Catherine E. Matthews

Conservation and education: prominent themes in zoo mission statements

In this study, the authors examine the mission statements of 136 zoos in the United States that the American Zoo and Aquarium Association (AZA) has accredited, and report on the predominant themes of education and conservation in the statements. To explore the relation between these two themes, the authors present a literature review of the roles and purposes of zoos and discuss how the literature compares with the roles and purposes of zoos as found in the zoo mission statements. They conclude that with more than 134 million visitors a year, zoos are in a unique position to provide environmental education and conservation education to large numbers of people.

Vaginal and laparoscopic mesh hysteropexy for uterovaginal prolapse: a parallel cohort study

BACKGROUND: There is growing interest in uterine conservation at the time of surgery for uterovaginal prolapse, but limited data compare different types of hysteropexy. OBJECTIVE: We sought to compare 1‐year efficacy and safety of laparoscopic sacral hysteropexy and vaginal mesh hysteropexy. STUDY DESIGN: This multicenter, prospective parallel cohort study compared laparoscopic sacral hysteropexy to vaginal mesh hysteropexy at 8 institutions. We included women ages 35–80 years who desired uterine conservation, were done with childbearing, and were undergoing 1 of the above procedures for stage 2–4 symptomatic anterior/apical uterovaginal prolapse (anterior descent at or beyond the hymen [Aa or Ba ≥ 0] and apical descent at or below the midvagina [C ≥ –TVL/2]). We excluded women with cervical elongation, prior mesh prolapse repair, cervical dysplasia, chronic pelvic pain, uterine abnormalities, and abnormal bleeding. Cure was defined as no prolapse beyond the hymen and cervix above midvagina (anatomic), no vaginal bulge sensation (symptomatic), and no reoperations. Pelvic Organ Prolapse Quantification examination and validated questionnaires were collected at baseline and 12 months including the Pelvic Floor Distress Inventory Short Form, Female Sexual Function Index, and Patient Global Impression of Improvement. In all, 72 subjects/group were required to detect 94% vs 75% cure (80% power, 15% dropout). Intention‐to‐treat analysis was used with logistic regression adjusting for baseline differences. RESULTS: We performed 74 laparoscopic sacral hysteropexy and 76 vaginal mesh hysteropexy procedures from July 2011 through May 2014. Laparoscopic patients were younger (P < .001), had lower parity (P = .006), were more likely premenopausal (P = .008), and had more severe prolapse (P = .02). Laparoscopic procedure (174 vs 64 minutes, P < .0001) and total operating time (239 vs 112 minutes, P < .0001) were longer. There were no differences in blood loss, complications, and hospital stay. One‐year outcomes for the available 83% laparoscopic and 80% vaginal hysteropexy patients revealed no differences in anatomic (77% vs 80%; adjusted odds ratio, 0.48; P = .20), symptomatic (90% vs 95%; adjusted odds ratio, 0.40; P = .22), or composite (72% vs 74%; adjusted odds ratio, 0.58; P = .27) cure. Mesh exposures occurred in 2.7% laparoscopic vs 6.6% vaginal hysteropexy (P = .44). A total of 95% of each group were very much better or much better. Pelvic floor symptom and sexual function scores improved for both groups with no difference between groups. CONCLUSION: Laparoscopic sacral hysteropexy and vaginal mesh hysteropexy had similar 1‐year cure rates and high satisfaction.

High-Performing High Schools: Patterns of Success

What makes high schools successful in a high-stakes accountability environment? This case study used documents, interviews, and site visits to create profiles of 11 diverse North Carolina high schools with records of high performance on state assessments. Profiles were analyzed by themes or patterns of success recurring in the data. The analysis indicated five patterns of success: relationships and connections; safety nets andfamily fteling; data-directed dialogue and collaborative instruction; departments as drivers; and collaborative leadership. Implications for educational practice are provided.

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as ‘unthinkable’. This is an ethnographic study of 16 diverse high school youths’ participation, none of who initially fashioned themselves as ‘outdoorsy’ or ‘animal people’, in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as ‘good’ participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths’ identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths’ engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths’ connections to animals, nature, and science. Finally, we propose that youths’ situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.

Preoperative Prolapse Stage as Predictor of Failure of Sacrocolpopexy.

Objectives Our aim was to determine if there was a correlation between the preoperative prolapse stage and postoperative recurrence of prolapse 1 year after sacrocolpopexy. Our null hypothesis is that the preoperative stage of prolapse does not increase the risk of recurrence. Methods This is a multicenter cohort study from 3 centers. We included subjects who underwent robotic-assisted sacrocolpopexy and completed a standardized 1-year follow-up from 2009–2014. All subjects underwent a complete preoperative evaluation and completed 12 months of follow-up with the pelvic organ prolapse quantification examination. We compared those subjects who met the definition of recurrence with those who did not, analyzing the following covariates: stage of prolapse using International Continence Society (ICS) definitions, individual pelvic organ prolapse quantification points, age, body mass index, race, exogenous estrogen use, menopause, smoking, vaginal parity, cesarean section, and performance of concomitant procedures. We defined recurrence as any prolapse beyond the hymen. Results We had 125 women from 3 centers who met our criteria, with 23.2% of them having recurrence at 1 year. We found that recurrence increased as the preoperative ICS stage of prolapse increased (P = <0.001 in the univariate model). In the multivariate model, using logistic regression, we found that the risk of recurrence of pelvic organ prolapse increased as the presurgery clinical stage increased with an odds ratio of 3.8 (95% confidence interval, 1.5–9) when controlling for age, menopausal status, and genital hiatus (P = 0.004). Conclusions Much like a higher stage of disease in oncology, we found that increasing stage of prolapse preoperatively increased the risk of recurrence at 1 year after sacrocolpopexy.

Using Hypermedia to Educate Preservice Teachers About Gender-Equity Issues in Elementary School Classrooms

AbstractThis study highlights what preservice teachers learned from interacting with a HyperStudio stack about gender-equity issues. Teachers gained background information from the stack and then used this knowledge to resolve inequities presented in various interactive scenarios. Qualitative and quantitative evidence shows how interaction with this stack positively affected preservice teachers’ interests in, attitudes about, and awareness and knowledge of genderequity issues. By confronting gender issues in a hypermedia environment that details inequities in classroom interaction patterns, language, role models, gender expectations, and curriculum, preservice teachers will be better prepared to face these issues in their elementary school classrooms.

Estimating the early impact of the FDA safety communication on the use of surgical mesh.

Objectives To estimate the early impact of the July 2011 Food and Drug Administration Safety Communication on the practice patterns of gynecologic surgeons using surgical mesh to manage pelvic organ prolapse (POP) and stress urinary incontinence (SUI). Methods A cross-sectional study was performed by administering a mesh usage questionnaire to physician attendees at the opening session of the American Association of Gynecologic Laparoscopists Global Congress of Minimally Invasive Gynecology in November 2011. Results Of the 827 physicians attending the opening session of the conference, 281 (34%) completed the questionnaire, 202 (72%) of whom reported performing surgery for POP and/or SUI. The respondents were attending physicians (83.4%) with at least 10 years of experience (65.7%), 136 (71.1%) identifying themselves as General Gynecology, 29 (17.3%) as Urogynecology, 13 (7.1%) as Minimally Invasive Gynecologic Surgery, and 3 (1.8%) as Urology. When compared with generalists, specialists were more likely to use mesh for abdominal (86% vs 56.3%, P < 0.001) and vaginal (65.9% vs 37.2%, P = 0.001) POP repair. Specialists reported using mesh for the anterior compartment (50% vs 28.3%, P = 0.01) and the posterior compartment (36.4% vs 12.5%, P = 0.001), and total vaginal mesh kits (13.6% vs 1.7%, P = 0.005). Respondents reported an increase in mesh use for primary abdominal POP repair (82 vs 92, P = 0.013) and a decrease in mesh use for recurrent vaginal POP repair (99 vs 75, P < 0.001), with more surgeons opting against mesh for recurrent POP (49 vs 74, P < 0.001). For patient counseling, 53.7% reported changing their methods. Conclusions In a self-selected sample of pelvic surgeons, we noted that the 2011 FDA Safety Communication had an impact, with changes in mesh usage and counseling patterns.

The “Science” behind a Successful Field Trip to the Zoo

ABSTRACT A field trip to the local zoo is often a staple in many elementary school curricula. Many zoos offer free entry to local teachers and their students. Teachers take students on field trips to enrich the curriculum, make connections to what students are learning in school, and provide students with meaningful learning experiences (Kisiel 2007). However, teachers often struggle to find a balance between allowing students the opportunity to freely explore exhibits of their choice for their preferred time periods and making students adhere to a rigid lesson that limits their opportunities to wonder and discover but reinforces or introduces content that fits their curriculum. By providing students with opportunities to explore and develop their science process skills through multidisciplinary lessons, teachers can help students funnel their curiosity into meaningful learning experiences. The following lessons are examples of how to incorporate student curiosity and excitement about animals into grade-level appropriate activities for students before, during, and after zoo field trips. Each activity takes place over three class sessions, ranging from 30 min to 1 hr per session. The activities are divided into three grade levels: K–1, 2–3, and 4–5.

Toads Give You Warts— Not!

The authors provide activities through which teachers can share experiences in the outdoors with young children and teach them about herpetology, the study of amphibians and reptiles. Outdoor activities include observation, classification, and mapping. The authors also include activities for the classroom, including connections between the science projects and art.

Teachers in North Carolina’s Environmental Education Certification Program

This article describes the North Carolina Environmental Education (EE) Certification Program, which was established in 1997, and examines the certification experiences of the kindergarten through 12th grade teachers who have completed the program. Because this program is central to describing and assessing the status of K—12 environmental education in North Carolina, the authors make some policy suggestions to encourage a more focused, more intense, more aligned approach to education for the environment.