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COVID-19 is a new crown virus of the beta coronavirus genus that originated in bats. The virus first emerged in China in December 2019 and has since spread rapidly to other areas of the world; in Italy the region most affected was Lombardy. The infection caused by the virus manifests itself in most cases as an infection of the lower respiratory tract that leads to fever, cough and dyspnoea, while more serious cases can lead to respiratory failure and/or multi-organ failure. Patients undergoing renal replacement therapy have a fragility related to the overlap of multiple pathologies, and the sharing of the same microclimate during dialysis sessions significantly increases the risk of transmission and spread of the infection among patients and among healthcare professionals. The frequency of exposure of dialysis patients to infectious diseases also increases the risk of poor nutrition in a vicious circle of malnutrition-infection-malnutrition. Therefore, prevention, protection, screening and isolation measures can minimise the risk of transmission for patients and for healthcare professionals. Working together on the further development of tools such as telemedicine, robotics, video communications, international protocols and best practice sharing can improve the efficiency and maybe the weapons the world needs to combat coronavirus.

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.

High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks to determine the extent to which 11 critical features of instruction were present. Overall, results showed an \"Approaching Acceptable\" rating, meaning that the features were not fully incorporated. Implications include the need for textbook adoption committees to be mindful of the importance of including effective instructional practices when making textbook decisions and for teachers to scrutinize the components of lessons to determine if these features of effective instruction are included.

What do you think happens to a dog that gets into a market? Find out by reading \"Because of Winn-Dixie.\" There's a new girl in town named Opal who finds a dog knocking over displays in the Winn-Dixie grocery store. Opal decided to name him Winn-Dixie and call him her own. Winn-Dixie is clever and lovable. He knows how to smile, by pulling his lips back and showing his teeth. But the problem was that whenever he tried to smile he would always sneeze. \"Because of Winn-Dixie\" is a heartwarming story. Opal made many friends in her new hometown of Naomi, Fla., thanks to her dog. I liked this book because the author made me become engrossed in the story due to its colorful characters and expressive writing. I recommend it to everyone, especially all animal lovers.