Sex Differences in Neonatal Stress Reactivity

The question of whether a sexually dimorphic stress reaction exists prior to extensive socialization was addressed by examining sex differences in physiological and behavioral stress reactivity, in healthy, term neonates, after a mildly stressful behavioral assessment procedure. The Neonatal Behavior Assessment Scale (NBAS; Brazelton, 1973) was administered to 18 male and 18 female neonates. Heart rate (HR), salivary cortisol, and behavioral states were assessed before and after the exam. Sex differences included higher cortisol response in males and a greater change in HR and higher NBAS motor performance cluster score in females. Salivary cortisol, HR change, NBAS cluster scores, and behavioral states after NBAS provided 100% discrimination between male and female infants. These findings suggest that there are neonatal sex differences in behavioral and physiological stress reactivity prior to socialization.     

Mind the gap: Chinese diploma student views of bridges and barriers to transferring into a Canadian university

One common modality of transnational higher education partnerships is programme articulations. These agreements typically include 1?+?3 or 2?+?2 or 3?+?2 arrangements, whereby students study in their home institution first, and then transfer to complete their degree studies in a partner host institution. In this type of programme articulation agreement, the transfer of students from the home institution to the host institution is not necessarily guaranteed, with many steps and challenges in the students’ decision-making process. While there may be an expectation of articulation between countries and institutions when an agreement is signed, relationships, information and communication to support student transfer from home to host institution can be underestimated. This quantitative study examines a programme articulation arrangement between a Chinese polytechnic and a Canadian university, specifically through a student view. Findings identify barriers to articulation and also the information Chinese students identify as necessary to support their decision-making on whether to progress from a diploma (China) to a degree (Canada), and what types and frequencies of communication are expected.     

Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.