Breastfeeding problems following anesthetic administration

Research literature supports the notion that maternal comfort should be considered a priority and that mothers should receive adequate information regarding any drug prior to receiving that drug. Some studies indicate that difficulties with breastfeeding may be related to the amount of the anesthetic or analgesic that is administered to the mother. Thus, it seems wise to administer the lowest possible dose to the mother in order to minimize the amount of drug (or metabolite) exposure to the nursing infant. Infant exposure can be further reduced if breastfeeding is avoided during the times when the mother receives high doses of anesthetics and analgesics. However, because relatively small amounts of the drug are excreted into the breast milk, some mothers may opt to continue nursing after weighing the benefits of breastfeeding against the potential risk to the infant. Others may choose to "pump and dump" breast milk while they receive anesthetic or analgesic agents. Any concerns in this regard should be discussed with the anesthesia provider, preferably prior to labor or to any surgeries while breastfeeding.     

International Approaches to Whole-of-School Physical Activity Promotion

Increasing physical activity opportunities in schools has emerged as a global priority among school-aged youth. As a result, many countries have designed and implemented whole-of-school physical activity initiatives that seek to increase physical activity opportunities that are available to school-aged children before, during, and after school. Considering the comprehensive school physical activity program conceptual framework, this article includes a discussion of the initiatives from four countries: Finland (Finnish Schools on the Move), Ireland (Active School Flag), Poland (PE with Class), and the United States (Let’s Move Active Schools). Background information, implementation strategies, best practices, development opportunities, and relevant research from each country will be presented. Exploring different perspectives sheds some light on the international landscape relative to whole-of-school physical activity promotion and provides direction for future and continued research and practice.     

Assessing Enhancement of Learning, Personal Learning Environment, and Student Efficacy: Alternatives to Traditional Faculty Evaluation in Higher Education

This study was informed by three bodies of important literature: (1) research on faculty teaching performance and course evaluation in higher education, (2) research on students' personal (constructivist-based) views of characteristics of teaching and learning environments, and (3) human efficacy. The article describes the development and validation of a new measure designed to assess students' perceptions of the extent to which higher education learning environment characteristics enhance students' personal learning. Results of factor analyses of the Student Assessment of Teaching and Learning (SATL) and criterion-related validity analyses are reported for 2,190 students in 145 separate classes. Criteria used for analysis are (1) measures of students' perceptions of constructivist-based, personal learning environments and students' self-efficacy beliefs, (2) course emphasis on higher-order thinking skills and personal and applied knowledge, and (3) two summative judgments of overall course quality. Implications of the findings are discussed in light of using student rating information for formative evaluation purposes and using students' reflections on personal learning as an element of assessing the quality of teaching and learning in higher education settings. This latter view is contrasted to procedures that are more traditionally used to evaluate faculty, teaching, and course characteristics.     

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Abstract

A review of the help files in several major databases revealed that database vendors have begun including information on citing sources, which has the potential to be very useful to students. Surprisingly, 94% of the citation examples in the databases reviewed had errors. The average number of errors per example was 4.3. The citation help appears to have been put together quickly, with little thought and no proofreading. Librarians must insist that vendors correct or remove this information.     

Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning

This study reports an investigation designed to determine the generalizability of source credibility scales for immediate superiors across organizational contexts. Four meaningful and statistically independent dimensions for the measurement of the source credibility of immediate superiors in an organizational setting are reported.     

IGF1–PI3K-induced physiological cardiac hypertrophy: Implications for new heart failure therapies,biomarkers, and predicting cardiotoxicity

Heart failure represents the end point of a variety of cardiovascular diseases. It is a growing health burden and a leading cause of death worldwide. To date, limited treatment options exist for the treatment of heart failure, but exercise has been well-established as one of the few safe and effective interventions, leading to improved outcomes in patients. However, a lack of patient adherence remains a significant barrier in the implementation of exercise-based therapy for the treatment of heart failure. The insulin-like growth factor 1 (IGF1)–phosphoinositide 3-kinase (PI3K) pathway has been recognized as perhaps the most critical pathway for mediating exercised-induced heart growth and protection. Here, we discuss how modulating activity of the IGF1–PI3K pathway may be a valuable approach for the development of therapies that mimic the protective effects of exercise on the heart. We outline some of the promising approaches being investigated that utilize PI3K-based therapy for the treatment of heart failure. We discuss the implications for cardiac pathology and cardiotoxicity that arise in a setting of reduced PI3K activity. Finally, we discuss the use of animal models of cardiac health and disease, and genetic mice with increased or decreased cardiac PI3K activity for the discovery of novel drug targets and biomarkers of cardiovascular disease.     

中美两国幼儿教师课程观研究

本研究通过对296名中国教师和146名美国教师的问卷调查及两国各10名教师的深度访谈，以分析、比较中美两国教师在幼儿教育课程观念方面的异同。问卷资料的因素分析揭示，两国教师对问卷项目的反应在结构上表现出三个相似的主因素，然而区辨分析又表明，针对具体项目的重要程度，两国教师的认可水平又表现出相当的差异。总体而言，美国教师更强调个体儿童的自主自发性活动，而中国教师则更多地关注教师指导下的具体技能的学习。中国教师自我报告的课程观和实际教育活动存在中度相关，其受教育程度、专业训练水平、所处地理区域、班级幼儿人数，均与课程观显著相关。美国教师则只有一般性受教育程度与其课程观显著关联。本研究结果对全面了解当前幼儿教师的观念和行为，为有针对性地开展师资培训工作提供了借鉴与启发。     

Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen-year-olds from two classrooms participated in the seven-week long quasi-experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations.