This document summarizes the key findings of a national survey on baby sleep habits. The survey compared parents who have their baby sleep in a crib ("crib-sleepers") versus parents who sleep with their baby in the family bed ("co-sleepers"). The survey found that many crib-sleeping parents view co-sleeping as unsafe and irresponsible, believing babies should sleep alone. However, co-sleeping parents believe bonding with the baby is important. While medical guidelines warn against co-sleeping due to SIDS risk, co-sleeping parents cite research showing co-sleeping can be done safely with the right precautions. Opinions on the best sleeping arrangements were mixed.
Compared With Cot Sleeping In The Home Setting Differences In Infant And Pare...Biblioteca Virtual
This study observed differences in infant and parent behaviors during bed sharing compared to cot sleeping in the home. 40 bed-sharing infant-parent pairs were matched with 40 cot-sleeping pairs and their overnight behaviors were video recorded. The study found that while total sleep time was similar, bed-sharing infants slept in the side position more and cot-sleeping infants slept supine more. Bed-sharing infants experienced more parental touching, looking, and breastfeeding but also more head covering. Whether increased head covering and side sleeping during bed-sharing increases SIDS risk requires further research.
The document provides guidance for parents on helping school-age children cope after disasters. It outlines common reactions such as confusion, feelings of responsibility, fears of recurrence, retelling the event, and sleep problems. It recommends that parents provide clear explanations, reassurance, encouragement of positive coping activities, and temporary changes to sleep arrangements to help children through this difficult time.
The document describes scenes for a video about early childhood development and the BabyNet program in South Carolina, which provides services and support for infants and toddlers up to age 3 who have developmental delays or conditions associated with delays. The scenes will include photos of children at different developmental stages as well as families working with BabyNet services and information about how anyone can refer a child to the program to receive an evaluation and assistance from a service coordinator.
This document provides information about children's books published by Clavis Publishing, including:
1) Cloth books and board books for babies by illustrator Guido van Genechten that stimulate the senses.
2) Clavis Toddler books that are designed to explore topics like everyday life, new skills, emotions, and language development for different age groups.
3) Examples of board books for toddlers ages 12 months and up, including "Do You See Me?" and "Do You See Us?", which focus on faces and vocabulary.
This document summarizes a study that examined whether children's belief in an invisible person would inhibit cheating. Children between ages 5-9 participated in one of three conditions: 1) They were told an invisible person named Princess Alice was watching and then left unsupervised. 2) They were actually supervised. 3) They were unsupervised with no mention of Princess Alice. Researchers found that children who believed in Princess Alice cheated less when unsupervised than children in the other conditions. Skeptical children tested for Princess Alice's presence before cheating. Older children followed rules better due to greater self-control, but all cheated at similar rates.
The document discusses perspectives on infant sleep and co-sleeping. It notes that views have changed over time, from recommendations that infants sleep alone and not be held frequently, to current research showing benefits of co-sleeping for both infant and parent sleep and development. The document questions common assumptions that solitary infant sleep promotes independence and whether independence is truly the goal for very young infants.
This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.
The document provides the schedule and lesson plans for an English class across two days. On the first day, students will be learning about figurative language and paraphrasing. They will analyze poems that use similes, metaphors, and personification. The next day, students will continue practicing paraphrasing and analyzing poetry through examining the poem "Morning" and discussing a documentary about poetry slams.
Compared With Cot Sleeping In The Home Setting Differences In Infant And Pare...Biblioteca Virtual
This study observed differences in infant and parent behaviors during bed sharing compared to cot sleeping in the home. 40 bed-sharing infant-parent pairs were matched with 40 cot-sleeping pairs and their overnight behaviors were video recorded. The study found that while total sleep time was similar, bed-sharing infants slept in the side position more and cot-sleeping infants slept supine more. Bed-sharing infants experienced more parental touching, looking, and breastfeeding but also more head covering. Whether increased head covering and side sleeping during bed-sharing increases SIDS risk requires further research.
The document provides guidance for parents on helping school-age children cope after disasters. It outlines common reactions such as confusion, feelings of responsibility, fears of recurrence, retelling the event, and sleep problems. It recommends that parents provide clear explanations, reassurance, encouragement of positive coping activities, and temporary changes to sleep arrangements to help children through this difficult time.
The document describes scenes for a video about early childhood development and the BabyNet program in South Carolina, which provides services and support for infants and toddlers up to age 3 who have developmental delays or conditions associated with delays. The scenes will include photos of children at different developmental stages as well as families working with BabyNet services and information about how anyone can refer a child to the program to receive an evaluation and assistance from a service coordinator.
This document provides information about children's books published by Clavis Publishing, including:
1) Cloth books and board books for babies by illustrator Guido van Genechten that stimulate the senses.
2) Clavis Toddler books that are designed to explore topics like everyday life, new skills, emotions, and language development for different age groups.
3) Examples of board books for toddlers ages 12 months and up, including "Do You See Me?" and "Do You See Us?", which focus on faces and vocabulary.
This document summarizes a study that examined whether children's belief in an invisible person would inhibit cheating. Children between ages 5-9 participated in one of three conditions: 1) They were told an invisible person named Princess Alice was watching and then left unsupervised. 2) They were actually supervised. 3) They were unsupervised with no mention of Princess Alice. Researchers found that children who believed in Princess Alice cheated less when unsupervised than children in the other conditions. Skeptical children tested for Princess Alice's presence before cheating. Older children followed rules better due to greater self-control, but all cheated at similar rates.
The document discusses perspectives on infant sleep and co-sleeping. It notes that views have changed over time, from recommendations that infants sleep alone and not be held frequently, to current research showing benefits of co-sleeping for both infant and parent sleep and development. The document questions common assumptions that solitary infant sleep promotes independence and whether independence is truly the goal for very young infants.
This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.
The document provides the schedule and lesson plans for an English class across two days. On the first day, students will be learning about figurative language and paraphrasing. They will analyze poems that use similes, metaphors, and personification. The next day, students will continue practicing paraphrasing and analyzing poetry through examining the poem "Morning" and discussing a documentary about poetry slams.
This document provides an overview of lesson plans and activities for a literature unit. It includes instructions for students to read passages from books, answer questions about characters' decisions, discuss vocabulary, and play childhood games. Students are asked to write about their first reading experiences and memories of games from their childhood. The document also lists learning objectives like recognizing an author's purpose and using reading strategies to evaluate characters.
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
The document outlines the expectations and schedule for an English 9 semester 2 class, including arriving on time, having no cell phones, and being respectful. It also provides the reading standards and objectives for the week, which include analyzing themes, characters, and language in literature as well as writing skills. The schedule details activities for each day such as reading poems, learning about literary elements, and drafting a personal essay.
This document contains an English lesson plan for grade 9 students. It includes the objectives of the lesson, which are to learn rhetorical terms and devices, read informational texts to understand central ideas and analyze how authors develop claims through rhetorical techniques. The lesson plan lists vocabulary terms for the unit like inference, thesis, connotative, technical language, and appeals to authority, emotion and logic. It also provides sample informational texts for students to analyze, including a PlayStation Vita product description. Students will then write their own short informational text using at least 3 rhetorical devices.
This document outlines the weekly plan and expectations for an English 9 semester 2 class. The week will focus on poetry about memory and family. Students will read and analyze poems such as "My Papa's Waltz" in small groups, learning about literary elements like imagery and figurative language. They will write a draft poetry analysis and get peer feedback. The plan provides learning objectives, activities, and resources for each day.
This document contains notes from an English class. It introduces the literary term "theme" and defines it as the central idea or statement that unifies a literary work. Examples of themes in famous works are provided. The notes then discuss analyzing the theme of poems like "Romeo and Juliet" and analyzing a sample poem for its literary devices. The document models how to write a paragraph analyzing a poem's theme and structure using evidence from the text.
The document outlines the agenda for an English class which includes a sponge activity, presentations on improving grades, group work to discuss and summarize readings on improving grades, and completing an assignment analyzing an informational text using terminology from a word wall such as inference, thesis, and tone. Students will take notes on a Sports Illustrated article and fill out a handout on informational texts due by the end of class.
The absolutely true diary of a part time indianRegina Navejar
The document provides an overview of classroom activities and assignments related to reading and analyzing Sherman Alexie's novel The Absolutely True Diary of a Part-Time Indian. It includes discussion questions about characters, events, and themes in the novel. Students are tasked with keeping notes, completing reflections, analyzing characters psychologically, finding evidence, and defining unfamiliar vocabulary words. The document also reviews literary terms to aid in understanding and writing about the book.
The document provides guidance for students on analyzing and writing an essay about the poem "The Road Not Taken" by Robert Frost. It includes lesson objectives, essay structure, analysis of the poem's rhyme scheme and themes, and instructions for students to write paragraphs on these topics and assemble them into a five paragraph essay. Students are to include two literary devices from the poem and use proper paragraph structure. The finished essay will be included in their semester portfolio.
The document provides lesson plans for English 9 and 10 classes on two separate days. For English 9, the plan includes reviewing terms, completing a reading log for a short story, identifying literary elements, and practicing a reading strategy. Vocabulary work involves an "Immersed in Words Chart". For English 10, the plan consists of a sponge activity, reviewing a research article and citation styles, and beginning a new short story while completing another reading log. Both classes involve vocabulary development through a similar chart activity.
This document provides a weekly schedule for English classes during the week of September 9th. On Mondays, English 9 students learned about point of view, character types, Latin roots, subjects and predicates, and synonyms. English 10 students reviewed "The Monkey's Paw" and read "The Bridegroom". Tuesday's English 9 class involved writing stories and reviewing grammar terms, while English 10 practiced identifying subjects and predicates. The schedule outlined activities for each day that week.
The document outlines the weekly lesson plan for an English class. It includes reviewing class rules and a poetry exam, reading informational texts about evaluating sources and applying reading strategies, group activities identifying true and false statements, popcorn reading and discussing a story while using reading strategies, reviewing and assessing comprehension questions, partner grammar practice identifying direct and indirect objects, and reviewing for an upcoming story test.
This document provides reading prompts and questions for students on the topics of:
1. Symbols used in literature like doves representing peace
2. Literary elements such as setting and how it relates to place
3. Vocabulary words with their Latin roots or definitions to enhance understanding like cessation meaning stopping.
4. Preview of reading comprehension questions on an advertisement to look for clues and re-read carefully.
This document contains a lesson plan for an English class that includes analyzing poems, grammar exercises, and journaling activities. The plan lists the objectives, assignments, and instructions for different sections of the class, including analyzing poems like "Conscientious Objector" and "The Weary Blues," identifying verbs and subjects in sentences, and answering comprehension questions. Students will work independently and in groups on poetry analysis, grammar practice, and journaling.
How to take notes-advisory week of september 15Regina Navejar
The document provides guidance on how to take effective notes in different contexts. It recommends keeping an organized notebook in advisory class and bringing it to data chats. In classes, the key is to write down important information in your own words, using abbreviations and drawings if helpful. When reading, you should interact with the text by writing notes, asking questions, and connecting ideas. For math, the document advises writing down definitions, sample problems, and the process for solving problems, and keeping notes organized by date and topic. In social studies, Cornell Notes and outlines are common note taking methods.
The document contains a reading passage titled "Rain Clouds and Invalid's Story" followed by multiple choice questions about the passages. The first passage is about a priest named Father Paul who is called to bless the grave of a deceased Pueblo man named Teofilo. It explores the tension between the Pueblo and Christian cultures. The second passage is a short story titled "The Invalid's Story" that involves a narrator on a train who discovers a corpse is sharing his private train car. The questions test comprehension of themes, details, vocabulary and require analyzing how the cultures are both bridged and in conflict in the first story.
This document outlines Mrs. Navejar's class schedule and lesson plans for the week of June 1-4. The lessons focus on the internment of Japanese Americans during World War II, including reading Farewell to Manzanar and examining whether the US government followed the 1929 Geneva Conventions. Plans include discussing the book, reviewing primary sources on internment camps and propaganda, and comparing the treatment of detainees at Guantanamo Bay to the Geneva Conventions.
This document provides a summary and analysis of research on co-sleeping (infant sleeping in close proximity to caregivers) and breastfeeding. It finds that:
1) Some forms of co-sleeping can facilitate breastfeeding and provide infant protection, while other arrangements like sleeping on couches are unsafe.
2) Studies show risks of co-sleeping like SIDS are increased for babies of smoking parents, though benefits of breastfeeding may outweigh risks for non-smoking families.
3) Recommendations are made that healthcare providers should not assume all families co-sleep unsafely, and that open discussion of risks/benefits allows informed decision making.
Sleep And Sudden Infant Death Syndrome Research Infant Arousals During Mother...Biblioteca Virtual
This study examined how bed sharing impacts infant arousal and sleep stages using polysomnography on 35 breastfeeding mother-infant pairs. The study found that bed sharing promoted more frequent infant arousals, especially during quiet/deep sleep stages. Bed sharing also reduced infants' time spent in quiet/deep sleep stages. By facilitating arousals and reducing deep sleep, bed sharing may enhance infants' ability to arouse in response to dangerous situations, potentially protecting against SIDS. The temporal overlap of infant and mother arousals doubled with bed sharing, suggesting mothers may also be more responsive to infants' needs during co-sleeping.
Back To Sleep An Educational Intervention With Women, Infants, And Children P...Biblioteca Virtual
This document describes a study that tested an educational intervention with black parents to promote safe infant sleep practices and reduce the risk of SIDS. The intervention involved 15-minute educational sessions for groups of 3 to 10 parents at a WIC clinic. Surveys before and after the sessions found that the intervention increased the likelihood parents would place infants on their back rather than prone, decreased bedsharing and citing infant comfort as reasons for position. At 6-month follow-up, parents who received the intervention were more knowledgeable about safe sleep recommendations compared to a control group. The intervention was effective in informing parents and changing behaviors to reduce SIDS risk.
The document discusses how Western views of infant care diverged from human biology and traditional practices in many cultures. It argues that separating babies from parents for sleep and bottle-feeding rather than breastfeeding disrupted the natural infant sleep system and led to thousands of infant deaths in the West. The document advocates understanding infant needs from an evolutionary perspective and recognizing that co-sleeping and breastfeeding are critical to infant development and safety.
This document provides an overview of lesson plans and activities for a literature unit. It includes instructions for students to read passages from books, answer questions about characters' decisions, discuss vocabulary, and play childhood games. Students are asked to write about their first reading experiences and memories of games from their childhood. The document also lists learning objectives like recognizing an author's purpose and using reading strategies to evaluate characters.
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
The document outlines the expectations and schedule for an English 9 semester 2 class, including arriving on time, having no cell phones, and being respectful. It also provides the reading standards and objectives for the week, which include analyzing themes, characters, and language in literature as well as writing skills. The schedule details activities for each day such as reading poems, learning about literary elements, and drafting a personal essay.
This document contains an English lesson plan for grade 9 students. It includes the objectives of the lesson, which are to learn rhetorical terms and devices, read informational texts to understand central ideas and analyze how authors develop claims through rhetorical techniques. The lesson plan lists vocabulary terms for the unit like inference, thesis, connotative, technical language, and appeals to authority, emotion and logic. It also provides sample informational texts for students to analyze, including a PlayStation Vita product description. Students will then write their own short informational text using at least 3 rhetorical devices.
This document outlines the weekly plan and expectations for an English 9 semester 2 class. The week will focus on poetry about memory and family. Students will read and analyze poems such as "My Papa's Waltz" in small groups, learning about literary elements like imagery and figurative language. They will write a draft poetry analysis and get peer feedback. The plan provides learning objectives, activities, and resources for each day.
This document contains notes from an English class. It introduces the literary term "theme" and defines it as the central idea or statement that unifies a literary work. Examples of themes in famous works are provided. The notes then discuss analyzing the theme of poems like "Romeo and Juliet" and analyzing a sample poem for its literary devices. The document models how to write a paragraph analyzing a poem's theme and structure using evidence from the text.
The document outlines the agenda for an English class which includes a sponge activity, presentations on improving grades, group work to discuss and summarize readings on improving grades, and completing an assignment analyzing an informational text using terminology from a word wall such as inference, thesis, and tone. Students will take notes on a Sports Illustrated article and fill out a handout on informational texts due by the end of class.
The absolutely true diary of a part time indianRegina Navejar
The document provides an overview of classroom activities and assignments related to reading and analyzing Sherman Alexie's novel The Absolutely True Diary of a Part-Time Indian. It includes discussion questions about characters, events, and themes in the novel. Students are tasked with keeping notes, completing reflections, analyzing characters psychologically, finding evidence, and defining unfamiliar vocabulary words. The document also reviews literary terms to aid in understanding and writing about the book.
The document provides guidance for students on analyzing and writing an essay about the poem "The Road Not Taken" by Robert Frost. It includes lesson objectives, essay structure, analysis of the poem's rhyme scheme and themes, and instructions for students to write paragraphs on these topics and assemble them into a five paragraph essay. Students are to include two literary devices from the poem and use proper paragraph structure. The finished essay will be included in their semester portfolio.
The document provides lesson plans for English 9 and 10 classes on two separate days. For English 9, the plan includes reviewing terms, completing a reading log for a short story, identifying literary elements, and practicing a reading strategy. Vocabulary work involves an "Immersed in Words Chart". For English 10, the plan consists of a sponge activity, reviewing a research article and citation styles, and beginning a new short story while completing another reading log. Both classes involve vocabulary development through a similar chart activity.
This document provides a weekly schedule for English classes during the week of September 9th. On Mondays, English 9 students learned about point of view, character types, Latin roots, subjects and predicates, and synonyms. English 10 students reviewed "The Monkey's Paw" and read "The Bridegroom". Tuesday's English 9 class involved writing stories and reviewing grammar terms, while English 10 practiced identifying subjects and predicates. The schedule outlined activities for each day that week.
The document outlines the weekly lesson plan for an English class. It includes reviewing class rules and a poetry exam, reading informational texts about evaluating sources and applying reading strategies, group activities identifying true and false statements, popcorn reading and discussing a story while using reading strategies, reviewing and assessing comprehension questions, partner grammar practice identifying direct and indirect objects, and reviewing for an upcoming story test.
This document provides reading prompts and questions for students on the topics of:
1. Symbols used in literature like doves representing peace
2. Literary elements such as setting and how it relates to place
3. Vocabulary words with their Latin roots or definitions to enhance understanding like cessation meaning stopping.
4. Preview of reading comprehension questions on an advertisement to look for clues and re-read carefully.
This document contains a lesson plan for an English class that includes analyzing poems, grammar exercises, and journaling activities. The plan lists the objectives, assignments, and instructions for different sections of the class, including analyzing poems like "Conscientious Objector" and "The Weary Blues," identifying verbs and subjects in sentences, and answering comprehension questions. Students will work independently and in groups on poetry analysis, grammar practice, and journaling.
How to take notes-advisory week of september 15Regina Navejar
The document provides guidance on how to take effective notes in different contexts. It recommends keeping an organized notebook in advisory class and bringing it to data chats. In classes, the key is to write down important information in your own words, using abbreviations and drawings if helpful. When reading, you should interact with the text by writing notes, asking questions, and connecting ideas. For math, the document advises writing down definitions, sample problems, and the process for solving problems, and keeping notes organized by date and topic. In social studies, Cornell Notes and outlines are common note taking methods.
The document contains a reading passage titled "Rain Clouds and Invalid's Story" followed by multiple choice questions about the passages. The first passage is about a priest named Father Paul who is called to bless the grave of a deceased Pueblo man named Teofilo. It explores the tension between the Pueblo and Christian cultures. The second passage is a short story titled "The Invalid's Story" that involves a narrator on a train who discovers a corpse is sharing his private train car. The questions test comprehension of themes, details, vocabulary and require analyzing how the cultures are both bridged and in conflict in the first story.
This document outlines Mrs. Navejar's class schedule and lesson plans for the week of June 1-4. The lessons focus on the internment of Japanese Americans during World War II, including reading Farewell to Manzanar and examining whether the US government followed the 1929 Geneva Conventions. Plans include discussing the book, reviewing primary sources on internment camps and propaganda, and comparing the treatment of detainees at Guantanamo Bay to the Geneva Conventions.
This document provides a summary and analysis of research on co-sleeping (infant sleeping in close proximity to caregivers) and breastfeeding. It finds that:
1) Some forms of co-sleeping can facilitate breastfeeding and provide infant protection, while other arrangements like sleeping on couches are unsafe.
2) Studies show risks of co-sleeping like SIDS are increased for babies of smoking parents, though benefits of breastfeeding may outweigh risks for non-smoking families.
3) Recommendations are made that healthcare providers should not assume all families co-sleep unsafely, and that open discussion of risks/benefits allows informed decision making.
Sleep And Sudden Infant Death Syndrome Research Infant Arousals During Mother...Biblioteca Virtual
This study examined how bed sharing impacts infant arousal and sleep stages using polysomnography on 35 breastfeeding mother-infant pairs. The study found that bed sharing promoted more frequent infant arousals, especially during quiet/deep sleep stages. Bed sharing also reduced infants' time spent in quiet/deep sleep stages. By facilitating arousals and reducing deep sleep, bed sharing may enhance infants' ability to arouse in response to dangerous situations, potentially protecting against SIDS. The temporal overlap of infant and mother arousals doubled with bed sharing, suggesting mothers may also be more responsive to infants' needs during co-sleeping.
Back To Sleep An Educational Intervention With Women, Infants, And Children P...Biblioteca Virtual
This document describes a study that tested an educational intervention with black parents to promote safe infant sleep practices and reduce the risk of SIDS. The intervention involved 15-minute educational sessions for groups of 3 to 10 parents at a WIC clinic. Surveys before and after the sessions found that the intervention increased the likelihood parents would place infants on their back rather than prone, decreased bedsharing and citing infant comfort as reasons for position. At 6-month follow-up, parents who received the intervention were more knowledgeable about safe sleep recommendations compared to a control group. The intervention was effective in informing parents and changing behaviors to reduce SIDS risk.
The document discusses how Western views of infant care diverged from human biology and traditional practices in many cultures. It argues that separating babies from parents for sleep and bottle-feeding rather than breastfeeding disrupted the natural infant sleep system and led to thousands of infant deaths in the West. The document advocates understanding infant needs from an evolutionary perspective and recognizing that co-sleeping and breastfeeding are critical to infant development and safety.
The document discusses the practice of co-sleeping, or having babies and young children sleep in the same bed as parents. It notes that while co-sleeping is common in many cultures and societies, there are debates around the advantages and disadvantages. Psychologists interviewed believe co-sleeping can strengthen emotional bonds but may strain parental relationships. The document explores different parents' experiences with co-sleeping and provides perspectives from both supporters and opponents.
The document discusses different types of twins and provides statistics and information about twins. It notes that identical twins come from a single fertilized egg that splits, while fraternal twins come from two separate eggs or sperm. Identical twins are genetically identical, while fraternal twins are as genetically similar as normal siblings. The document also discusses myths and misconceptions about twins, such as the possibility of telepathy or a shared soul between identical twins.
This document discusses co-sleeping (sleeping in the same bed as an infant) and the risks versus benefits. It presents research showing that co-sleeping can increase risks like SIDS if unsafe practices are followed, but may also provide benefits like increased breastfeeding and infant arousal if done safely. The document seeks perspectives on whether co-sleeping should be discouraged or if the risks are significantly supported, and cultural factors are also discussed. Responses are requested regarding educating parents on safe co-sleeping practices instead of discouragement.
The document discusses co-sleeping (sleeping in the same bed as an infant), its risks and benefits, and two students' perspectives on the topic. Student One outlines risks of co-sleeping like SIDS but notes research showing benefits like increased breastfeeding and bonding. They say co-sleeping cannot be discouraged but parents must be educated on safe practices. Student Two says the debate should be on what type of co-sleeping (room-sharing, bed-sharing, etc.) and educating parents, not discouraging it. Cultural practices and developmental advantages are discussed, but more research is still needed.
Twin Baby Bedding Nursery Sheet Set USA (1).docxSumreenAshraf
Sleepworld provides a collection of trendy and attractive twin baby bedding and nursery sets to make children's beds comfortable and safe. Their nursery bedding sets include items like crib skirts, baby comforters, and fitted sheets available in various designs to suit baby boys or girls. The collections use organic cotton that is chemical-free and soft for infants. They offer mix and match options to create stunning nursery designs. Their goal is to provide top-of-the-line baby bedding so parents don't have to worry about finding comfortable crib bedding for their little ones.
Sids presentation nrp 540 j. penunuri l. hansenpenunuri1
This document summarizes information about sudden infant death syndrome (SIDS) including risk factors, prevention strategies, and resources for families affected by SIDS. It discusses that placing infants to sleep on their backs has reduced SIDS rates since the 1990s. Risk factors include prone sleeping, soft bedding, and bedsharing. Prevention strategies focus on supine sleeping, room sharing without bedsharing, and avoiding soft bedding/objects in the crib. It provides contacts for support organizations.
Similar to Baby talk cosleepinginfotextreading (11)
Targeting black voters and government officialsRegina Navejar
The document discusses targeting of black voters and government officials during Reconstruction in the South. It describes how the KKK used violence and intimidation tactics to suppress the black vote for Republicans in order to overthrow Republican Reconstruction governments. The KKK's activities included attacking Abram Colby, a leader who threatened white control. Congress authorized President Grant to use troops to suppress the KKK, leading to hundreds of arrests, but the KKK regained strength as Reconstruction efforts weakened.
Math Lesson 1- Advisory--grades 10-12--week of september 15th Regina Navejar
This math enrichment lesson contains 3 multiple choice questions. The first question asks to simplify an expression. The second question is blank. The third question asks how many diagonals a 10 sided shape will have, providing information that triangles have 0 diagonals, quadrilaterals have 2, and pentagons have 5. It then shows the number of sides and diagonals for shapes from 3 to 10 sides.
This document provides two links to online videos about mathematics topics. The first link is about data collection, representation, and interpretation in pre-algebra. The second link starts at the 0:30 mark and also covers pre-algebra concepts.
Lesson 03 -_time_managementj week of september 15Regina Navejar
This document outlines a lesson plan to teach students time management skills. The goal is for students to learn how to organize their time to prepare for academic success. Students will use time management tools like schedules, calendars, assignment sheets, and goal setting to manage their responsibilities. They will practice applying these skills by ordering a list of tasks and discussing time management strategies. Completing accompanying worksheets will allow students to implement these skills in planning their own schedules.
This document provides schedules for English 9, English 10, and sponge classes for the week of September 30th. It outlines activities and assignments for each day, including reviewing terms and stories, note-taking, outlining papers, reading assignments, and tests. Students are expected to complete notes, outlines, reader's logs, and begin drafting papers in English while answering reflection questions in sponge.
This document provides schedules and lesson plans for English classes at Hamilton High School. On Mondays, Wednesdays and Thursdays, English 9 classes will focus on writing an analytical paper, including reviewing notes, outlining, drafting and revising. English 10 classes will discuss literary elements like themes and characters in short stories, and complete reading comprehension activities. Both classes include daily "sponge" questions to start class discussions.
This document contains information about classroom procedures and assignments for Mrs. Navejar's English class during the week of September 2nd through September 13th. It outlines the daily sponge questions and assignments for each day, including reading Walter Mitty and completing vocabulary and grammar activities. It also lists the common core standards that will be covered during the unit, such as citing textual evidence, determining themes, and analyzing characters.
The document provides schedules and instructions for English 9, 10, and Reader's Log classes on September 20th. For English 9, students will review learning intentions, terms, and continue reading "The Most Dangerous Game" using context clues and identifying suspense and central conflict. English 10 will review a test, questions, and begin reading "Contents of a Dead Man's Pocket" starting the reader's log. The reader's log directs creating an "Immersed in Words Chart" and connecting, background, literary analysis, reading strategy, and vocabulary sections.
This document contains the weekly schedule and lesson plans for English classes at an unspecified school during the week of September 9th. On Mondays, the English 9 class covered point of view, characters, Latin roots, and synonyms. The English 10 class reviewed a short story and focused on foreshadowing, safety instructions, and vocabulary. Subsequent days covered topics like short story analysis, grammar, and comparing/contrasting characters. The schedule provides an overview of the instructional focus for each English class each day that week.
Welcome to english 9 week of tuesday september 4thRegina Navejar
This document contains the lesson plans and instructions for an English 9 class over the course of one week. On the first day, the instructors are introduced and the course expectations and materials are reviewed. Students complete an introductory activity and homework is assigned on punctuation. Subsequent lessons cover assessments, curriculum maps, textbooks, and persuasive writing techniques, with homework assigned each day focusing on language skills.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
This document provides an overview of a professional development session on processing the Common Core ELA shifts. It discusses the three main instructional shifts required by CCSS: building knowledge through nonfiction, reading and writing grounded in evidence from texts, and regular practice with complex texts. It then covers why each shift is important and provides examples of scaffolding strategies for complex texts. The document outlines the session agenda, which includes analyzing sample texts to determine complexity, working with text-dependent questions, and debriefing lessons learned.
The document outlines writing portfolio requirements for students including 5 assignments that must be typed: 1) a timed writing on overcoming an obstacle with 3 paragraphs, 2) a summary of a Lancet article, 3) a poetry analysis, 4) a personal essay, and 5) a personal narrative. It provides formatting instructions for typed papers including font, spacing, indentation, and file saving. Students are directed to type and print their papers, saving them with their student ID number and assignment title. Directions are also given for a 4 paragraph personal narrative on a chosen prompt.
The document provides a sample template for analyzing a poem. It includes sections for an introduction, three body paragraphs analyzing quotes and poetic devices from different stanzas and lines, and a conclusion. The introduction would mention the title, poet, and subject of the poem. Each body paragraph analyzes a quote's meaning and how it conveys the poet's message through devices like imagery and figurative language. The conclusion restates the devices used and how effectively they conveyed the poem's overall meaning.
Placing babies on their backs to sleep, using a firm sleep surface, and avoiding soft bedding can help reduce the risk of sudden infant death syndrome (SIDS). The "Back to Sleep" campaign recommends babies always sleep on their backs to lessen the risk of SIDS, which is the sudden and unexplained death of a baby under 1 year of age.
This study examined airway covering of infants during bed-sharing compared to cot sleeping through video monitoring in a sleep lab. The study found that most infants (14/20) experienced some airway covering while bed-sharing, compared to only 2/20 while cot sleeping. However, no consistent effects on oxygen saturation or heart rate were observed even during prolonged covering. All covering was initiated by parents and most terminated by parents as well. Some potential compression by parental limbs was observed but of short duration and terminated by infant movement. The study concludes that while airway covering occurs more in bed-sharing, the data does not support the hypothesis that it poses risks to infants.
The document provides instructions and activities for a 9th grade English research unit. It includes directions for completing assignments like a sponge activity, reading articles on co-sleeping risks and SIDS, and learning how to integrate sources through proper quoting, paraphrasing and summarizing. Students are given objectives for conducting research, citing sources, and developing their writing skills according to Common Core standards.
Research review activity airway covering during bed-sharingRegina Navejar
The article summarizes a research study that examined airway covering during bed-sharing. The study involved parents and children spending three nights under observation, with the first night serving as a control and the next two nights involving different sleeping arrangements (either solitary or bed-sharing). Physiological data on the infants such as heart rate and oxygen saturation was continuously monitored and synchronized with video recordings. Observers were trained to code the recorded information to ensure reliability and consistency in the analysis.
This document provides a list of vocabulary words for an English 9 class to study for an upcoming test. It includes 30 words related to topics like science, medicine, reasoning, and more. Students are instructed to create a study sheet to review the definitions of the words before the end of class.
Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)GeorgeKieling1
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Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
About AOMA: The Academy of Oriental Medicine at Austin offers a masters-level graduate program in acupuncture and Oriental medicine, preparing its students for careers as skilled, professional practitioners. AOMA is known for its internationally recognized faculty, award-winning student clinical internship program, and herbal medicine program. Since its founding in 1993, AOMA has grown rapidly in size and reputation, drawing students from around the nation and faculty from around the world. AOMA also conducts more than 20,000 patient visits annually in its student and professional clinics. AOMA collaborates with Western healthcare institutions including the Seton Family of Hospitals, and gives back to the community through partnerships with nonprofit organizations and by providing free and reduced price treatments to people who cannot afford them. The Academy of Oriental Medicine at Austin is located at 2700 West Anderson Lane. AOMA also serves patients and retail customers at its south Austin location, 4701 West Gate Blvd. For more information see www.aoma.edu or call 512-492-303434.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
The Children are very vulnerable to get affected with respiratory disease.
In our country, the respiratory Disease conditions are consider as major cause for mortality and Morbidity in Child.
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
Applications of NMR in Protein Structure Prediction.pptxAnagha R Anil
This presentation explores the pivotal role of Nuclear Magnetic Resonance (NMR) spectroscopy in predicting protein structures. It delves into the methodologies, advancements, and applications of NMR in determining the three-dimensional configurations of proteins, which is crucial for understanding their function and interactions.
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
Selective alpha1 blockers are Prazosin, Terazosin, Doxazosin, Tamsulosin and Silodosin majorly used to treat BPH, also hypertension, PTSD, Raynaud's phenomenon, CHF
CLASSIFICATION OF H1 ANTIHISTAMINICS-
FIRST GENERATION ANTIHISTAMINICS-
1)HIGHLY SEDATIVE-DIPHENHYDRAMINE,DIMENHYDRINATE,PROMETHAZINE,HYDROXYZINE 2)MODERATELY SEDATIVE- PHENARIMINE,CYPROHEPTADINE, MECLIZINE,CINNARIZINE
3)MILD SEDATIVE-CHLORPHENIRAMINE,DEXCHLORPHENIRAMINE
TRIPROLIDINE,CLEMASTINE
SECOND GENERATION ANTIHISTAMINICS-FEXOFENADINE,
LORATADINE,DESLORATADINE,CETIRIZINE,LEVOCETIRIZINE,
AZELASTINE,MIZOLASTINE,EBASTINE,RUPATADINE. Mechanism of action of 2nd generation antihistaminics-
These drugs competitively antagonize actions of
histamine at the H1 receptors.
Pharmacological actions-
Antagonism of histamine-The H1 antagonists effectively block histamine induced bronchoconstriction, contraction of intestinal and other smooth muscle and triple response especially wheal, flare and itch. Constriction of larger blood vessel by histamine is also antagonized.
2) Antiallergic actions-Many manifestations of immediate hypersensitivity (type I reactions)are suppressed. Urticaria, itching and angioedema are well controlled.3) CNS action-The older antihistamines produce variable degree of CNS depression.But in case of 2nd gen antihistaminics there is less CNS depressant property as these cross BBB to significantly lesser extent.
4) Anticholinergic action- many H1 blockers
in addition antagonize muscarinic actions of ACh. BUT IN 2ND gen histaminics there is Higher H1 selectivitiy : no anticholinergic side effects
Milan J. Anadkat, MD, and Dale V. Reisner discuss generalized pustular psoriasis in this CME activity titled "Supporting Patient-Centered Care in Generalized Pustular Psoriasis: Communications Strategies to Improve Shared Decision-Making." For the full presentation, please visit us at www.peervoice.com/HUM870.
Storyboard on Acne-Innovative Learning-M. pharm. (2nd sem.) CosmeticsMuskanShingari
Acne is a common skin condition that occurs when hair follicles become clogged with oil and dead skin cells. It typically manifests as pimples, blackheads, or whiteheads, often on the face, chest, shoulders, or back. Acne can range from mild to severe and may cause emotional distress and scarring in some cases.
**Causes:**
1. **Excess Oil Production:** Hormonal changes during adolescence or certain times in adulthood can increase sebum (oil) production, leading to clogged pores.
2. **Clogged Pores:** When dead skin cells and oil block hair follicles, bacteria (usually Propionibacterium acnes) can thrive, causing inflammation and acne lesions.
3. **Hormonal Factors:** Fluctuations in hormone levels, such as during puberty, menstrual cycles, pregnancy, or certain medical conditions, can contribute to acne.
4. **Genetics:** A family history of acne can increase the likelihood of developing the condition.
**Types of Acne:**
- **Whiteheads:** Closed plugged pores.
- **Blackheads:** Open plugged pores with a dark surface.
- **Papules:** Small red, tender bumps.
- **Pustules:** Pimples with pus at their tips.
- **Nodules:** Large, solid, painful lumps beneath the surface.
- **Cysts:** Painful, pus-filled lumps beneath the surface that can cause scarring.
**Treatment:**
Treatment depends on the severity and type of acne but may include:
- **Topical Treatments:** Such as benzoyl peroxide, salicylic acid, or retinoids to reduce bacteria and unclog pores.
- **Oral Medications:** Antibiotics or oral contraceptives for hormonal acne.
- **Procedures:** Such as chemical peels, extraction of comedones, or light therapy for more severe cases.
**Prevention and Management:**
- **Cleanse:** Regularly wash skin with a gentle cleanser.
- **Moisturize:** Use non-comedogenic moisturizers to keep skin hydrated without clogging pores.
- **Avoid Irritants:** Such as harsh cosmetics or excessive scrubbing.
- **Sun Protection:** Use sunscreen to prevent exacerbation of acne scars and inflammation.
Acne treatment can take time, and consistency in skincare routines and treatments is crucial. Consulting a dermatologist can help tailor a treatment plan that suits individual needs and reduces the risk of scarring or long-term skin damage.
This presentation gives information on the pharmacology of Prostaglandins, Thromboxanes and Leukotrienes i.e. Eicosanoids. Eicosanoids are signaling molecules derived from polyunsaturated fatty acids like arachidonic acid. They are involved in complex control over inflammation, immunity, and the central nervous system. Eicosanoids are synthesized through the enzymatic oxidation of fatty acids by cyclooxygenase and lipoxygenase enzymes. They have short half-lives and act locally through autocrine and paracrine signaling.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
Baby talk cosleepinginfotextreading
1. eep ing
su r vey
exclusive
cribsl
lee p ing
vs. cos where does your
baby spend the night?
by Patty Onderko photographs by Laura Moss
The second most-dreaded question for new parents after
“Is your baby sleeping?” (Answer: “Well, yes, for forty-
five–minute stretches, but not during the night, and only
after I conduct a two-hour–long routine including feeding,
swaddling, singing, rocking, and an ancient tribal sleep
dance”) is “Where does he sleep?” That’s because the
response is usually just as complicated and the people who
ask are often ready to pass judgment on it. At least, that’s
what more than 6,000 of you told us in our national survey
about sleep habits, in which we set out to determine the
differences between parents who put their babies down to
sleep at night in a crib (for convenience’s sake, we’re calling
Who’s getting
more zzz’s?
60% of crib-sleeping tots
were snoozing through the
night by 6 months, compared
with 41% of co-sleepers
september 2008 • babytalk 57
BBT0908SUR3A 57 7/24/08 5:50:44 PM
2. Doctor Who?
70% of crib-sleepers say their
pediatrician fully supports their decision
about where their baby sleeps
Only 23% of co-sleepers
report the same
them “crib-sleepers”) and those who share a family bed
with their children (co-sleepers). Here, an illuminating
peek into the night lives of new families:
“now, that’s crazy!”
When we were creating this survey, we imagined a giant
pillow fight, with moms on one side of the bed yelling
“Safety!” and a posse on the other shouting “Bonding!”
And we did hear those battle cries: Nearly half of all
crib-sleepers admitted that they think co-sleepers are
“irresponsible” and that parents who share a family bed
are “putting their baby’s life at risk.” Another 39 percent
think that co-sleeping parents are spoiling their baby. “I
best-laid plans
Babies sure know how to throw wrenches, especially
know people who still have a three-year-old in bed with
in the middle of the night!
them because the kid won’t sleep alone. Now, that’s crazy!”
exclaims Patty Queen, a mom of two in Marion, North THE PLAN THE REALITY
Carolina. “Come on, people, you are only making it hard
on the kids by keeping them in the bed with you.” Another
crib proponent, Esther Tune of Henderson, Nevada,
11% 42 %
of expectant parents ended up sharing a
considers co-sleeping to be “the easy option.” “I never planned to co-sleep family bed once the
brought my kids into my bed—even though it would have with their babies baby arrived
been easier. I believe they’re safer in their own crib.”
So what about the safety issue? In a 2005 policy state- 96 % 75 %
of expectant parents used the crib
ment, the American Academy of Pediatrics (AAP) warned planned to put their once the baby
that bed-sharing was associated with an increase in sud- babies down to sleep arrived
den infant death syndrome (SIDS) and strongly recom- in their own cribs
mended against the practice. “There is no evidence that
co-sleeping can be done safely,” adds John Kattwinkel,
14 % 5%
of expectant parents ended up using the
M.D., chairperson of the AAP’s Task Force on SIDS. planned to use a special bassinets
No wonder moms who co-sleep are twice as likely to co-sleeper attached
feel judged compared with crib-sleepers. In their defense, to their bed
co-sleepers cite the work of James McKenna, Ph.D., an Percentages total more than 100 percent because respondents
anthropologist whose research shows SIDS rates to be could choose more than one option.
lower in countries where co-sleeping is the norm, and the
attachment-parenting theories of Babytalk contributing arrangement for safety reasons as crib-sleepers. And they
editor William Sears, M.D. (Both experts believe also slung some arrows: 40 percent of moms who planned
parents can—and must—co-sleep safely; see to co-sleep believe that parents who use a crib won’t have
bottom left: Getty images
Askdrsears.com for guidelines.) In fact, co-sleepers as close a bond with their babies as they do; another 20
were just as likely to choose their sleeping percent feel that crib-sleepers are “selfish” and “only
Forget the crib and the family bed—20% of all respondents
say their baby sleeps in a car seat, bouncer, swing, or stroller
58 babytalk • september 2008
BBT0908SUR3A 58 7/24/08 5:50:45 PM
3. what parents say about…
co-sleeping crib-sleeping
I had a natural birth, I that it gets in the way of Nothing is better than I
breastfeed, my husband our sex life, but I couldn’t the look on my son’s face wanted
and I wear our baby, and care less about that.” when his father and I my kids to
we co-sleep. Our baby’s —Lori Anderson, enter his room to get him get used to their cribs so
needs are met.” Camden, SC out of his crib after a long that they’d have one less
—Melissa Armstrong,
I feel safer feeling my night’s sleep.” —Kelli transition to make, since
Costa Mesa, CA Kudrick, Denver there are so many transi-
baby’s every little twitch
There isn’t anything and hearing her breathe Our son doesn’t have tions babies have to go
sweeter than waking up next to me.” —Garyn to hear us roll over, snore, through.” —Donna Barber,
to a baby all cuddled up Johnson, Wasilla, AK or go to the bathroom in Alexandria, VA
next to you!” —Emily the middle of the night. My sister’s kids are
When my husband
Payne, Bakersfield, CA And my husband and I seven and eight and
was deployed, it felt bet-
Both of my children like having the bedroom still sleep with her for
ter to have my daughter
sleep in the bed with me. to ourselves so we can be half the night. I don’t
next to me.” —Eva Stroup,
My spouse doesn’t like Altus, OK husband and wife, not want that for my family.”
just baby caretakers!” —Jenny Wohlrabe,
—June Huff, Delaware, OH Prescott Valley, AZ
WoulD you Do it again?
77% of crib-sleepers would
definitely choose the same sleeping
arrangement for another child
52% of co-sleepers would
be completely willing to share
the family bed again
thinking of their own sleep.” “Babies grow up more secure every night in bed with her 5-month-old daughter. “But
when they sleep with their moms for the first year of their children set their own schedules. I never understood that
lives,” contends Phasinee Brown of Kansas City, Kansas. having a baby means giving up complete control.”
giving up control the perfect sleep solution
The majority of parents agreed, however, that in the quest For all the stress that surrounds getting your baby to
for rest, one size does not fit all babies. “After having three sleep, it’s helpful to remember—in a twisted sort of way,
children,” Trenny Suggs of Spring Hill, Tennessee, told us, we admit—that 51 percent of you report being tired all the
“I have learned that you have to do whatever is necessary time, regardless of whether your tot snoozes in a crib or in
to help your children sleep.” And for many of you, that your bed. In other words, there’s no right or wrong answer
means changing your game plan. According to our results, to that frustrating question “Where does your baby
only 11 percent of moms actually planned to co-sleep with sleep?” As Jaclyn Petrin of Princeton, New Jersey, said, “I
Top right: Getty images
their babies, but a whopping 42 percent ended up doing hope this survey helps parents understand that there is
so once their little bundles arrived (see “Best-Laid Plans” no perfect sleep solution. If there is, please let me know
on the previous page). “During my pregnancy, I studied what it is.” Sorry, Jaclyn, no such luck.
controversial topics, such as co-sleeping, and thought I
knew what I would do,” shared one reader in California, Patty OnderkO is a Babytalk senior editor. Her toddler
who swore that she wouldn’t co-sleep but now spends twins sleep in their cribs…most of the time.
60 babytalk • september 2008
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