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)

Whose domain and whose ontology?:Preserving human radical reflexivity over the efficiency of automatically generated feedback alone

In this chapter, we challenge an increase in the uncritical application of algorithmic processes for providing automatically generated feedback for students, within a neoliberal framing of contemporary higher education. Initially, we discuss our concerns alongside networked learning principles, which developed as a critical pedagogical response to new online learning programmes and platforms. These principles now overlap too, with the notion that we are living in ‘postdigital’ times, where automatically generated feedback never stands alone, but is contested and supplemented by physical encounters and human feedback. First, we make observations on the e-marking platform Turnitin, alongside other rapidly developing artificial intelligence (AI) systems. When generic (but power-laden) maps are incorporated into both student and staff ‘perceived’ spaces through AI, we surface the aspects of feedback that risk being lost. Second, we draw on autoethnographic understandings of our own lived experience of performing radically reflexive feedback within a Master’s in Education programme. A radically reflexive form of feedback may not follow a pre-defined map, but it does offer a vehicle to restore individual student and staff voices and critical self-navigation of both physical and virtual learning spaces. This needs to be preserved in the ongoing shaping of the contemporary ‘postdigital’ university

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

n/

A heterogenized copper phenanthroline system to catalyze the oxygen reduction reaction

Upon the electrochemical reduction of an in situ generated 5-diazo-1,10-phenanthroline ion, phenanthroline was covalently attached to a gold electrode. The grafted molecules act as a ligand when brought in contact with a copper-containing electrolyte solution. As the ligands are limited in spatial movement, the exclusive formation of the active species with only one phenanthroline ligand coordinated was expected. The in situ generated complexes have been investigated for activity in the oxygen reduction reaction, for which an overpotential of 800 mV is observed. During catalysis, initially a thick copper layer is formed on top of an organic layer that is still present on the gold surface. Upon deterioration of the organic layer underneath the copper over time, the amount of copper on the electrode and thereby the electrocatalytic activity decreases

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

“Should It Be Considered Plagiarism?” Student Perceptions of Complex Citation Issues

Most research on student plagiarism defines the concept very narrowly or with much ambiguity. Many studies focus on plagiarism involving large swaths of text copied and pasted from unattributed sources, a type of plagiarism that the overwhelming majority of students seem to have little trouble identifying. Other studies rely on ambiguous definitions, assuming students understand what the term means and requesting that they self-report how well they understand the concept. This study attempts to avoid these problems by examining student perceptions of more complex citation issues. We presented 240 students with a series of examples, asked them to indicate whether or not each should be considered plagiarism, and followed up with a series of demographic and attitudinal questions. The examples fell within the spectrum of inadequate citation, patchwriting, and the reuse of other people’s ideas. Half were excerpted from publicized cases of academic plagiarism, and half were modified from other sources. Our findings indicated that students shared a very strong agreement that near verbatim copy and paste and patchwriting should be considered plagiarism, but that they were much more conflicted regarding the reuse of ideas. Additionally, this study found significant correlation between self-reported confidence in their understanding and the identification of more complex cases as plagiarism, but this study found little correlation between academic class status or exposure to plagiarism detection software and perceptions of plagiarism. The latter finding goes against a prevailing sentiment in the academic literature that the ability to recognize plagiarism is inherently linked to academic literacy. Overall, our findings indicate that more pedagogical emphasis may need to be placed on complex forms of plagiarism