Is race or ethnicity a predictive factor in Shaken Baby Syndrome?

OBJECTIVE: Previous studies have concluded that shaken baby syndrome occurs more often among Whites than among Blacks. The purpose of this study was to determine whether race is a predictive factor in Shaken Baby Syndrome when population and referral patterns are considered. METHODS: A retrospective medical record review of closed head injuries due to child abuse during the time period January 1992 to July 1997 was conducted at three pediatric tertiary care medical centers in North Carolina. Patients included children, ages 0-4 years, identified from medical record reviews and child abuse databases. Only North Carolina residents were included. The specific rates of shaken baby syndrome in Whites versus non-Whites in the referral area were computed. RESULTS: The difference in the rate of shaken baby syndrome from the referral area was not statistically significant among Whites versus non-Whites (26.7/100,000 versus 38.6/100,000, p = .089) Most of the perpetrators were male (68%), and most victims (76%), lived with their mothers and biologic father or mother's boyfriend. CONCLUSION: Race was not a significant factor in predicting shaken baby syndrome in the referral area studied, and therefore is not a useful factor in targeting groups for intervention.     

Pavlovian conditioning with ingested saline solution as the US

Experience with 2% saline as the sole available fluid for drinking produced a decrement in preference for .9% saline in a two-bottle test with water as the alternative. This outcome was interpreted as a consequence of Pavlovian conditioning, with the taste of salt acting as the conditioned stimulus and postingestive consequences of saline ingestion acting as the unconditioned stimulus. An overshadowing group experienced salt mixed with vanilla as its sole fluid during the conditioning phase. This group showed an attenuated saline aversion relative to a group that drank 2% saline solution during the conditioning phase. In addition, a vanilla aversion developed in the former group. In the second experiment, conditioning of the aversion to the taste of vanilla mixed with 2% saline was attenuated by preexposing the vanilla. The results support a Pavlovian analysis of the modification of salt preference through experience with the postingestive consequences of saline ingestion.     

Using SERVQUAL to Measure the Quality of the Classroom Experience

Over the last three decades, higher education institutions have found themselves using vernacular that was once chiefly found in business disciplines, such as value‐added and competitive advantage. With the rising costs of tuition, newer‐generation students are seeing themselves more and more as customers and universities are beginning to adopt customer‐centric strategies and missions. However, even with this paradigm shift, little research has been done to extend traditional service management concepts to educational settings. This research attempts to bridge this gap by applying the SERVQUAL scale, a well‐validated and widely used service operations construct, to the classroom environment. The findings show that the SERVQUAL scale exhibits both reliability and convergent and divergent validity; in fact, in these regards, it outperforms traditional student assessment scales. Moreover, the scale can explain significant amounts of variances in student‐related outcome variables such as satisfaction and learning. This innovative approach to measuring classroom service quality does indeed show that students can be viewed as customers and has far‐reaching implications to all stakeholders in the delivery of higher education.     

A study of student participation and nonparticipation in prelecture electronic surveys

Student nonparticipation in electronic surveys represents a challenge to educators as it may impact significantly on the implementation or evaluation of the associated teaching activities. We here study the student evaluation of a pedagogical project consisting of prelecture online polling followed by linked revision lectures. This investigation involves studying the responses from 43 undergraduate students following a course in accounting at a British university. With regard to the students' views on the use of prelecture polling, our study shows that there are no statistically significant differences between those who did not participate in the online polling and those who did. Both groups of students were generally positive about the use of (1) polling results in structuring the revision lecture, (2) online survey in helping them prepare for the examination and (3) online polling as a teaching platform in other courses. Our findings therefore suggest that prelecture electronic surveys can help engage students with follow‐up lectures, including those who did not participate in the prelecture survey.