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Preterm infants exhibit different microbiome colonization patterns relative to full-term infants, and it is speculated that the hospital room environment may contribute to infant microbiome development. Here, we present a genome-resolved metagenomic study of microbial genotypes from the gastrointestinal tracts of infants and from the neonatal intensive care unit (NICU) room environment. Some strains detected in hospitalized infants also occur in sinks and on surfaces, and belong to species such as Staphylococcus epidermidis, Enterococcus faecalis, Pseudomonas aeruginosa, and Klebsiella pneumoniae, which are frequently implicated in nosocomial infection and preterm infant gut colonization. Of the 15 K. pneumoniae strains detected in the study, four were detected in both infant gut and room samples. Time series experiments showed that nearly all strains associated with infant gut colonization can be detected in the room after, and often before, detection in the gut. Thus, we conclude that a component of premature infant gut colonization is the cycle of microbial exchange between the room and the occupant. [ABSTRACT FROM AUTHOR]

To test the hypothesis that fetal vessel inflammation (FVI: funisitis and/or fetal vasculitis) is associated with lower blood pressure (BP) over the first week of life and an increased risk of periventricular leukomalacia (PVL) among premature infants. A total of 255 infants born at <1350 g to normotensive mothers were stratified by gestational age (GA) and grouped by presence/absence of FVI on placental pathology. Daily highest (Hi) and lowest (Lo) systolic BP (BPsys), mean BP (BPmn) and diastolic BP (BPdia) over first 7 days of life were analyzed by repeated measures ANOVA and regression analysis. Cranial ultrasounds were obtained at 2 weeks of life. Infants ≥30 weeks gestation with FVI had lower HiBPsys, HiBPmn, HiBPdia, LoBPsys, LoBPmn and LoBPdia (p<0.001) than did infants without FVI. Infants with PVL (all ≤27 weeks gestation) had lower LoBPmn and LoBPdia (p<0.01) than controls. FVI did not increase the risk of PVL in these infants. FVI and PVL are associated with reduced BP over the first week of life. [ABSTRACT FROM AUTHOR]

Educational research should both inform policy and practice and be forward looking, anticipating the future questions of policymakers, teachers and the community. This paper uses one research organisation, the New Zealand Council for Educational Research (NZCER), as a case study to illustrate possible strategies for promoting research through utilising and building upon research-policymaking and research-practice linkages. It highlights some of the issues, opportunities, and risks for research resulting from the demand for evidence-based policy and from the trend for practitioners to be integral to the research team as research partners and as researchers. It also raises some challenges for research organisations if they are to work effectively both within and beyond the policy and practice parameters of the day. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To determine the relative risk of severe intraventricular hemorrhage (IVH) between two very early indomethacin treatment strategies. STUDY DESIGN: Retrospective chart review of infants <29 weeks gestation and <1350 g who received either indomethacin prophylaxis or very early echocardiography with indomethacin treatment only if the ductus arteriosus was patent. RESULTS: A total of one hundred and two infants received prophylactic indomethacin (pINDO). Echochardiography was performed on 158 infants, of whom 117 received indomethacin. Infants receiving pINDO had lower gestational age, but similar birth weight, gender, race, antenatal steroid exposure, delivery mode, Apgar scores, and need for resuscitation as infants evaluated by echocardiography. Grades III to IV IVH was observed less frequently in infants who received pINDO (OR 0.27, 95% CI 0.10 to 0.77, p = 0.014). Frequency of side effects and recurrent patent ductus arteriosus did not differ between treatment groups. CONCLUSION: pINDO reduces severe IVH when compared to an early echocardiography strategy. [ABSTRACT FROM AUTHOR]

Through the 1990s the secondary sector was a site of considerable change as the Government sought to ensure that the curriculum and associated assessment practices were designed to meet student needs and the long-term goals of New Zealand society. The new regime aimed to promote student achievement and in particular to attain more equitable educational outcomes for all New Zealand students. These were policy rather than practice driven initiatives that linked somewhat tenuously to research based evidence. This paper begins by giving an overview of the secondary sector in New Zealand and these educational reforms. The overview sets the context for the following section that describes links between educational research, policy and practice during this time. Key issues within the sector are highlighted and some of the ways research has been used to monitor changes and inform policy are identified. It is argued that much of the research over the past decade has been small scale and short term and while this has served the immediate policy agenda it has provided only fragmentary evidence to inform longer term goals such as improving student performance. The paper concludes by discussing some of the current initiatives that might contribute to improving the interface between research and policy/practice in secondary education. [ABSTRACT FROM AUTHOR]

Several reviews on science education have lamented the lack of content knowledge of primary teachers and implied that improvements in this area would lead to better teaching and learning. Subject knowledge, however is a complex issue. What knowledge is required and how much? There is knowledge of the 'content' and the 'processes' of science. An elusive but essential third component has been described as syntactic (Grossman, Wilson & Shulman, 1989), experiential (Burnard, 1986) or personal knowledge. This paper argues that it is unrealistic to consider the implementation of pre-service primary science courses that will provide potential teachers with all the 'knowledge' that they will require to be an effective teacher of science. Science educators, can however, provide effective frameworks from which pre-service students can identify and develop their existing knowledge. If teachers of science have their knowledge of science set within a personal view of science the potential exists for their school science programs to be more comprehensive, dynamic, relevant and contemporary. One perspective that could provide this framework is that offered by 'Science, Technology and Society' (S-T-S). [ABSTRACT FROM AUTHOR]