Search

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.

A National Institutes of Health-funded structured mentoring program for health sciences researchers has the qualities of traditional mentoring relationships, but it is shaped by the aims, activities, and length of each grant. Effective participation requires organization, focus, and self-direction on the part of proteges and expertise, altruism, and generativity on the part of mentors. (Contains 31 references.) (Author/SK)

In the Caring for the Community Initiative, a nursing school provides five community-based health programs for underserved populations, which serve as clinical practice and service learning sites for students. The programs provide faculty opportunities to integrate their research, teaching, and service roles. (SK)

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered. [ABSTRACT FROM AUTHOR]

Purpose: To describe and evaluate a home-based nursing intervention program, the REST routine, which incorporates the use of infant behavior assessment, pattern recognition, individualized infant schedules, specific management strategies, and parent education and support. Study Design and Method: A two-site clinical trial was conducted on 164 healthy full-term infants with excessive unexplained irritability or colic. Infants between the ages of 2 to 6 weeks were randomized to routine care or a home-based intervention program (n = 121). A third group (n = 43) of infants too old at entry for randomization (mean age = 10.4 weeks) were entered into a posttest-only group. Results: Infants in the REST routine treatment group cried 1.3 hours per day on average following the intervention program as compared to the control group crying 3 hours per day (p = .02). Infant irritability was resolved (<1 hour) in 62% of the treatment group while only in 29% of the control group at the time of the 8-week follow-up visit (p = .04). Clinical Implications: Families in both the treatment and control groups reported benefiting from a nurse visiting in their home to inquire about their infant and their well-being. Options for individualizing the program for those most in need of intensive home visiting and other delivery modes for the intervention are areas for further investigation [ABSTRACT FROM AUTHOR]

Focuses on characteristics of school-age children who had colic as infants. Description of the behavioral style and personality characteristics; How children were generally perceived as being normal and healthy; Themes for children who had colic, including independent, active and emotionally intense. INSET: How Do I Apply These Findings To Nursing Practice?.

Infant irritability or colic is characterized by recurrent episodes of persistent, unexplained crying The lack of a precise definition of the type and amount of cry that distinguishes an infant as colicky hay hampered research and intervention efforts The primary aims of this study are to describe the acoustic characteristics of cries of irritable infants and compare these to those of normal infants Tape recorded cries of 11 irritable and 11 non-irritable infants were compared The average age for infants of both groups was 8 weeks The cries of irritable infants were higher in jitter, shimmer, proportion of noise, and tenseness than were the cries of control infants Findings suggest that colic or infant irritability is more than just excessive crying Acoustic characteristics of the cries of irritable infants reveal an increase in stress-arousal that supports the thesis of a state regulation disorder Characterizing the nature and origin of the cries of irritable infants is essential to an understanding that will eventually guide appropriate diagnosis and management of these infants [ABSTRACT FROM AUTHOR]