Maternal plasma ascorbic acid (vitamin C) and risk of gestational diabetes mellitus

Background : Antioxidants, particularly vitamin C (ascorbic acid), have the capacity to influence glucose tolerance. Modification of diet could reduce the likelihood of developing gestational diabetes mellitus.

Methods : In a prospective cohort study of pregnant women, we studied the association of maternal plasma ascorbic acid concentrations, measured at an average of 13 weeks' gestation, with subsequent risk of gestational diabetes. Maternal plasma ascorbic acid concentrations were determined using automated enzymatic procedures. Dietary vitamin C intake during the periconceptional period and early pregnancy was ascertained using a semiquantitative food frequency questionnaire. We fitted generalized linear models to derive estimates of relative risks and 95% confidence intervals (CIs).

Results : Approximately 4% (n = 33) of 755 women who completed pregnancy developed gestational diabetes mellitus. Plasma ascorbic acid concentrations were inversely associated with the risk of gestational diabetes (P for trend = 0.023). After adjusting for maternal age, race, prepregnancy adiposity, parity, family history of type 2 diabetes, and household income, women with plasma ascorbic acid <55.9 micromol/L (lowest quartile) experienced a 3.1-fold increased risk of gestational diabetes (95% CI = 1.0 - 9.7) compared with women whose concentrations were > or = 74.6 micromol/L (upper quartile). Women who consumed <70 mg vitamin C daily experienced a 1.8-fold increased risk of gestational diabetes compared with women who consumed higher amounts (95% CI = 0.8 - 4.4).

Conclusions : If confirmed, our results raise the possibility that current efforts to encourage populations to consume diets rich in antioxidants, including vitamin C, could reduce the occurrence of gestational diabetes mellitus.

Blended learning in entrepreneurship education in the Asia-Pacific : a grounded theory approach to entrepreneurship pedagogy

Using a grounded theory approach, this pedagogical study explores “What are the key content areas and pedagogical interventions around which to build a blended learning method for Generation Y (also known as the Net Generation) entrepreneurship students (as opposed to other business students)?” The study uses a variety of “information-rich cases” and presents the argument that entrepreneurs learn
differently from other students. The author develops the Etappe Method of Training Entrepreneurs, a blended learning approach for the technology-savvy generation under the motto “Teaching is best done online and learning is best done in the classroom”. Drawing upon the theory of experiential learning as concretised by learning styles inventories, this learning method provides entrepreneurs, in their unique teachable moments, with active and concrete pedagogical interventions that can be enhanced through a blended learning environment of online and face-to-face modalities leading them step-by-step through deepening learning in the theory, process and practice of entrepreneurship. In conclusion, the author presents suggestions for further research that can verify this emerging theory in an empirical fashion.

The global classroom : effective subject and pedagogy design as positive aspects of globalization

The nature of pedagogy and the collaboration between international parties in subject design ameliorates some of the more negative characteristics of globalized education. I argue that the nature of globalization is to be found in the small and ongoing practices that constitute collaboration between differing parties. In this way, what globalization means is in fact constantly negotiated contingent and never settled. My argument is that reductive critiques of internationalization are far too simplistic. The example of EME 150 and the uptake through the Malaysian educational system of some of its components is an example not of ‘imposition’ or ‘imperialism’ but rather of a more negotiated and collaborative pedagogy that points to some of the benefits of cooperation, collaboration and by inference of globalization.

Engaged to learn pedagogy : theoretically identified optimism-building situations

Associations between resilience or optimism (Seligman, 1995) and the inclination to explore unfamiliar challenging problems in mathematics have been identified (Williams, 2005, 2008). This raised questions about how to build optimism to enhance mathematical performance. In this study, a theoretical framework was formulated to study optimism-building situations (Seligman, 1995; Csikszentmihalyi, 1992). By interrogating ‘Engaged to Learn’ pedagogy (Williams, 2000) through a video-stimulated interview study, situations theoretically expected to be optimism building were identified.

Developing a science challenge to support partnerships and pedagogy in rural and regional science

In 2007 the researchers decided to investigate the development of a “science challenge” as a means of engaging students in science. They wanted to ensure that whatever was developed was sustainable, addressed the needs of students and provided some answers for the dilemma of equitable education in regional and rural areas. A literature search indicated that whilst science competitions were not new, one which was based on schoolcommunity partnerships and involved students in the solving of real problems, was quite different. This paper will report on the development of the science challenge with reference to the viewpoints of teachers, community and industry participants.

From risk to relationship : redefining pedagogy through applied learning reform

The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the ‘new’ learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning. This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an ‘alternative’ learning pathways for ‘at-risk’ students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a ‘re-engaging’ pedagogy by studying the schooling experience of VCAL students and teachers. The thesis concludes that traditional academic modes of teaching contribute to the social construction of ‘at-risk’ students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students’ life experiences and the curriculum.

Ecological and life-history factors influencing the evolution of maternal antibody allocation : a phylogenetic comparison

Maternally derived yolk antibodies provide neonates with immune protection in early life at negligible cost to mothers. However, developmental effects on the neonate's future immunity are potentially costly and thus could limit yolk antibody deposition. The benefits to neonatal immunity must be balanced against costs, which may depend on neonate vulnerability to pathogens, developmental trajectories and the immunological strategies best suited to a species' pace of life. We measured yolk antibodies and life-history features of 23 species of small Neotropical birds and assessed the evidence for each of several hypotheses for life history and ecological effects on the evolution of yolk antibody levels. Developmental period and yolk antibodies are negatively related, which possibly reflect the importance of humoral immune priming through antigen exposure, and selection to avoid autoimmunity, in species with a slower pace of life. There is also a strong relationship between body size and yolk antibody concentration, suggesting that larger species are architecturally equipped to produce and transfer higher concentrations of antibodies. These results suggest that developmental effects of maternally derived antibodies, such as imprinting effects on B-cell diversity or autoimmune effects, are important and deserve more consideration in future research.

Performing Pedagogy and the re(construction) of global/local selves

The eighth chapter, written by Gayle Morris, is entitled “Performing pedagogy and the re (construction) of global/local selves.” Morris tackles a unique perspective with regard to globalization and education. A major characteristic of today’s globalized world is the diversity of people living within societies and communities. Classrooms in public schools and universities in the United States, Canada, Australia, and Britain are comprised of students from all parts of the world, a reality which is increasing the challenges faced by teachers and policy makers. Morris particularly discusses second language teaching and learning and the inadequacy of second language educators who are mostly approaching from “White/mainstream” positivist models and approaches to language teaching (p. 137). Morris highlights the “fixing” of immigrants and ethnic minority identity, and how the inefficient training of ESL teachers is affecting the global/ local selves of students. This chapter is invaluable contribution in this volume given the number of immigrants to western countries is on the rise.