Adherence to Canada's Food Guide Recommendations during Pregnancy:Nutritional Epidemiology and Public Health

Background: In Canada, pregnant women are typically referred to Canada's Food Guide (CFG), a set of national dietary recommendations designed to promote adequate nutrient intake. Pregnant women are also advised to gain weight within the Institute of Medicine guidelines, which differ by prepregnancy body mass index (BMI). However, CFG recommendations do not account for prepregnancy BMI and provide no guidance on "less healthy" (LH) foods. Objective: The aim of this study was to score women's diets according to adherence to CFG recommendations and consumption of LH foods and to examine differences between these diet scores by prepregnancy BMI. Methods: Participants enrolled in the APrON (Alberta Pregnancy Outcomes and Nutrition) prospective cohort study completed a 24-h recall in their second trimester (n = 1630). A score was created on the basis of each daily dietary CFG recommendation met, ranging from 0 to 9. The distribution of consumption (grams per day) of 8 LH food groups was given a score of 0 (none) or 1, 2, or 3 (representing the lowest, middle, or highest tertiles, respectively) and summed giving a total LH score of 0-24. Results: There were few differences in CFG recommendations met by prepregnancy BMI status, although fewer women who were overweight or obese prepregnancy met the specific recommendation to consume 7-8 servings of fruit or vegetables/d than did those who were under- or normal weight (47% and 41% compared with 50% and 54%, respectively). Although differences were small, women who were obese prepregnancy had lower CFG scores (β = -0.28; 95% CI:-0.53, -0.02) and higher LH scores (β = 0.45; 95% CI: 0.04, 0.86) than did those who were normal weight. Conclusion: The study results suggest that more attention may need to be paid to individualized counseling on dietary recommendations that take account of prepregnancy BMI

Dietary Patterns Prior to Pregnancy and Associations with Pregnancy Complications

Few studies have explored pre-pregnancy diet and its relationship with pregnancy outcomes. The objectives of this study were to: (1) derive pre-pregnancy dietary patterns for women enrolled in a prospective cohort in the province of Alberta, Canada; (2) describe associations between dietary patterns and socio-demographic characteristics; and (3) describe associations between dietary patterns and pregnancy complications. Upon enrolment into the Alberta Pregnancy Outcomes and Nutrition (APrON) study (median age of gestation, 17 weeks), women (n = 1545) completed a validated 142-item food frequency questionnaire recording food and beverages consumed "in the 12 months prior to pregnancy". Other assessments included pre-pregnancy body mass index (BMI), gestational weight gain, gestational hypertension, gestational diabetes, and socio-demographic characteristics. Dietary patterns were derived using principal components analysis. Scores were calculated to represent adherence with each dietary pattern retained. Four dietary patterns were retained, accounting for 22.9% of the variation in the overall diet. Dietary patterns were named the "healthy", "meat and refined carbohydrate", "beans, cheese and salad" or "tea and coffee" patterns. Higher "healthy" pattern scores prior to pregnancy were associated with lower odds of developing gestational hypertension during pregnancy (adjusted Odds Ratio (OR): 0.6, 95% Confidence Intervals (CI): 0.4, 0.9). Diet prior to pregnancy is an important target for interventions and may reduce the likelihood of developing complications such as gestational hypertension during pregnancy

Association between first-year virological response to raltegravir and long-term outcomes in treatment-experienced patients with HIV-1 infection

Background: We explored the relationship between virological response in the first year of treatment and long-term outcomes in the BENCHMRK studies. Methods: Patients failing antiretroviral treatment with 3-class resistant HIV-1 received double-blinded raltegravir (or placebo) with optimized background therapy (OBT) until week 156, followed by open-label raltegravir with OBT up to week 240. In this exploratory analysis of patients randomized to raltegravir, virological response over weeks 16-48 was categorized as continuous suppression (CS; viral RNA [vRNA] always 50 copies/ml at least once), or not suppressed (NS; vRNA >400 copies/ml at least once). The association between these first-year vRNA response categories and baseline factors was analysed with univariate and multivariate models. Virological and immunological outcomes for years 2-5 were assessed by first-year vRNA response category (observed failure approach). Results: Baseline vRNA, baseline CD4(+) T-cell count and rapid viral decay (vRNA <50 copies/ml between weeks 2-12) correlated with first-year vRNA response (P<0.001); only rapid viral decay remained significant by multiple regression. Virological response rates were similar in the LLV and CS groups and lowest in the NS group. CD4(+) T-cell count increased through week 240 in the CS and LLV groups. Time to loss of virological response (confirmed vRNA ≥400 copies/ml) through week 240 did not support as strong a difference between the LLV and CS groups (log-rank P=0.11) as previously reported through weeks 156 and 192 (P<0.05). Conclusions: Treatment-experienced patients on a raltegravir-based regimen with early LLV may have long-term virological and immunological benefit when their therapy is maintained

STREAM Journal, Vol. 1, No. 3, pp 1-16. July-September 2002

CONTENTS: From resource user to resource manager: a significant change story, by Ruperto Aleroza as told to Jocel Pangilinan and Ronet Santos. Significant change with Cambodian provincial livelihoods study teams, by Bun Hay Chheng, Tan Someth Bunwhat, Mey Chanthou and Bun Puthy. The Community Fisheries Development Office: one year on, by Matt Fox. CFDO open for business, by Louise Mackeson-Sandbach. Stakeholders and institutional involvement in aquaculture management and development, by M. Krishnan and Pratap S. Birthal. Fish seed production for aquaculture in southeast Cambodia: decentralization, the way to go, by Olivier Delahaye Gamucci, Graham C. Mair and Harvey Demaine

Graded lessons for pupil study teams; grade six.

Thesis (Ed.M.)--Boston Universit

Graded lessons for use of study teams; grade four.

Thesis (M.A.)--Boston Universit

Teacher Learning in Lesson Study

This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students’ autonomous problem‐solving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among the teams’ composition, leadership, and content foci

Noticing as reasoning in Lesson Study teams in initial teacher education

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation elements (determining and explaining pupils’ problems with learning). They differed in the extent to which they considered plans and provided continuity in their reasoning. Stimulating meaningful reflection may help further develop noticing among LS-teams in ITE

Engagement and temporary teams: considerations for value engineering study teams and facilitators

The purpose of the current research is to contribute to the VE community’s understanding of how the dynamics of temporary teams may influence participant engagement, by answering the question, “what factors impact individual team member engagement on a VE study team?” In today’s business environment, the traditional permanent work team is no longer a reality for many employees (Jacobssen & Hallgren, 2016). Even those who do maintain membership in a permanent team are often tasked with serving on additional committees, task forces and decision-making teams to aid their organization in developing new products or navigating change. Value Engineering (VE) study teams present a unique scenario in which small, in-person teams of technical subject matter experts must solve complex problems in just a few days, having had no previous interaction. These teams can be classified as “temporary.” To understand what factors contribute to a participant’s engagement during a VE study, ten, semi-structured interviews were conducted with VE study team members. Themes from the interview data aligned with the literature’s framing of intellectual, social and affective engagement (Soane et al., 2012). Technical expertise, direct engagement by the facilitator, clear roles, prioritization of teambuilding, and viability of the project, were among the factors cited as impacting team member engagement. Recommendations were made related to prioritizing pre-study activities, creating a VE team member cadre for continued team member development, and setting the tone for engagement. These findings and recommendations may be applied to temporary team settings other than VE teams as well, in terms of the importance of context setting, early team member interaction, psychological membership and psychological safety for team success