Promoting, protecting, and supporting normal birth

In this professional paper, published by Lamaze International and reprinted here with permission, Lamaze International identifies six care practices-adapted from the work of the World Health Organization-that promote, protect, and support normal birth. The six care practices are: labor begins on its own; freedom of movement throughout labor; continuous labor support; no routine interventions; non-supine (e.g., upright or side-lying) positions for birth; and no separation of mother and baby with unlimited opportunity for breastfeeding. Evidence to support each care practice is presented. Health-care providers and places of birth are encouraged to adopt these care practices as standards of care. Additionally, women are encouraged to choose health-care providers and places of birth whose care practices promote, protect, and support normal birth.     

Promoting, protecting, and supporting normal birth

This column discusses ways in which childbirth educators can promote, protect, and support normal birth to help make it the standard.     

Home birth: safely protecting and supporting normal birth

In this column, the author examines the safety and advantages of home birth. She urges childbirth educators to promote normal birth by encouraging pregnant women to consider the option of home birth.     

Advancing normal birth: organizations, goals, and research

In this column, the support for advancing normal birth is summarized, based on a comparison of the goals of Healthy People 2010, Lamaze International, the Coalition for Improving Maternity Services, and the midwifery model of care. Research abstracts are presented to provide evidence that the midwifery model of care safely and economically advances normal birth. Rates of intervention experienced, as reported in the Listening to Mothers survey, are compared to the forms of care recommended by the Cochrane Database of Systematic Reviews. Implications for perinatal education are addressed.     

The motivations of mentors: promoting relationships,supporting pupils,engaging with communities

Mentoring as a means of supporting young people perceived as having difficulties or being at risk of disaffection has become an important feature of pastoral support approaches in and around schools in recent years. The provision of support that is based upon a highly personalised relationship and founded upon principles of unconditional positive regard has been a feature of many schools and has been endorsed at government and local authority levels. Drawing upon two recently conducted research projects, this paper considers the motivations of mentors, the definition and development of the mentoring role and the ways in which it is being developed in respect of young people. The authors suggest that a certain ambiguity and fluidity of definition of the role of the mentor may be a strength rather than a weakness when developing supportive pastoral systems. The paper considers the motivations of mentors and how these may impact upon the success of mentoring schemes.     

Selling normal birth: six ways to make birth easier

In this column, a reader expresses concern at the declining number of women attending childbirth classes and her inability to influence a woman's decision to choose normal birth. It may be more effective to market Lamaze as a way to have an easier birth rather than a normal birth. The six care practices that promote, support, and protect normal birth are suggested as a framework for teaching Lamaze classes with the goal of having an easier labor and birth.     

Childbirth educators, doulas, nurses, and women respond to the six care practices for normal birth

This collection of commentaries by childbirth educators, doulas, a labor and delivery nurse, and a woman preparing for the birth of her second baby provide an overall response to all six of Lamaze International's care practice papers that promote normal birth: Labor Begins on Its Own; Freedom of Movement throughout Labor; Continuous Labor Support; No Routine Interventions; Non-Supine (e.g., Upright or Side-Lying) Positions for Birth; and No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding. Strategies for using the position papers to facilitate learning in childbirth classes and for helping expectant parents access and understand research are presented. The commentaries describe the value of the position papers as a catalyst for professional growth, a foundation for creating change, a way to encourage reflection among professionals and women planning for the births of their babies, and an inspiration for everyone who advocates normal birth.     

科学研究提升实验教学水平，实验教学支持科学研究发展

科学研究、理论教学、实验教学是学科发展的的重要组成部分,三者是密切联系、相互支撑、相互促进的.科学研究从4个方面提升实验教学水平,同时实验教学也在4个方面支持科学研究的发展.重科学研究、轻实验教学是目光短浅、急功近利的短期行为,对于学科发展是不利的.     

Virtual carrots,sticks and student engagement: supporting student researchers

This article describes a three-year research project which aimed to introduce a technological innovation in working with three cohorts of undergraduate students to support them in completing their final-year dissertations through the use of a Virtual Research Environment (VRE). An additional aim of the project was to establish, amongst the students, a Community of Enquiry. Drawing on evidence from module evaluations, focus group interviews and user logs, the article highlights how students engaged with the VRE to support their research projects and their peers. By examining the activities of the three cohorts the authors were able to apply the seven key factors for building an educational Community of Enquiry outlined in previous research by the first author and colleagues to assert that the third cohort worked collaboratively to the degree that they could be said to have formed a Community of Enquiry.     

德育管理:价值、作用、地位

提高德育管理水平是加强和改进德育工作的重之中重。然而,德育管理并未得到应有的重视。本文从德育管理存在的问题出发,从管理学和哲学两个视角集中阐述了德育管理的价值、作用和地位,以便引起人们对德育观问题的重视,并为今后的研究提供铺垫。     

校本课程:概念、意义与地位

校本课程是以学校为基地而开发的课程，校本课程的意义在于可以克服国家课程的弊端，促进教育思想和课程理念的变革，满足学校，师生发展的实际需要。因此，校本课程在国家基础教育课程体系中占有得要的地位。     

Educational Neuroscience: Its Position,Aims and Expectations

ABSTRACT

An important issue in the discussion on educational neuroscience is the transfer of thought and findings between neuroscience and education. In addition to factual confusions in this transfer in the form of neuromyths, logical confusions, or neuro-misconceptions, can be identified. We consider these transfer difficulties in light of the way educational neuroscience is positioned in relation to the main fields involved: neuroscience, educational sciences and educational practice. A distinction between educational neuroscience as part of neuroscience, educational sciences and as an independent discipline will show that different types of questions are asked within these different positions. Distinguishing these positions will also shed light on the aim and possibilities to transfer knowledge and insights into educational practice and will elucidate the confusions in transfer. While educational neuroscience as part of educational sciences and as an independent discipline aims to directly connect to educational practice, be it in different ways, educational neuroscience as neurosciences does not have this goal or possibility.     

Communicating With School Boards: Position,Power, and Perseverance

The theme of this years Academy meeting, “Telling Our Story,” raises important questions about how best to hone our message to diverse audiences in order to achieve desired outcomes. This paper addresses strategies and techniques that can be employed with local school boards. The school board is recognized as one of the most influential organizations for developing and shaping policy at the local level. Without the support and advocacy of the local board, efforts to promote physical education and healthful activity for children will not be achieved. The paper also suggests that many advocacy approaches can be generalized lo other groups and settings. including state legislative bodies and other statewide commissions that address issues related to the education of children and youth. Finally, the author acknowledges that despite the best efforts to tell our story, intervening variables beyond the storyteller's control (e.g., happenstance. chance, and fate) may influence the message.     

Social Justice,Sport, and Sociology: A Position Statement

ABSTRACT

Amidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development.     

中学教研组的作用、功能、地位探讨

中学教研组是一个学术性的组织,教研组的作用的发挥、功能的提升、组织地位的提高将使我们在新的视角上把学校管理工作做的更好.     

A compassion framework: the role of compassion in schools in promoting well-being and supporting the social and emotional development of children and young people

ABSTRACT

Our current social and political context is awash with pronouncements about the growing number of children and young people with mental health issues. This paper explores how school culture that is founded upon a compassion framework is well placed to support the promotion of pupils’ mental health and well-being. Drawing upon experiences of being a senior leader in a specialist social, emotional and mental health (SEMH) educational setting and of supporting a wide range of mainstream schools in the area of SEMH and well-being, this paper outlines some of the conflicting interests and ubiquitous tensions that present challenges in the contemporary UK education system. Conceptualisations of compassion and other relevant theoretical perspectives are referred to in order to illustrate how the, often, at times, competing needs of different constituencies (pupils, teaching and non-teaching staff, management, parents and carers) within school communities are best served when disentangled from each other and addressed with attention and clarity.     

Discussion paper Education,capability and action: Further comment

ABSTRACT

Responsibility for meeting the costs of higher education in England has moved inexorably away from the government toward the family with the introduction of tuition fee and maintenance loans. Although an important public policy issue, there is limited research on how the policy impinges on the private sphere of the family. This paper focuses on financial support given by parents, including difficulties and constraints along with their perspectives of and responses to student loan debt, and students’ views of their financial independence. In-depth interviews with 28 parent–student dyads revealed different patterns of support. Some parents, contrary to policy assumptions, felt responsibility for their children’s student loan debt and acted to avoid, minimise or cushion the debt. There was evidence of financial stress for less affluent families. However, students with no parental support and high levels of government funding felt financially independent. The findings suggest that more affluent families were able to protect their children from student loan debt in different ways, whilst those with lower incomes were not able to do so, apparently creating a new form of inequality.