Comparison of computed tomography and chest radiography in the detection of rib fractures in abused infants

PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants.     

Emerging adult women’s career role modeling and wishful identification with female TV news personalities

This study investigated how emerging adult women perceive, role model, and wishfully identify with female television news personalities (TVNPs) in the contemporary climate of social media celebrity where a male-dominated newsroom persists. Participants (n = 138, M = 19.58 years) selected TVNPs and completed survey measures of exposure, personal work values, perceived TVNP work values, and wishful identification. Participants’ perceived extrinsic and intrinsic work values of TVNPs correlated with their own work values, extrinsically and intrinsically. Exposure to TVNPs predicted greater wishful identification. The discussion explores women’s perceptions of TVNPs as they formulate career plans.     

Perceived stress,executive function,perceived stress regulation,and behavioral outcomes of adolescents with and without significant behavior problems

Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.     

An Emotion-Based Prevention Program for Head Start Children

Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program.     

Continuing education module-maternal calcium intake and metabolism during pregnancy and lactation

Calcium is an essential nutrient during pregnancy and lactation. Calcium contributes to bone development in the fetus and neonate and is considered a critical nutrient. Physiological changes in calcium metabolism occur during pregnancy and lactation. Some women may lose some of their bone density during pregnancy and/or lactation, and then regain it after the cessation of lactation. Implications for childbirth educators include content regarding the topic of calcium in their classes.     

Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning.     

Cultural cognition and climate change education in the U.S.: why consensus is not enough

Abstract

Integrating climate change into environmental education programs and formal science classrooms can be difficult, as the issue remains controversial and highly politicized among the American public. This study proposes that the same cultural values that shape worldview differences and divide public opinion on anthropogenic climate change will influence if and how science educators support education on the topic. An online survey with quantitative and qualitative measures was distributed among science educators in the southeastern United States to test what, if any, impact cultural cognition has on their opinions about climate change education. The results suggest that respondents’ cultural values have a significant influence on their intentions to support climate change education and preferences for curricula content. The findings also suggest potential avenues for the field of environmental education to develop climate change materials that may help decrease unintentional biases among science educators and more effectively engage their support in teaching its causes and potential solutions regardless of worldview differences.     

Achieving equivalence: a transnational curriculum design framework

Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe.     

The existence and extent of spatial working memory ability in honeybees

Honeybees foraged from six locations, each of which was baited with sugar solution prior to each experimental trial. Under a variety of conditions, bees exhibited a small but reliable tendency to avoid revisits to locations that they had visited earlier during the experimental trial. These results replicate those of Brown and Demas (1994), who concluded that bees use working memory to discriminate previously visited locations from those not yet visited. The present experiments included procedures that allowed alternatives to this explanation to be more completely ruled out. The extent of spatial working memory performance exhibited by honeybees in these experiments appears to be limited by a process other than working memory capacity, perhaps the ability of bees to discriminate among several locations in close proximity to one another.