Modern dietary guidelines for healthy pregnancy; maximising maternal and foetal outcomes and limiting excessive gestational weight gain     

Kirsty Jayne Elliott-Sale  Ashley Graham  Stephanie Jane Hanley  Sherry Blumenthal  Craig Sale 《European Journal of Sport Science》2019,19(1):62-70

Abstract

Maternal dietary habits influence maternal and foetal health, representing a pathway for intervention to maximise pregnancy outcomes. Advice on energy intake is provided on a trimester basis, with no additional calories required in the first trimester and an additional 340?kcal?d^?1 and 452?kcal?d^?1 needed for the second and third trimesters. Energy intake depends on pre-gravid body mass index (BMI); underweight women are recommended an increase of 150, 200 and 300?kcal?d^?1 during the first, second and third trimester, normal weight women an increase of 0, 350 and 500?kcal?d^?1 and obese women an increase of 0, 450 and 350?kcal?day^?1. The recommendations for carbohydrate and protein intake are 175?g?d^?1 and 0.88–1.1?g?kgBM?d^?1, with no change to fat intake. The number of pre-gravid obese women is rising; therefore, we need to regulate weight in women of childbearing age and limit gestational weight gain to within the recommended ranges [overweight women 6.8–11.3?kg and obese women 5.0–9.1?kg]. This can be achieved using nutritional interventions, as dietary changes have been shown to help with gestational weight management. As pregnancy has been identified as a risk factor for the development of obesity, normal weight women should gain 11.5–16.0?kg during pregnancy. While some research has shown that dietary interventions help to regulate gestational weight gain and promote postpartum weight loss to some extent, future research is needed to provide safe and effective guidelines to maximise these effects, while benefitting maternal and foetal health.  相似文献   

Debating Education: Is There a Role for Markets?     

Ashley Berner 《Educational theory》2020,70(1):105-112

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Acute cardiovascular responses to interval exercise: A systematic review and meta-analysis     

Kym Joanne Price  Brett Ashley Gordon  Stephen Richard Bird  Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984

ABSTRACT

Interval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations.  相似文献   

Effects of extracurricular activities on postsecondary completion for students with disabilities     

Ashley N. Palmer  William Elliott III  Gregory A. Cheatham 《The Journal of educational research》2017,110(2):151-158

The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed.  相似文献   

Faith,Race, and LGB Affirmation: Experiences of African American Counselors‐in‐Training          下载免费PDF全文

Janeé R. Avent Harris  Derek L. Roberston  Brenda Jones  Ashley M. Prado 《Counselor Education & Supervision》2017,56(2):145-158

In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance.  相似文献   

Early Adverse Experiences and Repeated Wheezing From 6 to 30 Months of Age: Investigating the Roles of Hypothalamic–Pituitary–Adrenal Axis Functioning,Child Sex,and Caregiving Sensitivity     

Allison Frost  Michelle Bosquet Enlow  Ashley J. Malin  Kristin Bernard  Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274

This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing.  相似文献   

Presenting Complex Teacher Evaluation Data: Advantages of Dossier Organization Techniques Over Portfolios     

Kenneth D. Peterson  Dannelle Stevens  Carol Mack 《Journal of Personnel Evaluation in Education》2001,15(2):121-133

The development of extensive and authentic teacher evaluation raises questions about how best to organize and present the increased amount and variety of assessment materials. Portfolios have been suggested for teacher evaluation because they are well suited to capture the complexities of teaching. However, portfolios 1) are difficult to judge, 2) are difficult to archive, 3) lack key information, 4) miss excellent teachers with simple materials, 5) rarely plan for audiences, 6) distort when required, and 7) bring conflicts of interest. Teacher dossiers are compressed collections of objective data which are easier to judge, demonstrably reliable, and cost-effective.  相似文献   

Approaches to learning,evaluations of teaching,and preferences for contrasting academic environments   总被引：5，自引：1，他引：5  

Noel Entwistle  Hilary Tait 《Higher Education》1990,19(2):169-194

Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed.  相似文献   

Child, Program, and Family Ecological Variables in Early Intervention     

Kofi Marfo  Thomas E. Dinero  Noel Browne  Don Gallant  Rosalind Smyth  Allan Corbett 《Early education and development》1992,3(1):27-44

This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed.  相似文献   

WhatsApp use among African international distance education (IDE) students: transferring,translating and transforming educational experiences     

Clare Madge  Markus Roos Breines  Mwazvita Tapiwa Beatrice Dalu  Ashley Gunter  Jenna Mittelmeier  Paul Prinsloo 《Learning, Media and Technology》2019,44(3):267-282

ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.  相似文献