Childbirth education for multiple pregnancy: part 2: intrapartum and postpartum considerations          下载免费PDF全文

Montgomery KS  Cubera S  Belcher C  Patrick D  Funderburk H  Melton C  Fastenau M 《The Journal of perinatal education》2005,14(3):33-38

Women with a multiple pregnancy can expect a different labor and birth course than those with a singleton pregnancy. While the postpartum period is similar to that of families with a singleton, it is likely to be more hectic in families with multiple infants. In addition, a multiple pregnancy increases both maternal and neonatal risks; therefore, women with a multiple pregnancy may experience slight differences in care due to these potential risks, including additional monitoring and treatment. This article discusses the intrapartum and postpartum considerations families with a multiple pregnancy/birth may experience. This information is provided so that the childbirth educator can incorporate this content into courses, as appropriate, and assist families with a multiple pregnancy to anticipate a realistic birth and postpartum experience.  相似文献   

Maternal behaviors associated with smothering: a preliminary descriptive study     

Adshead G  Brooke D  Samuels M  Jenner S  Southall D 《Child abuse & neglect》2000,24(9):1175-1183

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The Politics of High Level Manpower Supply in Tanzania     

Robin Brooke‐Smith 《比较教育学》1978,14(2):143-150

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A Conversation of Care: Unpacking and Engaging Pre-service Teacher Ideologies     

Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227

Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity?  相似文献   

“Your Vagina Is Not Supposed to Be This Scary Monster”: Young Heterosexual Women's Recommendations for Improving Sexual Satisfaction and Implications for Sexuality Education     

Heather D. Blunt-Vinti  Sarah E. Stokowski  Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265

Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education.  相似文献   

The developmental costs of high self-esteem for antisocial children   总被引：1，自引：1，他引：0  

Menon M  Tobin DD  Corby BC  Menon M  Hodges EV  Perry DG 《Child development》2007,78(6):1627-1639

Two hypotheses--high self-esteem leads children to act on antisocial cognitions (disposition-activating hypothesis) and high self-esteem leads children to rationalize antisocial conduct (disposition-rationalizing hypothesis)--were investigated in two longitudinal studies. In Study 1 (N= 189; mean age = 11.1 years), antisocial behavior was aggression; in Study 2 (N= 407; mean age = 10.8 years) it was avoidance of the mother. In both studies, there was little evidence for the disposition-activating hypothesis but considerable support for the disposition-rationalizing hypothesis. Over time, aggressive children with high self-esteem increasingly valued the rewards that aggression offers and belittled their victims, and avoidant children with high self-esteem increasingly viewed their mother as harassing and uninvolved. For antisocial children, high self-esteem carries costs.  相似文献   

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy     

Kenta Asakura  Sarah Todd  Brooke Eagle  Brenda Morris 《Journal of Teaching in Social Work》2018,38(2):151-165

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.  相似文献   

The effect of event repetition on the production of story grammar in children's event narratives     

Feltis BB  Powell MB  Roberts KP 《Child abuse & neglect》2011,35(3):180-187

Objective

This study examined the effect of event repetition on the amount and nature of story-grammar produced by children when recalling the event.

Method

Children aged 4 years (N = 50) and 7 years (N = 56) participated in either 1 or 6 occurrences of a highly similar event where details varied across the occurrences. Half the children in each age and event group recalled the last/single occurrence 5-6 days later and the other half recalled the last/single occurrence after 5-6 weeks (the final and single occurrence was the same). Children's free recall responses were classified according to the number and proportion of story-grammar elements (Stein &; Glenn, 1979—setting, initiating event, internal response, plan, attempt, direct consequence, and resolution) as well as the prevalence of causal links between the individual story-grammar elements.

Results

More story-grammar detail and more links between individual story-grammar elements were reported about the final compared to single occurrence. The amount of story-grammar increased with age and decreased over time. Further, an interaction was revealed such that the effect of retention interval on the production of story-grammar was negligible for older children who experienced the repeated event.

Conclusions

Event repetition has a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study highlights the importance of eliciting free recall when conducting evidential interviews with child witnesses about repeated events.  相似文献   

Three global conditions for biodiversity conservation and sustainable use: an implementation framework     

Harvey Locke  Erle C Ellis  Oscar Venter  Richard Schuster  Keping Ma  Xiaoli Shen  Stephen Woodley  Naomi Kingston  Nina Bhola  Bernardo B N Strassburg  Axel Paulsch  Brooke Williams  James E M Watson 《国家科学评论(英文版)》2019,6(6):1080

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The feasibility of fundamental movement skill assessments for pre-school aged children     

Brooke Klingberg  Natasha Schranz  Lisa M. Barnett  Verity Booth  Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386

Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.  相似文献