Risky drinking patterns are being continued into pregnancy: a prospective cohort study

Background: Risky patterns of alcohol use prior to pregnancy increase the risk of alcohol-exposed pregnancies and subsequent adverse outcomes. It is important to understand how consumption changes once women become pregnant. Objective: The aim of this study was to describe the characteristics of women that partake in risky drinking patterns before pregnancy and to examine how these patterns change once they become pregnant. Methods: A sample of 1577 women from the 1973–78 cohort of the Australian Longitudinal Study on Women’s Health were included if they first reported being pregnant in 2000, 2003, 2006, 2009 and reported risky drinking patterns prior to that pregnancy. Multinomial logistic regression was used to determine which risky drinking patterns were most likely to continue into pregnancy. Results: When reporting risky drinking patterns prior to pregnancy only 6% of women reported weekly drinking only, whereas 46% reported binge drinking only and 48% reported both. Women in both binge categories were more likely to have experienced financial stress, not been partnered, smoked, used drugs, been nulliparous, experienced a violent relationship, and were less educated. Most women (46%) continued these risky drinking patterns into pregnancy, with 40% reducing these behaviors, and 14% completely ceasing alcohol consumption. Once pregnant, women who binged only prior to pregnancy were more likely to continue (55%) rather than reduce drinking (29%). Of the combined drinking group 61% continued to binge and 47% continued weekly drinking. Compared with the combined drinking group, binge only drinkers prior to pregnancy were less likely to reduce rather than continue their drinking once pregnant (OR = 0.37, 95% CI = 0.29, 0.47). Conclusions: Over a third of women continued risky drinking into pregnancy, especially binge drinking, suggesting a need to address alcohol consumption prior to pregnancy. Alexis J. Hure, Peta M. Forder, Jennifer Powers, Frances J. Kay-Lambkin, Deborah J. Loxto

Introduction of Dr. Nwando Achebe, Keynote Speaker

We still have a long way to go to build truly global learning spaces where all students, and if fact the world, benefit from these important outcomes. It is symposia like this one that bring critical perspectives together—including our keynote tonight—and that serve as catalysts for us all. So without further delay, I’d like to introduce Dr. Nwando Achebe. Dr. Achebe is the Jack and Margaret Sweet Endowed Professor of History, and a multi-award-winning historian at Michigan State University. Dr. Achebe received her master’s and PhD from UCLA after studying theatre at the University of Massachusetts. Her research interests involve the use of oral history in the study of women, gender, and sexuality in Nigeria. Among her many accomplishments, Dr. Achebe is the author of six books, including: Farmers, Traders, Warriors, and Kings: Female Power and Authority in Northern Igboland, 1900-1960;The Female King of Colonial Nigeria: Ahebi Ugbabe, a full-length critical biography on the only female warrant chief and king in British AfricaCo-author of the 2018 History of West Africa E-Course BookCo-editor with William Worger and Charles Ambler of A Companion to African HistoryCo-editor with Claire Robertson of Holding the World Together: African Women in Changing PerspectiveA forthcoming Ohio University Press book, Female Monarchs and Merchant Queens in Africa. She is founding editor-in-chief of the Journal of West African History. She served as a Ford Foundation and Fulbright-Hays Scholar-in-Residence at the University of Nigeria, Nsukka. Dr. Achebe has received prestigious grants from the Rockefeller Foundation, Wenner-Gren, Woodrow Wilson, Fulbright-Hays, the Ford Foundation, the World Health Organization, and the National Endowment for the Humanities. Please join me in extending a warm Dayton welcome to Dr. Nwando Achebe.https://ecommons.udayton.edu/global_voices_2/1002/thumbnail.jp

Introduction of Keynote Speaker

Dr. Landry Signé is a world-renowned scholar, teacher, writer, activist, advisor, public intellectual, consultant, entrepreneur, board member, commentator, keynote speaker, and award winner. Please allow me to give you just a sampling of his many accomplishments.https://ecommons.udayton.edu/global_voices_5/1005/thumbnail.jp

Introduction of Keynote Speaker

It is my great honor and pleasure to call Dr. Julius Amin both a friend and colleague, and to introduce him to you this evening. I’m thrilled we have the opportunity to hear from Dr. Amin this evening about a critical global issue. I had the good fortune to travel with Julius to Cameroon about five years ago, and I learned so much from him. We appreciate his willingness to share his expertise and personal experiences about the current conflict and anglophone crisis in Cameroon.https://ecommons.udayton.edu/global_voices_3/1005/thumbnail.jp

Introduction of the Keynote Speaker: Imbolo Mbue

Imbolo Mbue is the author of Behold The Dreamers, a 2017 Oprah’s Book Club pick and winner of the PEN/Faulkner Award. Mbue’s book is informed by her experience of being an immigrant and the experiences of the many immigrants that she knows. The journeys of our students and Ms. Mbue connect in Limbe: each summer a group of UD students travels to Cameroon for a cultural-immersion/study-abroad program. Mbue’s work is particularly relevant as we have a national conversation about immigration. Behold the Dreamers explores the complexity and interrelationship of these journeys and their connection to systems that privilege, oppress, or liberate people. Its story, characters, and ideas challenge us to think and reflect deeply and critically about what it means to be human in our global world

Identification of dividing, determined sensory neuron precursors in the mammalian neural crest

Sensory and autonomic neurons of the vertebrate peripheral nervous system are derived from the neural crest. Here we use the expression of lineage-specific transcription factors as a means to identify neuronal subtypes that develop in rat neural crest cultures grown in a defined medium. Sensory neurons, identified by expression of the POU-domain transcription factor Brn-3.0, develop from dividing precursors that differentiate within 2 days following emigration from the neural tube. Most of these precursors generate sensory neurons even when challenged with BMP2, a factor that induces autonomic neurogenesis in many other cells in the explants. Moreover, BMP2 fails to prevent expression of the sensory-specific basic helix-loop-helix (bHLH) transcription factors neurogenin1, neurogenin2 and neuroD, although it induces expression of the autonomic-specific bHLH factor MASH1 and the paired homeodomain factor Phox2a in other cells. These data suggest that there are mitotically active precursors in the mammalian neural crest that can generate sensory neurons even in the presence of a strong autonomic-inducing cue. Further characterization of the neurons generated from such precursors indicates that, under these culture conditions, they exhibit a proprioceptive and/or mechanosensory, but not nociceptive, phenotype. Such precursors may therefore correspond to a lineally (Frank, E. and Sanes, J. (1991) Development 111, 895-908) and genetically (Ma, Q., Fode, C., Guillemot, F. and Anderson, D. J. (1999) Genes Dev. 13, in press) distinct subset of early-differentiating precursors of large-diameter sensory neurons identified in vivo

Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts

The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children and families, but also school staff and school-wide improvement efforts. However, there is also adequate literature that supports new teacher induction coupled with a qualified mentor as a means for reducing new teacher attrition. While mentoring has been found to be an effective approach for retaining new teachers in the profession, there has been little attention on the supports needed to implement and sustain such programs. The primary purpose of this study is to identify those components of infrastructure necessary to support the implementation and sustainability of a developmental mentoring program. Using literature from the areas of Improving Workplace Conditions and Educational Systemic Change along with Project CREATE and the national standards for mentoring programs a model for infrastructure is proposed. These components along with implications for including or deleting infrastructure from program design are considered. The outcomes from this study will be useful for those in the midst of creating and improving district level mentoring programs. The findings offer the potential to identify the root causes of instability reducing the possibility of program ineffectiveness in planning, implementing, sustaining and improving developmental mentoring programs

Extreme Ground Motion Studies

This project consists of two separate investigations into extreme ground motions due to seismic events. First, it includes field studies of geological formations that should put an upper bound on extreme ground motions that have happened at the site of the formations. The locations are critically selected to provide the most effective constraints possible on the validity of the probabilistic seismic hazard analysis for Yucca Mountain. Second, this project surveys recorded ground motions from around the world, and aims to draw general conclusions from these as to the conditions where extreme ground motions are observed

The Development of Intercultural Competency in School Psychology Graduate Students

School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology training programs to improve students’ intercultural competency. This exploratory study investigated the results of one university’s short-term study abroad program for school psychology graduate students. Pre- and post- intercultural development assessments were given to school psychology graduate students who completed a course abroad; results were compared to students who took the same course on campus in the United States. Findings indicated that there was no measurable growth in intercultural competence in either group. Implications for school psychology training programs, suggestions for future research, and ways to improve intercultural competency among school psychologists are discussed

Letter on “Sharing trial results directly with trial participants and other stakeholders after the SARS-CoV-2 pandemic hit the UK:experience from the ActWELL trial

Acknowledgements We would like to thank our ActWELL participants who attended the events for their interest and enthusiasm in making the events a success. We would like to thank Susan MacAskill for giving us permission to use a quote from her email to us. We are also grateful to the technical support who got us through all events, Cormac Staunton (of stauntonmedia.ie). We would also like to acknowledge and thank Dr Katie Gillies and Dr Seonaidh Cotton for their contribution to the design of the evaluation survey. HSRU is core funded by the Chief Scientist Office of the Scottish Government Health and Social Care Directorates. This work was supported by The Scottish Government, grant number BC/ Screening/17/01.Peer reviewedPublisher PD