Holding and restraining children for clinical procedures within an acute care setting: an ethical consideration of the evidence

This critical reflection on the ethical concerns of current practice is underpinned by a systematic synthesis of current evidence focusing on why and how children are held or restrained for clinical procedures within acute care and the experiences of those present when a child is held against their wishes. Empirical evidence from a range of clinical settings internationally demonstrates that frequently children are held for procedures to be completed; younger children and those requiring procedures perceived as urgent are more likely to be held. Parents and health professionals express how holding children for procedures can cause feelings of moral distress expressed as uncertainty, guilt and upset and that this act breaches the trusting and protective relationship established with children. Despite this, children’s rights and alternatives to holding are not always respected or explored. Children’s experiences and perceptions are absent from current literature. Children and young people have a moral right to have their voice and protests heard and respected and for these to inform judgements of their best interests and the actions of health professionals. Without robust evidence, debate and recognition that children are frequently held against their wishes in clinical practice for procedures which may not be urgent, children’s rights will continue to be compromised

Evidence of rapid non-targeted effects of cycloheximide on soil bacteria using 13C-PLFA analysis

Stable isotope probing of phospholipid fatty acids (PLFA-SIP) is useful when studying bacterial contributions to soil processes, and it is an effective way to separate fungal and bacterial activity by linking 13C enrichment to specific PLFAs. Distinguishing bacterial contributions to soil processes often employs selective inhibitors; however, studies demonstrating their efficacy when using PLFA-SIP are less common. Here, we determined the effect of the fungal inhibitor cycloheximide (4.8 mg g−1 dry soil) and the bacterial inhibitor bronopol (0.48 mg g−1 dry soil) on microbial communities white spruce [Picea glauca (Moench) Voss] forest floor by measuring the uptake of 13C-enriched glucose (2 mg g−1 dry soil) in microbial PLFAs. We targeted [13C]glucose uptake by the bacterial community conditioned to a stable soil environment of 23 °C for over 2 wk rather than new bacteria generated from active colony growth caused by glucose addition. Nearly all bacterial PLFAs exhibited pronounced inhibition of 13C enrichment in the presence of bronopol. Limited inhibition of 13C enrichment in the presence of cycloheximide was observed as bacterial PLFA affected by cycloheximide had roughly one third less 13C enrichment than samples emended with [13C]glucose alone. Inhibitory effects only reduced 13C enrichment and did not affect total PLFA concentrations, implying that the inhibitors in the concentrations applied were impeding bacterial activity without causing cell death. Based on this work, we conclude that bronopol is an effective inhibitor for bacteria. Additionally, non-targeted effects of cycloheximide on soil bacteria must be accounted for when it is used in soil incubations.The accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author

Nutrient distribution in sandy soils along a forest productivity gradient in the Athabasca Oil Sands Region of Alberta, Canada

Brunisolic soils developed on sandy deposits comprise a significant portion of the land disturbed by surface mining in the Athabasca Oil Sands Region. These soils support unique forest communities ranging from nutrient limited jack pine to more productive aspen stands. The objective of this study was to determine if and how the physical properties of these sandy soils influence the accumulation and distribution of soil nutrients. Sixteen sites, selected to capture the natural range in forest productivity of the area, were characterized to assess particle size distribution; total and available nutrient stocks in forest floors; and total and extractable nutrients in B horizons. Under jack pine, relatively small decreases in sand content of the upper soil profiles, from 97 to 88 %, were associated with greater total nutrient stocks and lower C/N ratios in the forest floors. In soils under aspen, forest floor nutrient stocks related most strongly with texture of the B horizons, with finer B horizons (from 94 to 78 % sand) leading to larger forest floor nutrient stocks. These results indicate that textural characteristics play an important role in nutrient cycling of these sandy soils and should be a primary focus during their reclamation.The accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author

Introductory Soils Courses: A Frontier of Soil Science Education in Canada

As the focus of soil science education in Canada and elsewhere has shifted towards non-soil science majors, it is important to understand if and how this has affected the scope of introductory soil science courses. The objectives of this study were to inventory Canadian postsecondary units that offer introductory soil science courses and to document attributes of instructors, students, and teaching approaches in these courses. We surveyed 58% of the instructors of introductory soil science courses across Canada, and most of these courses were offered by geography and environmental science units. The majority of instructors followed a traditional lecture (86%) and laboratory (76%) delivery format, while 36% used online teaching resources. Introductory courses were delivered by primarily one instructor, who held a PhD in a tenure track position and in most cases developed the course themselves. Over half of the instructors surveyed used either a required or a recommended textbook; pointing to the need for creation of a Canadian-authored soil science textbook. Several follow-up studies are needed to evaluate teaching methods used in the upper level soil science courses, studentâ s perceptions of teaching in soil science, and instructorsâ knowledge of resources available for online and/or blended learning.The accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author