Is intracytoplasmic sperm injection (ICSI) a safe procedure: What do we learn first trimester data in ICSI pregnancies ?

info:eu-repo/semantics/nonPublished

Why do we struggle when we try to learn a language as adults?

Whereas the acquisition of a first language is successful for normally developing individuals, native-like attainment in a language learnt as adults is not guaranteed. As far as grammar is concerned, the area that typically shows up as more problematic is that of Morphology, and more specifically, that part of Morphology related to the specific ways languages have to indicate notions like temporal location (e.g. English –-ed for past tense She walked) or person agreement (e.g. English –s for the third person singular She sings). Language students and teachers are familiar with exclamations like “Oh, after so many years I still have problems with the past tenses in Spanish!” or “I cannot cope with the masculine/feminine thing in French!” In this talk I will present two different accounts that are currently debated in the field of Second Language Acquisition about why it is not enough to memorize those “blessed endings” for us to master their use in our speech production. I will also introduce the latest study I have conducted in collaboration with colleagues, with the aim of evaluating the explanatory power of the hypotheses debated in current literature. [From the Author]

Worldwide childhood type 1 diabetes incidence - what can we learn from epidemiology?

Type 1 diabetes is the most common form of diabetes in most part of the world, although reliable data are still unavailable in several countries. Wide variations exist between the incidence rates of different populations, incidence is lowest in China and Venezuela (0.1 per 100 000 per year) and highest in Finland and Sardinia (37 per 100 000 per year). In most populations girls and boys are equally affected. In general, the incidence increases with age, the incidence peak is at puberty. After the pubertal years, the incidence rate significantly drops in young women, but remains relatively high in young adult males up to the age 29-35 years. Prospective national and large international registries (DIAMOND and EURODIAB) demonstrated an increasing trend in incidence in most regions of the world over the last few decades and increases seem to be the highest in the youngest age group. Analytical epidemiological studies have identified environmental risk factors operating early in life which might have contributed to the increasing trend in incidence. These include enteroviral infections in pregnant women, older maternal age (39-42 years), preeclampsia, cesarean section delivery, increased birthweight, early introduction of cow's milk proteins and an increased rate of postnatal growth (weight and height). Optimal vitamin D supplementation during early life has been shown to be protective. Some of these environmental risk factors such as viruses may initiate autoimmunity toward the beta cell, other exposures may put on overload on the already affected beta cell and thus accelerate the disease process.

Social Work Students Learn about Social Work Values from Service Users and Carers

Teaching on social work values is centrally important in social work education as a core aspect of underpinning knowledge in preparing students for practice. This paper describes an innovative project occurring within the first year of the degree in social work, where service users and carers have assisted students with their understanding of social work values. The positive contribution of service users and carers in facilitating students to make links between theory and practice is now well documented. Applying this user perspective to the educational domain of values, however, is relatively uncharted territory given the challenges that have traditionally accompanied the teaching of values. Importantly, this paper describes the ‘value talk’ which occurred when first-year students sought further meaning from service-user and carer groups in their community settings following classroom teaching on values. The paper not only discusses the detailed preparations involved in the project but also the learning which resulted, drawing on the evaluation findings from the students and participating groups. Whilst the findings show that the students' understanding of social work values has been most significantly influenced by the contributions from service users and carers, it is recognized that further research is needed to monitor the longer term impact on social work students' practice after they qualify.