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Role of oxidative stress while controlling iron deficiency anemia during pregnancy - Indian scenario
Neeta Kumar Nomita Chandhiok Balwan S. Dhillon Pratik Kumar 《Indian journal of clinical biochemistry : IJCB》2009,24(1):5-14
Iron Deficiency anemia ranks 9th among 26 diseases with highest burden. Asia bears 71% of this global burden. Adverse maternal and birth outcome associated
with hemoglobin status renders the issue worth attention. Indian scenario has worsened over the period despite continuous
international and national efforts. This indicates some lacunae in the approach and strategies applied. Various reports state
that even with maximum effort to increase outreach and monitoring for adherence to Iron schedule, consumer’s compliance remains
abysmally low. Recent studies has pointed out biological basis of side effects (gastrointestinal complains and systemic events)
as raised oxidative stress for which iron is the key catalyst. Up till now the only target of research has been to raise hemoglobin
of pregnant women above 11gm/dl. With the reports of pregnancy specific morbidities i.e. hemorrhage and septicemia with low
hemoglobin, eclampsia, small for gestation age, gestational diabetes with higher ranges of hemoglobin, alarm is raised to
define optimum range. Use of oxidative stress as biochemical marker with different doses and schedules has been defined because
India lack information for its own population upon oxidative stress status when iron is supplemented as per current guidelines.
Studies done in India and abroad have defined that too much and too less, both may raise oxidative stress and studies of this
sort may provide biochemical scale for optimization. This review therefore has evaluated currently available Indian research
and reports to understand the need of future research area. Important findings from other countries have been incorporated
for comparison. 相似文献
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Electrocatalytic oxygen evolution reaction(OER) is one of the crucial reactions for converting renewable electricity into chemical fuel in the form of hydrogen.To date,there is still a challenge in designing ideal cost-effective OER catalysts with excellent activity and robust durability.The hybridization of transition metal oxides and carbonaceous materials is one of the most effective and promising strategies to develop high-performance electrocatalysts.Herein,this work synthesized hybrids of ... 相似文献
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Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
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