Eukaryotic and prokaryotic cell functions required for invasion of Staphylococcus aureus into bovine mammary epithelial cells

OBJECTIVE: To investigate patterns of attendance and non-attendance at National Health Service antenatal classes of first-time mothers in the indigenous white population of a large northern city of the UK. DESIGN: Survey using questionnaires, and selected participants were then given an in-depth interview. SETTING: Five maternity wards in two large northern hospitals in the UK. In-depth interviews took place in the respondents' homes. PARTICIPANTS: Fifty newly delivered women were surveyed of whom 18 took part in the follow-up interviews. FINDINGS: There was a clear hierarchy in attendance and non-attendance based on social class, with middle class women being the most regular attenders, closely followed by older, married, working class women. However, overall social class differences were found to be accounted for by the overwhelming non attendance of young, unmarried, working class women. Older, married, working class women were found to have attendance patterns which were close to their middle class counterparts, and what differences there were seemed to be based on material factors. KEY CONCLUSIONS: The majority of women felt that antenatal classes were too technical and did not address emotional and psychological issues. However, young, single unmarried women perceived the classes most negatively. If midwives are to attract such young women, their fears and their need for peer support will have to be recognised.     

Transcultural therapy. 2: Mental health and learning disabilities

The first article in this two-part series (Vol 7(15): 901-6) examined the issues surrounding healthcare provision in the context of the UK as a multicultural society in relation to mental health and learning disabilities. This second article considers the development of psychotherapy, theory and skills of working in terms of its impact and influence upon the education and practice of community mental health nurses and community nurses in learning disability within the UK. The major schools of influence in psychology will be examined in relation to their limitations for practice with clients from various cultures. In addition, three multicultural models of counselling which address cultural diversity will be appraised. Finally, the need for educational systems and service providers to foster and develop positive cultural attitudes among nurse practitioners will be emphasized. Both individual practitioners and employment organizations will need to be much more responsive and committed to developing multicultural services as we approach the millennium.     

Treatment of hemorrhagic congestive gastropathy with TIPS implantation. Pilot study

OBJECTIVE: taking evidence provided by an ethnographic study based on women's experiences of pregnancy and childbirth, and using ritual theory in the analysis of the relationship between the medical metaphor, inherent in contemporary birth settings, and the views and expectations of childbirth which the women bring with them to that setting. DESIGN: small scale qualitative study using ethnographic research techniques. SETTING: GP surgeries, two consultant-led, hospital-based antenatal units, labour suites and postnatal wards, plus the homes of the women involved from the north east of England. PARTICIPANTS: 40 primigravid women providing two sample groups. Half of the women were actively involved in antenatal class programmes run by the National Childbirth Trust and the NHS and the other half did not attend any antenatal classes. MAIN FINDINGS: within the sample there was a clear cultural diversity which carried significant implications on how the women assembled their understanding of pregnancy and birth antenatally. However, this division lost clarity at the onset of labour, rendering delivery experiences more similar than might have been expected. Ritual theory offers significant insight into this phenomenon, analysing birth as a rite of passage provided a necessary tool to explain why this pattern emerged in the data. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: cultural diversity suggests an element of caution should be used when advocating the notion of 'informed choice' across the board, sensitivity to existing cultural values is imperative. Despite an emphasis on informed choice, midwifery practice continues to offer the medical metaphor as the dominant cultural prop in the labour ward.     

The effect of temperature and humidity on dengue virus propagation in Aedes aegypti mosquitos

School children are important targets for sun awareness education, but the knowledge, attitudes and behaviour of school teachers with respect to sun awareness are poorly understood. A questionnaire-based survey of 76 school teachers was undertaken. Twenty-four per cent of teachers indicated previous experience in teaching sun awareness, but 93% of teachers had no classroom resources for teaching sun awareness. Sun awareness was perceived by respondents as unimportant relative to other health education issues. There was considerable scope for improvement in attitudes and behaviour of teachers with respect to sun awareness. Teachers need more information about environmental factors which affect strength of sunlight, individual risk factors for sunburn and sunscreen strength. Intervention strategies involving school teachers need simple messages, emphasizing the importance of shade, clothing and hats in sun avoidance.     

Current educational reforms in nursing in the United Kingdom and their impact on the role of nursing lecturers in practice: a case study approach

This paper explores major developments in nurse education in the UK in the last 5 years and examines their impact on the role of nursing lecturers in practice. It builds upon the findings of an earlier study that described significant changes in the UK in the role and work of nurse teachers resulting from Project 2000 initiatives. Empirical data were collected over a 2.5-year period, through observations of student-teacher interaction and in-depth interviews with experienced nurse teachers and senior health professionals (n = 41). A case study approach using qualitative techniques was adapted for the study. The results of the study showed that, in the light of current educational reforms, nursing lecturers were expected to maintain closer links with the service sector and spend more time on clinical teaching and learner contact. Also considered important was the need for nursing lecturers to support clinical staff in creating an effective learning environment. Using the findings of the study, the author has mapped what was perceived to be the development of an effective model for the role of nursing lecturers in practice: a model that reflects the expected changes to a higher educational environment.     

Use of maternity services by pregnant women in a small Nigerian community

Pregnancy is a time when women's health is placed at risk by a host of factors; however, professionals providing antenatal care can reduce that risk by monitoring women's health regularly and offering preventive services. Hygienic delivery services by a qualified attendant also help to reduce risks associated with childbearing. We explored these considerations in a rural Nigerian town by following 60 Yoruba women through pregnancy to childbirth. Although a functioning government maternity center in the community offered a full range of antenatal and delivery services, most of the women did not register for antenatal care until their sixth month of pregnancy or later, and 65% delivered at home. This behavior is explained in terms of (a) fees for delivery services, (b) level of income, (c) cultural beliefs, and (d) education. We conclude that provision of relatively accessible services does not guarantee their use and that other social and cultural considerations must be taken into account.     

Video as a medium of oral health education for children with mental handicaps

This study assessed the usefulness, appropriateness, and relevance of a video as an oral health education medium for children with mental handicaps and for preschool groups where children with mental handicaps and healthy children are taught together. The evaluated video was designed for children with mental handicaps but was also recommended for integrated groups. Forty children with mental handicaps from four special education classes and two nursery school groups, 151 normal children from 11 nursery school groups, and the teachers of these classes and groups evaluated the material. The assessment of the material's value was based on the teachers' records of their experiences with the material, their records of the children's opinions and discussions about the material, and their records of drawing interviews with the children. Based on the evaluation, it is apparent that, when used by trained teachers, professionally made videos designed for children with mental handicaps can be useful and valuable aids in educating children of different levels of mental and social development about oral health. Integrated groups need videos featuring both children with mental handicaps and normal role models and with a diversity of contents that will interest and challenge both types of audiences.E.     

An evaluation of consumer perspectives of childbirth and parenting education

As part of a study of childbirth and parenting education in the Australian Capital Territory (O'Meara, 1993a; 1993b) an evaluation of clients' views of the service was undertaken. The evaluation sought to identify indicators of effectiveness and needs. Two independent groups (current and past users, n = 207) were surveyed using an original questionnaire based on predisposing, reinforcing and enabling factors for human behaviour (Green's PRECEDE model). The data were compared and analysed using the related t-test for indicative differences in perceptions of the two groups. Indicative differences that were statistically significant were compared on variables representing users' age, parity and preferred mode of childbirth education (public or private). No evidence was found of significant differences in attitudes, beliefs and values before and after birth attributable to childbirth education. However, the health skills, confidence and emotional preparation for the birth, and the extent of participation in the learning process did not fully measure up to users' expectations. Consumers expect professionalism in the provision of services, with course content specifically tailored to their learning needs, taking into account age and previous experience of childbirth. A comprehensive curriculum is suggested covering all stages of the childbirth process from prepregnancy to parenting.     

Consultant effectiveness and treatment acceptability: An examination of consultee requests and consultant responses.

There has emerged a very strong supposition in the literature and in practice that consultation be a collaborative venture between coequal professionals. Although a collaborative approach has been generally assumed beneficial, an emerging body of research is calling this into question. This study was designed to elucidate the collaborative process. Teachers were exposed to the manipulation of two independent variables: type of Teacher Request and type of Consultant Response. Teachers viewed videotaped scenarios in which a consultee presented a consultant with one of two types of requests for help: (a) a specific request for assistance or (b) a vague request for process clarification. Teachers in videotapes received one of three types of responses from consultants: (a) specific expert advice, (b) a problem-solving process, or (c) a request for the teacher to collect baseline information. Analyses of group differences were performed yielding a main effect for type of Teacher Request and a main effect for type of Consultant Response. A significant interaction was yielded with the deletion of the attention control Consultant Response groups. Results were interpreted as related to the collaborative consultation literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The approaches to learning of student nurses in the Republic of Ireland and Northern Ireland

In recent years during a period of change in nurse education, there has been an increased interest in educational theory and nurse educators have examined and questioned the fundamental principles upon which the system of education is constructed. In nurse education it is likely that no single theory of learning can account for all aspects of learning and there are reflections of many learning theories in the nursing curriculum. The literature in the area of student learning is complex and wide ranging and is poorly represented in the nurse education literature. In recognition of a lack of understanding and clarity on learning approaches in nurse education during a period of unprecedented change in Irish and United Kingdom (UK) nurse education, this paper aims to highlight the importance of understanding student nurse learning. A study is described which investigated the approaches to learning of student nurses from the Republic of Ireland, who were receiving a traditional apprenticeship training, and student nurses from Northern Ireland in a Project 2000 programme. On comparative statistical analysis significant differences were identified between the two groups in their approaches to learning. It is concluded that students' constructs of learning in nurse education are primarily dependent on their interpretation of the demands of the task, on assessment, teaching and the learning environment. The study provides nurse educationalists with important evaluative information from the students' perspective. It suggests that the way forward is to identify the significant contextual factors influencing student learning and to incorporate them into the nursing curriculum. Such an approach will serve to focus the system on variability in the quality of learning rather than on stability in human attributes.     

Vocal fatigue among teachers

Recordings were made at the beginning and end of workdays of teachers who experience vocal fatigue (n = 22) and those who do not experience fatigue (n = 17). Those who experienced fatigue were recorded on days in which they did and did not fatigue. Both groups evaluated their vocal characteristics, each time they made a recording. Subsequently, a listener panel evaluated the same characteristics from the recordings. Both groups estimated the amount and characteristics of their talking time, completed a psychological evaluation and provided medical histories. The authors interpret the data obtained as indicating that the vocal characteristics of teachers who fatigue and those who do not fatigue are similar on days the former group does not fatigue and that the two groups are similar in the amount and loudness of their talking time, at work and at home. However, teachers who fatigue tend to spend more time in activities that appear to be vocally demanding and are more likely to perceive situations as being anxiety producing. Teachers who fatigue tend to be in good health, but have had more hearing problems and allergies than their colleagues and more of their family members have had voice problems.     

中职语文应用写作教学的困境及对策

应用写作是中职语文教学的重要内容,应用写作能力是应用型人才综合职业能力培养的重要组成部分.从教师和学生两方面分析了中职语文应用写作教学面临的三个主要问题,并提出以能力培养为导向,从教学观念、方式和手段等三方面进行改革,摆脱目前的困境,确立应用写作教学在中职生综合职业能力培养体系中的重要地位.     

Personality traits and teacher–student behaviors in physical education.

Analyzed the relationship of teacher personality as measured by the 16PF to teacher behaviors in physical education as measured by a physical education teacher assessment instrument. Teacher behavior data were obtained from 18 physical education teachers in 3 junior high schools, 5 middle schools, and 6 elementary schools who volunteered to teach a 10-lesson beginning volleyball unit using their own individual teaching styles. Eight students were randomly selected from each teacher's class (n?=?144). Results indicate the primary personality traits of assertiveness, expediency, questioning, imaginativeness, genuineness, confidence, and experimenting related significantly to many important teacher and student behaviors observed in a typical physical education class. Teachers who scored high on these personality traits tended to exhibit a higher level of knowledge, utilized objectives and testing more effectively, and were more flexible and appropriate in their instruction. They also provided more planned instruction and more positive feedback. Teachers who scored high in assertiveness, questioning, and imaginativeness tended to provide their students with more time on task and a higher quality of practice time. Students of teachers who scored high in independence, assertiveness, questioning, and imaginativeness learned more than did students of teachers who were low in these personality traits. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relevance of the Dutch system of maternity care to the United Kingdom

The Dutch system of maternity care is occasionally held up as an example to be emulated by health care providers in the United Kingdom. There are, however, certain differences between maternity care in the two countries which prevent the direct transfer of a system of maternity care from the Netherlands to the UK. The countries are different in terms of their geography and social class distribution. The organizational frameworks within which maternity care is provided demonstrate important differences. The midwives are from a different background, undergo a different preparation and face crucially different working arrangements. There are also certain, largely cultural, differences between mothers in the two countries. Despite these discrepancies, much may be learned by those involved in maternity care in the UK from their Dutch counterparts and the Dutch system of care.     

A population-based survey of obstetric practices among rural women in the Bizana district, Transkei

OBJECTIVE: To determine for the Bizana district, Transkei, the proportion of deliveries that occur at home, home delivery practices, the proportion of women with high-risk pregnancies delivered at home, attendance for antenatal care at the health services and at traditional healers, and the reasons why mothers choose to deliver at home or in the health services. DESIGN: Questionnaire survey. SETTING: Rural community, South Africa. PARTICIPANTS: Two hundred women from randomly selected clusters, obtained from a multistage random sampling process. MAIN OUTCOME MEASURES: Place of delivery, home delivery practices and antenatal care for the most recent delivery (within the previous 5 years). RESULTS: Two-thirds had delivered at home and one-third within the health services. Of those who delivered at home, 62 (47%) were alone at the time of delivery while the remainder were assisted by a close relative or neighbour; 38% had one or more risk factors for obstetric complications. Ninety-seven per cent attended at least once for antenatal care. Home delivery practices and reasons for place of delivery are described. CONCLUSIONS: Antenatal care should include education about the home management of a normal childbirth. Waiting areas for mothers should be established at hospital level for high-risk pregnant mothers.     

Decision making and fad diets

Thalassaemia is a significant public health problem in Australia. There is a need for improved patient education about the disease in order to prevent unnecessary anxieties. The recent advent of methods for antenatal diagnosis has given emphasis to a preventive approach. A screening and counselling service established at Queen Victoria Memorial Hospital, Melbourne, is described, and some of the problems encountered are discussed. Psychological problems are common, and these need to be managed carefully.     

Hands-On Engineering Experiments for Secondary School Students

A program entitled T4MS∕E, “Teaching Teachers to Teach Mathematics and Science via Engineering Activities” was initiated at the University of Toledo to attract secondary students (grades 6–12) to start along the academic path toward careers in engineering. T4MS∕E is a collaborative effort between several engineering and education professors, which targets secondary mathematics and science teachers and students. The core of T4MS∕E is a set of hands-on experiments that the teachers learned, practiced, and then took back to their classrooms, in order to excite their students about the engineering applications of basic mathematical and physical concepts and to start their students along the path towards engineering careers. Many of these teachers taught in schools with large minority populations.     

Teachers' knowledge of students' knowledge in mathematics problem solving: Correlational and case analyses.

This study examined the relationship of teachers' knowledge of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (N?=?20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests. Correlational analyses showed significant positive relationships between teachers' knowledge of students' knowledge and students' mathematics problem-solving achievement. Teachers with more knowledge of their students questioned students about problem-solving processes and listened to their responses. Teachers with less knowledge of their students explained problem-solving processes to students or observed students' solutions. Case analyses of knowledge and behavior of the most effective teacher and the least effective teacher supported these conclusions and showed important differences in how these teachers thought about and used students' knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Violence in a violent society

This article presents the methods and results of two surveys aiming to contribute to the development of partnerships between doctors and teachers in primary school. The first study, carried out with a sample of elementary school teachers, shows the interest they have in health promotion at school, their desire to see national education doctors become involved in health education, and their misunderstanding of the role of national education doctors and nurses, especially in training and participation in school projects. The second study, carried out among a sample of national education doctors, shows their felt sense of "friction" between the individual medical approach within which they were trained and for which they are known and solicited, and the public health approach that they would like to develop. To ameliorate the partnership, the inspector of national education, as the responsible party for educational policies within his district, is the necessary "link" between doctors, school directors and teachers.     

Paternal perspectives of the childbirth experience

This study examined the responses given by first-time fathers who were asked to describe their feelings about their childbirth experience. The fathers answered three open-ended questions about their feelings concerning labor and childbirth, and the paternal behaviors believed to be most useful to their wives during labor and delivery. Data from fathers who attended prenatal childbirth education classes were examined separately from fathers who did not attend. The findings indicated that for all fathers, regardless of prenatal preparation, the labor experience evoked generally positive responses in addition to a significant number of negative responses, while perceptions of the birth experience were primarily characterized by positive or very positive feelings. The results also indicated that the fathers perceived that they were most helpful to their partner during labor.