Effect of planned place of birth on obstetric interventions and maternal outcomes among low-risk women : a cohort study in the Netherlands

Background: The use of interventions in childbirth has increased the past decades. There is concern that some women might receive more interventions than they really need. For low-risk women, midwife-led birth settings may be of importance as a counterbalance towards the increasing rate of interventions. The effect of planned place of birth on interventions in the Netherlands is not yet clear. This study aims to give insight into differences in obstetric interventions and maternal outcomes for planned home versus planned hospital birth among women in midwife-led care. Methods: Women from twenty practices across the Netherlands were included in 2009 and 2010. Of these, 3495 were low-risk and in midwife-led care at the onset of labour. Information about planned place of birth and outcomes, including instrumental birth (caesarean section, vacuum or forceps birth), labour augmentation, episiotomy, oxytocin in third stage, postpartum haemorrhage >1000 ml and perineal damage, came from the national midwife-led care perinatal database, and a postpartum questionnaire. Results: Women who planned home birth more often had spontaneous birth (nulliparous women aOR 1.38, 95 % CI 1.08-1.76, parous women aOR 2.29, 95 % CI 1.21-4.36) and less often episiotomy (nulliparous women aOR 0.73, 0.58-0.91, parous women aOR 0.47, 0.33-0.68) and use of oxytocin in the third stage (nulliparous women aOR 0.58, 0.42-0.80, parous women aOR 0.47, 0.37-0.60) compared to women who planned hospital birth. Nulliparous women more often had anal sphincter damage (aOR 1.75, 1.01-3.03), but the difference was not statistically significant if women who had caesarean sections were excluded. Parous women less often had labour augmentation (aOR 0.55, 0.36-0.82) and more often an intact perineum (aOR 1.65, 1.34-2.03). There were no differences in rates of vacuum/forceps birth, unplanned caesarean section and postpartum haemorrhage >1000 ml. Conclusions: Women who planned home birth were more likely to give birth spontaneously and had fewer medical interventions. © 2016 The Author(s)

Examining the Ethical Environment in Higher Education

Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues

Understanding Lecturers' Perceptions of Workplace Fear: An Interpretive Study in the Cypriot Higher Education Context

This chapter explores how Cypriot lecturers perceive and experience fear while being at work. Drawing on the lens of interpretive inquiry, data were collected through interviews with 19 lecturers. Analysis focused on experiences of workplace fear offering rich insights into characteristics of fear, eliciting events, and coping ways. Findings help to unveil the specific events that lead to fear in the Cypriot universities, and the ways lecturers manage their fearful experiences. The study contributes to the study of discrete emotions, by empirically examining fear’s own storyline through the workers’ own perspectives, within a specific context

ICAR: endoscopic skull‐base surgery

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Plagiarism or not? investigation of Turnitin®‐detected similarity hits in biology laboratory reports

In undergraduate biology laboratory courses, laboratory reports can be a useful tool for teaching scientific writing, integration of source material, and information literacy; however, these teaching objectives are at times undermined by students' plagiarism. Laboratory instructors often use similarity-matching software to detect plagiarism in laboratory reports, yet similarity hits detected with such software remain poorly characterized. In the upper division molecular biology laboratory course described here, Turnitin® routinely detected dozens of similarity hits in laboratory reports. To determine whether this abundance of similarity hits was indicative of widespread plagiarism, we analyzed similarity hits detected in 255 laboratory reports written by 135 students. Only a small minority of Turnitin® similarity matches were problematic, but over half of the laboratory reports contained at least one problem with incorporation of scientific sources (e.g., laboratory manual and scientific articles). We identified four common types of such writing problems: patchwriting, technical parroting, copying, and falsification of sources. In 18% of the laboratory reports, we detected an alarmingly superficial use of primary literature. Most of the source incorporation problems did not rise to the level of plagiarism. As a result of this study, we recommend changes in scientific writing instruction and a transition to laboratories providing more authentic research experiences. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):370-379, 2019