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By Chris Coughlan-Smith
"Rather than teach students what to think, I teach them how to think. I challenge each student and welcome dissenters. Rather than teach students what to know, I teach them how to find what they need to know," said University of Minnesota Distinguished teacher award recipient Sally Kenney.
As a public affairs faculty member, Kenney believes in putting her research, teaching and advising into practice in the world. Among the courses she has created and taught is one that puts students to work on the boards of local nonprofits.
Kenney also bridges learning and public policy by serving on the U.S. Supreme Court Gender Fairness Task Force and by having developed the Institute's Feminist Leadership Fellows program and the Women's Legislators Retreat. Numerous students report that they chose Minnesota because of the Center on Women and Public Policy, which Kenney directs. One says that Kenney and the Center are models for "how to make contributions for the public good."
A recent Humphrey Institute Teacher of the Year, Kenney creates a classroom culture that is challenging, questioning and supportive of risk-taking. One of her students said, "I cannot overestimate Sally’s ability to boost her students' confidence in their own intellect and opinions."
As the Institute's Social Policy Area head, Kenney has developed a new teaching case program that has influenced colleagues and led to numerous student case studies being published, adding immeasurably to the literature in her discipline.
"Professor Kenney has taught me through example and education what it means to be a scholar of policy and practice, to effectively attend to both the development and implications of scholarly theory, and to be responsive to the individual to whom these theories must speak," one of her former students said.
By Kathleen Daly, Ph.D., M.P.H.
As many parents know, ear infections are very common in young children. In fact, for preschool children, ear infections are the most common reason for physician visits.
Infections of the middle ear — also called otitis media — develop when bacteria move from the throat to the middle ear via the Eustachian tube and cause infection. Infection produces inflammation, pus, fluid and discomfort for the child. After the infection is gone, fluid remains for two to four weeks in most children, and in 10 percent of children, up to three months.
Middle-ear infections are common in infants and young children for several reasons. Upper respiratory infections affect the Eustachian tube, decreasing its ability to clear the infection and fluid in the middle ear. The tube angle is shallow in infants and young children so fluid does not easily drain from the middle ear, as it does in older children and adults.
Additionally, infants do not have well-developed immune systems until about age one, so their bodies have difficulty fighting the bacteria that cause middle-ear infections. Breastfeeding may make up for this lack of immunity because breast milk contains antibodies not present in formula.
Exposure to other young children, especially in day-care settings, increases an infant’s risk of developing middle-ear infections. Exposure to tobacco smoke also can increase an infant’s risk. Plus, middle-ear infections tend to run in families, but research to identify the genes involved in causing middle-ear infections is just beginning.
Children older than two years with mild ear infections should not receive antibiotics, but can receive pain medication. They should be observed for increased pain, a fever over 102 degrees or generally worsening condition. If these occur, a physician should be consulted and antibiotics administered.
Children six months to two years old with a mild ear infection and temperature less than 102 should receive antibiotics if the diagnosis is certain. If not, they should be observed for the symptoms mentioned above.
Infants younger than six months should receive antibiotics for all ear infections. For children with repeated ear infections or long-lasting fluid, treatment with ear tubes may be recommended.
Our recommendations for treatment of acute middle-ear infections apply to children without an underlying disease who have ready access to medical care and can be seen for follow-up if needed.
Middle-ear infections are common, but the complex conditions of them cause sleepless nights for many parents. Continuing research will provide promising strategies to prevent and treat this disease.
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Kathleen Daly, Ph.D., M.P.H., is a senior research associate in the Medical School’s Department of Otolaryngology. This column is an educational service of the University of Minnesota. Advice presented should not take the place of an examination by a health-care professional. For more health-related information, go to http://www.healthtalk.umn.edu.
By Kathleen Olson
Having a cell phone is a great way for kids to stay in touch with friends and family. It can also become a distraction in the classroom, at mealtime, while driving or interfere with sleep. If this is a problem in your household, it’s time to have a “text talk” with your child.
Parents can help their teen make smart texting choices. Talk to your kids – even if you don’t think they are texting inappropriately. Some good ground rules are:
- How often to text
- How many texts they can send
- When and where it is appropriate to text
- What kind of texts are appropriate
- What are the consequences of inappropriate or potentially illegal texts
Remind your teen they can’t control what happens once a message is sent, so they make good choices about what photos and content to include in text messages. By monitoring their use of technology, you can agree on a number of texts they can send per week and when and where texting can be done. Keep cell phones out of the bedroom and left in a central location at night, and make rules about when they can’t text such as while driving, at mealtimes or at school.
There are pluses to text messaging. It can bring an introverted child out of their shell, boost their confidence and help them connect with friends.
However, for some teens, texting can become a habit that effects their schooling, ability to sleep, how they interact with friends face-to-face and keep them from doing other things. The back and forth nature of texting can cause kids to quickly lose track of time. For parents, unlimited text messaging on many cell phone plans may cause parents to stop paying attention to cell phone bills and the number of texts they are sending.
Ninety percent of teens have their own cell phone, and one third say they send text messages after 9 p.m. Just one in five teens is getting enough sleep at night; they may be texting the night away. According to a study published in the June 2009 issue of Pediatrics, teens underestimated the effect that technology had on their sleep habits and adults underestimate it too. Keeping the cell phone and other technology such as computers and televisions out of the bedroom will allow for uninterrupted sleep.
Even though cell phones are typically banned in school, most teens say they text during class, hiding it in their pocket, backpack or under their desk. Teachers can’t tell students are texting and can’t take the time everyday to police it. It may also interfere with jobs and other social interaction, as they are in constant communication and the pressure to answer immediately is quite high, no matter what else they may be doing at the time.
“Sexting”, sexually explicit text messages or photos sent with cell phones and computers, is a new trend among teens, with one in five teens saying they’ve sent or received “sexts”. Some teens consider “sexting” a harmless flirtation, but it’s becoming a serious problem. Teens have been harassed, expelled from school and even convicted on charges of child pornography for sending these types of messages. Many teens do not realize that once they hit the send button, they lose control over a message and that it can easily be shared with others.
It is crucial to have the “text talk” to discuss the consequences of “sexting,” the importance of taking cell phones out of the bedroom and out of the classroom too. Parents can take action such as limiting the cell phone plan or taking the phone away for a period of time. Most importantly, explain that you won’t limit cell phone use as long as they follow the rules and boundaries.
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Kathleen Olson has spent her career focusing on parenting issues and believes that most issues we face in life go back to parenting. She is an Extension Educator in Family Relations for the University of Minnesota and has two children of her own.
Find more stories at: http://www1.umn.edu/news/features/index.htm