Using parent metaphors for learning about the neonatal care experience: an interpretive perspective

© 2019 The Author(s). The final, definitive version of this paper has been published in Journal of Child Health Care by Sage Publications Ltd. All rights reserved. It is available at: https://doi.org/10.1177/1367493519875853.This study focuses on how metaphors are used by parents who have had a premature baby to describe their neonatal care experience and how these can contribute to empathic learning of health professionals. In health, metaphors are commonly used to communicate and explain difficult topics. When patients tell their story, metaphor can be a means of expression from which we can learn about their experience of illness or hospitalisation. Limited research exits on how metaphor can improve our understanding of parent’s emotional experience in neonatal care and subsequently inform education in this field. Employing narrative inquiry within an interpretive, constructivist paradigm, 20 narrative interviews with 23 parents of premature babies were analysed using a process of metaphor identification. Findings revealed common metaphors used to describe experience. Metaphor clusters used by parents in order of frequency were journeying, altered reality, darkness, breaking, connections, fighting, salvation and being on the edge. Parents widely used compelling and emotive metaphors to describe and express both difficult and challenging times as well as progression forward. Metaphors serve as a powerful way for health professionals to learn about the emotional experiences of parents and potentially enhance their empathic understanding.Peer reviewe

Adapting to the digital age: a narrative approach

The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in this respect. In this context, this project takes a “bottom-up” approach and synthesises several life-stories into a single persuasive narrative to support the process of adapting to digital change. The project foregrounds the small, every-day motivating moments, cultural features and environmental factors in people's diverse lives which may have contributed to their positive dispositions towards change in relation to technology enhanced learning. We expect that such narrative approaches could serve to support colleagues in other institutions to warm up to ever-changing technological advances

Systematic review of fatty acid composition of human milk from mothers of preterm compared to full-term infants

Background: Fatty acid composition of human milk serves as guidance for the composition of infant formulae. The aim of the study was to systematically review data on the fatty acid composition of human milk of mothers of preterm compared to full-term infants. Methods: An electronic literature search was performed in English (Medline and Medscape) and German (SpringerLink) databases and via the Google utility. Fatty acid compositional data for preterm and fullterm human milk were converted to differences between means and 95% confidence intervals. Results: We identified five relevant studies publishing direct comparison of fatty acid composition of preterm versus full-term human milk. There were no significant differences between the values of the principal saturated and monounsaturated fatty acids. In three independent studies covering three different time points of lactation, however, docosahexaenoic acid (DHA) values were significantly higher in milk of mothers of preterm as compared to those of full-term infants, with an extent of difference considered nutritionally relevant. Conclusion: Higher DHA values in preterm than in full-term human milk underlines the importance of using own mother's milk for feeding preterm babies and raises the question whether DHA contents in preterm formulae should be higher than in formulae for full-term infants. Copyright (c) 2008 S. Karger AG, Basel

Developing Preservice Elementary Teachers' Pedagogical Design Capacity for Reform‐Based Curriculum Design

Teachers use curriculum materials as a guide in their planning, critiquing and adapting them to address reform‐based goals and practices and specific contextual needs. To become well‐started beginners in planning lessons, novice teachers need opportunities to develop their pedagogical design capacity—that is, their ability to use personal and curricular resources in designing instruction for students. This study investigated the use of reform‐based criteria in supporting 24 preservice teachers enrolled in an elementary science methods course. In learning about and applying criteria, the preservice teachers developed aspects of their pedagogical design capacity by expanding their analysis ideas and refining their knowledge and beliefs about curriculum design. However, many struggled with analyzing lesson plans in a reform‐oriented way during student teaching. This occurred, in part, because the preservice teachers navigated different settings that conveyed conflicting ideas about the reasons why teachers make modifications. The methods course emphasized the importance of modifying materials to promote reform‐based science teaching, but few preservice teachers observed their mentor teachers make adaptations for this reason. These findings have important implications for theoretical models on curriculum materials use and the design of science teacher education.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91354/1/j.1467-873X.2012.00599.x.pd

Ganglioside Alters Phospholipase Trafficking, Inhibits NF-κB Assembly, and Protects Tight Junction Integrity

Background and Aims: Dietary gangliosides are present in human milk and consumed in low amounts from organ meats. Clinical and animal studies indicate that dietary gangliosides attenuate signaling processes that are a hallmark of inflammatory bowel disease (IBD). Gangliosides decrease pro-inflammatory markers, improve intestinal permeability, and reduce symptoms characteristic in patients with IBD. The objective of this study was to examine mechanisms by which dietary gangliosides exert beneficial effects on intestinal health. Methods: Studies were conducted in vitro using CaCo-2 intestinal epithelial cells. Gangliosides were extracted from milk powder and incubated with differentiated CaCo-2 cells after exposure to pro-inflammatory stimuli. Gut barrier integrity was assessed by electron microscopy, epithelial barrier function was examined by measuring transepithelial electric resistance, and content of HBD-2, IL-23, NF-κB, and sPLA2 was assessed by ELISA. Results: Ganglioside attenuated the decrease in integrity of tight junctions induced by pro-inflammatory stimuli and improved epithelial barrier function (P \u3c 0.05). Ganglioside decreased the basolateral secretion of sPLA2 (P ≤ 0.05), lowered HBD-2 and IL-23 levels (P ≤ 0.05), and inhibited NF-κB activation (P ≤ 0.05). Conclusions: In summary, the present study indicates that ganglioside GD3 improves intestinal integrity by altering sPLA2 trafficking, and the production of pro-inflammatory mediators is mitigated by decreasing assembly of the NF-κB complex. Dietary gangliosides may have promising potential beneficial effects in IBD as decreased inflammatory signaling, improved intestinal integrity, and maintenance of epithelial barrier function have been demonstrated in vitro

AA and DHA are Decreased in Paediatric AD/HD and Inattention is Ameliorated by Increased Plasma DHA

The purpose of this study was to assess long chain polyunsaturated fatty acid (LCPUFA) status in relation to socio-behavioral outcomes in children with Attention Deficit/Hyperactivity Disorder (AD/HD). In a case-control design, plasma phospholipid fatty acid content was assessed in children aged 5–12 years with AD/HD and in typically functioning children. Dietary intakes of LCPUFAs arachidonic acid (AA; 20:4n6) and docosahexaenoic acid (DHA; 22:6n3) were quantified using a four-day food record, polymorphisms were determined in FADS1 and FADS2, and socio-behavioral outcomes were assessed using the Conners 3 Parent Rating Scales in a cross section of children with AD/HD. Compared to typically functioning children, plasma AA and DHA were 40% lower in children with AD/HD. Median intake of AA, but not DHA, was higher in children with AD/HD compared to typically functioning children. Polymorphisms in FADS1 (rs174546) and FADS2 (174575) were associated with higher plasma linoleic acid (LA; 18:2n6) level. Plasma DHA level was inversely associated with inattention score. Despite having an elevated intake of AA, children diagnosed with AD/HD have a reduction in plasma AA level which may be due in part to polymorphisms in the fatty acid desaturase (FADS) gene cluster or increased conversion to AA-derived metabolites. Increasing intake of DHA may ameliorate symptoms of inattention in AD/HD

Landmarks in the professional and academic development of mid-career teacher educators

This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors

Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context

The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education sectors has been enforced through demanding accountability regimes. In this paper, the authors draw on findings of a small-scale interview study to consider how understandings of literacies associated with different contexts may or may not inflect student teachers’ orientations towards literacy provision in school. The authors explore how five student teachers presented their experiences of literacy within and beyond the classroom and how they seemed to position themselves in relation to literacy pedagogy. The authors focus particularly on continuities and discontinuities between literacies in the student teachers’ personal and professional lives, and on tensions they identified between the teachers they felt they wanted to, and were expected to, become. Reflecting on this work, the authors consider how they can best equip pre-service primary and early years teachers to develop as critical reflective literacy practitioners in the current context

Music and drama in primary schools in the Madeira Island - Narratives of ownership and leadership

Este artigo foi uma das publicações resultantes do projeto financiado pela FCT "Música e Drama no 1º ciclo do Ensino básico – o caso da Região Autónoma da Madeira" (PTDC/CED/72112/2006).A three-year-case study funded by the Foundation for Science and Technology (FCT) from the Portuguese Ministry of Science, Technology and Higher Education was designed to study a 30-year project of music and drama in primary schools in Madeira. This article reports on the narratives of the three main figures in the project as they elaborate on its construction according to the following themes: innovation, philosophies of music education and teacher education. Through the lens of a narrative inquiry, the discourses produced are analysed, taking into account the emerging concepts of ownership and leadership.