Variations in fathers’ discourse on fatherhood and in family alliances during infancy

The aim of this pilot study is to analyse the discourse of fathers of toddlers concerning fatherhood and the link between some particularities in the discourse and family alliance. The sample consists of 13 Swiss first time fathers (5 fathers of girls and 8 of boys). In order to evaluate the paternal discourse, the fathers were given a semistructured interview, which was later analysed using the research package Alceste. The family alliance, i.e., the degree of coordination among the partners when executing a task together, was assessed through the Lausanne Trilogue Play (Fivaz-Depeursinge & Corboz-Warnery, 1999). The main results indicated an interesting link between classes of paternal discourse grouped around the following themes “affective relationship”, “daily routine” and “educational goals”, and the family alliance (defined in two major categories; functional and problematic alliances). Finally, clinical perspectives on links between paternal representations and family functioning at an interactive level are discussed.     

Challenges facing child protection

The challenges facing children in the 21st century are immense and will need to be faced if we are to achieve the goal of child protection for all. Three specific constraints on child protection are examined in this article, namely poverty, HIV/AIDS infection, and war. The authors use their experience in Africa to raise issues of resilience and adaptation, dangers to child protection programs, and possible solutions. Poverty can be both financial and psychological, and this affects the effect of prevention programs. In many African and Asian countries, the AIDS pandemic has changed the social structure of society with AIDS orphans and children infected and affected by HIV/AIDS becoming more common. The impact has devastating effects on the way we view child protection and in particular child sexual abuse. The consequences of post-traumatic stress resulting from war needs to be addressed, and the development of programs that place children in the center of relief programs to foster a culture of child protection is essential. Finally, the article notes that the picture is not overly pessimistic and the examines the achievements in the field of children's rights which underpin all programs aimed at protecting children and the future need to consolidate successes achieved.     

Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You,me and UV

A group of preservice primary teachers (46) in their third year of a Bachelor of Education degree were overtly taught the nature of science (NOS) and nature of technology (NOT) within an authentic context of the issues of UV radiation. The research question asked was, ‘What characteristics of NOS and NOT are identified, illustrated and justified within an authentic context by the preservice teachers?’ This context was accessed via a web-based resource, ‘You, Me and UV’ (www.sciencelearn.org.nz), which provided preservice teachers with virtual access to the science research community. The goal of this research was to explore the potential of providing a virtual authentic resource, accompanied by explicit teaching of NOS and NOT, to develop preservice teachers' understandings of NOS and NOT. A data collection instrument where preservice teachers were required not only to identify examples of NOS and NOT, but also to justify and contextualise them from this context, was able to capture their level of understanding. It also showed the potential of an authentic context and the possibilities of a virtual resource to provide access to communities of practice of science and technology research.     

Does cardiopulmonary resuscitation cause rib fractures in children? A systematic review

BACKGROUND: There is a diagnostic dilemma when a child presents with rib fractures after cardiopulmonary resuscitation (CPR) where child abuse is suspected as the cause of collapse. We have performed a systematic review to establish the evidence base for the following questions: (i) Does cardiopulmonary resuscitation cause rib fractures in children? (ii) If so, what are the frequency and characteristics of these fractures that may help to distinguish them from rib fractures caused by physical abuse? METHODS: We performed a literature search of original articles, references, textbooks, and conference abstracts, published in any language from 1950 to 1 October 2005. Articles were identified from ASSIA, Caredata, Medline, Ovid Medline in Process, ChildData, CINAHL, Embase, ISI Proceedings, SIGLE, Science Citation Index, Social Science Citation Index, and TRIP databases. We included all studies that addressed rib fractures and CPR in children less than 18 years, and excluded review articles, expert opinion, consensus guidelines, and studies that were significantly methodologically flawed on critical appraisal. Each study underwent two independent reviews (with a third review if there was disagreement). Each reviewer used standardized criteria for study definition, data extraction, and critical appraisal, to determine the quality of the study and to establish if it met the inclusion criteria of this systematic review. FINDINGS: Of the 427 studies reviewed, 6 were included: 1 case control, 4 cross-sectional, and 1 case series. These represent data on 923 children who underwent CPR. Three children sustained rib fractures as a result of resuscitation; all three of these had fractures that were anterior (two mid-clavicular and one costo-chondral). We did not find any child in the literature who had a posterior rib fracture due to CPR. Resuscitation was performed variably by both medical and non-medical personnel. CONCLUSION: Rib fractures after cardiopulmonary resuscitation are rare. When they do occur, they are anterior and may be multiple. As the studies performed to date did not use the most sensitive techniques for detecting rib fractures, further prospective studies of children would be valuable to provide additional clarification on this question.     

The adaptation of African students to American societyLa adaptación de estudiantes Africanos a la educacion NorteAmericanaL'adaptation d'etudiants Africains a l'education Americaine

This report summarizes the results of a questionnaire study involving 296 sub-Saharan African students from a representative set of nine American campuses. Some of the results suggest that African students in this country in the middle 70s: are predominantly Christian and middle-class in origin. coming mostly from cities of over 10,000; Nigerians vastly outnumber those from any other country; are two-thirds undergraduates and one-third graduate students, with at least a third having started their American education in a community college; are mostly supported by their families or themselves. Their major problems at first are in the areas of climate, communication with Americans, discrimination, homesickness, depression, irritability, and tiredness. Only a minority feel comfortable with the basic elements of American culture, though the vast majority are pleased with the education they arc receiving. It was possible to identify several correlates of adjustment, defined as happiness and freedom from various problems. Students have a more positive attitude toward American values if they are from more prominent families, have attended an orientation to American education, and spend time with Americans rather than other Africans. Contact with the foreign-student office on campus seems to he an effective bridge to American culture and also engenders positive attitudes toward American education.     

An introduction to the special section on the Capability Approach to career guidance

International Journal for Educational and Vocational Guidance - This editorial introduces readers to the Capability Approach to career guidance. It outlines the origins of the approach in the work...     

From science teacher to technology facilitator: A case study of Katherine

Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology Curriculum on this process. Specializations: biotechnology/technology education, science education