Displaced but not replaced: the impact of e-learning on academic identities in higher education.

Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics’ perceptions of e-learning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of e-learning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their ‘trajectory of self’ when engaging with e-learning. The potential for e-learning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity

Sucrose attenuates a negative electroencephalographic response to an aversive stimulus for newborns

Reports that sweet taste calms crying in newborns and is analgesic against the pain caused by a heel lance served as the basis for this study. Electroencephalographic (EEG) activity, heart rate activity, and infants\u27 facial behaviors were recorded before and after a noninvasive, but noxious, heelstroke (procedure from the Brazelton Neonatal Behavior Assessment Scale). In a randomized and controlled trial, 34 newborns were administered 2 mL of water or sucrose solution before the heelstroke. Frontal EEG asymmetry scores were computed, and power in the 3 to 6 Hz frequency band was analyzed. Infants who received water showed increased relative right frontal EEG activation from baseline to the post-heelstroke phase, a pattern that typifies negative affect. The EEG of infants in the sucrose group did not change. Heart rate increased rapidly in both groups during the heelstroke phase. However, after the heelstroke, the heart rate of infants who received sucrose returned to baseline, whereas the heart rate of infants who tasted water remained elevated. During the heelstroke, the infants in the water group cried and grimaced twice as long as the infants in the sucrose group. These findings add to the growing literature showing that sucrose attenuates newborns\u27 negative response to aversive or noxious stimuli

Generalized property directed reachability

The IC3 algorithm was recently introduced for proving properties of finite state reactive systems. It has been applied very success-fully to hardware model checking. We provide a specification of the algorithm using an abstract transition system and highlight its dual operation: model search and conflict resolution. We then generalize it along two dimensions. Along one dimension we address nonlinear fixed-point operators (push-down systems) and evaluate the algorithm on Boolean programs. In the second dimension we leverage proofs and models and generalize the method to Boolean constraints involving theories

‘As good as chocolate’ and ‘better than ice cream’: how toddler, and older, breastfeeders experience breastfeeding

The breastfeeding experiences of 114 Australian children who were currently breastfeeding were explored via maternal observation and direct questioning of the children. Mothers commonly stated that their child breastfed for comfort and this opinion was validated by observations of when the children breastfed, which was often in the transition to sleep or when the child was upset. Children stated that they liked breastfeeding and that they felt happy, good or nice when they breastfed. Children expressed that they liked the taste of breastmilk and compared the flavour to a wide variety of foods. Conversations with the children revealed that they had learnt significant information about breastfeeding. Breastfeeding role‐play was often involved in this learning and it is proposed that this learning should be valued. This study is the first examination of breastfeeding from the viewpoint of children, who are the actual breastfeeders, and provides insight into their practices and motivations