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Ketoconazole (KTC) is a model pharmaceutical representing imidazole and triazole pesticides, which inhibit fungal growth through blocking a cytochrome P450 (CYP)‐mediated step in ergosterol biosynthesis. Several of these fungicides have been shown to be reversible inhibitors of CYPs in vertebrates (primarily mammals), including CYP isoforms involved in the pathway that converts cholesterol to active sex steroids. In these studies, we assessed the effects of KTC on aspects of steroidogenesis and reproductive function in the fathead minnow (Pimephales promelas). Exposure of spawning adults to the fungicide for 21 d significantly decreased egg production at a water concentration as low as 25 μg/L. Despite evidence of reduced ex vivo testosterone production by gonads from KTC‐exposed fathead minnows, circulating plasma concentrations of sex steroids (testosterone, 17β‐estradiol) were not affected. Exposure to KTC caused an increase in the gonadosomatic index in both sexes and, in males, the fungicide caused a marked proliferation of interstitial (Leydig) cells. In addition, mRNA transcripts for two key steroidogenic enzymes, cytochrome P450 side‐chain cleavage (CYP11A) and cytochrome P450 c17α hydroxylase/17,20 lyase (CYP17), were elevated by exposure to KTC. Both the changes in transcript levels and proliferation of gonad tissue represent potential adaptive or compensatory responses to impaired steroidogenic capacity. Overall our data indicate that, although KTC does adversely affect steroidogenesis and reproduction in the fathead minnow, the fish can compensate to some degree to mitigate effects of the fungicide. This has important implications for the interpretation of data from tests with endocrine‐active chemicals.

The objective of the present study was to characterize responses of the reproductive endocrine system of the fathead minnow (Pimephales promelas) to the fungicide vinclozolin (VZ), using a 21-d reproduction assay, and a shorter-term (approximately two weeks) test in which fish were cotreated with the VZ (a putative anti-androgen) and the androgen 17β-trenbolone (TB). Effects on fecundity, gonadal histology, secondary sexual characteristics, reproductive hormones, and relative abundance of androgen receptor (AR) and 11β-hydroxysteroid dehydrogenase (11βHSD) mRNA transcripts were evaluated in one or both of these studies. Fecundity of VZ-exposed fish was decreased in a concentration-dependent manner in the 21-d test, culminating in complete reproductive failure at a concentration of 700 μg/L. Exposure to VZ decreased expression of male secondary sexual characteristics--an effect typical of anti-androgens. The finding that exposure of females to TB-induced expression of prominent, male-like tubercles, which could be effectively blocked with VZ, provides powerful evidence of the anti-androgenic activity of VZ in vivo. In the two experiments VZ produced several responses possibly indicative of compensation or adaptation of the fish to the anti-androgen, including increases in gonad weight, AR and 11 βHSD mRNA transcript abundance, and ex vivo gonadal production of testosterone and 11-ketotestosterone. Overall, our results demonstrate that the model anti-androgen VZ, which also is an environmental contaminant, impairs reproductive success of fathead minnows and elicits endocrine responses consistent with an anti-androgenic mode of action.

Under Operation Warp Speed (OWS), the US government invested an unprecedented $10 billion to speed the development, manufacturing, and distribution of a COVID-19 vaccine, resulting in emergency use authorizations for two effective vaccine products in a record-breaking 11-month time frame. Although this is a remarkable scientific accomplishment, the United States now faces the urgent task of ensuring widespread acceptance and uptake of COVID-19 vaccines to contain the COVID-19 pandemic, and begin to resume normal economic, educational, and social activities. The operational responsibility for ensuring that COVID19 vaccines are safely and efficiently delivered in a jurisdiction falls largely on state, territorial, tribal, and local governmental public health systems that support jurisdiction-wide vaccination efforts for a variety of immunizations, including childhood diseases and seasonal influenza. Ultimately, state and territory governors are responsible for the \"last mile\" of COVID-19 vaccine distribution in their states and ensuring that vaccination is efficiently prioritized for those who need it most, as well as administered, tracked, and reported to the federal government. Although all states and territories have developed plans to increase capacity, enhance data systems, and develop partnerships to support this complex effort, the initial rollout of vaccine allocations did not match federal projections and public expectations; states reportedly distributed roughly one third of allocated doses in the first two weeks of the program.

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

As a new school year begins, the appearance of new responsibilities and unfamiliar faces may cause some teachers to retreat into their classrooms, close their doors, and seek refuge from the whirl-wind outside of their own four walls. However, by connecting with other teachers, exploring the surrounding community, and engaging through social media, teachers can experience the support of their professional communities and find the energy and inspiration to throw open their doors. As teachers, we are important threads in the community fabric. When we weave community interactions into our daily lives, we can build relationships with parents, students, and other community members. By participating in community events or by involving our students in our communities, we can foster cooperation and connection. Most cities have museums or other institutions that help students see beyond the four walls of the classroom and pro- vide opportunities to apply what they are learning to the world beyond the school doors.

In the classroom, team-building activities can be used to weave together various experiences, contents, and viewpoints to promote communication, collaboration, and respect. As students and teachers learn to work collaboratively during the learning process, the process can lead to rich discussions about various topics and issues. Although it may be easier and time-efficient to move right into the established curriculum when the schools open in the fall, there are tremendous benefits to spending a few moments at the beginning of each class building relationships with and among students. Relationship building sets the foundation for a successful and focused academic year, and encourages the students to empathize with one another when difficult topics arise. Team-building activities have solid curricular connections, and huddle.com offers focused, text-connected activities at \"10 Quick and Easy Team Building Activities.\" Three activities that are engaging and standard-focused are Zoom, Sneak a Peek, and Picture Pieces.

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

While many schools maintain effective formal mentoring programs for new teachers, the informal collaborations, or \"hallway conversations,\" between new and veteran teachers can be quite powerful. As novice teachers become acclimated to the profession, veteran colleagues can offer insights about the school's culture and curriculum, provide tips on building collegial relationships with peers, and offer nonjudgmental support as new teachers navigate the rocky waters of their first years in the classroom. Seasoned teachers can mentor new teachers by inviting them to social events, sharing lesson plans, and encouraging them to embrace their various experiences as part of the \"first-years\" learning process. Another way that the author has helped novice teachers manage their time is to suggest the use of specific, simple, standards-based rubrics. After her students complete a writing project, she assesses the papers using a rubric designed to focus on particular skills.

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.