The impact of previous perinatal loss on subsequent pregnancy and parenting

The loss of any pregnancy through miscarriage, ectopic pregnancy, stillbirth, or neonatal death presents as a significant life crisis for any woman and has far-reaching implications into a couple's future aspirations. Planning another pregnancy after dealing with a perinatal loss is difficult and plagued by ambivalence, doubts, and insecurities. Despite this ambivalence, a majority of women do become pregnant within a year following a perinatal loss. Four recurring issues surrounding perinatal loss and subsequent pregnancy have been identified in this literature review: the effect of the grief process on the subsequent pregnancy; parental coping mechanisms during the subsequent pregnancy; replacement or vulnerable child syndrome; and parenting issues with the subsequent live-born child. Issues surrounding anxiety as a coping mechanism during a pregnancy following a perinatal loss are documented consistently in the literature; however, less is known about the impact that a loss has on parenting behaviors with subsequent children. Further research is imperative to examine these issues in more detail so that evidence-based practices can be established and updated. Health care providers are in a unique position to assist these couples in dealing with the issues that a perinatal loss may place on subsequent pregnancies. By providing a reassuring and supportive environment, women can achieve a positive pregnancy outcome with the correct tools to decrease anxiety and enhance attachment to the subsequent healthy child.     

Enhancing children's narratives in investigative interviews

OBJECTIVE: To illustrate the amount of detail that can be elicited from alleged abuse victims using open-ended prompts by closely examining forensic interviews of a 5-year-old and a 15-year-old. METHOD: Interview prompts in the substantive sections of two forensic interviews were characterized as invitations, cued invitations. directive or option-posing, and the number of details they each elicited was tabulated. RESULTS: In both interviews, open-ended prompts predominated and were distributed throughout the substantive phases of the interviews. Most of the information obtained was elicited using open-ended prompts, which remained equivalently effective throughout the interviews. Reconstruction of the children's accounts illustrated how successive prompts continued to elicit information. CONCLUSION: Well-framed open-ended prompts, including those that use details provided by the child as cues, elicit narrative accounts from children of all ages. Because such information is more likely to be accurate, investigators are urged to rely more extensively on open-ended prompts.     

Ethical issues in web data mining

Web mining refers to the whole of data miningand related techniques that are used toautomatically discover and extract informationfrom web documents and services. When used in abusiness context and applied to some type ofpersonal data, it helps companies to builddetailed customer profiles, and gain marketingintelligence. Web mining does, however, pose athreat to some important ethical values likeprivacy and individuality. Web mining makes itdifficult for an individual to autonomouslycontrol the unveiling and dissemination of dataabout his/her private life. To study thesethreats, we distinguish between `content andstructure mining' and `usage mining.' Webcontent and structure mining is a cause forconcern when data published on the web in acertain context is mined and combined withother data for use in a totally differentcontext. Web usage mining raises privacyconcerns when web users are traced, and theiractions are analysed without their knowledge.Furthermore, both types of web mining are oftenused to create customer files with a strongtendency of judging and treating people on thebasis of group characteristics instead of ontheir own individual characteristics and merits(referred to as de-individualisation). Althoughthere are a variety of solutions toprivacy-problems, none of these solutionsoffers sufficient protection. Only a combinedsolution package consisting of solutions at anindividual as well as a collective level cancontribute to release some of the tensionbetween the advantages and the disadvantages ofweb mining. The values of privacy andindividuality should be respected and protectedto make sure that people are judged and treatedfairly. People should be aware of theseriousness of the dangers and continuouslydiscuss these ethical issues. This should be ajoint responsibility shared by web miners (bothadopters and developers), web users, andgovernments.     

Inhibition: Its Stability and Correlates in Sixteen- to Forty-Month-Old Children

Inhibition was assessed in 144 Swedish children when they averaged 16 months of age using a composite measure tapping sociability toward strange adults, noninvolvement in peer play, and parental ratings of fearfulness. 91 children entered out-of-home care within 2 weeks of these initial assessments. Children were observed in this setting playing with peers; teachers and parents also rated children's adjustment to the out-of-home care settings. 1 and 2 years later, the children were assessed again, both at home and in the alternative care settings. Results showed that individual differences in inhibition were stable over the 2 years of the study. Inhibited children engaged in less high-quality peer play both at home and in the alternative care settings, and they were less able to play alone in their mothers' absence. On contemporaneous but not subsequent ratings, inhibited children had more difficulty adjusting to out-of-home care. Inhibition was not itself affected by out-of-home care experiences, and there were no sex differences in inhibition.     

Men accessing education: masculinities,identifications and widening participation

Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.     

Neoliberalism and curriculum in higher education: a post-colonial analyses

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.     

Sex Education: Challenges and Choices

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined must be located in the realities of young people’s lives.     

5x5x5=Creativity: Art as a Transformative Practice

The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults.     

‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education

The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at the primary school level, little research has been conducted at the secondary school level. Research in this area is needed as the secondary school has differing factors from the primary sector that need to be explored.     

In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.