Psychiatric Aspects of Migraine

Psychiatric aspects of migraine. Literature review. This section provides a survey of the literature on the multiple factors implicated in the aetiology of migraine and the links between migraine and psychiatric disorder. The relationship between epilepsy and migraine is reviewed. Olfactory auras in epilepsy are associated with depression. Cocaine abuse is suggested as a model for migraine hallucinations and the precipitation of psychiatric illness by stress. Endorphins are released along with stress hormones and are likely to play an, as yet, unspecified role in the production of stress-related psychiatric and physical illness. They are clearly involved in the experience of pain in migraine and possibly also in mood changes. Menstrual migraine is accepted as a subgroup of migraine although it can be defined objectively much less frequently than it is subjectively complained of. Finally cerebral asymmetry in physiology and cognition is discussed as it applies to migraine

Re-Imagining Pre-Service Teacher Education in Ontario, Canada: a Journey in the Making

In this paper/presentation, faculty members from the Faculty of Education at UOIT share their experiences and challenges of redesigning a teacher education program, against the backdrop of provincial funding cuts and a mandatory reduction of student enrolment in all Faculties of Education, as Ontario moves from a 10-month consecutive Education program to a required 2-year BEd program. In June, 2013, the Ministry of Education, Ontario announced that effective September, 2015, universities offering teacher certification would be required to double the length of their programs, moving from two semesters to four semesters, and the length of the practicum will change to a minimum of 80 days of practice teaching. In addition, the number of teacher education spaces funded by the province will be reduced by half. This announcement provided an opportunity for faculty to reimagine teacher education in this new context and thus began the journey that culminated with significant modifications to our existing program, including: 1) An Increased range of delivery methods for courses: Although our current program, which is face-to-face with the support of an online Learning Management System (LMS), emphasizes the importance of the integration of technology and pedagogy, the new program is specifically designed to introduce future teachers to learning in the online setting with some blended courses, and with electives and Semester 3 courses offered fully online; 2) A shift in focus for some courses which were previously offered, such as additions to present courses to include new literacies and new technologies and a movement toward individualized, personal education for all students; 3) An extension of some existing program elements, such as a longer practicum (from 60 to 80 days) and the extension of a core teaching methods course into the second year of the program; 4) Consolidation of present courses to integrated courses, such as an integration of Science, Technology and Mathematics into three STEM courses, one of which focuses on computational thinking and the integration of Language Arts and digital technologies to create a course focused on digital literacies; 5) The introduction of additional new required courses, such as Mental Health (which was previously an elective course), Pedagogy of the Land (which explores issues of Indigenous ways of knowing), and a self-directed inquiry course that supports an inquiry-based approach to learning; and, 6) A movement away from a laptop program in which all students use the same hardware to a Bring Your Own Device (BYOD) model that reflects the growing trend of school districts in Ontario also moving in this direction. The new program models key elements of education at the edge of innovation so that graduates will be leaders of technology in their schools and in their school boards, and in other workplace options, such as professional development, adult education, and training

Full STEAM Ahead: Building Preservice Teachers’ Capacity in Makerspace Pedagogies

This paper explores teacher candidates’ understandings of 1) makerspace/constructionist pedagogies; 2) the issue of bullying; and, 3) working with at-risk youth, as they evolved over the course of a six-month partnership. The partnership included researchers and teacher candidates at a Faculty of Education and the teacher librarian at a local elementary school who were participating in a larger Social Sciences and Humanities Research Council of Canada (SSHRC)- funded project that focuses on building, implementing and evaluating an effective model for a school improvement program that increases teachers’ capacity, experience and specific fluency and expertise with technologies supporting STEAM learning and digital literacies. In this paper, we discuss qualitative ethnographic case study research, which examines in depth the experiences of five teacher candidates as they worked with 20 students in a grade 6 class in a high needs school on makerspace activities related to bullying prevention in their school community. Qualitative research documentation includes digital video and audio recordings, on the-ground field notes and observational notes, pre and post interviews with participants and focus group sessions. Results from this study contribute new knowledge in the areas of preservice teacher development and digitally-enhanced learning environments for K-6 learners

The Grizzly, February 28, 1980

Craft Reports On College Concerns • Friedmann Reports On Ruby Progress • USGA Commission Pursues Energy Costs • Editor-in-Chief Applications Available • USGA Notes • Lindback Nominations Requested • Letters to the Editor • Sculpture Forum • Ursinus Grad\u27s Winning Positions • Gifford Takes Top MAC Honors • Interest Inventory • Baseball Season Preview • Gymnastics Concludes Season • Marathon Played For Special Olympicshttps://digitalcommons.ursinus.edu/grizzlynews/1035/thumbnail.jp

Association Between Race and Early Antibiotic Use in Newborns Admitted to the Neonatal Intensive Care Unit

Introduction: Given the risk of early-onset sepsis, providers frequently prescribe empirical antibiotics to newborns admitted to the neonatal intensive care unit (NICU). Early and prolonged use of antibiotics in uninfected newborns is associated with many adverse effects and potentially life-threatening complications, particularly among those with very low birth weight (VLBW; \u3c1500g). Studies of neonatal antibiotic utilization often adjust for race, acknowledged as a social construct, but there is a paucity of data on whether there is an independent association between race and antibiotic use in this population. We hypothesized that Black newborns have higher antibiotic use after adjusting for confounding factors compared to other races. Design/Methods: Retrospective cohort study including newborns admitted to a NICU from 2012-2021 included in the Premier Health database, which captures inpatient encounters from academic and community hospitals across the US. Early antibiotic initiation was defined as any parenteral antibiotic administered within the first 3 days after birth. Prolonged antibiotic duration was defined as early antibiotic initiation that was continued for \u3e4 days. Race was categorized as non-Hispanic Black, non-Hispanic White, non-Hispanic Asian, Hispanic, and Other/unknown race or ethnicity. Standard descriptive and comparative statistics were performed. Multivariable logistic regression, stratified by birth weight ≥ and \u3c1500g, was used to determine the association between race (non-Hispanic Black vs non-Hispanic White, and non-Hispanic Black vs other races/ethnicities) and early/prolonged antibiotic use, adjusting for potential confounders including birthweight category, length of stay, hospital setting, geographic region, and teaching status, accounting for clustering by center. Results: A total of 865,893 newborns from 699 NICUs were included. Overall, 478,045 (55.2%) were male, 108,896 (12.6%) were Hispanic ethnicity, 5236 (0.6%) died, and median length of stay was 7 days (IQR 4,17). Demographics and clinical characteristics between the different race/ethnicity groups are shown in Table 1. In the unadjusted analysis comparing infants of non-Hispanic Black race to non-Hispanic White and other race/ethnicity, stratified by birth weight ≥ and \u3c1500g, there were differences in antibiotic initiation and prolonged duration identified (Table 2). After adjusting for available potential confounders and accounting for clustering by center, non-Hispanic Black infants ≥ 1500g had higher odds of antibiotic initiation (aOR 1.09, 95%CI 1.02,1.2; p=0.02) compared to non-Hispanic White infants (Table 2). Non-Hispanic Black infants \u3c1500g had higher odds of antibiotic initiation (aOR 1.4, 95%CI 1.3,1.6; p\u3c0.001) and prolonged antibiotic duration (aOR 1.2, 95%CI 1.02,1.4; p=0.03) compared to non-Hispanic White infants, and higher odds of antibiotic initiation (aOR 1.3, 95%CI 1.1,1.5; p\u3c0.001) compared to other races/ethnicities (Table 2). Discussion: Newborns of non-Hispanic Black race/ethnicity compared to non-Hispanic White had increased odds of antibiotic initiation when stratified by birth weight. Non-Hispanic black infants with birth weight \u3c1500g also had increased odds of antibiotic initiation when compared to other races/ethnicities. Though this study is limited due to low granularity of patient level data and associations possibly being confounded by other factors, its significance still warrants further study. Future studies must explore if other factors, including maternal factors influenced by structural racism, are being considered when prescribing early antibiotics in the NICU

When Does Fertility End? The Timing of Tubal Ligations and Hysterectomies, and the Meaning of Menopause

We applied a biocultural lens to examine the temporal order of biological, behavioral, and medical events related to fertility across the female reproductive lifespan in three sites, two in Mexico and one in the United States. Using a mixed-method design, we expanded our thinking about the end of fertility in order to examine the timing of hysterectomies and tubal ligations. We discovered that menopause is not the end of fertility for a surprisingly high number of women. Across the three sites, between 43% and 50% of women underwent tubal ligations at mean ages of 32 years (in Campeche, Mexico) and 33 years (Puebla, Mexico). In Puebla, 23% had a history of hysterectomy at a mean age of 42 years, similar to Hilo, Hawaii, where 20% had undergone a hysterectomy at a mean age of 40 years. We hypothesized that women who underwent tubal ligations would less frequently describe menopause as the end of fertility. This was true in Hilo, Hawaii, where women with a history of tubal ligation were almost half as likely to choose loss of fertility to describe menopause. However, in urban and rural Campeche, Mexico, there was no indication - from either quantitative or qualitative responses - that individuals with a history of tubal ligation or hysterectomy were less likely to describe menopause as the end of fertility