Families with children conceived by donor insemination: a follow-up at age twelve

Growing public awareness of the use of donor insemination (DI) to enable infertile couples to become parents has been accompanied by increasing concern regarding the potentially negative consequences for family relationships and child development. Findings are presented from a prospective study of the quality of parenting and psychological adjustment of DI children at age 12. Thirty-seven DI families, 49 adoptive families, and 91 families with a naturally conceived child were compared on standardized interview and questionnaire measures administered to mothers, fathers, children, and teachers. The differences between DI families and the other family types reflected greater expressive warmth of DI mothers toward their children and less involvement in the discipline of their children by DI fathers. The DI children were well adjusted in terms of their social and emotional development. The findings are discussed with respect to the secrecy surrounding DI and the imbalance in genetic relatedness between the parents and the child.     

人类辅助生殖技术研究进展

1978年英国Stepton和Edwards报道了首例体外授精胚胎移植婴儿(试管婴儿)的诞生,开创了人类辅助生殖技术的新纪元,此后人类生殖技术得到了迅速发展。人类辅助生殖技术主要有体外授精胚胎移植、体内人工授精、卵胞浆单精子注射、冷冻胚胎、赠卵及赠胚试管婴儿及胚胎移植前基因诊断等。     

An overview of studies on psychological well-being in children born following assisted reproductive technologies

Over the course of the past 35 years, assisted reproductive technologies (ARTs) have been increasingly used worldwide, while debates on their safety have been generated. Birth defects and imprinting disorders were reported in previous research. Thus, the psychological development of children born following ARTs has become a major concern nowadays. This review gives a systematic view of psychological well-being of children conceived by different types of ART, including in vitro fertilization, intracytoplasmic sperm injection (ICSI), preimplantation genetic diagnosis/screening, and in vitro maturation. The previous studies are analyzed in three sections: (1) cognitive, motor, and language developments, (2) behavior problems and socio-emotional development, and (3) parent-child relationship. We conclude that although the majority of the studies on cognitive, motor, and language developments reported comparable achievements in the ART group vs. the naturally conceived group, lower intelligence quotient (IQ) scores, worse visual-motor ability or locomotor development, and delayed receptive language competence were found in the ART group. The results on the socio-emotional development were reassuring. As for the behavior problems, a higher prevalence of behavior problems existed in ART children; moreover, ICSI children were found to be at a higher risk of autism than the general population. Meanwhile, ART parents tended to have positive parental attitudes and be more protective of their children. Some suggestions for further research are also given in this review.     

Breaking through: Using educational technology for children with special needs

Barbara Albers Hill markets the book, Breaking Through: Using Educational Technology for Children with Special Needs, as a tool providing assistance with use of educational technology as it relates to children with special needs. The mention of specific special needs, such as children with Autism and Attention Deficit Hyperactivity Disorder (ADHD), leads readers to believe the book will provide detailed information on how educational technology will assist a child according to each specific need. Hill organizes the book in two parts. The first part provides an overview of tablet technology and how to use it to enhance learning for children with special needs. Part two of the book provides the reader with information that will assist a consumer with purchasing the right tablet for the special need. Upon review of the content, the book is less about detail and more about a shopping guide for the consumer as to the best tablet to select for children with special needs.     

Children born from artificial reproductive technology: Implications for children,parents, and caregivers

One in six couples in the United States suffer infertility. Reproductive technology has been advancing at an astonishing rate. Thousands of children are being born from artificial reproductive technology (ART) that has existed for only a few years. These children are in your classrooms-as teachers do you know who they are? This article summarizes information on infertility treatments and the needs of parents and children, and it provides examples of what child care providers can do to assist in the healthy development of these families.     

Four-year follow-up study of language impaired children

Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1. They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3- to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management of SLI children are discussed. Research supported by the March of Dimes, Grant #12-84. Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982.     

How mothers mediate the social integration of their children conceived of forced marriage within the Lord's Resistance Army

This article aims to understand how formerly abducted young mothers mediate the social integration of their children conceived of forced marriage and sexual violence within the Lord's Resistance Army (LRA) in northern Uganda. Interviews and photographic methods were used in six Internally Displaced Persons Camps in northern Uganda. This article draws on data derived from ten mothers of thirteen children who were conceived in the LRA, five boys and eight girls. The analytic approach used was Interpretive Phenomenological Analysis (Smith & Osborn, 2008). The analysis identified turning points of sites of action where young formerly abducted mothers used diverse strategies to support the reintegration of their children born or conceived within the LRA. Six key turning points are identified, these are (a) participating in rituals and ceremonies, (b) naming, (c) adapting to changing family structures, (d) responding to discrimination against boys (e) managing disclosure and (f) sharing positive memories and identities. Formerly abducted young mothers mediate the social integration of their children by engaging in strategies to support and foster their wellbeing and social relationships. However, the contexts in which they are operating are highly constrained and the relational identities of children born in the LRA are fluid and potentially insecure within communities of return. Implications for policy and programming are discussed.     

超声辅助蓝莓色素提取工艺及稳定性研究

为研究蓝莓色素的超声提取工艺条件及其稳定性,采用功率为350 W超声辅助提取蓝莓色素。通过单因素试验考查提取剂浓度、料液比、提取水浴温度、提取时间的影响,实验表明蓝莓色素的最佳工艺条件为料液比为1∶25、浸提温度为40℃、浸提时间为20min和40%乙酸乙酯溶液。同时考察了蓝莓色素对温度、光照、金属离子和食品添加剂的稳定性。     

移动GIS技术辅助下的野外实践教学新模式

将移动GIS技术应用到地质实习教学领域,基于Android平台开发了野外地质实习辅助系统,为学生和教师提供了一个便携的地质实习仿真环境。通过该系统的应用,形成了虚实结合的野外地质实习教学新模式,提高了学生野外地质实习的效果,改善了实习教师的教学质量,较好地解决了学校地质实习教学的一些不足,成为传统实践教学方式的重要补充。     

Treatment and follow-up of children with transient congenital hypothyroidism

Objective: To study the clinical therapy and prognosis in children with transient congenital hypothyroidism (CH).Methods: Fifty-seven children with CH diagnosed after neonatal screening were treated with low-dosage levothyroxine (L-T4).Follow-up evaluation included the determination of TT3, TT4 and TSH serum levels and the assessment of thyroid gland morphology, bone age, growth development and development quotients (DQ). A full check-up was performed at age 2, when the affected children first discontinued the L-T4 treatment for 1 month, and one year later. Development quotients were compared (16.25±3.87) μg/d. Mean duration of therapy was (28.09±9.56) months. No significant difference was found between study group and control group in the DQ test (average score (106.58± 14.40) vs (102.4±8.6), P＞0.05) and 96.49% of the CH children achieved a test score above 85. Bone age, 99mTc scans and ultrasonographic findings were all normal, and evaluation of physical development was normal too, as were the serum levels of TT3, TT4 and TSH after one year of follow-up. Conclusion: A L-T4 dosage of and physical development at age 2. So it is possible for CH children to stop taking medicine if their laboratory findings and physical development are all normal after regular treatment and 2～3 years of follow-up.     

数字技术辅助下的交传笔记研究

过去20多年,键盘记录软件和眼动跟踪技术等新技术手段推动了翻译过程研究向纵深发展。在口译研究领域,数字技术同样有着广泛的运用空间。本文试图探索数字技术对交传笔记研究的辅助作用,介绍了Neo smartpen N2智能笔的主要功能,尝试将其运用于交传笔记的数字化,挖掘数字技术对口译过程研究的作用。本文还以一篇交传笔记为例,展示了该智能笔的使用及如何利用ELAN软件对数字化的笔记进行标注和分析,从而探查译员在记录笔记时的困难与决策。本文结果表明,与传统研究手段相比,数字技术可从视频、音频、文本三维度再现口译笔记文本产生过程,为口译过程研究提供强有力的数据支撑,打开更丰富的研究视窗。     

Long-term impact of abusive head trauma in young children

ObjectiveAbusive head trauma is the leading cause of physical abuse deaths in children under the age of 5 and is associated with severe long-lasting health problems and developmental disabilities. This study evaluates the long-term impact of AHT and identifies factors associated with poor long-term outcomes (LTOs).MethodsWe used the Truven Health MarketScan Research Claims Database (2000–2015) to identify children diagnosed with AHT and follow them up until they turn 5. We identified the incidence of behavioral disorders, communication deficits, developmental delays, epilepsy, learning disorders, motor deficits, and visual impairment as our primary outcomes.ResultsThe incidence of any disability was 72% (676/940) at 5 years post-injury. The rate of developmental delays was 47%, followed by 42% learning disorders, and 36% epilepsy. Additional disabilities included motor deficits (34%), behavioral disorders (30%), visual impairment (30%), and communication deficits (11%). Children covered by Medicaid experienced significantly greater long-term disability than cases with private insurance. In a propensity-matched cohort that differ primarily by insurance, the risk of behavioral disorders (RD 36%), learning disorders (RD 30%), developmental delays (RD 30%), epilepsy (RD 18%), and visual impairment (RD 12%) was significantly higher in children with Medicaid than kids with private insurance.ConclusionAHT is associated with a significant long-term disability (72%). Children insured by Medicaid have a disproportionally higher risk of long-term disability. Efforts to identify and reduce barriers to health care access for children enrolled in Medicaid are critical for the improvement of outcomes and quality of life.     

Promoting technology integration through collaborative apprenticeship

Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.