Objectives. To determine the association between the Center for Disease Control and Prevention's (CDC) Social Vulnerability Index (SVI) with the risk of COVID-19-related mortality. Methods. We merged by county CDC's SVI and the New York Times data on coronavirus cases. We estimated the association between the SVI and risk of death from COVID-19 per 100,000 people in counties with confi rmed cases (n=2,755 U.S. counties) using multivariable Poisson regression. Results. Th e adjusted risk of COVID-19-related death followed a non-linear pattern, with the lowest risk among SVIs from 0.05 to 0.55 (roughly 3.1 to 3.5/ 100,000 people) and highest risk corresponding to SVI=0.95 (6.5/ 100,000). Compared with a SVI=0.35, SVIs of 0.85 and 0.95 were associated with 2.3 (2.1, 2.5) and 3.4 (3.1, 3.7) excess deaths per 100,000, respectively. Conclusions. High social vulnerability is associated with increased risk of COVID-19-related mortality among U.S. counties with confi rmed cases.
This article presents the report of an activity developed in the Academic Master in Humanities and Languages, the objective is to report a practice of producing educational content capable of conducting reflection and study with teachers, and its fundamental theme is interdisciplinarity. The qualitative and descriptive activity comprises the report of the experience of making a video - here metaphorically called as an interdisciplinary pill of knowledge. The interdisciplinary theme is presented with emphasis on characteristics of the phenomenon in its historical and epistemological aspects that may offer methodological options in order to stimulate the teacher to adhere to interdisciplinary practices in the daily classroom.
Esse ensaio tem por objetivo geral analisar como a interdisciplinaridade surge a partir de um relato em torno de uma prática desenvolvida pelo programa de ensino médio inovador em tempo integral, no contexto de escola público estadual no estado de Santa Catarina. Para isso, o trabalho utiliza a abordagem qualitativa do tipo exploratória, e o método descritivo é apresentado como um relato de experiência. Através da análise do relato do professor sobre o programa de ensino médio inovador em tempo integral nas escolas públicas no estado Santa Catarina, fica evidente a prática interdisciplinar.
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