Search results

This paper aims to investigate infant sensory patterns and their associations with previous perinatal loss, maternal-foetal attachment and postnatal maternal sensory patterns.

In a prospective cohort study, women with and without perinatal loss (N = 57) were recruited from an Australian public hospital. Participants were surveyed during pregnancy (maternal-foetal attachment, loss) and again postnatally (maternal/infant sensory patterns). Chi-square tests and logistic regression analyses controlling for previous perinatal loss were conducted with infant sensory patterns as outcome variables.

“More than typical” infant low registration was associated with poorer quality of maternal-foetal attachment. “More than typical” infant sensory seeking was associated with previous perinatal loss and higher levels of maternal sensory seeking. “More than typical” infant sensory sensitivity was linked with previous perinatal loss, poorer quality of maternal-foetal attachment and higher maternal low registration. “More than typical” infant sensory avoidance was associated with poorer quality of maternal-foetal attachment and higher levels of maternal sensory sensitivity.

To support more typical infant sensory patterns, results point to the potential benefit of occupational therapists supporting pregnant women with previous perinatal loss; facilitating favourable maternal-foetal attachment; and educating new mothers on how their sensory patterns impact on interactions with their infant. Sensory modulation strategies that consider the sensory patterns of both mother and infant may be beneficial to promote engagement in co-occupations.

These findings are the first to suggest that previous perinatal loss, poorer quality of maternal-foetal attachment and higher levels of maternal postnatal sensory patterns represent risk factors for infant sensory patterns that are “more than typical.”

Aims to assess the development of clinical governance within NHS Trusts in the West Midlands by means of a cross‐sectional qualitative study based on in‐depth interviews and observation with all acute and non‐acute (n equals 43) Trusts in the West Midlands Region to determine the rating of Trusts’ competencies across five areas of clinical governance. There was a fourfold variation in the development of clinical governance across Trusts, measured against the identified competencies. Trusts with high competency scores showed a number of characteristics, including clear leadership at executive team level for the agenda, a collaborative style of working between clinicians and management, clinicians involved in management and a culture of openness and empowerment of front‐line staff. Concludes that attention must be paid to the organisational and cultural environment within Trusts, as well as resource issues, if high quality clinical governance is to become the norm

Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.

In the absence of new funding dedicated to cold case investigation, innovation is required.

The number of unresolved homicides in the USA has surpassed a quarter million, and the figure grows by thousands every year. Homicides that do not yield a quick arrest are time and labor intensive. This creates a staffing and resource dilemma for law enforcement administrators, as allocating time for older cases comes at the expense of investigating current ones, and vice versa.

Universities offer the enthusiastic labor of college students to “defrost” cold cases. One such partnership has been in place for nearly three years in an unusual collaboration between a state police agency and a regional state university. Small groups of students systematically organize, review and present case files. They create investigative recommendations and prioritize cases by solvability. Investigators can then select a case that may be relatively close to an arrest, access the case details very quickly and have the investigative recommendations as a place to begin a renewed investigation. Additionally, cases that are appropriate for new forensic testing or new forensic tools are identified and advanced.

Partnerships such the one described here are rare but lucrative. We recommend new collaborations like ours to reduce the number of unresolved homicide cases.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.

The inability of college‐educated men and women to find and utilize information relevant to a given problem has become a matter of increasing concern to librarians and others, including members of the United States government. The skill that is required for such proficiency has been called “information literacy.” So serious has the problem become that a large and growing body of literature on the subject has emerged.

An approach based on a training and development package for the implementation of a quality assurance programme is described. The problems of implementation are analysed and conclusions drawn.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the seventeenth to be published in Reference Services Review, includes items, in English published in 1990. A few are not annotated because the compiler could not obtain copies of them for this review.

There is an acknowledged need to advance the supply chain management (SCM) learning agenda, with an emphasis on integration. This paper discuss an Australian university–industry collaboration aimed at accelerating SCM learning and offers some insight into models for building a forward-looking SCM.

The research is an exploratory case study of the industry–university collaboration, using grounded theory procedures. The primary data involved 25 interviews with key participants from the university and industry partners, and from the first cohort of students in the undergraduate program developed within the collaboration.

A theoretical framework for accelerating SCM learning was developed from the case study data; it comprises six constructs that influence, at strategic and operational levels, the acceleration of SCM learning. Four cross-construct concepts from the framework that form the cornerstones of accelerated learning are discussed in some detail.

The framework facilitates an examination of successes and shortfalls in the case study collaboration and generates a deeper understanding of critical elements for progressing the SCM learning agenda, and expanding SCM education. As with all qualitative research, the results may not be generalisable; testing the relevance and usefulness of the framework with the field will be an important next step.

As the framework identifies conditions, characteristics and capacities of organisations and individuals that support the acceleration of SCM learning, it can provide assistance in designing future university–industry collaborations for advancing SCM learning.

The framework identifies critical success factors for alliances and partnerships aimed at accelerating learning in an emerging body of knowledge such as SCM.