Serum Level of Some Minerals during Three Trimesters of Pregnancy in Iranian Women and Their Newborns: A Longitudinal Study     

Fatemeh Moghaddam Tabrizi  Firouz Ghaderi Pakdel 《Indian journal of clinical biochemistry : IJCB》2014,29(2):174-180

Concentrations of various trace elements are altered during pregnancy with changes in the mother’s physiology and the requirements of growing fetus. The aim of the present longitudinal study was to learn the changes of micronutrients Iron (Fe), Calcium (Ca), zinc (Zn) Magnesium (Mg) and copper (Cu) of pregnant woman and their relations with newborns levels. Serum levels of iron, calcium, zinc, magnesium and copper of 162 pregnant women and their newborns were determined by an inductively couple plasma mass spectrometer (ICP/MS). The results showed that majority (41 %) of pregnant women were in age group 26–36 years 55 % had high school and diploma levels of education and the total income ranged between 3 and 5 Rials million per month There was significant difference in iron levels during first, second and third trimesters, 76.0 ± 17.8, 63.5 ± 15.2 and 70.1 ± 14.4 μg/dl respectively. Significant difference was shown in zinc levels 79.5 ± 15, 74.5 ± 16.1, and 65.3 ± 14.9 μg/dl during three trimesters. Copper levels during pregnancy were significantly different (130.9 ± 43.5, 172.0 ± 38.94, 193.2 ± 28.5 μg/dl. The serum levels of calcium and magnesium during pregnancy were constant (Ca: 8.96 ± 0.48, 8.86 ± 0.47, 8.91 ± 0.42 mg/dl and Mg: 2.10 ± 0.21, 2.08 ± 0.28, 2.09 ± 0.29 mg/dl). Results showed that 13 % of pregnant women had hypocalcaemia and hypomagnesaemia. Thirty eight percent and 42 % of pregnant women had iron and zinc deficiency respectively. In this study, unlike zinc, no pregnant women were found deficient in serum copper levels. Calcium, iron, zinc, copper and magnesium levels in the newborn’s cord blood were 8.93 ± 0.43, 106.0 ± 26.1, 85.35 ± 16.6, 57.04 ± 13.8 and 1.99 ± 0.27 mg/dl respectively. In the present study the levels of iron and zinc in cord blood were higher than the levels of iron and zinc in maternal serum. The mean level of copper in cord blood serum in the current study was lower than maternal values. The mean serum calcium and magnesium in the serum cord blood and in the serum of the pregnant women were similar.  相似文献   

互通式立交匝道设计的几点体会     

郭小荣  段春明 《中国科技信息》2007,(9):80-81

单出入口双车道匝道设计;匝道分、合流处纵坡度确定;单向单车道匝道与双向单车道匝道衔接处纵坡设计。  相似文献   

Global virtual teams in education: Do peer assessments motivate student effort?     

《Studies in Educational Evaluation》2021

During the last decade, global virtual teams have become increasingly common in academic and work settings. Considering the recent global pandemic, now they seem to be more the rule than an exception. Drawing on expectancy theory and using a latent growth model approach, this paper investigates the relationship between peer assessments and student individual effort to complete a given task. The analysis of these two variables as parallel processes indicates that the more abrupt the decrease in peer assessments, the steeper the positive rate of change in effort in the context of global virtual teams. This longitudinal study suggests that peer assessments are a useful and effective means to boost global virtual team members’ individual effort. The paper concludes with implications and recommendations for researchers, managers and educators who use global virtual teams in education and practice.  相似文献   

Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy     

《Contemporary educational psychology》2021

This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics.  相似文献   

Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study     

《Learning and Instruction》2019

Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities.  相似文献   

Early life adversities and polyvictimization in young persons with sexual behavior problems: A longitudinal study of child protective service referrals     

《Child abuse & neglect》2019

There is scarce research on children and youth with sexual behavior problems (SBP) and their developmental antecedents and the research that does exist is mostly retrospective and correlational. While prior research focused on the central role of sexual victimization, recent research suggests that young persons with SBP are exposed to a series of adversities not limited to child sexual victimization and require multifaceted assessment and intervention using a developmental life course perspective. The current study includes an examination of the complete longitudinal sequence of child protective service (CPS) investigations involving young persons with SBP. The study is based on a sample of 957 youth referred to the CPS in Quebec, Canada. The data include their longitudinal sequence of referrals from birth to age 18. Semi-parametric analyses identified four trajectories of referrals with significant differences in terms of onset, frequency, types of life adversity, and polyvictimization. The trajectories suggest that a range of developmental profiles characterize young persons with SBP, with SBP often occurring after CPS contacts for compromising issues other than sexual victimization, especially parental neglect and serious behavior problems. Of importance, polyvictimization was relatively common for this group throughout childhood and adolescence, which highlights the multiintervention needs of this population.  相似文献   

地方性师范类院校研究生阅读倾向的纵向研究     

许建丽 《四川职业技术学院学报》2012,22(6):71-75

为了探究地方性师范类院校研究生群体的阅读状况,本研究在五所院校随机抽取189名2009级研究生,对其研一到研三的图书馆借阅情况进行定量分析。数据表明：在时间跨度上,研究生的阅读量在研一最多,研二阶段部分类别图书有所上升,到了研三所有图书的阅读量骤减;不同专业研究生的阅读范围大部分都局限在自己本专业和专业有关的书籍,阅读广度相对狭窄。对此,笔者结合个别访谈对这个阅读群体进行阅读心理剖析,并提出一些建议,以期激发地方性师范类研究生的阅读兴趣,提高科研能力,从而提高就业竞争力。  相似文献   

“互联网+”教学环境下初中生信息素养影响因素跟踪研究——基于学生个体和家庭层面的视角     

余亮  张媛媛  赵笃庆 《现代远距离教育》2022,(1)

随着"互联网+教育"深入推进,信息素养的重要性日益凸显,探究学生信息素养发展的影响因素对深化"互联网+"教学改革具有重要意义。已有研究表明,学生信息素养受个体、教师、家庭和学校层面因素影响,但这些研究多是基于横截面数据的横向研究,缺少以时序数据为基础的纵向研究。通过梳理相关文献,分析"互联网+"教学环境内涵及特征,从个体和家庭两个层面构建"互联网+"教学环境下初中生信息素养影响因素模型,并以513名初中生为研究对象开展为期近两年的跟踪研究。多层线性建模结果表明,"互联网+"教学环境下学生问题解决能力、家庭互联网接入情况和父亲学历对初中生信息素养水平有正向影响,性别、民族对初中生信息素养发展速率有显著影响,家庭收入对初中生信息素养发展速率有负向影响。学校可以通过提供个性化教育支持服务、重视学生问题解决能力培养和发挥家长及家庭环境积极作用等方式,促进学生信息素养提升。  相似文献   

Language maintenance and loss in a population study of young Australian children     

Sarah Verdon  Sharynne McLeod  Adam Winsler 《Early childhood research quarterly》2014

Information about children's cultural and linguistic diversity and language acquisition patterns is important for the development of sustainable educational practices. While there is some knowledge about language maintenance and loss in adults and older children, there is limited information about young children. The first three waves of data from the Longitudinal Study of Australian Children (LSAC), involving 4252 young children, were considered longitudinally over the first five years of life to identify patterns of language maintenance and loss among those who speak languages other than English. The most common languages other than English spoken by the children were Arabic, Vietnamese, Italian, Spanish, and Greek and 9.1% of all children were reported to use a language other than English at wave 1, 15.7% at wave 2, and 15.2% at wave 3. Overall, 91.5% of children maintained speaking a language other than English between wave 1 and wave 2, and 86.6% did so between wave 1 and wave 3. Children's patterns of language acquisition and loss over the first five years of life varied within and between language groups. For example, Arabic-speaking children tended to maintain Arabic throughout early childhood, whereas Italian-speaking children's use of Italian decreased over the first five years of life while use of English steadily increased. Environmental and personal factors such as parental language use, presence of a grandparent in the home, type of early childhood care, first- and second-generation immigrant status, and parental perception of support from the educational environment were related to language maintenance among non-English speaking children.  相似文献   

A longitudinal analysis of English language learners’ word decoding and reading comprehension     

Jonathan Nakamoto  Kim A. Lindsey  Franklin R. Manis 《Reading and writing》2007,20(7):691-719

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores showed quadratic growth over the course of the study. The sample’s reading comprehension, but not their word decoding, began to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research.  相似文献