Age at birth of first child and coronary heart disease risk factors at age 53 years in men and women: British birth cohort study

OBJECTIVE: To assess the associations between parental age at birth of first child and coronary heart disease (CHD) risk factors in men and women. To investigate whether the associations are explained by childhood predictors of age at parenthood or adult lifestyle factors related to child rearing. METHODS: Data from 2540 men and women, with CHD risk factors measured at age 53 years, from a birth cohort study of individuals born in Britain in 1946 (Medical Research Council National Survey of Health and Development) and followed up regularly throughout life, were analysed. RESULTS: Younger age at birth of first child in both men and women was associated with poorer mean body mass index (BMI), waist-hip ratio, blood pressure (BP), high-density lipoprotein cholesterol, triglyceride and glycated haemoglobin levels. Mean BMI decreased from 28.0 kg/m(2) (95% CI 27.2 to 28.8) in the teenage motherhood group to 26.8 kg/m(2) (25.9 to 27.7) in the oldest motherhood group (> or =30 years). For men, the equivalent mean values were 28.5 kg/m(2) (27.3 to 29.8) and 27.1 kg/m(2) (26.7 to 27.6). Associations with adiposity, lipid measures and glycated haemoglobin were largely explained by childhood antecedents and adult social and lifestyle variables. Associations with BP remained robust to adjustment: systolic blood pressure remained highest in teenage parents (7.5 mmHg (1.0 to 13.9) difference in women and 8.6 mmHg (0.4 to 16.8) difference in men between the youngest and the oldest parenthood groups) CONCLUSIONS: Lifestyle factors, rather than the biological impact of pregnancy, explain the relationship between age at motherhood and CHD risk factors. Family-based lifestyle interventions targeted at young parents may improve their future CHD risk

Do childhood cognitive ability or smoking behaviour explain the influence of lifetime socio-economic conditions on premature adult mortality in a British post war birth cohort?

Poor childhood and adult socio-economic conditions, lower childhood cognitive ability and cigarette smoking are all associated with adult mortality risk. Using data on 4458 men and women aged 60 years from a British birth cohort study, we investigated the extent to which these risk factors are part of the same pathway linking childhood experience to adult survival. Compared with women from non-manual origins, men from non-manual origins, women and men from manual origins, and those with missing data on father's social class had about double the risk of mortality between 26 and 60 years. Cox proportional hazards models showed that these differences were reduced but remained significant after adjusting for childhood cognitive ability, adult socio-economic conditions and smoking. Higher childhood ability increased survival chances by securing better adult socio-economic conditions, such as home ownership, which was strongly associated with survival. These findings were similar for cardiovascular and cancer mortality

Engaging and empowering first-year students through curriculum design: perspectives from the literature

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present conceptualisations of ‘curriculum’ and examples from first-year curriculum design. We also note the limited literature where students have been involved in designing first-year curricula. The results of the literature review suggest that key characteristics of engaging first-year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first-year curriculum design process based on the literature

Socioeconomic position and hysterectomy: a cross-cohort comparison of women in Australia and Great Britain

Objectives: To examine the associations between indicators of socioeconomic position (SEP) and hysterectomy in two Australian and two British cohorts

Adolescent affective symptoms and mortality

BACKGROUND: Little is known about the relationship between adolescent affective problems (anxiety and depression) and mortality.AimsTo examine whether adolescent affective symptoms are associated with premature mortality, and to assess whether this relationship is independent of other developmental factors. METHOD: Data (n = 3884) was from Britain's oldest birth cohort study - the National Survey of Health and Development. Adolescent affective symptoms were rated by teachers at ages 13 and 15 years: scores were summed and classified into three categories: mild or no, moderate and severe symptoms (1st-50th, 51st-90th and 91st-100th percentiles, respectively). Mortality data were obtained from national registry data up to age 68 years. Potential confounders were parental social class, childhood cognition and illness, and adolescent externalising behaviour. RESULTS: Over the 53-year follow-up period, 12.2% (n = 472) of study members died. Severe adolescent affective symptoms were associated with an increased rate of mortality compared with those with mild or no symptoms (gender adjusted hazard ratio 1.76, 95% CI 1.33-2.33). This association was only partially attenuated after adjustment for potential confounders (fully adjusted hazard ratio 1.61, 95% CI 1.20-2.15). There was suggestive evidence of an association across multiple causes of death. Moderate symptoms were not associated with mortality. CONCLUSIONS: Severe adolescent affective symptoms are associated with an increased rate of premature mortality over a 53-year follow-up period, independent of potential confounders. These findings underscore the importance of early mental health interventions.Declaration of interestNone

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Study Effort and Student Success: A MOOC Case Study

Learning was once defined as the function of efforts spent in relation to efforts needed [3]. Provided that effort is closely linked to time, previous research has found a positive relationship between student effort over time and student success, both in university education and Massive Open Online Courses (MOOCs). With the complex environment of tracing and identifying relevant data of student learning processes in MOOCs, this study employs learning analytics to examine this relationship for MITx 6.00x, an introductory programming and computer science MOOC hosted on the edX MOOC platform. A population sample from the MOOC (N = 32,621) was examined using logistic regression, controlling for variables that may also influence the outcome. Conversely, the outcome of this research study suggests that there is a curvilinear relationship between effort over time and student success, meaning those who exert effort for the longest amount of time in the MOOC actually have a lower probability of obtaining a certificate than others who exert effort over somewhat less time. Finally, research implications are discussed.acceptedVersio

Academic expectations profiles of spanish and portuguese higher education students

Las expectativas académicas de los estudiantes son hoy reconocidas como una variable importante en la explicación de su adaptación y éxito académico. Esa importancia es mayor en los alumnos del primer año, ya que, frecuentemente presentan expectativas iniciales muy elevadas que no siempre llegan a concretarse. Con la pretensión de conocer cuáles son esas expectativas iniciales, el trabajo que se presenta analiza el perfil de las mismas en estudiantes de Enseñanza Superior (ES) de primer año. La muestra está compuesta por 719 estudiantes de diversas titulaciones académicas de las Universidades de Vigo-Campus de Ourense y Minho. A los participantes se les aplicó el Cuestionario de Percepciones Académicas (CPA). Los resultados han sido analizados tomando la nacionalidad y el ámbito de estudio (cientifico, juridico-social, tecnológico). Los resultados muestran que los estudiantes portugueses tienden a presentar expectativas más elevadas en general, traduciéndose en una valoración superior de su entrada en la Universidad. A su vez, considerando las siete dimensiones de expectativas evaluadas, se comprueba un perfil similar para ambos países en relación a las expectativas más o menos valoradas. Se destacan las expectativas de obtener una formación que permita acceder a un buen empleo o carrera, en primer lugar, y las expectativas de tener en la Universidad oportunidades de desarrollo personal y social, en segundo lugar, como las más valoradas por los estudiantes.Academic expectations are recognized as an important variable for students’ adjustment and academic success. This importance is higher for first year students, because they often present initial expectations that may not be met. Aiming at identifying these initial expectations, this study presents and analyses the profile of first year students' academic expectations. The sample included 719 students attending different undergraduate programs at University of Vigo - Campus of Ourense, and at University of Minho. Participants completed the Academic Perceptions Questionnaire (APQ). Analyses were based on students’ nationality and study domain (scientific, juridical-social, technological). Results show that Portuguese students present higher expectations, in general, which shows they attribute a higher value to their access to University. On the other hand, and regarding the seven dimensions of assessed expectations, we can see that this difference in average scores is not structural, because there is a similar pattern of higher and lower expectations, for both countries. The most valued expectations are, in first place, expectations of having an education that will lead to a good job or career, and in second place, expectations of having opportunities of personal and social development in University

Graduate attributes: implications for higher education practice and policy: Introduction

The higher education landscape is shifting under neo-liberal forces that are increasingly aligning the goals of business, government and education. This shift is engendering debate around the world about the role of higher education institutions in producing employable graduates to feed national prosperity in the emerging knowledge economy. As this evolution continues, we need to consider how we enhance generic graduate capabilities as well as the disciplinary expertise of our undergraduate students. Our graduates should possess the knowledge, skills and values to enable them to cope with dynamic employment opportunities, but they must also understand, through the benefits and constraints of their disciplinary perspectives, who they are and how they might contribute positively to the heterogeneity they will encounter in their local, regional and global communities