bluuebunny/crossref_metadata_2025 huggingface dataset:
Your Children's Education: Duties in Christian Education, by Parents as Teachers, and Children as Learners
Authors: Brattston David W T
Published: May 2015

This article reviews the proper content and considerations for Christians in educating their children, as put forward by the authors of the New Testament and other Christian literature before AD 250, who wrote when oral teachings and Bible interpretations of Christ and the apostles were still current in Christian memories.

The paper relates or summarises: the general duty of Christian parents to provide education for their children; the content of Christian education, especially ethics; how parents are to perform their task of educating; the obligations on Christian children as learners; and the double standard, whereby Christian students may learn material incompatible with Christian belief but a Christian is forbidden to teach such material.
What's the Problem? Spiritual Formation in Distance and Online Theological Education
Authors: Hockridge Diane
Published: May 2015

The past decade has seen rapid and substantial changes in teaching and learning practices in Australian higher education institutions. Web-based technologies are increasingly used to offer flexible and online learning to both on-campus and distance students. These changes are also occurring in theological education institutions. There are however, concerns expressed in the theological education sector about the suitability and efficacy of distance or online learning for studying theology. These concerns tend to focus around the concept of “formation” which is generally considered to be an essential component of theological education. This article explores these concerns around distance and online learning and examines them in the context of a broader debate around the purpose and goals of theological education. It suggests that two broad approaches to developing formational distance and online theological education can be discerned in the literature. These focus on the importance of understanding the learning environment and understanding the learners and their contexts. It also considers whether theories and practices from the wider higher education sector might be relevant in the theological education context, and points to the need for further data collection and research in the area.
Learning Design, Lams, and Christian Education
Authors: Dalziel James
Published: May 2015

E-learning has considerable potential for Christian education, but there is a need to move beyond individual, self-paced views of e-learning in order to appreciate its full potential. This paper explores how collaborative learning, scaffolding and generic skills provide a foundation for a broader view of e-learning as envisaged by the new field of Learning Design, and its application to Christian education. Learning Design provides a framework for describing and freely sharing effective teaching ideas, building on other Internet-based sharing approaches such as open source software and open content. The Learning Activity Management System (LAMS) is a Learning Design system that allows educators to author and share learning designs, as well as run them with students and track their progress. Two examples of LAMS learning designs are provided: a compare and contrast template and an example on Christian ethics. The paper concludes by describing a vision of Christian educators working together to share effective teaching ideas.
Educating the Net Generation for Transformation and Transcendence
Authors: Holm Neil
Published: May 2015

In this paper, I outline the characteristics or sensibilities of the Net Generation and examine some other views of the Net Generation. I then consider the design of optimal conditions for learning by the Net Generation. I argue that learners bring a range of natural, inherent, or native capacities to the learning environment but teachers are able to do little to enhance or develop these native capacities. Learners also bring a range of previously learned capacities. They bring a range of attitudes, proclivities, and sensibilities that teachers can encourage or discourage, enhance or diminish, or enliven or deaden. Part of the art of teaching is to design learning activities that build on those sensibilities that lead to greater engagement by the learners with an ultimate goal of releasing a learning process that leads to transformation and to transcendence. In developing this line of thought, I draw on the work of Kalantzis and Cope, Robinson, and Zajonc who discussed learning conditions that involved engaging students and creating opportunities for transformation and transcendence.
Sin and Education
Authors: Andersen William
Published: May 2015

Sin often becomes lost in our educational discussions about human beings. It is to be distinguished from antisocial behaviour and unfortunate conditioning. It intrudes into the educational process through the student, through the teacher and the via the value system of every culture. Often it is the revelation of holiness that provokes recognition of personal sin, and sometimes also of corporate sin. The organiser of ‘the world’ is Satan himself: a real being. And his helpers include demons, also real beings. The most powerful factor in dealing with sin, in the sphere of education, is the teacher's personal walk with God.
Historical Perspective on Spiritual Education in Australian Schools Part I: The Contribution of Religious Education
Authors: Rossiter Graham
Published: May 2015

This is the first of two articles devoted to an historical perspective on spiritual education in Australian schools. It begins with an understanding of what is meant by spiritual education and a brief outline of its historical context. It then proceeds to develop the proposition that religious education has been the main area of the school curriculum in which a spiritual and moral dimension has been addressed. This is achieved by a ‘big picture’ historical perspective on religious education in Government schools and the interrelation between religion studies and denominational religious education. Attention is drawn to an emerging initiative which is the subject of the subsequent article.
Historical Perspective on Spiritual Education in Australian Schools Part II: A Personal Development Basis
Authors: Rossiter Graham
Published: May 2015

While practically all of what could be regarded as ‘spiritual education’ in Australian schools occurs within religious education, there is a range of activities that, while not necessarily religious, set out to promote the spiritual and moral development of pupils. This article provides a big picture, historical summary of some of these developments. Referring to ongoing work by the author on education and young people's spirituality, it also proposes how spiritual education might be progressed in across-the-curriculum studies through a critical, student-centred, research pedagogy addressing contemporary issues.
Working toward Systemic Change in a Christian School System
Authors: Burton Larry D , Katenga Josephine E. , Kijai Jimmy , Xing Wanli , Ho Yu-May
Published: May 2015

Implementation of new visions for education is an on-going concern for all educators concerned with improving their practice and their students' learning. This study looked at changes in Seventh-day Adventist K12 school teachers' understanding and implementation of an educational innovation (Journey to Excellence or J2E) between 2004 and 2007. A scale based on J2E's Preferred Practices was used as a proxy measure of teacher understanding or support for the innovation. Whilst a small increase in the use of the innovation was indicated the results showed that a large percentage of educators were, in 2007, still not implementing it. There was evidence that teachers did not have a clear understanding of the Preferred Practices which are its practical backbone. Recommendations are made for improved performance based on the literature of staff development and administrative support. Suggestions for further studies are also offered.
The Value of Teaching ‘Science, Faith and Culture’ in Tanzanian Higher Education
Authors: Buchanan Malcolm S.
Published: May 2015

Advances in science and technology confront us with many of the pressing questions and challenges of today. This article describes the course ‘Science, Faith and Culture’, a new course in the 2012–2013 Academic Year for the Faculty of Natural and Applied Sciences at St. John's University of Tanzania, and demonstrates its significance to Christian higher education, the focus being on the Tanzanian context. A course evaluation by students indicates that it has helped students to think critically and has also resolved previous struggles by presenting the compatibility between science and religious faith. Traditionally, universal or cosmic harmony is important to the African, according to well-known theologian and philosopher John Mbiti, thus reinforcing the relevance to the Tanzanian context. The course is beneficial for the development of the Christian mind and has as its foundation the gospel of Christ. This paper also intends to be an encouragement and resource for other Christian higher education institutes worldwide to use as a basis for developing such a course within their own cultural context.
Evangelism in the Classroom
Authors: Thiessen Elmer John
Published: May 2015

It is frequently said that evangelism or proselytizing has no place in the classroom. The purpose of this essay is to counter this generalization and to explore the nature of legitimate religious influence in the classroom. In doing so I will offer some criteria to help us determine what is and what is not acceptable by way of religious persuasion in the classroom, drawing on my recent work, The Ethics of Evangelism: A Philosophical Defence of Ethical Proselytizing and Persuasion (2011).
Teaching is Breaking Bread: Biblical Metaphor, Educational Vision, and Bernard's Evocation of Learning
Authors: Smith David I.
Published: May 2015

One of the basic ways of articulating normative visions of teaching and learning is through orienting metaphors that bid to orient our perceptions and actions. Teaching and learning may be presented in terms evoking gardening, coaching, guiding, parenting, filling containers, or any of a range of other educational metaphors, each of which generates a particular field of associations and expectations that color our view of educational processes. Some of these metaphors have theological roots and overtones, and may generate perceptions that draw together faith and educational processes. At the beginning of a famous series of sermons, 12th century theologian Bernard of Clairvaux speaks of teaching as breaking bread, a metaphor arising in significant measure from his intimate familiarity with the language of the Bible. This article explores the perceptions of teaching that may be evoked by Bernard's use of this metaphor and how this connection to biblical imagery evokes Christian intuitions about the teaching and learning process. This exploration is, however, not offered primarily as historiography or exegesis of Bernard. The purpose is to explore the practical question of how faith might come to inform teaching practice for present-day Christian educators.
What is the Measure of a Christian School?
Authors: Scott Briony
Published: May 2015

For this lecture I was asked, as a school principal, to determine what measure or measures of success we have for Christian schools. We need to be cautious in considering this question. Measures such as performance indicators can be helpful and are indeed necessary, but they cannot measure the success or failure of a school from a Christian perspective. It is God who sets the agenda for what is successful in our world and He alone who determines a person's success. Churches and schools have different but complementary roles and I think this is often misunderstood. The Church must fulfil its role, but they are not in a position to measure the success of a Christian school, any more than a school is in a position to judge the success of the Church. We can try but there are limits. The measure of success in Christian education is about the quality of its relationships: between people, within schools, between the Church and the school, and between all of us as individuals and our God.
Current Developments in Faith-Based School Education in England
Authors: Worsley Howard J
Published: May 2015

There has been some recent changes in UK government policy with greater government intervention emphasising the delivery of public services that reflect efficiency, effectiveness and economic benefit. A second policy concern has been the safeguarding of children. Such policy concerns have impacts on church school education and reduce the appreciated benefits following the Dearing era. In such changing contexts how might church schools face these challenges?
National Curriculum, Postsecularism and Pedagogy: Opportunities for Christian Education
Authors: Rooney Paul
Published: May 2015

This article investigates the opportunities provided to Christian educators within national curriculum development, its implementation, and pedagogical practices within a postsecular age. By highlighting opportunities created by boundary crossing and worldview transitioning during change, it considers the proactive prospects afforded Christian educators in highly secularised nations to influence knowledge claims and develop education policy. Opportunities arise from changing church-state relations, the secular-religious influences in education policy, and biblically informed knowledge construction as it affects the rules of engagement and pedagogical practices with a nation's curriculum. Next, challenges to currently held views of curriculum and pedagogy occur within the debates and issues arising within Australian education policy. The issues involve the human endeavour, historical developments, essential content and the relationship between essentialism and pedagogy. Finally, it offers a way forward through revisiting and reconceptualising Christian education for the twenty-first century.
Why Not Give Christian Education a Sporting Chance?
Authors: Dayhew Jim
Published: May 2015

Sport provides a range of exciting Christian education opportunities in schools and other contexts for the development of young people. An Action Research study explored the new school-based Sports Serve initiative. Some program features included student leadership development, experiential learning and service learning, and major sports events. Professional Development envisioned and supported teacher engagement. The applicability and efficacy of these initiatives were recorded through participant observation, brief student qualitative questionnaires and, for staff, a lengthy online quantitative questionnaire with short comments. Students and staff were optimistic in their reflections about these sports-based experiences of Christian education. The Sports Serve program is becoming imbedded in the culture of the College's senior school. While sport will engage many people, a limitation is a neutral or negative impact on some non-sporty students and staff. Further academic study, professional development, networking and resource development will potentially expand this initiative to not only other schools but also churches, mission organisations and community sports clubs.
Discovering the Perspectives Used to Resolve Life Difficulties by Year 10 Students at a Christian School
Authors: Smith Thomas
Published: May 2015

This article explores the nature and range of the perspectives used by adolescents in a Christian School to resolve life difficulties and evaluates the results of a survey used for this purpose by Year 10 students at that school. There appeared to be support for a theory that perspectives processes are used by the adolescents to understand and resolve life difficulties. There was also a suggestion, arising from the high number of students who provided a reason for their choice of action, to form a hypothesis that perspectives consist of at least a personal values viewpoint and a possible course of action. The small number of perspectives the students employed and the inverse relationship between the level of commitment to God or to atheism a student has and the number of perspectives those students choose may provide evidence that the perspectives adolescents use consist of culturally acquired values and mental models of action.
The Relevance of a Christian Philosophy of Education
Authors: Hogg Anna C.
Published: May 2015

Arising from Christianity's claim that its beliefs impact all of life and thought, Anna Hogg presents a rationale for a distinctive Christian philosophy of education. She explores the grounds for such a philosophy, and highlights key aspects and application of it.
Can Education in State Schools be Christian?
Authors: Gore John
Published: May 2015

For Christians, a key question is whether state schools can provide a Christian education. This article considers this question with a case study of religious education in New South Wales state schools over the lifespan of JCE. It takes four elements of a Christian philosophy of education proposed by JCE founding editor Anna Hogg and shows how these have applied to the NSW education system. The chronological approach focuses on curriculum (especially general religious education and special religious education) while acknowledging the broader changes within education. The article concludes that there is still an agenda to be completed if state schools are to be considered to provide Christian education.
Journal and Journey: A Concerto in Four Movements
Authors: Andersen William E.
Published: May 2015

In this predominantly autobiographical article Bill Andersen outlines the development of his Christian framework for education during the lifespan of JCE. Using the analogy of a concerto in four movements, he draws links between the articles he has had published in the journal and his thinking and feeling processes.
The Journal of Christian Education: Through Others' Lenses
Authors: Rossiter Graham , Francis Leslie J. , Shortt John , Cooling Trevor
Published: May 2015

We sensed it would be fitting to invite several ‘critical friends’ of the Journal of Christian Education—those who are likely to have seen it as a significant forum for international thinking on Christians in education—to write a brief testimony to how they personally have perceived the value of the journal.

Here we have included the comments of four such academic colleagues: one from Australia and three from the UK. While the geographical spread of these four is limited, we are sure there are past and present JCE readers in other regions who would also offer insights attesting to the value of the journal in their lives, professionally and personally.
Travelling in Tandem: The Rise and Fall of Teachers' Christian Fellowships during the Journal of Christian Education's History
Authors: Lee Graham
Published: May 2015

The history of the Journal of Christian Education (JCE) can not be fully understood without recognising its relationship to the Australian Teachers' Christian Fellowship (ATCF, later Australian Christian Forum on Education—ACFE), and teachers' Christian fellowships (TCFs) in several Australian states. This article details those links, with an overview of the development of the ATCF and the TCFs, especially in Victoria and New South Wales.
Ageing Clergy and Ministry among Children: A Study of Evangelical Anglican Churches
Authors: Francis Leslie J. , James D.J. , Lankshear David W.
Published: May 2015

This study explores the impact of clergy age on the work of Evangelical churches among children and young people. The data demonstrate the clergy aged sixty and over appear less effective among children between the ages of two and nine years. This finding is discussed in light of the known strength of Evangelical churches among this age group.
A Biblical View of Education
Authors: Andersen William E.
Published: May 2015

This paper, published in July 1983 (Papers 77, pp. 15–30), has been selected because its clear biblical focus has stimulated numerous Christians in a broad range of educational environments to reassess the specifically Christian basis of their educational perspectives. The challenges mounted through the second half of the 20th century to the orthodox view of biblical authority and its relevance have had an impact on educational philosophy and practice, and this article's insights remain substantially undated when considering the issues which have been advanced. The name of Dr. Bill Andersen, M.A., M.Ed. (Sydney), Dip. R.E. (M.C.D), Ph.D. (London), M.A.Ps.S., F.A.C.E., is familiar to readers of the Journal of Christian Education, with articles published herein on a range of educational topics since the first issue in 1958. He was formerly Senior Lecturer in Education at the University of Sydney, and in recent years Warden of Morling Theological College, Sydney. He continues to maintain his long-time interests in the philosophy of education and the development of a Christian approach to counselling.
Sociological Inquiry into Mental Health
Authors: Aneshensel Carol S.
Published: May 2015

As a tribute to the body of work created by our late colleague Leonard I. Pearlin, this essay assesses how the evolution of the Stress Process Model, the centerpiece of his work, repeatedly reinvented sociological research on stress and mental health and explains why this model, therefore, possesses the potential to renew itself well into the future. This essay revisits some of Pearlin’s seminal contributions: the original specification of the stress process and three extensions of it—the concept of stress proliferation, the formulation of the role of social structure and functioning in the stress process, and the articulation of linkages between the stress process and the life course perspective. The resultant body of work has had formative influences on the ways sociologists now think about the impact of society on the inner emotional lives of its members.
Deaths under the responsibility of the Dutch police
Authors: Thoonen E , Kubat B , Duijst W
Published: May 2015

The European Convention on Human Rights requires states to protect the life of detainees and to investigate police custody deaths. Investigations into these deaths are not only necessary in the individual case but can also be important in preventing future deaths. Examination of multiple police custody deaths over a number of years provides the possibility to determine risk factors and to establish preventive measures for avoiding future deaths. A descriptive study was therefore performed on 78 case files relating to police custody deaths in the Netherlands in 2005–2010. The main findings of this study are that half of the calamities occurred during the relatively short period of apprehension and transport by the police. The consumption of drugs and/or alcohol seems to be an important factor in fatal medical emergencies occurring under the responsibility of the police.
Learning to Teach and Do
Authors: Warren Thomas L.
Published: May 2015

Teaching technical writing without formal training can be daunting. However, there are many resources available that can provide background and materials for teaching. My approach involved reading textbooks and articles not only on approaches to technical writing but also on what students can expect once they complete their education and are hired. Journals both in the field and in similar fields, working as a technical editor or writer, and attending conferences and talking with both other academics and those in the field offer help. This article, therefore, describes my approach from the day I was hired to teach two technical writing courses to my retirement 37 years later.
“Social Stuff” and Institutional Micro-Processes
Authors: Leontini Rose , Schofield Toni , Lindsay Jo , Brown Rebecca , Hepworth Julie , Germov John
Published: May 2015

The literature on alcohol consumption among university and residential college students in Australia and comparable countries shows a high incidence of heavy and/or frequent drinking. In this article, we report the findings from a study on alcohol consumption among undergraduate university students living in residential colleges in Australia. The aim of the study was to examine residents’ alcohol use as part of a broader set of institutional practices in higher education that are constructed as central to the student experience. The data were collected through in-depth semistructured interviews with 29 students from seven residential colleges. We found that inclusion of alcohol in many students’ social and extracurricular activities while residing in college is associated with heavy and/or frequent drinking. We suggest that the use of alcohol among students is shaped by the colleges’ institutional micro-processes, leading to a tension between college managements’ aim to foster alcohol citizenship and students’ liberty to engage in frequent and/or heavy drinking.
Whither the White Working Class? A Comment on Khanna and Harris, “Discovering Race in a ‘Post-Racial’ World: Teaching Race through Primetime Television”
Authors: Niemonen Jack
Published: May 2015

Even though I recognize the value of using the mass media to teach sociological concepts and reveal racial biases, I caution against the use of classroom exercises that are developed solely in the context of whiteness studies. Overarching statements of white privilege mask complex race-class interactions generally and the mass media’s stereotypical depictions of the white working class specifically. In this “conversation,” I explain why the use of the concept white privilege in and of itself obfuscates more than it reveals complex race-class interactions today.
Integrating Human Factors Engineering and Information Processing Approaches to Facilitate Evaluations in Criminal Justice Technology Research
Authors: Salvemini Anthony V. , Piza Eric L. , Carter Jeremy G. , Grommon Eric L. , Merritt Nancy
Published: May 2015

Background:

Evaluations are routinely conducted by government agencies and research organizations to assess the effectiveness of technology in criminal justice. Interdisciplinary research methods are salient to this effort. Technology evaluations are faced with a number of challenges including (1) the need to facilitate effective communication between social science researchers, technology specialists, and practitioners, (2) the need to better understand procedural and contextual aspects of a given technology, and (3) the need to generate findings that can be readily used for decision making and policy recommendations.

Objectives:

Process and outcome evaluations of technology can be enhanced by integrating concepts from human factors engineering and information processing. This systemic approach, which focuses on the interaction between humans, technology, and information, enables researchers to better assess how a given technology is used in practice.

Subjects:

Examples are drawn from complex technologies currently deployed within the criminal justice system where traditional evaluations have primarily focused on outcome metrics. Although this evidence-based approach has significant value, it is vulnerable to fully account for human and structural complexities that compose technology operations.

Conclusions:

Guiding principles for technology evaluations are described for identifying and defining key study metrics, facilitating communication within an interdisciplinary research team, and for understanding the interaction between users, technology, and information. The approach posited here can also enable researchers to better assess factors that may facilitate or degrade the operational impact of the technology and answer fundamental questions concerning whether the technology works as intended, at what level, and cost.
Tata Power Delhi Distribution: Automation vs Manpower
Authors: Dasgupta Meeta
Published: May 2015

The current issue of Vikalpa has published a Case, Tata Power Delhi Distribution:Automation vs Manpower. This Diagnoses features its analysis by Meeta Dasgupta
Information governance for enterprise social software
Authors: Rolfe Oliver
Published: May 2015

Enterprise social software (ESS) is an emerging technology that places social media type functionality into business organizations to enable enhanced levels of knowledge sharing and collaboration. However, ESS presents a significant information governance challenge for organizations that are facing ever increasing legal, regulatory and contractual obligations. Obtaining risk approval for an ESS platform in a large organization requires appropriate governance and a simple approach to ensure the right risks are identified, so that effective controls can be developed. Whilst it is unlikely that many high risk, high impact risks will exist, care should be taken to ensure the implementation of effective and proportionate controls that do not hold back the capability of the ESS to generate business value. Ultimately, it is worth spending time to build the foundations of information governance throughout an ESS programme – doing so can pay dividends for all technology implementations long into the future.
Should Health Numeracy Be Assessed Objectively or Subjectively?
Authors: Dolan James G. , Cherkasky Olena A. , Li Qinghua , Chin Nancy , Veazie Peter J.
Published: May 2015

Introduction. Because current evidence suggests that numeracy affects how people make decisions, it is an important factor to account for in studies assessing the effectiveness of medical decision support interventions. Subjective and objective numeracy assessment methods are available that vary in theoretical background, skills assessed, known relationship with decision making skills, and ease of implementation. The best way to use these tools to assess numeracy when conducting medical decision-making research is currently unknown. Methods. We conducted Internet surveys comparing numeracy assessments obtained using the subjective numeracy scale (SNS) and 5 objective numeracy scales. Each study participant completed the SNS and 1 objective numeracy measure. Following each assessment, participants indicated willingness to repeat the assessment and rated its user acceptability. Results. The overall response rate was 78%, resulting in a total sample size of 673. Spearman correlations between the SNS and the objective numeracy measures ranged from 0.19 to 0.44. Acceptability assessments for the short form of the Numeracy Understanding in Medicine Instrument and the SNS did not differ significantly. The other objective scales all had lower acceptability ratings than the SNS. Conclusions. These findings are consistent with prior research suggesting that objective and subjective numeracy scales measure related but distinct constructs. Due to current uncertainty regarding which construct is more likely to influence the effectiveness of decision support interventions, these findings warrant further investigation to determine the proper use of objective versus subjective numeracy assessments in medical decision-making research. Pending additional information, a reasonable approach is to measure both objective and subjective numeracy so that the full range of actual and perceived numeracy skills can be taken into account.
Delisted stocks and momentum: Evidence from a new Australian dataset
Authors: Huynh Thanh D , Smith Daniel R
Published: May 2015

We explore the impact of delisting on the performance of the momentum trading strategy in Australia. We employ a new dataset of hand-collected delisting returns for all Australian stocks and provide the first study outside the U.S. to jointly examine the effects of delisting and missing returns on the magnitude of momentum profits. In the sample of all stocks, we find that the profitability of momentum strategies depends crucially on the returns of delisted stocks, especially on bankrupt firms. In the sample of large stocks, however, the momentum effect remains strong after controlling for the effect of delisted stocks, in contrast to the U.S. evidence in which delisting returns can explain 40% of momentum profits. As these large stocks are less exposed to liquidity risks, the momentum effect in Australia is even more puzzling than in the U.S.
Impact of gender-focused human resource management on performance: The mediating effects of gender diversity
Authors: Ali Muhammad
Published: May 2015

Gender-focused human resource policies and practices signal an organization’s perspective on gender diversity. The signal produces perceptions that the organization values gender diversity leading to a gender-diverse workforce. In turn, a gender-diverse workforce provides a firm with a competitive advantage that should result in higher performance. This paper tests the mediating effects of gender diversity (at non-management and management levels) in the relationship between gender-focused policies and practices and performance. The findings indicate that non-management gender diversity partially mediates the relationship between gender-focused policies and practices and productivity, and management gender diversity partially mediates the relationship between gender-focused policies and practices and perceived market performance. The results have several theoretical, research and practical implications.
Perfusion and pH MRI in familial hemiplegic migraine with prolonged aura
Authors: Blicher Jakob Udby , Tietze Anna , Donahue Manus J , Smith Seth A , Østergaard Leif
Published: May 2015

Introduction

To investigate tissue flow disturbance and hypoxia during migraine aura, we studied a case of familial hemiplegic migraine (FHM) using novel magnetic resonance imaging (MRI) techniques.

Case results

A 44-year-old male was admitted with suspected stroke because of confusion and aphasia. Initial gadolinium-based perfusion MRI showed a decrease in cerebral blood flow and an increase in capillary flow disturbances within the left hemisphere. Later during the prolonged aura phase, chemical exchange saturation transfer MRI indicated a drop in pH in the affected area. The patient was diagnosed with an R908Q mutation in the ATP1A2 gene causing FHM type 2.

Discussion

During prolonged aura in FHM, MRI shows reduced CBF, capillary flow disturbances and a possible pH drop that could indicate tissue hypoxia.
Recent Suicidality in the General Population
Authors: Briere John , Madni Laila A. , Godbout Natacha
Published: May 2015

Three hundred and eighty-seven participants from the general population completed the Suicidality scale of the Detailed Assessment of Posttraumatic Stress (DAPS) and the Traumatic Events Survey (TES). Within the prior month, 14% of adults reported some degree of suicidal ideation and 2% reported an active or passive suicide attempt. Multinomial logistic analysis indicated that, as compared with nonsuicidal participants, age, childhood physical abuse, childhood sexual abuse, and childhood emotional abuse were associated with recent suicide attempts, whereas recent suicidal ideation without attempts was predicted solely by emotional abuse. In contrast, adult sexual or physical assaults were not associated with recent suicidality in any form.
Spirituality and Resilience Among Mexican American IPV Survivors
Authors: de la Rosa Iván A. , Barnett-Queen Timothy , Messick Madeline , Gurrola Maria
Published: May 2015

Women with abusive partners use a variety of coping strategies. This study examined the correlation between spirituality, resilience, and intimate partner violence using a cross-sectional survey of 54 Mexican American women living along the U.S.–Mexico border. The meaning-making coping model provides the conceptual framework to explore how spirituality is used as a copying strategy. Multiple ordinary least squares (OLS) regression results indicate women who score higher on spirituality also report greater resilient characteristics. Poisson regression analyses revealed that an increase in level of spirituality is associated with lower number of types of abuse experienced. Clinical, programmatic, and research implications are discussed.
Bystanders’ Behavior in Cyberbullying Episodes
Authors: Olenik-Shemesh Dorit , Heiman Tali , Eden Sigal
Published: May 2015

The present study explored bystanders’ behavior in cyberbullying (CB) episodes among children and youth, focusing on active and passive behavior patterns. The study examined prevalence and characteristics of bystanders’ behavior following CB episodes, and their active–passive intervention patterns in relation to personal (age, gender) and socio-emotional (self-efficacy, social support, sense of loneliness) factors. Of the 1,094 participants (ages 9-18), 497 (46.4%) reported they were bystanders to CB episodes. Of the bystanders, 55.4% were identified as having a passive pattern of behavior—they did not provide any help to cyber-victims, whereas 44.6% were identified as having an active pattern—helping the cyber-victim. In line with the “bystanders’ effect,” only 35.6% of the bystanders offered direct help to cyber-victims after witnessing CB. When studying the personal–socio-emotional differences between active and passive bystanders, it was found that the “active bystanders” are more often girls, older, have more social support from significant others, and have lower levels of emotional loneliness than bystanders in the passive group. Differences within the passive and active patterns were studied as well. A logistic regression revealed the unique contribution of each predictor to the probability of being an active bystander. It was found that gender and age predicted the probability of being an active bystander: Girls are more likely than boys, and older bystanders are more likely than younger ones, to choose an active pattern and provide help to cyber-victims. In addition, implications for CB prevention and intervention involvement programs to encourage bystanders to help cyber-victims are discussed.
Narcolepsy Treated with Racemic Amphetamine during Pregnancy and Breastfeeding
Authors: Öhman Inger , Wikner Birgitta Norstedt , Beck Olof , Sarman Ihsan
Published: May 2015

This case report describes a woman with narcolepsy treated with racemic amphetamine (rac-amphetamine) during pregnancy and breastfeeding with follow-up on the infant’s development up to 10 months of age. The pregnancy outcome and the pharmacokinetics of rac-amphetamine were studied during breastfeeding. The pregnancy and the delivery were uneventful. Concentrations of rac-amphetamine were determined in the plasma of the mother and infant, and in the breast milk with a liquid chromatography–mass spectrometry method. Samples were obtained at 2, 5, and 9 weeks postpartum. The transfer of rac-amphetamine to the breast milk was extensive (mean milk/maternal plasma concentration ratio approximately 3). The breastfed infant had a low plasma concentration of rac-amphetamine (about 9% of the maternal plasma level) and the calculated relative infant dose was low (2%). No adverse effects were observed in the breastfed infant. The infant’s somatic and psychomotor development up to 10 months of age was normal. Further studies of amphetamine prescribed for medical reasons during pregnancy and lactation are needed.
Metagenomic Analysis of Milk of Healthy and Mastitis-Suffering Women
Authors: Jiménez Esther , de Andrés Javier , Manrique Marina , Pareja-Tobes Pablo , Tobes Raquel , Martínez-Blanch Juan F. , Codoñer Francisco M. , Ramón Daniel , Fernández Leónides , Rodríguez Juan M.
Published: May 2015

Background:

Some studies have been conducted to assess the composition of the bacterial communities inhabiting human milk, but they did not evaluate the presence of other microorganisms, such as fungi, archaea, protozoa, or viruses.

Objective:

This study aimed to compare the metagenome of human milk samples provided by healthy and mastitis-suffering women.

Methods:

DNA was isolated from human milk samples collected from 10 healthy women and 10 women with symptoms of lactational mastitis. Shotgun libraries from total extracted DNA were constructed and the libraries were sequenced by 454 pyrosequencing.

Results:

The amount of human DNA sequences was ≥ 90% in all the samples. Among the bacterial sequences, the predominant phyla were Proteobacteria, Firmicutes, and Bacteroidetes. The healthy core microbiome included the genera Staphylococcus, Streptococcus, Bacteroides, Faecalibacterium, Ruminococcus, Lactobacillus, and Propionibacterium. At the species level, a high degree of inter-individual variability was observed among healthy women. In contrast, Staphylococcus aureus clearly dominated the microbiome in the samples from the women with acute mastitis whereas high increases in Staphylococcus epidermidis-related reads were observed in the milk of those suffering from subacute mastitis. Fungal and protozoa-related reads were identified in most of the samples, whereas Archaea reads were absent in samples from women with mastitis. Some viral-related sequence reads were also detected.

Conclusion:

Human milk contains a complex microbial metagenome constituted by the genomes of bacteria, archaea, viruses, fungi, and protozoa. In mastitis cases, the milk microbiome reflects a loss of bacterial diversity and a high increase of the sequences related to the presumptive etiological agents.
Parental Leave Policies and Pediatric Trainees in the United States
Authors: Dixit Avika , Feldman-Winter Lori , Szucs Kinga A.
Published: May 2015

Background:

The American Academy of Pediatrics (AAP) states that each residency program should have a clearly delineated, written policy for parental leave. Parental leave has important implications for trainees’ ability to achieve their breastfeeding goals.

Objective:

This study aimed to measure the knowledge and awareness among members of the AAP Section on Medical Students, Residents, and Fellowship Trainees (SOMSRFT) regarding parental leave.

Methods:

An online survey was emailed to SOMSRFT members in June 2013. Quantitative data are presented as percentage of respondents. Awareness of leave policies was analyzed based on having children and the sex of respondents.

Results:

Nine hundred twenty-seven members responded to the survey. Among those with children, 40% needed to extend the duration of their training in order to have longer maternity leave, 44% of whom did so in order to breastfeed longer. Thirty percent of respondents did not know if their program had a written, accessible policy for parental leave. Trainees without children and men were more unaware of specific aspects of parental leave such as eligibility for the Family Medical Leave Act as compared to women and those with children.

Conclusion:

Despite the fact that United States national policies support parental leave during pediatrics training, and a majority of programs comply, trainees’ awareness regarding these policies needs improvement.
Context Matters
Authors: Hanchey Jenna N. , Berkelaar Brenda L.
Published: May 2015

Although geopolitical, temporal, and sociocultural factors shape normative stories of meaningful and attainable work and careers, most scholarship addresses Western, white-collar contexts. Analysis of two Tanzanian youth magazines revealed different normative stories of career success for educational achievers ( Fema) and youth outside the educational system ( Si Mchezo!). Both appeal to themes of self-reliance, collective good, entrepreneurship, and healthy relationships; however, the normative story for educational achievers appeals to discourses of achievement whereas the normative story for educational underachievers appeals to discourses of survival offered via Horatio Alger–like plots. We argue that nuanced differences between discourses necessitate evaluating contextual factors in career research and management, and provide a beginning framework accounting for cultural levels, material constraints, and temporal shifts.
Professional Trajectories, Individual Characteristics, and Staying Satisfied and Healthy
Authors: Johnston Claire S. , Maggiori Christian , Rossier Jérôme
Published: May 2015

Staying satisfied and healthy in the face of a complex and uncertain professional world is a priority for individuals. This article examines the contribution of personality traits, career adaptability, and prior well-being as predictors of well-being over 1 year in four different professional trajectory groups: those who remained employed, those who experienced a professional change, those who moved from unemployment to employment, and those who remained unemployed. Results show meaningful differences between these groups in terms of well-being over 1 year. Employed individuals have higher life satisfaction and self-rated health than unemployed individuals. Regaining employment contributes to improved well-being. Different professional situations correspond to varying levels of career adaptability, suggesting it may be a precursor for career changes. Personality traits and career adaptability predict well-being over time, but the strongest predictor of future well-being is prior well-being. Results are discussed in light of career development, personality, and well-being theory.
Educating Pharmacists on a Prescription Drug Monitoring Program
Authors: Fleming Marc L. , Phan Yen , Ferries Erin A. , Hatfield Mark D.
Published: May 2015

Objective:

To provide education to community pharmacists regarding the registration and use of the Texas prescription drug monitoring program (PDMP) and to assess the impact of the education on pharmacists’ perceptions of the PDMP.

Method:

The study design was a descriptive, pre and post, cross-sectional survey conducted among community pharmacists attending a PDMP education program. The program was designed to present the PDMP as a public health tool available to assist pharmacists with dispensing decisions related to controlled prescription drugs.

Results:

Of the 24 pharmacists who completed the survey, 23 were already registered to use the PDMP. However, all 23 felt that the program successfully educated users regarding the PDMP and agreed that other community pharmacists would benefit from the program presented. After the program, 14 participants responded they would very likely use the PDMP in the next 30 days. Recognition of the use of PDMPs as a program for both pharmacists and physicians was increased from 12.5% (pre) to 73.9% (post).

Conclusion:

Pharmacists found the educational program beneficial and they were very likely to use the PDMP in the future. Perceptions of the Texas PDMP were changed from pre- to post-education program, with recognition that a PDMP can be a beneficial tool for pharmacy practice.
Assessment of Pharmacy Manpower and Services in New England
Authors: Robinson Evan , Shcherbakova Natalia , Backer Louise
Published: May 2015

Objectives:

This study assessed longitudinal trends in pharmacy staffing and services in the 6 New England states by comparing survey results from 2008 and 2013.

Methods:

A validated 32-item survey was mailed in 2008 and 2013 to a random sample of 2000 pharmacists. Each sample represented approximately 15% (2008) and 13% (2013) of the active rosters.

Results:

Response rates were 24% in 2008 and 23% in 2013. In all, 45% of 2013 respondents reported a pharmacist position vacancy in the past 12 months versus 62% in 2008. In all, 12% of 2013 respondents agreed or strongly agreed with a statement regarding pharmacists’ shortage versus 77% in 2008. Disease management services were reported to be offered by 23% of 2013 respondents versus 28% in 2008. Reasons for not offering the services in 2013 included the lack of staffing (61%), expertise (28%), and reimbursement (29%). In 2008, these results were 74%, 33%, and 31%, respectively.

Conclusions:

The pharmacist shortage within New England was alleviated during 2008 to 2013. Participation of pharmacists in disease management services did not follow staffing trends as fewer pharmacists reported providing services. Key barriers to services provision persist and consideration of how to resolve them (medication therapy management reimbursement and additional education) should be explored.