status of PCM in Argentina and shows the two endemic zones with a highly diverse epidemiology.

An unusual series of germylenes and stannylenes with homoleptic symmetric and unsymmetric N-substituted sulfonimidamide ligands PhSO(NiPr)(NHiPr) 1 and PhSO(NMes)(NHiPr) 2 have been prepared by protonolysis reaction of Lappert’s metallylenes [M(HMDS)2]...

Hispanics are becoming the main source of labor in many productive- and service-oriented businesses in the United States, and the nursery industry is one example. Employers invest much time and money into employees, making the employees their biggest investment. However, the educational needs of Hispanic employees have not been adequately addressed, and no formal educational program for Hispanic workers in the nursery industry has been implemented and tested in Ohio. This project has two objectives: 1) measure the impact of a bilingual educational program containing instruction in horticulture and instruction in life skills to a Hispanic workforce, and 2) investigate which type of training is more essential to the stabilization of the Hispanic family unit, technical horticultural training, or training in life-skills. Eight nurseries throughout Ohio were selected to participate in this project. At each of the nurseries, an average group size of 15 employees was trained. Only half of this number participated in the social skills lessons to determine differences between the group who received social skills lessons and the group who did not. Three horticultural topics were selected: basic plant structure and development, pruning, and nutrition. Forty-minute lessons in Spanish with key concepts in English were prepared with the topics mentioned. Three social skills topics were selected: meeting your and your family's needs in the United States, social support in your community, and communication. In order to measure the impact of a bilingual educational program, two tests (The Rosenberg Selfeteem and Index of Family Relationship) were applied before and after the program was performed. A course evaluation was completed by each of the participants after the program was completed.