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As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early childhood classrooms. The majority of early childhood teachers, on the other hand, are middleclass and of European-decent. This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness, in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support teachers' professional growth and development for multicultural responsiveness.

Learning analytics (LA) has emerged as a field that offers promising new ways to support failing or weaker students, prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that understanding language learner behaviour could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous research in the field of language learning and teaching based on learner tracking and the specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the European Commission (EC) funded VITAL project that adopted a bottom-up pedagogical approach to LA and implemented learner activity tracking in different blended or distance learning settings.Referring to data arising from 285 undergraduate students on a Business French course at Hasselt University which used a flipped classroom design, statistical and process-mining techniques were applied to map and visualise actual uses of online learning resources over the course of one semester.Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design, both in terms of their timing of online activity and selection of contents. Other metrics measuring active online engagement -a crucial component of

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Introduction The vital renal replacement therapy makes it impossible for dialysis patients to distance themselves socially. This results in a high risk of SARS-CoV-2 infection and developing COVID-19 with excess mortality due to disease burden and immunosuppression. We determined the efficacy of a 100 µg booster of mRNA-1273 (Moderna, Inc., Cambridge, Massachusetts, USA) 6 months after two doses of BNT162b2 (BioNTech/Pfizer, Mainz, Germany/New York, NY, USA) in 194 SARS-CoV-2 naïve dialysis patients. Methods Anti-SARS-CoV-2-spike antibodies were measured with the Elecsys® Anti-SARS-CoV-2 S assay (Roche Diagnostics GmbH, Germany) 4 and 10–12 weeks after two doses of BNT162b2 as well as 4 weeks after the mRNA-1273 booster. The presence of neutralizing antibodies was measured by the SARS-CoV-2 Surrogate Virus Neutralization Test (GenScript Biotech, USA). Two different cut-offs for positivity were used, one according to the manufacturer's specifications and one correlating with positivity in a plaque reduction neutralization test (PRNT). ROC analyses were performed to match the anti-SARS-CoV-2-spike antibody cut-offs with the cut-offs in the surrogate neutralization assay accordingly. Results Any level of immunoreactivity determined by anti-SARS-CoV-2-spike antibody assay was found in 87.3% (n = 144/165) and 90.6% (n = 164/181) 4 and 10–12 weeks after two doses of BNT162b2. This was reduced to 68.5% or 60.6% 4 weeks and 51.7% or 35.4% 10–12 weeks, respectively, when using the ROC revealed cut-offs for neutralizing antibodies in the surrogate neutralization test (manufacturer given cut-off ≥ 103 U/ml and cut-off correlating with PRNT ≥ 196 U/ml). Four weeks after the mRNA-1273 booster, the concentration of anti-SARS-CoV-2-spike antibodies increased to 23 119.9 U/ml and consecutively to 97.3% for both cut-offs of neutralizing antibodies. Conclusion Two doses of BNT162b2 followed by one dose of mRNA-1273 within 6 months in patients receiving maintenance dialysis resulted in significant titers of SARS-CoV-2-S-Ab. While two doses of mRNA vaccine only achieved adequate humoral immunity in a minority, the third vaccination boosts the development of virus-neutralizing quantities of SARS-CoV-2 spike antibodies (against wild type SARS-CoV-2) in almost all patients.