"If I knew then what I know now": parents' reflections on raising a child with cerebral palsy.

In this study we investigated experiences of parents of children with cerebral palsy (CP) to identify areas in which health care providers and educators could improve practice. A second objective was to create educational material for parents of young children newly diagnosed with CP. A purposive sample of nine parents, who previously participated in the Adolescent Study of Quality of Life, Mobility, and Exercise, was recruited through phone. During an interview, parents reflected on the experience of raising a child with CP from birth to young adulthood. These interviews were audiotaped, transcribed, and coded using the International Classification of Functioning, Disability and Health-informed model and analyzed to identify major themes. Parents elaborated upon what was helpful and what could be changed to improve their children's and families' experiences through supports, advocacy, and education at different levels. The results informed the development of tips for parents and children with CP to enhance their families' experiences and interactions with health care providers, educators, and others.

Seeing (and doing) conservation through cultural lenses.

In this paper, we first discuss various vantage points gained through the authors' experience of approaching conservation through a "cultural lens." We then draw out more general concerns that many anthropologists hold with respect to conservation, summarizing and commenting on the work of the Conservation and Community Working Group within the Anthropology and Environment Section of the American Anthropological Association. Here we focus on both critiques and contributions the discipline of anthropology makes with regard to conservation, and show how anthropologists are moving beyond conservation critiques to engage actively with conservation practice and policy. We conclude with reflections on the possibilities for enhancing transdisciplinary dialogue and practice through reflexive questioning, the adoption of disciplinary humility, and the realization that "cross-border" collaboration among conservation scholars and practitioners can strengthen the political will necessary to stem the growing commoditization and ensuing degradation of the earth's ecosystems.

Effect of environmental setting on mobility methods of children with cerebral palsy.

The aim of this study was to: (1) describe the usual mobility methods of children with cerebral palsy (CP) at home, school, and outdoors or in the community and (2) examine whether children with CP are more dependent on adult assistance for mobility in certain settings. The participants were a stratified random sample of 636 children with CP (355 males and 281 females; 2 to 12 years of age, mean 6.8 years SD 2.7), receiving rehabilitation services in Ontario, Canada. Children were grouped by age and Gross Motor Function Classification System (GMFCS) level. Among the five levels of the GMFCS, there were 185 children classified at level I, 81 children at level II, 113 children at level III, 132 children at level IV, and 125 children at level V. Information on children's usual mobility was obtained by parent report. The results of logistic regression indicated that compared with the school setting, children were more dependent on adult assistance for mobility when outdoors/in the community and less dependent at home. The majority of children aged from 4 to 12 years at levels III to V used wheelchair mobility at school and outdoors or in the community, however, only a small percentage self-propelled their wheelchair or used powered mobility. Of the children aged 4 to 12 years at level V, 39% were carried at home. The findings suggest that environmental setting is an important consideration for assessment and intervention to improve mobility of children with CP. For children who do not walk, attention should be given to the needs of caregivers and factors that are important for successful powered mobility.