A blog post from Banner Health about helping children take a Covid-19 test

A blog post from Banner Health about helping children during Covid-19.

A blog post from Banner Health discussing the importance of well-child visits, even during COVID restrictions.

A blog post from Banner Health Blog about talking to children about Coronavirus and the pandemic.

A press release from Banner Health reminding residents about water safety.

Banner Children’s is encouraging kids to join the "Clean Hands Club" by taking part in a fun coloring challenge while learning about the importance of proper handwashing, especially during a pandemic.

A press release from Banner Health announcing that with more children at home and outdoor temperatures rising, Banner Children’s is encouraging families to remember the ABCs of water safety by creating a fun coloring activity for kids and providing information about drowning prevention.

A press release from Banner Health encouraging people to not delay well-child visits due to COVID 19

a press release from Banner Health encouraging cardiac screenings for student-athletes as new research has revealed potential heart damage as an after effect from the virus.

My daughter is attending 3 weeks of summer school for PACE training. It's basically a test to determine if your child deserves extra resources for gifted students. When she goes to campus on Monday, she won't need a mask unless she's within 3 feet of other students. It's incredible to see how dramatically policies and infection rates have shifted behaviors. The vaccine seems to be keeping infection rates low. She has the chance to regain a little bit of normalcy.

--Reflections on the Pandemic Archive-- Looking back over my experience with the “Journal of the Plague Year” COVID-19 archive, my prevailing emotion is gratitude. This opportunity granted me experience that few historians earn, and the remote, asynchronous work schedule allowed me to collaborate with my colleagues in ways that maximized our respective contributions. The breadth and depth of our individual experiences and perspectives tremendously improved our collective process and products. I spent enough time in the Arizona State Archives last year to recognize such collections as historical treasure chests, but I have now participated in processing an archive’s content and navigating the ethical dilemmas those submissions sometimes create. Archivists and curators are the history profession’s truly unsung heroes, and their work facilitates society’s perception of itself. My background in police work and public safety drew me to the archive’s existing Law Enforcement collection. In taking on that subset, I succeeded in reshaping the collection’s parameters to now include stories about police and law enforcement. I wanted to diversify the collection to encompass perspective of both the police and the public with whom they interact and serve. While some overlap exists between the Law Enforcement and Social Justice collections, each remains distinct. Through my contacts and writing, I promoted a Call for Submissions to an international audience of law enforcement professionals to reduce their relative silence within the archive. Within the archive’s content, I recognized that one’s location might shape their pandemic experience, and I created and designed an Arizona-based exhibit to explore that. Further research and discussion with my mentors and colleagues ensured the exhibit illustrated these differences without excluding visitors whose diverse experiences could further enrich the archived and exhibited content. I am proud of my “Arizona’s COVID-19 Pandemics” exhibit, particularly because of its compressed, one-month incubation period. Beyond displaying images, data, and stories representative of the diverse pandemic experiences within the state, the ACP exhibit offers visitors numerous levels of interaction and engagement to became active participants and create their own exhibit experience. Visitors can complete opinion surveys, add a story to the archive, explore additional content related to the displayed pieces, view ever-changing results from pre-defined archival content searches, conduct their own archival search, view collective visitor survey results, and apply to join the staff. The exhibit’s searches will include the archive’s future submissions, which reshapes both the exhibit and the experience visitors may have with it. A more detailed explanation of my ACP exhibit may be reviewed here: https://covid-19archive.org/s/archive/item/43037 Because of Dr. Kathleen Kole de Peralta and Dr. Mark Tebeau, I stand prepared to join research, curation, and exhibition teams and immediately contribute to their work products. Despite my gratitude for this experience and the opportunities it presented, I look forward to the day COVID-19 is no longer part of humanity’s daily vernacular. James Rayroux 22 April 2021

While working as a curatorial intern on ASU's 'A Journal of the Plague Year' COVID-19 archive, I created this exhibit on the pandemic experience within the state. In addition to obvious, overarching realities such as socioeconomic status and immediate access to healthcare systems, I initially believed one of the greatest deciding factors that determined one's experience in Arizona was an individual's residence in either predominantly urban or rural environments. The proposed exhibit had been originally titled "A Tale of Two Arizonas" to pay respect to Charles Dickens and the differing realities experienced here. To test my proposed hypothesis, I went about finding data, stories, and submissions that substantiated or disputed my premise. Within a short time, I had identified four distinct environmental drivers of personal pandemic experiences; to me, that indicated the existence of many more I hadn't yet found or had overlooked along the way. My evidence suggested a minimum of four pandemic locales: Urban, Rural, Border, and Tribal within the State of Arizona and its fifteen counties. The recorded health data and personal experiences demonstrated the naivete of my initial hypothesis, and I retitled the exhibit: "Arizona's COVID-19 Pandemics." The Exhibit Background section illustrates the vast dichotomies within Arizona in terms of population density and access to healthcare facilities. Given the virus's respiratory nature, these factors seemed especially relevant to driving diverse local experiences. I chose to include a flyer from the Coconino County Health and Human Services' "Face It! Masks Save Lives" campaign. The flyer included a specific line to "Stay Home When Sick" that seemed to illustrate a different public health paradigm than the broader "stay home" orders from Maricopa and Pima county. This section also features an image of Sedona's red rocks and a portion of The Wave to remind visitors of the wide-open rural areas accessible to all, as well as those with cultural significance to the Native American tribes and limited access to the general public. The next section asks a short, five-question survey in which visitors may participate. The Silver Linings piece features a short audio clip of a father and husband discussing some unexpected benefits of the pandemic. Visitors may explore additional Silver Linings stories and submit their own experience. The Tséhootsooí Medical Center piece seeks to illustrate the different pandemic experience on the state's tribal lands. I hoped to inspire some relevant emotional turmoil for the visitors through the piece's visual presentation. I wanted to create a series of waves with quotes from the medical center's healthcare workers. I hoped visitors' attention would be drawn to the large, bolded key words, and that they would first experience the segments out of sequence because of that. After potentially feeling a sense of chaos, they might settle themselves into a deliberate reading of the texts and find their own order within the experiences provided here. This piece allows further exploration of Native submissions and topics, a review of an additional related news article, and a submission prompt that invites visitors to offer guidance to hospital managers. The next piece illustrates the differences between mask mandates in communities across Arizona. In addition to hearing an audio clip of interviews with mayors and a public health official, visitors can explore additional submissions related to mask mandates and submit their thoughts on statewide mandates. The Arizona Department of Health Services provides zip-code specific infection data on its website, and the wide array of known case infections therein further illustrates potential dichotomies across the state. In working to include and represent this data in a consumable way, I encountered inconsistencies with tribal data. The nation's Indian tribes are overseen by Indian Health Services, a federal public health agency, and it does not collect or report data in the same manner as the State of Arizona or its counties. At first glance, the data would seem to suggest that tribal areas had less severe pandemic experiences than the rural and urban areas, which was not objectively true. I wanted to offer the unedited data to visitors, allow them to drawn their own conclusions, and invite them to offer their thoughts on what potential misunderstandings might emanate from these reporting differences. Visitors may also choose to review the foundational data from this piece, as well. I used the following two sections to offer submission prompts about the visitor's overall pandemic experience as a function of their location, as well as what they might have done if placed in charge of their city, county, or state during this pandemic. A diverse Search section allows visitors to explore additional topics of interest to them. 23 hyperlinks offer pre-defined search parameters. An Advanced Search link allows self-defined research, and a Join The Staff link connects visitors with opportunities to work within the JOTPY archive. A final section asks visitors to provide feedback on the exhibit, its content, and the pandemic in general. Both surveys within the exhibit will display overall results to visitors who participate in them. Through this process, I found incredible amounts and diversity of data outside the archive that spoke to these generally localized experiences, but not that much yet within the archive explained what Arizonans had experienced outside the state's urban environments. I created a call for submissions and delivered it to fifty rural entities that might help support the effort to collect and preserve more rural Arizona stories. Between all the local libraries, historical societies, museums, small-town mayors, and county health officials to whom I asked for help, I am optimistic the archive will better represent all Arizonans in the coming months and years. Despite the exhibit having been created, I ensured its internal search features would include future submissions and allow the exhibit to remain relevant long after its release.

During March and April 2021, I created an online exhibit from content within Arizona State University's "A Journal of the Plague Year" COVID-19 archive. Entitled "Arizona's COVID-19 Pandemics," the digital exhibit contained images previously submitted to the archive, along with several copyright-free images I found on pexels.com. I have attached all these images. Listed by their order of appearance within the exhibit, their sources are as follows: 1- "Face It" Campaign flyer: Coconino County Health & Human Services ( https://covid-19archive.org/s/archive/item/42998 ) 2- Red Rocks, Sedona: Courtesy of Gregory Whitcoe via Pexels.com 3- Online Learning: Courtesy of August de Richelieu via Pexels.com 4- Tséhootsooí Medical Center staff: Courtesy of FDIHB Marketing Department and Navajo Times newspaper ( https://covid-19archive.org/s/archive/item/41189 ) 5- Arizona's Mask Mandate Map: created by Sarandon Raboin ( https://covid-19archive.org/s/archive/item/26267 ) 6- Arizona COVID-19 Infection Zip Code Map: Courtesy of Arizona Department of Health Services ( https://covid-19archive.org/s/archive/item/42035 ) 7- Woman Shopping: Courtesy of Anna Shvets via Pexels.com 8- Woman on Rural Arizona Road: Courtesy of Taryn Elliot via Pexels.com 9- Masked Woman in Crowd: Courtesy of Redrecords via Pexels.com 10- The Wave: Courtesy of Flickr via Pexels.com (this image is found only in the PDF submission of the exhibit, not in the public-facing exhibit itself due to document formatting technicalities - the PDF version can be found at https://covid-19archive.org/s/archive/item/42998 )

This article focuses specifically on Arizona's efforts to provide students with internet/technology access in order to achieve online learning. It goes into detail about how several Phoenix schools dealt with the pandemic and online learning in the spring semester of 2020 as well as discusses how some students dealt with internet access issues in creative ways, either due to lack of internet or hotspot issues. Some examples are utilizing hotspots or through just going to public areas despite quarantine conditions to complete schoolwork.

what impact covid 19 has had on my son

Conversation with Armani Richard and the impact of COVID-19 on Arizona education. Currently studying at Mary Lou Fulton Teachers College and fulfilling a promising career in the Army.

Conversation with Kristina Erickson an Arizona K-12 educator. Ms. Erickson weigh-ins on the March 15th executive order, in-person instruction, COVID protocols and procedures, and the future of education in her community

This article highlights the declining enrollments of students in Arizona and their absence, so too does the funding disappear. According to the featured article, the combination of an approximate loss of 10% percent of the student population coupled with a drastic cut in the funding levels has significantly impacted the financial operations and organization of public school districts. The enrollment loss is mostly concentrated on the elementary levels, yet a notable loss of enrollment in high schools is of some concern. Declining enrollment not only affects the students' ability to develop important critical thinking and life skills, but in-person instruction should aid the student in recognizing the workload that comes with advanced degrees and education. Another option offers students the ability to learn through the hybrid instructional model.

By Jacob Holter/Cronkite News WASHINGTON D.C. – Children from 6 months up to 12 years old could soon start getting the COVID-19 vaccine in Phoenix as part of a trial of the drug’s effectiveness on young people. Drug-maker Moderna announced this week that Phoenix will be one of the cities where it will test smaller doses of its COVID-19 vaccine, which has currently only been approved for adult use, on preteens. The company has already started trials of the vaccine on teenagers. While children have proven to be less susceptible to the disease, health experts say it’s important to have the option of a vaccine for younger kids as schools reopen and to improve the odds of “herd immunity” for the overall population. “The reason we want to make sure that all of these kids get vaccinated is so we can truly achieve herd immunity. We don’t want to have little pockets of people who might be infectious and not be protected,” said Dr. Georges C. Benjamin, director of the American Public Health Association. The preteen trials were announced Tuesday by Moderna, one of three pharmaceutical companies with vaccines approved for emergency use in adults in the U.S., along with Pfizer-BioNTech and Johnson & Johnson. Moderna and Pfizer vaccines require two doses, while the newer Johnson & Johnson vaccine has a one-dose protocol. The announcement came the same day that the Arizona Department of Health Services announced that just over 1 million Arizonans have been fully vaccinated against the coronavirus. Overall, the state has administered about 2.6 million doses to a little more than 1.6 million people. Moderna CEO Stéphane Bancel said in a statement that more than 53 million doses of his company’s version of the vaccine have been administered in the U.S., but “this pediatric study will help us assess the potential safety and immunogenicity of our COVID-19 vaccine candidate in this important younger age population.” The statement said the new trials would take place in the U.S. and Canada. Dr. Steven Plimpton, the lead investigator for the Phoenix trial, said Tuesday that his office has “already gotten hundreds of calls” from parents interested in getting their children into the trial. He said parents interested in the trial in Phoenix can go to the KidCOVE site for more information or can call 602-368-1928 or 866-913-5454. One University of Arizona expert said it will likely take a little while to get the trials in motion. “I would say sometime in the next several weeks, as they get recruitment on board and they have a critical mass to start with and they have all of the aspects of the trial set up in terms of location, staffing, and everything that they need in place,” said Dr. Shad Marvasti, director of public health and prevention at the University of Arizona College of Medicine. Moderna said that children in the first phase of the trial will receive doses of 25, 50, or 100 micrograms of the vaccine – an adult dose is 100 – depending on their age. Results from that phase will be used to determine dosages in a second phase when come subjects will get a placebo. ad1 Ultimately, Moderna expects to include 6,750 children in the latest trials. “The adult dose for the Moderna is 100 micrograms, but they are starting with 25 micrograms and then basically watching folks and kids to see how they react,” Marvasti said. “If that looks good and there are no major issues, then they will have a group of kids in the study with 50 micrograms and then if that looks okay they will have another group that has 100 micrograms.” He added that Moderna’s trust that the vaccine is safe enough to begin trials on kids could have the added benefit of helping to quell vaccine hesitancy among others. “Hopefully, depending on the results, it will help give people more confidence to get the vaccine, especially if it proves to be as safe and effective in children as it has been in adults,” Marvasti said. The announcement of the preteen trials also comes as the state has ordered schools to begin to resume in-person schooling, after a year in which most students have attended class virtually. Benjamin said that with schools reopening, in Arizona and across the U.S., a vaccine for youth would make a definite difference in controlling the virus, as it would prevent kids from spreading it to each other and then bringing it home with them. Vaccination would also expedite kids’ ability to return to normal. “Getting kids vaccinated, I think, will certainly improve their quality of life and their ability to effectively interact with their friends,” he said.

No existing COVID-19 vaccine is approved for anyone under the age of 16. The companies responsible for the vaccines are working on getting another vaccine approved for children and have begun trial phases. Some Arizona parents have enrolled their children in the trials, not only so their children can get vaccinate, but also as a way to help the community.

On February 12, 2021, the Centers for Disease Control and Prevention (CDC) issued guidance on COVID-19 as it relates to the "re-opening" of schools for in-person instruction. From the office of Governor Doug Ducey, Executive Order 2021-04 provides instruction for the Arizona Department of Education to follow in each district in the state of Arizona.

Child's fabric face mask with a Batman print. This was found near Tempe Beach Park. I picked it up and brought it home as it was in pretty good condition. First, I'm soaking it in vinegar and then I'll wash for my 2yo to use.

Mask trash on the playground at the Kroc Center in Phoenix, AZ

Developmental milestones always throw off the routine. I deleted the “Wonder Years App,” so I couldn’t look up what is happening at about 30 months that makes it unlikely a child will nap, and very likely that they will cry and cling to you over the seemingly smallest of issues. It has been weeks of no naps or naps only in the car. This means that I don’t get my normal break in the day, when the 2yo naps for 2 hours and I can let the 6yo have her media time. This was our routine; this was when I got to knock out work in peace without interruptions. That precious window has been gone for weeks. Until today, finally for the first time in what feels like for freaking ever, Julian napped in a bed at home. Did I have to lie next to him to make it happen? Yes, was I anxious that it was too good to be true and he’d wake back up any second? Also yes. The 6yo, unaware that anything was different walked in the room and started chatting. I waved her away, and she ran off, presumably delighted that her media time was a go. The dog, ever aware that food was on the stove and that her dinner should occur in about 1.5 hours pushed open the door and trotted in. She’s stuck now. No one goes in or out until this nap concludes naturally. Maybe I shouldn’t be this worked up about a nap, but the extra layer of pressure has felt much more present ever since the school year started. There are more meetings to attend, and they all seem to last more than an hour. Emails can stress me out easily if they’re filled with questions. And the 6yo needs about 2-3 hours of support in the morning with distance learning and homework. Which is fine, that’s my job, I’m supposed to help her, but it also means that an important chunk of my workday is interrupted. And it’s hard to recover or snapback from constant interruptions. I feel like it's not possible to get it all done, and then I think...not getting it doesn't feel like a choice I can make. It all feels like it's my responsibility.

Maya wanted to celebrate her 6th birthday at the pool. Per state law, Arizona pools were closed. I even tried local hotels to see if any would let me rent a room in order to access the pool. No luck. In the end, we decided to bend some local rules and try to swim in Rio Salado, gaining access via the boat launch. We swam in the warm water for about an hour before a park official warned us that the police could ticket us. It was almost nap time for the 1 yo, and we were ready to leave anyway. It wasn't a pool, but we did get to swim. The day was declared a success by my 6yo who declared it "the best birthday ever." Photo from left to right: Julián Peralta-Kole, Katy Kole de Peralta, Maya Peralta-Kole, and Cassie Ashdown.

Spring is a magical time in the desert. The weather and cacti blooms are nothing short of amazing. My two young daughters and I spent a lot of time outside during this quarantine and always looked forward to our daily walks where we could admire the bright colors and unique shapes of the cacti blooms. We feel so blessed to live in such a beautiful area.

Luckily my 5 yo continues to lead a fairly normal life. Her screen time is usually limited to when her brother naps, (about 2 hrs. a day), and she is happy to spend the rest of the day playing, painting, and singing. Occasionally, she does talk about missing school, her friends, and her nana in Michigan, but we can usually patch over the pain with a video call.

It's hard to keep an active 1 yo entertained when the parks are closed, swim class was canceled, and I can't even take him to the supermarket for a light distraction. So, I caved. I broke down after watching him cry and say "I want," repeatedly while stretching his hands towards his sister's paints and paintbrushes. On Friday night, I figured, sure it's going to be a mess, and it might be a disaster, but provided he doesn't eat it, it's harmless.

Here in Arizona, salons and barbers were initially designated as "essential services," but the day before all the members of our family were scheduled to have haircuts, they were ordered to close. This has left us with long unruly hair. Eli, shown here, has been growing his hair out, but it's never been this long. He now has a "man bun," for which we endlessly tease (though he wears it as a point of honor.). This question about what is essential and what is not, as well as how we handle such simple grooming as hairstyle have taken new meaning for us during the pandemic.

With the stay-at-home order and school closures in effect, we see more children and youth playing outside. A popular activity in our neighborhood in South Tempe is to make chalk drawings on driveways. At this house, the kids chalked out their message to stay home and stay safe (along with an Easter egg).

Maya Peralta-Kole meets with classmates and shares what she has been doing at home while Tempe Public Schools have been closed.

Five year old talks to neighbor through fence about Coronavirus.

Governor Ducey says he and Superintendent Hoffman will work with education leaders and public health officials to reassess the need for school closures and provide additional guidance through March 27.