Breastfeeding problems following anesthetic administration     

Howie WO  McMullen PC 《The Journal of perinatal education》2006,15(3):50-57

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.  相似文献   

Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation     

Costas N. Tsouloupas  Russell L. Carson  Russell Matthews  Matthew J. Grawitch  Larissa K. Barber 《教育心理学》2010,30(2):173-189

The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers’ situation‐specific efficacy beliefs.  相似文献   

Zinc cyanide plating solutions     

William Blum  F.J. Liscomb  C.M. Carson 《Journal of The Franklin Institute》1921,192(4):516-517

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Freedom¹, Inquiry, and Language     

John Howie 《Educational theory》1969,19(3):320-324

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Speaking of Supervision: A dialogic approach to building higher degree research supervision capacity in the creative arts     

Jillian Hamilton  Sue Carson 《Educational Philosophy and Theory》2015,47(12):1348-1366

Abstract

In the emergent field of creative practice higher degrees by research, first generation supervisors have developed new models of supervision for an unprecedented form of research, which combines creative practice and a written thesis. In a national research project, entitled ‘Effective supervision of creative practice higher research degrees’, we set out to capture and share early supervisors’ insights, strategies and approaches to supporting their creative practice PhD students. From the insights we gained during the early interview process, we expanded our research methods in line with a distributed leadership model and developed a dialogic framework. This led us to unanticipated conclusions and unexpected recommendations. In this study, we primarily draw on philosopher and literary theorist Mikhail Bakhtin’s dialogics to explain how giving precedence to the voices of supervisors not only facilitated the articulation of dispersed tacit knowledge, but also led to other discoveries. These include the nature of supervisors’ resistance to prescribed models, policies and central academic development programmes; the importance of polyvocality and responsive dialogue in enabling continued innovation in the field; the benefits to supervisors of reflecting, discussing and sharing practices with colleagues; and the value of distributed leadership and dialogue to academic development and supervision capacity building in research education.  相似文献   

Supervising Practice: Perspectives on the supervision of creative practice higher degrees by research     

Jillian Hamilton  Sue Carson 《Educational Philosophy and Theory》2015,47(12):1243-1249

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Why Science Education Alone is Not Enough     

Robert N. Carson 《Interchange》1997,28(2-3):109-120

Science did not come into existence independent of the other disciplines. It is one dimension of a complex culture. We err in attempting to theorize how best to teach it with little or no regard for the broader cultural matrix. How we have transformed our curriculum into its present fragmented condition is not difficult to trace. A reductionist and materialist orientation has resulted in a serious loss of coherence, of beauty, and of any real depth of meaning for the subjects we teach. In this paper, I will argue that the tendency to think of science and science education in isolation from a broad and intellectually noble cultural design is damaging, not only to the teaching of our culture in general, but also to the teaching of science. A substantial and fundamental reorientation is called for.  相似文献   

Student learning outcomes and attitudes when biotechnology lab partners are of different academic levels     

HB Miller  DS Witherow  S Carson 《CBE life sciences education》2012,11(3):323-332

The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In "Manipulation and Expression of Recombinant DNA," students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer "boutique" courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed.  相似文献   

Bullying by definition: an examination of definitional components of bullying     

Susan Goldsmid  Pauline Howie 《Emotional and Behavioural Difficulties》2013,18(2):210-225

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246 Australian university students. All variables were measured using the Victimisation and Bullying Inventory (VBI), with behaviour assessed separately for tertiary institution, workplace and home contexts. Regression analysis revealed that, as expected, higher levels of distress predicted higher levels of victimisation (in all contexts) and higher levels of intention to harm predicted higher levels of engagement in bullying (in work and home contexts). Challenging definitional theory, bullying was reported as most commonly occurring between two equals, from both the victim and bully perspective, and individuals who bullied others blamed the victim for provoking the behaviour twice as often as victims felt that they had provoked it.  相似文献   

Out in school: talking about sexual orientation and challenging homophobia across the Key Stage 4 curriculum     

Iaín Carson 《Sex education》2013,13(2):231-233

Rates of sexually transmitted infections and teenage pregnancy amongst the under-16s are causing increasing concern. There is limited evidence about the sexual behaviour and sex education preferences of this age group, especially of those from Black and minority ethnic groups. This study aimed to provide data on early heterosexual risk behaviour, and to examine preferences for the content and delivery of sex and relationships education (SRE), across ethnicity, gender and school year to inform priority setting and sex education strategies. A cross-sectional study of 3334 13–17-year-olds from 10 English urban and suburban secondary schools was conducted. Multivariate analysis was performed to examine the independent effect of demographic variables on sexual experience and preferences for sex education. A number of important differences in the sexual experience and condom use of males and females across the ethnic groups were identified. Differences in preferences for the content and delivery of sex education were also identified, particularly between male and female pupils. The findings indicate the potential for quite wide variation in sexual experience and preferences within school classrooms. The challenge for educators is therefore to develop SRE curricula that are inclusive within the constraints of school teaching.  相似文献