The Mediating Role of Parental Context and Social Support on the Relationship between Polyvictimization and Juvenile Delinquency: A Longitudinal Study

Polyvictimization and non-victimization adversity in adolescence is a prevalent and evolving issue that poses many implications for families, teachers, policymakers, and others. This study sought to examine whether polyvictimization and adversity longitudinally predict later delinquency, and the possible mediating role of parental context and social support on this relationship. Data was collected as part of the THV survey and the NatSCEV II and yielded a final sample of 791 youths ages 10-20. Poisson regression analyses and structural equation modeling were conducted. Results demonstrated that over and above the impact of demographics, delinquency at Time 1, and community disorder, experiencing composite polyvictimization, peer and sibling victimization, or witnessing/indirect victimization uniquely predicted later engagement in delinquency. Contemporaneous parental context, involvement, and hostility fully or partially mediated the relationship between polyvictimization, adversity, and delinquency. Additionally, total social support and family social support partially mediated the relationship between polyvictimization and delinquency, and fully mediated non-victimization adversity, but only when contemporaneous parenting context was not in the mediational model. Implications for these findings are discussed

Maternity health care: The experiences of Sub-Saharan African women in Sub-Saharan Africa and Australia

© 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved. This author accepted manuscript is made available following 24 month embargo from date of publication (August 2017) in accordance with the publisher’s archiving policy.Background Increasing global migration is resulting in a culturally diverse population in the receiving countries. In Australia, it is estimated that at least four thousand Sub-Saharan African women give birth each year. To respond appropriately to the needs of these women, it is important to understand their experiences of maternity care. Objective The study aimed to examine the maternity experiences of Sub-Saharan African women who had given birth in both Sub-Saharan Africa and in Australia. Design Using a qualitative approach, 14 semi-structured interviews with Sub-Saharan African women now living in Australia were conducted. Data was analysed using Braun and Clark’s approach to thematic analysis. Findings Four themes were identified; access to services including health education; birth environment and support; pain management; and perceptions of care. The participants experienced issues with access to maternity care whether they were located in Sub-Saharan Africa or Australia. The study draws on an existing conceptual framework on access to care to discuss the findings on how these women experienced maternity care. Conclusion The study provides an understanding of Sub-Saharan African women’s experiences of maternity care across countries. The findings indicate that these women have maternity health needs shaped by their sociocultural norms and beliefs related to pregnancy and childbirth. It is therefore arguable that enhancing maternity care can be achieved by improving women’s health literacy through health education, having an affordable health care system, providing respectful and high quality midwifery care, using effective communication, and showing cultural sensitivity including family support for labouring women

Critical thinking development in undergraduate midwifery students: An Australian validation study using Rasch analysis

Background: Well-developed critical thinking skills are required to provide midwifery care that is safe, evidence-based, and woman-centred. A valid, reliable tool to measure is required the application of critical thinking in midwifery practice. The Carter Assessment of Critical Thinking in Midwifery (CACTiM) has previously been psychometrically assessed using classical methods at a single site. This study aims to further evaluate the properties of CACTiM tools using Rasch analysis in a diverse group of midwifery students and preceptors. Methods: The CACTiM tools were completed by undergraduate midwifery students studying at three Australian universities and their preceptors. Midwifery students’ critical thinking was evaluated separately through student self-assessment and preceptor assessment and then matched. Rasch analysis was used to evaluate the validity of the tools. Results: Rasch analysis confirmed both the preceptor and student CACTiM tools demonstrated good reliability and unidimensionality. The items can differentiate between students’ ability to apply critical thinking in midwifery practice. Person reliability and item reliability were above.92 for both scales indicating excellent reliability and internal consistency. Several improvements were identified to the tools, including enhanced wording to some items, and reduction to a 5-point Likert scale. Through analysis of lower-scoring items, midwifery programs can identify curricula enhancements. Conclusion: The CACTiM student and preceptor tools are valid and reliable measures of critical thinking in midwifery practice. The tools can assess students’ critical thinking abilities and identify areas for development for individuals and across student cohorts through curricula enhancements

Meox2 haploinsufficiency increases neuronal cell loss in a mouse model of Alzheimer\u27s disease

Evidence suggests that multiple genetic and environmental factors conspire together to increase susceptibility to Alzheimer\u27s disease (AD). The amyloid cascade hypothesis states that deposition of the amyloid-β (Aβ) peptide is central to AD; however, evidence in humans and animals suggests that Aβ buildup alone is not sufficient to cause neuronal cell loss and cognitive decline. Mouse models that express high levels of mutant forms of amyloid precursor protein and/or cleaving enzymes deposit amyloid but do not show neuron loss. Therefore, a double-hit hypothesis for AD has been proposed whereby vascular dysfunction precedes and promotes Aβ toxicity. In support of this, copy number variations in mesenchyme homeobox 2 (MEOX2), a gene involved in vascular development, are associated with severe forms of AD. However, the role of MEOX2 in AD has not been studied. Here, we tested Meox2 haploinsufficiency in B6.APP/PS1 (B6.APBTg) mice, a mouse model of AD. Despite no overt differences in plaque deposition or glial activation, B6.APBTg mice that carry only one copy of Meox2 (B6.APBTg.Mx−/+) show increased neuronal cell loss, particularly in regions containing plaques, compared with B6.APBTgmice. Neuronal cell loss corresponds with a significant decrease in plaque-associated microvessels, further supporting a synergistic effect of vascular compromise and amyloid deposition on neuronal cell dysfunction in AD

Meox2 haploinsufficiency increases neuronal cell loss in a mouse model of Alzheimer\u27s disease

Evidence suggests that multiple genetic and environmental factors conspire together to increase susceptibility to Alzheimer\u27s disease (AD). The amyloid cascade hypothesis states that deposition of the amyloid-β (Aβ) peptide is central to AD; however, evidence in humans and animals suggests that Aβ buildup alone is not sufficient to cause neuronal cell loss and cognitive decline. Mouse models that express high levels of mutant forms of amyloid precursor protein and/or cleaving enzymes deposit amyloid but do not show neuron loss. Therefore, a double-hit hypothesis for AD has been proposed whereby vascular dysfunction precedes and promotes Aβ toxicity. In support of this, copy number variations in mesenchyme homeobox 2 (MEOX2), a gene involved in vascular development, are associated with severe forms of AD. However, the role of MEOX2 in AD has not been studied. Here, we tested Meox2 haploinsufficiency in B6.APP/PS1 (B6.APBTg) mice, a mouse model of AD. Despite no overt differences in plaque deposition or glial activation, B6.APBTg mice that carry only one copy of Meox2 (B6.APBTg.Mx−/+) show increased neuronal cell loss, particularly in regions containing plaques, compared with B6.APBTgmice. Neuronal cell loss corresponds with a significant decrease in plaque-associated microvessels, further supporting a synergistic effect of vascular compromise and amyloid deposition on neuronal cell dysfunction in AD

Submillimetre Constraints on Hyper-Extremely Red Objects in the Subaru Deep Field

We have mapped the submillimetre wavelength continuum emission from the Subaru Deep Field (SDF) at 450 and 850 microns with the Submillimetre Common-User Bolometer Array (SCUBA) detector on the James Clerk Maxwell Telescope (JCMT). The near-IR image of the SDF is one of the deepest near-IR images available and contains four `hyper extremely red objects' (HEROs). These data allow us to test the connection between `extremely red objects' (EROs) found in IR surveys and the population of bright submillimetre sources found with SCUBA. We present a weak measurement of the average flux of the four K-band selected HEROs of 1.15 (+/-0.46) mJy, which fails to support the hypothesis that HEROs should be bright SCUBA sources. Our data are consistent with the HEROs being objects with SEDs like that of Arp220 out to z~1.7, however, the extinction in the HEROs must be about 1 magnitude greater in the J-band than is the case for Arp220 and they would need to be 1.7 times as luminous as Arp220. On the other hand, an evolutionary model of elliptical galaxies at z~2-3 in a dusty starburst phase is also in agreement with the submillimetre data, as was originally proposed for the HEROs.Comment: 7 pages, 5 figures, accepted for publication in MNRAS July 5th, 200

Examining the transformation of midwifery education in Australia to inform future directions: an integrative review

BackgroundIntegral to quality midwifery practice is the education of midwives. Like other countries, Australia faces ongoing challenges in delivering midwifery education programs. Reasons include escalating program costs, challenges in securing meaningful clinical experiences, subsumption of midwifery with nursing, and associated loss of identity in some institutions.AimTo critically examine the literature exploring the historical and current drivers, supports and impediments for entry-to-practice midwifery programs to identify strategies to strengthen midwifery education in Australia.MethodsA structured integrative literature review using Whittemore and Knafl’s five-stage framework was undertaken; 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis, and 5) presentation of results.FindingsThe literature search identified 50 articles for inclusion. The thematic analysis identified four key themes: i. a commitment to educational reform, ii. building a midwifery workforce, iii. quality maternity care through midwifery education, and iv. progressing excellence in midwifery education.DiscussionExtensive literature describes the evolution of midwifery education in Australia over the last 30 years. Through collaboration and amidst opposition, quality midwifery education has been established in Australia. Identification of midwifery as a distinct profession and transformative leadership have been integral to this evolution and must be grown and sustained to prevent a decline in standards or quality.ConclusionThere is a need to address priorities in midwifery education and for the evaluation of midwifery programs and pedagogy. The provision and maintenance of quality education and practice require shared responsibility between education providers and health care services

Relative group size and minority school success: the role of intergroup friendship and discrimination experiences

From an intergroup relations perspective, relative group size is associated with the quantity and quality of intergroup contact: more positive contact (i.e., intergroup friendship) supports, and negative contact (i.e., experienced discrimination) hampers, minority identity, and school success. Accordingly, we examined intergroup contact as the process through which perceived relative proportions of minority and majority students in school affected minority success (i.e., school performance, satisfaction, and self-efficacy). Turkish minorities (N = 1,060) were compared in four Austrian and Belgian cities which differ in their typical school ethnic composition. Across cities, minority experiences of intergroup contact fully mediated the impact of perceived relative group size on school success. As expected, higher minority presence impaired school success through restricting intergroup friendship and increasing experienced discrimination. The association between minority presence and discrimination was curvilinear, however, so that schools where minority students predominated offered some protection from discrimination. To conclude, the comparative findings reveal positive and negative intergroup contact as key processes that jointly explain when and how higher proportions of minority students affect school success