Seated for Safety: Child passenger safety educational materials in the United States: Content, availability, accuracy, and appropriateness

Author(s):  
Julie B. Ross ◽  
Susan S. Gallagher ◽  
Jeannette Hudson ◽  
Christine Miara
PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 486-487
Author(s):  

All newborns discharged from hospitals should be transported home in infant car safety seats that are designed appropriately to safely transport healthy newborns, premature infants, or infants with special needs. Assuring that newborns are restrained properly when riding for the first time sets the stage for continued compliance with a measure that can save their lives or prevent serious injury. Correctly used infant/child safety seats are 71% effective in preventing fatalities due to car crashes, and 67% effective in preventing injury requiring hospitalization.1 With 100% correct use, about 53 000 injuries and 500 deaths could be prevented each year in the United States among children from birth to 4 years of age.2 Although the Every Ride, Safe Ride program of the American Academy of Pediatrics has made major contributions to child passenger safety, including the passage of legislation in all 50 states requiring infants and children to ride properly restrained, newborns continue to be discharged from hospitals without infant car safety seats or in ones that are not being used correctly. A recent study of hospital discharge policies and procedures has shown that only 26% of hospitals with obstetric services have a policy concerning the discharge of newborns in car safety seats. Of those hospitals that have a policy, 64% waive the requirement that newborns be discharged in a car safety seat if the parents do not supply a seat upon discharge.3 A similar study of hospitals accounting for 90% of annual births in Michigan showed that only 24% of hospitals discuss the use of car safety seats with parents, and only 4% demonstrate their use.4


2012 ◽  
pp. 1220-1231
Author(s):  
Katherine Watson

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.


Author(s):  
Walter Aaron Clark

Spanish émigré guitarist Celedonio Romero gave his American debut performance on a June evening in 1958. In the sixty years since, the Romero family—Celedonio, his wife Angelita, sons Celín, Pepe, and Angel, as well as grandsons Celino and Lito—has become preeminent in the world of Spanish flamenco and classical guitar in the United States. Walter Aaron Clark’s in-depth research and unprecedented access to his subjects have produced the consummate biography of the Romero family. Clark examines the full story of their genius for making music, from their outsider's struggle to gain respect for the Spanish guitar to the ins and outs of making a living as musicians. As he shows, their concerts and recordings, behind-the-scenes musical careers, and teaching have reshaped their instrument’s very history. At the same time, the Romeros have organized festivals and encouraged leading composers to write works for guitar as part of a tireless, lifelong effort to promote the guitar and expand its repertoire. Entertaining and intimate, Los Romeros opens up the personal world and unfettered artistry of one family and its tremendous influence on American musical culture. It features a gallery of forty photographs as well as appendices providing a chronology, genealogy, list of albums, and a summary of Romero publications, editions, and educational materials.


Author(s):  
Eugenia Tarzibachi

Abstract The introduction of commercialized disposable pads and tampons during the twentieth century changed the experience of the menstrual body in many (but not all) countries of the world. From a Latin-American perspective, this new way to menstruate was also understood to be a sign of modernization. In this chapter, Tarzibachi describes and analyzes how the dissemination and proliferation of disposable pads and tampons have unfolded first in the United States and later in Latin America, with a particular focus on Argentina. She pays particular attention to how the Femcare industry shaped the meanings of the menstrual body through discourses circulated in advertisements and educational materials. Tarzibachi explores how the contemporary meanings of menstruation are contested globally, as the traditional Femcare industry shifts its rhetoric in response to challenges from new menstrual management technologies, new forms of menstrual activism, and the increasing visibility of menstruation in mainstream culture.


2020 ◽  
Vol 35 (1) ◽  
pp. 50-56
Author(s):  
Tatiana Batova

This article reviews images of people of Asian descent wearing masks in popular press articles discussing mask shortages and argues that visual framing had the potential of fueling racial antagonism during the initial months of COVID-19’s spread across the United States. Technical communicators need to include globalized perspectives in educational materials about masks as an advocacy strategy that can help communities and individuals to navigate the crisis situation and better protect themselves and those around them.


Author(s):  
Katherine Watson

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.


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