Neurobiology of Pain in Children: An Overview

The evaluation of pain in the newborn and the infant is difficult because pain is mainly a subjective phenomenon. Until a few years ago, several myths persisted. First, the myth that children, especially infants, do not feel pain the way adults do, therefore there is no untoward consequences for them. Second, lack of assessment and reassessment for the presence of pain. Third, misunderstanding of how to conceptualise and quantify a subjective experience. Fourth, lack of knowledge of pain treatment. Fifth, the notion that addressing pain in children takes too much time and effort, in ultimate analysis resulting in wasting time. Sixth, fears of hidden -and not easy to diagnose or prevent- adverse effects of analgesic medications, including respiratory depression and addiction. Finally, from a conceptual point of view, high thresholds of pain in neonates and infants were considered to be present by natural character, and useful in protecting infant from pain during birth and transit through the narrow vaginal channel

La teledetección como instrumento de analisis de datos espaciales aplicados al estudio de incendios en el territorio italiano

The relation between the vegetation’s phenology and summer wildfires in Italy was studied using remote sensing and GIS techniques, in the course of the year 2008. We identified vegetation cover “that can be burned”, using a mask based on the CORINE Land Cover product. The vigour of the vegetation was estimated with MODIS images (MODO1KM) available at the Italian Space Agency (ASI) for May, June, July, August and September of 2008. The greenness index called Photosynthetic Reflectivity Index (PRI) and the modal filter “majority” were employed. The occurrence of fires in Italy from May to September 2008 was studied using data from hotspots provided by the Sensor Meteosat Second Generation (MSG-SEVIRI) on a query system developed by the Italian Space Agency (ASI). To analyse the relation between the occurrence of fires and the PRI, a database of hotspots was consulted. Cartography was obtained as a result, for monthly PRI during the study period with maps of PRI changes and occurrence of fires. The PRI and detected fires increased from May to August, indicating a strong seasonality and an increased vulnerability of the vegetation to summer fires. The central areas of Italy were most affected by these summer fires.La relación entre la fenología de la vegetación y la ocurrencia de incendios estivales en el territorio italiano en el transcurso del año 2008 se estudió mediante técnicas de teledetección y SIG. Se identificaron las coberturas de vegetación “susceptibles de ser quemadas”. Estas fueron determinadas mediante la aplicación de una máscara , basada en el producto CORINE Land Cover. El vigor de la vegetación se estimó a partir de imágenes MODIS (MOD01KM) disponibles en la Agencia Espacial Italiana (ASI) para mayo, junio, julio, agosto y septiembre de 2008. El índice de verdor denominado Índice de Reflectividad Fotosintética (PRI) y el filtro modal “majority” fueron empleados. La ocurrencia de incendios desde mayo a septiembre de 2008 en el territorio italiano fue estudiada mediante de focos de calor proporcionados por el sensor Meteosat Second Generation (MSG-SEVIRI), sobre un sistema de consultas desarrollado por la Agencia Espacial Italiana (ASI). Para analizar la relación entre la ocurrencia de incendios y el PRI se consultó dicha base focos de calor. Como resultado se obtuvo cartografía de PRI mensual y para el período estudiado se generaron mapas de cambio del PRI y de los incendios ocurridos. El PRI y los incendios detectados aumentaron desde mayo a agosto, indicando una marcada estacionalidad y un aumento de la vulnerabilidad de la vegetación a los incendios estivales. Las zonas centrales de Italia resultaron ser las más afectadas por los incendios.Fil: Zamboni, Lisandra Pamela. Universidad Autónoma de Entre Ríos; ArgentinaFil: Loizzo, Rosa. Agenzia Spaziale Italiana; ItaliaFil: Sione, Walter Fabian. Universidad Autónoma de Entre Ríos; Argentina. Universidad Nacional de Luján; ArgentinaFil: Aceñolaza, Pablo Gilberto. Universidad Autónoma de Entre Ríos; Argentina. Provincia de Entre Ríos. Centro de Investigaciones Científicas y Transferencia de Tecnología a la Producción. Universidad Autónoma de Entre Ríos. Centro de Investigaciones Científicas y Transferencia de Tecnología a la Producción. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Centro de Investigaciones Científicas y Transferencia de Tecnología a la Producción; Argentin

Adult learners\u27 perceptions of MOOC motivation, success, and completion: a virtual ethnographic study

Massive open online courses (MOOCs) have been credited with disrupting the traditional classroom and challenging distance education models in higher education. MOOCs were developed with the intention of opening up education to the masses, specifically those in developing countries who could not readily access educational resources or opportunities. However, early quantitative reports have shown that MOOC participants tend to be adult learners who already possess bachelor\u27s or master\u27s degrees. Additionally, MOOC completion rates have been reported to be significantly low with less than 15% of enrolled students actually completing them. This has led to questions about who the true target learners are and whether completion is the proper measure for gauging the effectiveness of MOOCs. Qualitative research has the potential to demystify questions about MOOC learners\u27 motivations and perceptions of success and completion. However, ethical issues of conducting qualitative research in open online environments present challenges and require a thoughtful research design regarding consent, privacy, and intellectual property. This study used virtual ethnographic, narrative inquiry, and photo-elicitation methods to qualitatively examine the experiences of adult learners (n = 12) from around the world who were enrolled in a MOOC on the social justice topic of human trafficking via the Coursera platform. The anthropological nature of the research methods led to a richer understanding of the adult learner MOOC culture as a socially dynamic democratic environment involving social presence, lurking, up-voting, down-voting, peer review, and reputations. Results from the study include co-constructed narratives of adult learners\u27 MOOC experiences, themes of commonalities and differences across learner experiences, a thick description of MOOC culture, and an initial conceptual framework for understanding adult learners\u27 perceptions of MOOC motivation, success, and completion. The findings of this research and its resulting conceptual framework could be beneficial for platform providers, instructors, and instructional designers who are developing MOOCs intended for adult learners in the areas of continuing education, professional development, volunteerism training, as well as for adults who are considering enrolling in graduate school. This study highlights a need for a more learner-centered approach to MOOC design and suggests that MOOCs have the potential to facilitate a global discussion on social justice topics as a component of attitude change instruction. Implications for MOOC design and suggestions for future research are presented

In the Field: Increasing Undergraduate Students\u27 Awareness of Extension Through a Blended Project-Based Multimedia Production Course

Undergraduate students at land-grant institutions across the country are often unaware of the depth and breadth of Extension services and careers. Agricultural communication students collaborated with an Extension programmatic team in a blended and project-based course at Purdue University to develop online videos about small farm agricultural topics. Student journaling and post-interviews showed working within a real-world context increased their awareness of Extension, the roles and potential careers in Extension, and video production skill development. The authors present details of the course design, student perceptions, and the implementation benefits and challenges of blended project-based learning within an Extension context

A Pilot Qualitative Case Study of Agricultural and Natural Resources Scientists’ Twitter Usage for Engaging Public Audiences

Scientists are frequently asked to broadly share their expertise and research with a variety of audiences, beyond typical academic circles in their home disciplines. That could include developing community engagement programs, school outreach, leveraging online social networks, and other activities. The purpose of this study was to examine U.S. agricultural and natural resources (ANR) scientists’ typical science communication channels, their experiences utilizing Twitter for sharing their knowledge, research, and engaging in online public science discussion. Diffusion of Innovations theory and the model of science in-reach versus outreach guided this study. Researchers used a qualitative case study design. Data collection included ANR scientist interviews (n = 8) and application of Internet-based research methods for observing scientists’ Twitter activities. Four themes emerged from the data: 1) academic journals and conferences as scientists’ typical communication channels, yet Extension efforts help to broaden audiences, 2) scientists expected research to be peer-reviewed before public dissemination to combat misinformation and spreading of ‘junk science’, 3) scientists balanced professionalism, personalization, promotion, and Twitter hashtags for engagement, and 4) scientist-identified barriers to using Twitter included lack of time and avoiding heated discussions. Recommendations include revisiting scientists’ job descriptions and expectations for online science engagement. Also, there should be continual development and implementation of science communication training for scientists targeting best Twitter practices, growing followers for outreach beyond academic colleagues and groups, using visuals for online engagement, intentional scheduling for social media, and how to effectively navigate heated online discussions

Piloting Participatory Arts-Based Methods for Exploring Indonesians’ Experiences in a U.S. Biotechnology Training Program

Science communication faculty and professionals often train scientists about conveying and delivering critical and sometimes controversial scientific information to public audiences. This qualitative case study was situated in a U.S.-based biotechnology training program funded by the United States Department of Agriculture for connecting Indonesian science fellows with university biotechnology scientists and science communication experts. The researchers piloted a participatory arts-based approach for instructing and researching Indonesian scientists’, professionals’, and educators’ learning and experiences in the program. Participatory and arts-based research has the potential to uncover and bring to light participants’ perceptions. Participants used iPad multimedia kits to demonstrate their learning of the training’s science communication content, co-constructed and conducted interviews, and captured photos and videos chronicling their experiences throughout the program. Results showed participants’ photos predominantly focused on field site and laboratory visits during the training and participants effectively applied digital storytelling techniques presented in the workshops. Themes from the co-constructed interviews included participants’ definitions of biotechnology, concerns about regulation, labeling, and public understanding, and expressing a hope that biotechnology may improve food security in Indonesia. This pilot study has implications for future international science communication training via intentional instructional design and arts-based research for a culture-centered communication approach

Potential Therapeutic Effects of Vitamin E and C on Placental Oxidative Stress Induced by Nicotine: An In Vitro Evidence

There have been a few studies that examined the oxidative stress effects of nicotine during pregnancy and lactation. The adverse effect of prenatal smoking exposure on human fetal development and growth has been a major public health issue. Active or passive smoking during pregnancy can result in a wide variety of adverse outcomes, including intrauterine growth retardation (IUGR), prematurity, stillbirth, and the sudden infant death syndrome. Smoking in pregnancy has also been associated with an increased risk of attention deficit and learning problems in childhood. Some studies argued that as a principal component of tobacco smoke, nicotine alone is responsible for the majority of negative reproductive outcomes. Nicotine and its major metabolite cotinine can cross the placental barrier. The level of nicotine in fetal tissues was found to be equal to or greater than the plasma nicotine level in the mothers. The oxidative stress induce by nicotine has been increasingly postulated as a major contributor to endothelial dysfunction. A large body of research has investigated the potential role of antioxidant nutrients in the prevention of endothelial dysfunction in women. Therefore, the present study was undertaken to assess the potential benefit of antioxidant supplementation on markers of placental oxidative stress in an in vitro model of endothelial dysfunction induced by nicotine, since it was previously found that nicotine is able to trigger the placental secretion of stress molecules. In this regard, we evaluated the effects of vitamin C, vitamin E and N-acetylcysteine (NAC), alone or in combination, in placental villi culture after exposure to nicotine. The effect of antioxidant nutrients on trophoblast cells proliferation and vitality was also evaluated. The results obtained suggest that in a patho-physiological condition, such as endothelial dysfunction induced by nicotine, the deleterious effect of reactive oxygen species may be counteracted by an antioxidant therapy, and there is the need to investigate the optimum dosing and timing of antioxidants administration, since an inappropriate antioxidant treatment in pregnant women may have deleterious consequences, reducing placental cells proliferation until to cell death

Insegnamento e apprendimento dell'analisi matematica nella scuola secondaria

L'oggetto dell'elaborato riguarda l'insegnamento dell'Analisi Matematica nella scuola secondaria superiore. Si sono analizzate alcune delle difficoltà che gli studenti potrebbero incontrare nello studio di questa disciplina e si sono elaborate delle riflessioni didattiche per un insegnamento efficace. Nel primo capitolo vengono fatte alcune riflessioni sulle problematiche connesse all'insegnamento della matematica, focalizzando l'attenzione sugli ultimi risultati della ricerca in Didattica della Matematica, il cui obiettivo è quello di migliorare le tecniche di insegnamento, concentrandosi sul problema dell'apprendimento. Nel secondo capitolo si richiamano alcuni argomenti di Analisi Matematica che si insegnano nella scuola secondaria superiore; inoltre, si tenta di operare un confronto tra i diversi approcci all'insegnamento di tale disciplina che si presentano nelle diverse scuole secondarie superiori; in particolare, nei Licei Scientifici e negli Istituti Tecnici. Nel terzo capitolo si analizzano i risultati del test che è stato sottoposto ad un campione di studenti di due differenti scuole (Liceo Scientifico e Istituto Tecnico) per valutare la loro padronanza degli argomenti affrontati e per appurare se effettivamente da diversi atteggiamenti di insegnamento scaturiscono diverse modalità di apprendimento

Labs and Landscapes Virtual Reality: Student-Created Forest Conservation Tours for Informal Public Engagement

The following exploratory convergent mixed-methods study examined graduate students’ experiences developing and facilitating 360º photo-based virtual reality (VR) tours titled Labs and Landscapes focused on forest conservation and climate change education, as well as tour impacts on public audiences. Graduate students in an agricultural and natural resources communication course at The University of Florida used 360º cameras, mobile devices, and online software to create VR tours about the UF/IFAS Austin Cary Research Forest. Then, the students guided public participants through the tours in three physical informal learning environments including a museum, brewery, and campus tabling site within the university community. Data collection included VR tour artifacts, audio recordings of students’ VR facilitation and discourse with the public, post-surveys of public participants’ tour impressions and climate change attitudes, and pre-/post-student reflections. Data sources were collected separately and mixed in interpretation. Results showed students increased their multimedia communication skills, knowledge of natural resource conservation, and confidence in communicating with public audiences. Additionally, survey results indicated public participants agreed the students successfully guided the tours, agreed it is important to learn about conservation and climate change, and had some disagreement with the statement that humans cannot prevent climate change

Teaching Convergence in 21st Century Undergraduate Agricultural Communication: A Pilot Study of Backpack Multimedia Kits in a Blended, Project-Based Learning Course

Twenty-first century agricultural communication students are expected to have an increasingly diverse set of skills when they graduate.Expertise is expected in: writing, editing, design, marketing, media relations, event planning, interpersonal communication, digital development, e-publications, online video, mobile applications, podcasting, and social media.This expansion of needed skills is due in no small part to the proliferation of communication channels and convergence of media platforms today. In order to continue preparing students for professions in agricultural communication, it is imperative that the curricula reflect current industry needs and available technology. In this article, one approach for expanding curricula to incorporate these newer technologies by implementing backpack multimedia journalism kits for science communication is discussed. The kits were developed to address these criteria: 1) students needed opportunities to gain a variety of broad technological skills, 2) the technology had to be mobile and cost effective, and 3) the technology needed to be able to produce a variety of content across a variety of platforms. The mobile multimedia kits included iPad-minis and video accessories. Through an agricultural communication blended-learning, project-based undergraduate course, the authors tested the effectiveness of the kits, as well as researched students’ perceptions and experiences with the course design and mobile communication technologies. The results of the study showed students valued the selected technology and gained targeted video production skills. Although students’ liked the course design, they experienced challenges with course requirements, time management, and using the technological audio recording components