Abstracts ventilation (r:0.3 p<0.01), treatment with fentanyl (r:0.23 p<0.05), remifentanyl (r:0.25 p<0.05), and absolute and proportional gastric residual volume (r:0.24 p<0.05 and r:0.3 p<0.01, respectively). A negative association with daily enteral feeding volume (r:-0.37 p<0.01) was observed. Treatment with epinephrine or norepinephrine was also associated with a delay in the first defecation (5.6 vs 2.8 days p<0.01). Conclusions Mean time to first defecation in critically ill children is 4 days. Constipation in critically ill children seems to be associated with severity of illness. Enteral nutrition could help bowel motility. Background and aims Parenteral support is indicated in short bowl syndrome (SBS) patients with intestinal failure to avoid metabolic imbalance, electrolyte and nutrient deficiencies, and to maintain adequate growth and function. Length, function and adaptation of residual bowel, promoted by e.g. luminal stimulation by nutrients determine the subsequent form of therapy. Colostrum contains putative stimulatory factors why, we hypothesise that supplementation could promote adaptation in children with SBS. Intestinal absorption of energy and wet weight was used to assess efficacy of colostrum and to define intestinal failure. Methods and materials Nine children with SBS were included in a double-blinded randomised cross-over trial. Twenty percent of their enteral nutrition was replaced with bovine colostrum and a milk-mixture for 4 weeks, separated by a 4 week wash-out period. Between baseline and end of study, children were clinical and biological assessed 4 times. Results Four HPN-patients had mean energy absorption of basal metabolic rate (BMR) of 81% and wet weight absorption of basal fluid need (BFN) of 6% at baseline compared to 5 non-HPN-patients with mean energy absorption of BMR of 196% and wet weight absorption of BFN at 76%, p=0.02, p=0.05. Colostrum did not improved energy or wet weight absorption compared to milk-mix, p=0.85, p=0.59. Urea increased during colostrum supplementation, p=0.04. Conclusion The degree of intestinal function and a distinction between intestinal insufficiency and failure can successfully be assessed by energy and wet weight balance studies. Bovine colostrum did not promote intestinal adaptation. A RANDOMIZED PLACEBO CONTROLLED TRIAL OF BOVINE COLOSTRUM FED TO CHILDREN WITH SHORT BOWEL SYNDROME EVALUATED BY METABOLIC BALANCE STUDIES
. Cheyne Sex Roles/Toronto: Ministry of Education, Ontario, 1977/381 pages/S3.50 Much has been written, especially in the past five years, about the influence of gender on a multiplicity of education-related subjects: teacher attitudes and careers, streaming of female secondary and postsecondary students into less prestigious career tracks, sex stereotyping in the curriculum and curricular materials, sex discrimination in educational programs, and the like. Little of this, though, has been reported in sources directed to teacher audiences, or was even of a kind of information that related directly to the daily teaching experience of classroom milieu. Thus, a knowledge gap has developed between the extremely large mass of information available, and teachers, who form the group most desirous and needful of this information.Fischer and Cheyne's Sex Roles can fill this gap adequately, being a thoroughly scholarly document while at the same time informing the reader in a clear and straightforward-manner about (as the book's subtitle proposes) "biological and cultural interactions as found in social science research and Ontario educational media." Moreover, this report (of research funded by the Ontario Ministry of Education) has a widely diverse potential readership. It is as relevant in content and style to elementary and secondary school classroom practitioners, and to university students, teachers, and researchers, as to ministry, board, and school policy developers. The book offers a synthesis of educationally-related thinking and study about sex/gender-role stereotyping, avoiding overcomplexity of analysis and of academic jargon.Almost half of the report centers on the institutionalized sex-role stereotyping mechanisms operating in schools. Reviewed here are not only the sex-stereotypical attitudes of teachers and administrators, and the school policies that permit or support such prejudices, but also sexist behavior in the classroom. Casting attitudinal and behavioral patterns as the medium of educational sexism, the authors then go on to document sex-role stereotyping in texts and other curricular materials as the message carried to students.In addition to identifying and summarizing the results of others' research on curricular sexism, Fischer and Cheyne reveal findings from their own study that sampled the texts approved by the Ontario ministry for use in the schools. It need but be mentioned that in these "approved" books, male characters outnumber female characters portrayed, and that male characters dominate the instances in these texts in which people controlling situations, succeeding, and Interchange / Vol.
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