Factors associated with early menarche: results from the French Health Behaviour in School-aged Children (HBSC) study

<p>Abstract</p> <p>Background</p> <p>Puberty is a transition period making physiological development a challenge adolescents have to face. Early pubertal development could be associated with higher risks of poor health. Our objective was to examine risk behaviours, physical and psychological determinants associated with early menarche (<11 years).</p> <p>Methods</p> <p>Early menarche was assessed in the Health Behaviour in School-aged Children French cross-sectional survey. Data were collected in 2006 by anonymous self-reported standardized questionnaire from a nationally representative sample of 1072 15 years old girls in school classrooms. Family environment, school experience, physical and psychological factors, risk behaviours (substance use and sexual initiation) were recorded. Logistic regression models were applied (analysing for crude and adjusted relationships between early menarche and risk behaviours controlled for family context).</p> <p>Results</p> <p>Median age at menarche was 13.0 years; 57 girls (5.3%) were early-matured. Controlled for familial environment, early menarche was associated with having had more than two life-drunkenness episodes (adjusted OR = 2.5 [1.3-4.6]), early sexual initiation (adjusted OR = 2.8 [1.3-6.0]) and overweight (adjusted OR = 7.3 [3.6-14.9]).</p> <p>Conclusion</p> <p>Early-maturing girls may affiliate with older adolescents, hence engage in risk behaviours linked to their appearance rather than their maturity level. Factors associated with early menarche highlight the need to focus attention on early-matured girls to prevent further health problems linked to risk behaviours.</p

Different Mechanisms Underlie Post-menarchial Increase in Depression and Weight

Contains fulltext : 99254.pdf (publisher's version ) (Open Access)Background Depression and being overweight are correlated health problems in adulthood. Adolescence is a significant period for the onset and increase of depression and obesity, especially among girls. Pubertal development also occurs with concomitant increases in weight. Thus, it is not yet clear whether the association between depression and being overweight can be explained by pubertal development. Purpose We examined the association between depressive mood, body weight, and pubertal status in adolescent girls. Method The design was cross-sectional. In 962 young adolescent Dutch girls (age range, 11.9-15.9) weight and height measurements were used to calculate height, age, and gender-standardized body weight (zBMI). Questionnaires assessed depressive mood (the Center for Epidemiological Studies-Depression, CES-D, inventory) and menarcheal status (pre or post). Results The correlation between menarcheal status and body weight (r = 0.34, p < 0.001) was not affected by depressive mood, and the correlation between menarcheal status and depressive mood (r = 0.20, p < 0.001) was not affected by body weight. A small correlation between depressive mood and body weight (r = 0.12, p < 0.01) largely disappeared after controlling for menarche. Conclusion Menarcheal status largely explains the association between weight and depression. It is independently associated with both BMI and depression, suggesting that different mechanisms underlie the post-menarcheal increased prevalence of depression and overweight.6 p

Efficient production of callus-derived doubled haploids through isolated microspore culture in eggplant (Solanum melongena L.)

Production of doubled haploids (DHs) through androgenesis induction is an important biotechnological tool for plant breeding. In some species, DHs are efficiently obtained through embryogenesis from isolated microspore cultures. In eggplant, however, this process is still at its infancy, despite the economic relevance of this important agricultural crop. To date, only two studies have focused previously on this process, suggesting that in eggplant microspore cultures, the only morphogenic response is callus formation. Given the notable lack of studies on eggplant microspore cultures, in this work we explored this process with different experimental approaches. We studied the response of different cultivars and characterized the development of microspores induced to divide and proliferate. We demonstrated that microspore-derived embryos (MDEs) can be produced in eggplant; however, MDEs stopped at the globular stage, to turn into euploid and principally mixoploid calli. From these calli, 60 % of DH plants could be regenerated. In order to promote microspore induction we evaluated the effect of polyethylene glycol (PEG) and mannitol. PEG, but not mannitol, significantly increased induction of microspore embryogenesis. We also tested the ability of eight different media compositions to promote efficient plant regeneration from calli. In order to test it in a genotype-independent manner, we previously developed a method to generate clonal callus populations derived from single microspore-derived calli. Together, the results presented hereby constitute an efficient way to produce eggplant DHs through microspore culture. In addition, they contribute significant insights into the knowledge of the particularities of androgenesis induction in this species. © 2012 Springer Science+Business Media B.V.We acknowledge Mrs. Nuria Palacios for her excellent technical work, as well as the staff of the COMAV greenhouses for their valuable help. Thanks are also due to Dr. Santiago Vilanova for providing us with the SSRs used in this work. This work was supported by grant from Spanish MICINN AGL2010-17895 to JMSS.Corral Martínez, P.; Seguí-Simarro, JM. (2012). Efficient production of callus-derived doubled haploids through isolated microspore culture in eggplant (Solanum melongena L.). Euphytica. 187(1):47-61. https://doi.org/10.1007/s10681-012-0715-zS4761187

Teaching a Broad Discipline: The Critical Role of Text Based Learning to Building Disciplinary Literacy in Architectural Education

Architecture is a demanding discipline with multiple, complex concerns and identities shaping the profession. The discipline requires analysis of complex and multifaceted issues and synthesizing broad knowledge through a focused creative process. While twenty-first-century education may leverage many sources to educate students of architecture, texts remain the primary repository par excellence of the rich and diverse body of knowledge and ideas that continue to inspire and ground architects, theorists, historians, planners, and policy makers tied to the discipline. Perusing and engaging with the diverse body of architectural literature is a strong approach to support one’s learning to think, speak, and write in the discipline with a high level of fluency and expertise. Yet reading, the foundational skill that provides access to the literature is often overlooked in the development of curriculum and the pedagogy of architectural education. This chapter explores in detail the challenges that inhibit student reading and reading effectiveness followed by strategies for building student reading skills in architectural education to support increased disciplinary literacy. Central to the strategies discussed is increased integration of text-based learning and explicit foregrounding of reading and study tools to support students’ learning through text. Key learning principles that serve a foundational role in text-based learning are analyzed to underpin the strategies discussed. Finally, two case studies are provided that exemplify the integration of these strategies that support increased disciplinary literacy in architectural education