scholarly journals The Association Between Mode of Delivery and Later Educational Outcomes

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Eileen Li ◽  
Rebecca Slykerman ◽  
Barry Milne
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Gut Microbiota ◽  
Vaginal Delivery ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Mode Of Delivery ◽  
Delivery Mode ◽  
Developmental Problems ◽  
The Impact

IntroductionCaesarean section (C-section) is becoming increasingly prevalent worldwide. It can be a life-saving intervention when medical complications arise, but may cause adverse consequences for the mothers when it is not medically necessary. The upwards trend of C-section is becoming a general concern as it might be associated with a wide range of child outcomes such as immune diseases, respiratory diseases and developmental problems. One underlying mechanism of such association is through gut microbiota. Mode of delivery is a signification factor which determines the gut bacterial environment in early days of life. Gut microbiota can impact cognitive development via microbiota gut brain axis. Objectives and ApproachThis study investigated the association between mode of delivery and later educational outcomes of the children, using linked data from New Zealand Integrated Data Infrastructure. The participants consisted of children born in New Zealand between 1Jan1996 and 31Dec1998. All birth information were retrieved from Department of Internal Affairs and were linked to Ministry of Health data to obtain delivery methods from mothers’ diagnosis records. Once delivery modes were identified, the data was then linked to records from Ministry of Education to obtain children’s educational outcomes at secondary school. Three outcome variables were chosen: University Entrance, Highest Endorsement Level and National Certificate of Educational Achievement Level 2 Percentile Score. ResultsThe results have shown that C-section and assisted vaginal delivery were associated with better secondary school educational achievement, comparing to unassisted vaginal delivery. The results persisted after adjusting for sociodemographic factors such as household income, maternal education and deprivation index; infant factors such as birth weight, gestational age and ethnicity. However, when within family variation was further controlled for in the sibling fixed effects analysis, C-section was no longer associated with improved educational achievement. Conclusion / ImplicationsThis indicated that the impact of delivery mode might be negligible on later educational achievement.

scholarly journals The impact of delivery mode on the risk of neonatal intracranial haemorrhage

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Nika Buh ◽  
Miha Lučovnik
Keyword(s):  
Vaginal Delivery ◽  
Intracranial Haemorrhage ◽  
Caesarean Delivery ◽  
Mode Of Delivery ◽  
Vacuum Extraction ◽  
Delivery Mode ◽  
Spontaneous Vaginal Delivery ◽  
Emergency Caesarean ◽  
Vaginal Deliveries ◽  
The Impact

Introduction: The objective of the study was to examine the association between the mode of delivery and the incidence of neonatal intracranial haemorrhage.Methods: Slovenian National Perinatal Information System (NPIS) data for the period 2002 through 2016 were analysed. Nulliparous women delivering singleton neonates in cephalic presentation weighting 2,500 to 4,000g were included. Incidence of neonatal intracranial haemorrhage in vacuum delivery vs. other modes of delivery was compared using the Chi-square test (p < 0.05 significant).Results: 125,393 deliveries were included: 5,438 (4 %) planned caesarean deliveries, 9,7764 (78 %) spontaneous vaginal deliveries, 15,577 (12 %) emergency caesarean deliveries, and 6,614 (5 %) vacuum extractions. 17 (0.14/1000) neonatal intracranial haemorrhages were recorded: 12 occurred in spontaneous vaginal deliveries, two in emergency caesarean deliveries, and three in vacuum extractions. In comparison to infants born by spontaneous vaginal delivery, those delivered by vacuum extraction had higher rates of intracranial haemorrhage (odds ratio (OR) 3.70; 95% confidence interval (CI) 1.04−13.10). Risk estimates did not reach statistical significance when comparing infants born by vacuum extraction and those born by emergency caesarean delivery (OR 3.54; 95% CI 0.59−21.16).Discussion and conclusion: Infants born by vacuum extraction have significantly higher rates of intracranial haemorrhage than those born by spontaneous vaginal delivery although the absolute risk is small. There are no significant differences in the rates of intracranial haemorrhage in vacuum extraction vs. emergency caesarean delivery.

scholarly journals Does the maternal vaginal microbiota play a role in seeding the microbiota of neonatal gut and nose?

2017 ◽  
Vol 8 (5) ◽  
pp. 763-778 ◽  
Author(s):  
O. Sakwinska ◽  
F. Foata ◽  
B. Berger ◽  
H. Brüssow ◽  
S. Combremont ◽  
...  
Keyword(s):  
Gut Microbiota ◽  
Mode Of Delivery ◽  
Similarity Measures ◽  
Vaginal Microbiota ◽  
Minor Role ◽  
Delivery Mode ◽  
Feeding Mode ◽  
Early Maturation ◽  
Stool Microbiota ◽  
The Impact

The acquisition and early maturation of infant microbiota is not well understood despite its likely influence on later health. We investigated the contribution of the maternal microbiota to the microbiota of infant gut and nose in the context of mode of delivery and feeding. Using 16S rRNA sequencing and specific qPCR, we profiled microbiota of 42 mother-infant pairs from the GUSTO birth cohort, at body sites including maternal vagina, rectum and skin; and infant stool and nose. In our study, overlap between maternal vaginal microbiota and infant faecal microbiota was minimal, while the similarity between maternal rectal microbiota and infant microbiota was more pronounced. However, an infant’s nasal and gut microbiota were no more similar to that of its own mother, than to that of unrelated mothers. These findings were independent of delivery mode. We conclude that the transfer of maternal vaginal microbes play a minor role in seeding infant stool microbiota. Transfer of maternal rectal microbiota could play a larger role in seeding infant stool microbiota, but approaches other than the generally used analyses of community similarity measures are likely to be needed to quantify bacterial transmission. We confirmed the clear difference between microbiota of infants born by Caesarean section compared to vaginally delivered infants and the impact of feeding mode on infant gut microbiota. Only vaginally delivered, fully breastfed infants had gut microbiota dominated by Bifidobacteria. Our data suggest that reduced transfer of maternal vaginal microbial is not the main mechanism underlying the differential infant microbiota composition associated with Caesarean delivery. The sources of a large proportion of infant microbiota could not be identified in maternal microbiota, and the sources of seeding of infant gut and nasal microbiota remain to be elucidated.

Breastfeeding: a key modulator of gut microbiota characteristics in late infancy

2018 ◽  
Vol 10 (02) ◽  
pp. 206-213 ◽  
Author(s):  
M. Matsuyama ◽  
L. F. Gomez-Arango ◽  
N. M. Fukuma ◽  
M. Morrison ◽  
P. S. W. Davies ◽  
...  
Keyword(s):  
Microbial Community ◽  
Gut Microbiota ◽  
Mode Of Delivery ◽  
Solid Food ◽  
Breastfeeding Duration ◽  
Rrna Gene ◽  
Delivery Mode ◽  
Healthy Children ◽  
Antibiotic Exposure ◽  
The Impact

AbstractThe objective of this study was to investigate the impact of the most commonly cited factors that may have influenced infants’ gut microbiota profiles at one year of age: mode of delivery, breastfeeding duration and antibiotic exposure. Barcoded V3/V4 amplicons of bacterial 16S-rRNA gene were prepared from the stool samples of 52 healthy 1-year-old Australian children and sequenced using the Illumina MiSeq platform. Following the quality checks, the data were processed using the Quantitative Insights Into Microbial Ecology pipeline and analysed using the Calypso package for microbiome data analysis. The stool microbiota profiles of children still breastfed were significantly different from that of children weaned earlier (P&lt;0.05), independent of the age of solid food introduction. Among children still breastfed, Veillonella spp. abundance was higher. Children no longer breastfed possessed a more ‘mature’ microbiota, with notable increases of Firmicutes. The microbiota profiles of the children could not be differentiated by delivery mode or antibiotic exposure. Further analysis based on children’s feeding patterns found children who were breastfed alongside solid food had significantly different microbiota profiles compared to that of children who were receiving both breastmilk and formula milk alongside solid food. This study provided evidence that breastfeeding continues to influence gut microbial community even at late infancy when these children are also consuming table foods. At this age, any impacts from mode of delivery or antibiotic exposure did not appear to be discernible imprints on the microbial community profiles of these healthy children.

scholarly journals Early-Life Development of the Bifidobacterial Community in the Infant Gut

2021 ◽  
Vol 22 (7) ◽  
pp. 3382
Author(s):  
Silvia Saturio ◽  
Alicja M. Nogacka ◽  
Marta Suárez ◽  
Nuria Fernández ◽  
Laura Mantecón ◽  
...  
Keyword(s):  
Gut Microbiota ◽  
Gestational Age ◽  
Early Life ◽  
Feeding Habits ◽  
Its Region ◽  
23S Rrna ◽  
Delivery Mode ◽  
Short And Long Term ◽  
Quantitative Changes ◽  
The Impact

The establishment of the gut microbiota poses implications for short and long-term health. Bifidobacterium is an important taxon in early life, being one of the most abundant genera in the infant intestinal microbiota and carrying out key functions for maintaining host-homeostasis. Recent metagenomic studies have shown that different factors, such as gestational age, delivery mode, or feeding habits, affect the gut microbiota establishment at high phylogenetic levels. However, their impact on the specific bifidobacterial populations is not yet well understood. Here we studied the impact of these factors on the different Bifidobacterium species and subspecies at both the quantitative and qualitative levels. Fecal samples were taken from 85 neonates at 2, 10, 30, 90 days of life, and the relative proportions of the different bifidobacterial populations were assessed by 16S rRNA–23S rRNA internal transcribed spacer (ITS) region sequencing. Absolute levels of the main species were determined by q-PCR. Our results showed that the bifidobacterial population establishment is affected by gestational age, delivery mode, and infant feeding, as it is evidenced by qualitative and quantitative changes. These data underline the need for understanding the impact of perinatal factors on the gut microbiota also at low taxonomic levels, especially in the case of relevant microbial populations such as Bifidobacterium. The data obtained provide indications for the selection of the species best suited for the development of bifidobacteria-based products for different groups of neonates and will help to develop rational strategies for favoring a healthy early microbiota development when this process is challenged.

scholarly journals Caught In-Between: The Impact of Different Forms of Mandated National Assessment for Qualifications on Teacher Decision-Making in Year 12 History in New Zealand, 1986-2005

2021 ◽  
Author(s):  
◽  
Gregor James Fountain
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Educational Achievement ◽  
Teacher Autonomy ◽  
National Assessment ◽  
History Teachers ◽  
Written Curriculum ◽  
The Impact

<p>This case study takes an historical perspective to explore the curriculum decision-making of History teachers in New Zealand. It is argued that between 1986 and 2005, Year 12 History teachers were caught in-between curriculum reform on one hand, which encouraged teacher autonomy, and on the other hand, assessment reform which reduced teacher autonomy. While teachers in this study utilised the autonomy provided by internal assessment to develop engaging class and assessment activities, they largely avoided topics in Māori, Pasifika and Women’s history which were promoted through the syllabus. Factors which contributed to teachers' decisions concerning curriculum topics included teachers' perceptions of the nature of disciplinary History, personal interest and resource availability. The primary focus on this thesis is an assessment of the impact of changes to national assessment for qualifications on Year 12 History programmes. It argues that mandated assessment for qualifications is the single-most determining factor on classroom practice. It is also argued that the assessment style which emerged for Year 12 History through the National Certificate of Educational Achievement disconnected History assessment from the intentions of its written curriculum which emphasised disciplinary History's underlying and interconnected process of gathering, analysing and presenting historical information. In some cases, the NCEA hindered rather than enhanced the development of a school-based curriculum at this level.</p>

scholarly journals The Impact of Cesarean and Vaginal Delivery on Results of Psychological Cognitive Test in 5 Year Old Children

Medicina ◽  
2020 ◽  
Vol 56 (10) ◽  
pp. 554
Author(s):  
Barbora Blazkova ◽  
Anna Pastorkova ◽  
Ivo Solansky ◽  
Milos Veleminsky ◽  
Milos Veleminsky ◽  
...  
Keyword(s):  
Secondary Education ◽  
Cognitive Development ◽  
Cesarean Section ◽  
Vaginal Delivery ◽  
Mode Of Delivery ◽  
Cognitive Test ◽  
Cognitive Tests ◽  
Higher Secondary Education ◽  
University Degree ◽  
The Impact

Background and objectives: The impact of cesarean and vaginal delivery on cognitive development was analyzed in 5 year old children. Materials and Methods: Two cohorts of 5 year old children born in the years 2013 and 2014 in Karvina (Northern Moravia) and Ceske Budejovice (Southern Bohemia) were studied for their cognitive development related to vaginal (n = 117) and cesarean types of delivery (n = 51). The Bender Visual Motor Gestalt Test (BG test) and the Raven Colored Progressive Matrices (RCPM test) were used as psychological tests. Results: In the comparison of vaginal delivery vs. cesarean section, the children delivered by cesarean section scored lower and, therefore, achieved poorer performance in cognitive tests compared to those born by vaginal delivery, as shown in the RCPM (p < 0.001) and in the BG test (p < 0.001). When mothers’ education level was considered, the children whose mothers achieved a university degree scored higher in both the RCPM test (p < 0.001) and the BG test (p < 0.01) compared to the children of mothers with lower secondary education. When comparing mothers with a university degree to those with higher secondary education, there was a significant correlation between level of education and score achieved in the RCPM test (p < 0.001), but not in the BG test. Conclusions: According to our findings, the mode of delivery seems to have a significant influence on performance in psychological cognitive tests in 5 year old children in favor of those who were born by vaginal delivery. Since cesarean-born children scored notably below vaginally born children, it appears possible that cesarean delivery may have a convincingly adverse effect on children’s further cognitive development.

Home or Care? A Comparison of Educational Outcomes for Maltreated Children

2020 ◽  
Author(s):  
Linda Cusworth ◽  
Louise Tracey ◽  
Helen Baldwin ◽  
Nina Biehal
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Receptive Vocabulary ◽  
Teacher Assessments ◽  
The Uk ◽  
Children In Care ◽  
The Impact ◽  
Care System ◽  
At Home

Abstract Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care.

scholarly journals Indicators for mode of delivery in pregnant women with uteruses scarred by prior caesarean section: a retrospective study of 679 pregnant women

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Zhifen Hua ◽  
Fadwa El Oualja
Keyword(s):  
Retrospective Study ◽  
Caesarean Section ◽  
Pregnant Women ◽  
Vaginal Delivery ◽  
Gestational Age ◽  
Placenta Previa ◽  
Mode Of Delivery ◽  
Fetal Membrane ◽  
Delivery Mode ◽  
Maternal Preference

Abstract Background The delivery mode for pregnant women with uteruses scarred by prior caesarean section (CS) is a controversial issue, even though the CS rate has risen in the past 20 years. We performed this retrospective study to identify the factors associated with preference for CS or vaginal birth after CS (VBAC). Methods Pregnant women (n = 679) with scarred uteruses from Moulay Ali Cherif Provincial Hospital, Rashidiya, Morocco, were enrolled. Gestational age, comorbidity, fetal position, gravidity and parity, abnormal amniotic fluid, macrosomia, placenta previa or abruptio, abnormal fetal presentation, premature rupture of fetal membrane with labor failure, poor progression in delivery, and fetal outcomes were recorded. Results Out of 679 pregnant women ≥28 gestational weeks, 351 (51.69%) had a preference for CS. Pregnant women showed preference for CS if they were older (95% CI 1.010–1.097), had higher gestational age (95% CI 1.024–1.286), and a shorter period had passed since the last CS (95% CI 0.842–0.992). Prior gravidity (95% CI 0.638–1.166), parity (95% CI 0.453–1.235), vaginal delivery history (95% CI 0.717–1.818), and birth weight (95% CI 1.000–1.001) did not influence CS preference. In comparison with fetal preference, maternal preference was the prior indicator for CS. Correlation analysis showed that pregnant women with longer intervals since the last CS and history of gravidity, parity, and vaginal delivery showed good progress in the first and second stages of vaginal delivery. Conclusions We concluded that maternal and gestational age and interval since the last CS promoted CS preference among pregnant women with scarred uteruses.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

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