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Bibliografias temáticas / Maternal learning

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Literatura científica selecionada sobre o tema "Maternal learning"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de janeiro de 2023

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Artigos de revistas sobre o assunto "Maternal learning"

1

Larsen, Gregory D. "Oxytocin encourages maternal learning". Lab Animal 44, n.º 6 (19 de maio de 2015): 191. http://dx.doi.org/10.1038/laban.792.

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Catling-Paull, Christine, Nolan McDonnell, Alison Moores e Caroline S. E. Homer. "Maternal mortality in Australia: Learning from maternal cardiac arrest". Nursing & Health Sciences 13, n.º 1 (17 de fevereiro de 2011): 10–15. http://dx.doi.org/10.1111/j.1442-2018.2011.00578.x.

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Fletcher, Barbara. "Maternal Expectations of Preschool Learning". National Association of Early Childhood Teacher Educators Bulletin 10, n.º 2 (abril de 1989): 5–6. http://dx.doi.org/10.1080/23752599.1989.11090057.

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Antshel, Kevin M., e Guy-Ronald Joseph. "Maternal Stress in Nonverbal Learning Disorder". Journal of Learning Disabilities 39, n.º 3 (maio de 2006): 194–205. http://dx.doi.org/10.1177/00222194060390030101.

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Darland, Nancy Wilson, e Tanya Sims. "Service Learning: Maternal/Newborn Community Outreach". Journal of Obstetric, Gynecologic & Neonatal Nursing 39 (setembro de 2010): S52. http://dx.doi.org/10.1111/j.1552-6909.2010.01121_6.x.

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Raineki, C., A. Pickenhagen, T. L. Roth, D. M. Babstock, J. H. McLean, C. W. Harley, A. B. Lucion e R. M. Sullivan. "The neurobiology of infant maternal odor learning". Brazilian Journal of Medical and Biological Research 43, n.º 10 (outubro de 2010): 914–19. http://dx.doi.org/10.1590/s0100-879x2010007500090.

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Evans, Sheila, e Janet Jeffrey. "Maternal Learning Needs During Labor and Delivery". Journal of Obstetric, Gynecologic & Neonatal Nursing 24, n.º 3 (março de 1995): 235–40. http://dx.doi.org/10.1111/j.1552-6909.1995.tb02468.x.

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Pilcher, Jobeth. "Learning Preferences Among Neonatal and Maternal Child Nurses". Neonatal Network 32, n.º 2 (2013): 117–19. http://dx.doi.org/10.1891/0730-0832.32.2.117.

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Geum, kyung hee, e young a. Cho. "Scale Development of the Maternal Learning Involvement Behavior". Korean Association For Learner-Centered Curriculum And Instruction 18, n.º 22 (30 de novembro de 2018): 249–74. http://dx.doi.org/10.22251/jlcci.2018.18.22.249.

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Abate, Paula, Marta Yanina Pepino, Hector Daniel Dominguez, Norman E. Spear e Juan Carlos Molina. "Fetal Associative Learning Mediated Through Maternal Alcohol Intoxication". Alcoholism: Clinical and Experimental Research 24, n.º 1 (janeiro de 2000): 39–47. http://dx.doi.org/10.1111/j.1530-0277.2000.tb04551.x.

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Teses / dissertações sobre o assunto "Maternal learning"

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Beck, Alexandra. "Maternal expressed emotion towards children with and without learning disabilities". Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.

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Dixon, Wallace E. Jr, Brenda J. Salley e Andrea D. Clements. "Temperament, Distraction, and Learning in Toddlerhood". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4900.

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The word- and nonword-learning abilities of toddlers were tested under various conditions of environmental distraction, and evaluated with respect to children's temperamental attentional focus. Thirty-nine children and their mothers visited the lab at child age 21-months, where children were exposed to fast-mapping word-learning trials and nonlinguistic sequential learning trials. It was found that both word- and nonword-learning were adversely affected by the presentation of environmental distractions. But it was also found that the effect of the distractions sometimes depended on children's level of attentional focus. Specifically, children high in attentional focus were less affected by environmental distractions than children low in attentional focus when attempting to learn from a model, whereas children low in attentional focus demonstrated little learning from the model. Translationally, these results may be of use to child health-care providers investigating possible sources of cognitive and language delay.

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Elwood, Terril Joy. "Maternal linguistic input to normal and expressive language delayed toddlers". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3864.

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Research suggests that the linguistic environment of the expressive language delayed child is different from that of his peers. Does this difference actually exist and if so, what are its characteristics? The purpose of this study was to describe the linguistic characteristics of mothers' input to children with normal language acquisition and those of mothers of expressively delayed toddlers; and to identify any differences between these groups. Though considerable research exists in this area, few studies have dealt specifically with large groups of expressively delayed toddlers.

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Warner-Metzger, C., B. C. Reed, John Paul Abner, Janet Todd e Michele R. Moser. "PCIT training: Applying a Learning Collaborative Model". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4978.

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Herrington, Joshua A. "Elevated Progesterone In Yolk As a Moderator of Prenatal and Postnatal Auditory Learning in Bobwhite Quail". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1422.

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Recent studies have established that yolk hormones of maternal origin have significant effects on the physiology and behavior of offspring in birds. Herrington (2012) demonstrated that an elevation of progesterone in yolk elevates emotional reactivity in bobwhite quail neonates. Chicks that hatched from progesterone treated eggs displayed increased latency in tonic immobility and did not emerge as quickly from a covered location into an open field compared to control groups. For the present study, three experimental groups were formed: chicks hatched from eggs with artificially elevated progesterone (P), chicks hatched from an oil-vehicle control group (V), and chicks hatched from a non-manipulated control group (C). Experiment 1 examined levels of progesterone with High Performance Liquid Chromatography/tandem Mass Spectroscopy (HPLC/MS) from prenatal day 1 to prenatal day 17 in bobwhite quail egg yolk. In Experiment 2, bobwhite quail embryos were passively exposed to an individual maternal assembly call for 24 hours prior to hatching. Chicks were then tested individually for their preference between the familiarized call and a novel call at 24 and 48 hours following hatching. For Experiment 3, newly hatched chicks were exposed to an individual maternal assembly call for 24-hrs. Chicks were then tested for their preference for the familiarized call at 24 and 48-hrs after hatch. Results of Experiment 1 showed that yolk progesterone levels were significantly elevated in treated eggs and were present in the egg yolk longer into prenatal development than the two control groups. Results from Experiment 2 indicated that chicks from the P group failed to demonstrate a preference for the familiar bobwhite maternal assembly call at 24 or 48-hrs after hatch following 24-hrs of prenatal exposure. In contrast, chicks from the C and V groups demonstrated a significant preference for the familiarized call. In Experiment 3, chicks from the P group showed an enhanced preference for the familiarized bobwhite maternal call compared to chicks from the C and V groups at 24 and 48-hrs after hatch. The results of these experiments suggest that elevated maternal yolk hormone levels in pre-incubated bobwhite quail eggs can influence auditory perceptual learning in embryos and neonates.

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Dixon, Wallace E. Jr, Allison Lowe, Betsy Caldwell, Hannah Lawman e Andrea Clements. "Temperament Moderates Novel Word Learning at 15 Months". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4939.

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Researchers have been reporting temperament-language correlations in infants for 10 years. However, in order to identify directions of effects between temperament and language, methodologies besides correlations need to be developed. The “competition attention paradigm” is an effort to sidestep some of the direction-of-effect issues by asking infants to learn novel words in the context of environmental distractions designed to tap into children’s temperaments. The purpose of the present study was to explore whether environmental distracters would differentially impact 15-month-olds’ novel wordlearning as a function of children’s temperamental profiles. Twenty-eight 15-month-olds were asked to learn 4 novel words. Novel word learning consisted of initially familiarizing children with two novel objects, and then mapping a novel label to only one of the novel objects five times. Novel word comprehension was tested by asking children to select the newly-labeled object from the pair of novel objects across 4 test trials. A remotely-controlled mechanical spider competed for children’s attention during object familiarization on two of the words. Half the children were distracted on the first two words, half were distracted on the last two. Temperament was assessed via parental reporting using the Early Child Behavior Questionnaire. The environmental distractions did not impact children’s word-learning directly. However, order of distraction presentation did [F(1, 23) = 7.16, p = .014], such that children who were distracted on the first two words performed higher overall than children who were distracted on the last two. Results involving temperament were complex, yielding many significant interaction effects with factors impacting children’s word-learning. For example, children high in fear demonstrated better word-learning in the absence of the spider than in its presence, whereas the spider had no effect on low-fear children, but only when learning the first word in the pair [F(1, 23) = 5.20, p = .032]. Other temperament factors found to impact novel word-learning included attentional focus, cuddliness, impulsivity, frustration, and high intensity pleasure. The results of the present investigation contribute to a growing body of research linking temperament to word learning. The competition attention paradigm suggest ways through which word learning may be impacted by dimensions of temperament. Although not presentable here due to space limitations, the pattern of results also points to attentional focus as playing a central moderating role over other dimensions of temperament. Finally, the present results are the first to link temperament to language acquisition at 15 months.

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Dixon, Wallace E. Jr, K. Lingerfelt, R. Russell e Andrea D. Clements. "Temperament Moderates the Learning of Pretend Play Sequences at 15 Months". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4933.

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Aquino, Juliana Maria de. "O efeito da família sobre o desempenho educacional da criança: uma análise do ensino fundamental brasileiro". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-28042008-163614/.

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Nos últimos anos a educação tem sido alvo de muitos estudos, o que provavelmente reflete a sua grande importância no contexto de uma nação. A análise da questão educacional geralmente abrange dois aspectos: o atendimento escolar e a qualidade do ensino. No que tange à inclusão escolar no Brasil, sabe-se que essa variável teve sucesso durante a última década, entretanto, com relação à qualidade de ensino o mesmo não pode ser dito. O objetivo desta pesquisa é analisar os determinantes do desempenho escolar das crianças brasileiras, tendo como foco principal a família. A abordagem do papel da família será realizada a partir de dois ensaios: análise do impacto da participação materna no mercado de trabalho sobre o desempenho educacional da criança e avaliação do papel exercido pela família em auxiliar a criança nas atividades escolares. O primeiro estudo utilizará os dados de duas sub-amostras da Pesquisa Mensal de Emprego (PME), dos anos de 1986 a 1995 e de 2002 a 2006. Já na segunda abordagem, serão utilizados os dados do Sistema Nacional de Avaliação da Educação Básica (SAEB), do ano de 2005, nos quais será analisado o desempenho dos estudantes das quartas séries do ensino fundamental. Em geral, os resultados indicaram evidências da relevância dos fatores familiares para os bons resultados escolares da criança, tanto pelo efeito negativo do trabalho materno como pelo efeito positivo de algumas variáveis de investimento e de interação familiar.
Recently, education has been examined by many studies, which reflects its great importance in the context of a nation. The analysis of the educational issue usually involves two aspects: school attendance and quality of education. With regard to Brazilian school attendance, it is known that this variable has had success over the last decade; however, the same can not be said about de quality of educational system. The aim of this research is to analyze the determinants of academic performance of Brazilian children, focusing on the family. The approach will analyze the impact of maternal labor on child educational performance and the role of the family in child school activities. The first study uses data from two sub-samples of Pesquisa Mensal de Emprego (PME), referring to periods from 1986 to 1995 and from 2002 to 2006. In the second approach, will be used data from Sistema Nacional de Avaliação da Educação Básica (SAEB) of 2005, where will be examined the students performance of the fourth series of primary school. The results, in general, show that family factors were relevant for child school performance, considering the negative effect of maternal employment and the positive effects of some variables of investment and family interaction.

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Spensley, Sheila Ross. "A comparative study of maternal attachment in three groups of mothers having a child with learning impairment". Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271504.

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Geddes, Heather. "Attachment and learning : an investigation into links between maternal attachment experience, reported life events, behaviour causing concern at referral and difficulties in the learning situation". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484168.

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Livros sobre o assunto "Maternal learning"

1

Indra, Pathmanathan, e Liljestrand Jerker, eds. Investing in maternal health: Learning from Malaysia and Sri Lanka. Washington, D.C: World Bank, 2003.

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2

A, Koblinsky Marjorie, ed. Reducing maternal mortality: Learning from Bolivia, China, Egypt, Honduras, Indonesia, Jamaica, and Zimbabwe. Washington, DC: World Bank, 2003.

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3

Malenfant, Sylvie A. The N-methyl-D-aspartate receptor system mediates spatial learning but not maternal experience effects. Ottawa: National Library of Canada, 1990.

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4

1957-, McManus Karen, e Woodward Lynn, eds. Medication in maternity: Infant exposure and maternal information. Ann Arbor: University of Michigan Press, 1985.

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5

Geddes, Heather. Attachment and learning: An investigation into links between maternal attachment experience, reported life events, behaviour causing concern at referral and difficulties in the learning situation. [Guildford]: [University of Surrey], 1999.

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6

Rose, Lorraine. Learning to love: The developing relationships between mother, father, and baby during the first year. Camberwell, Victoria [Australia]: ACER Press, 2000.

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7

Suffocating mothers: Fantasies of maternal origin in Shakespeare's plays, Hamlet to the Tempest. New York: Routledge, 1992.

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8

Minett, P. M. The seashore: Learning support material. Stokesby: Stokesby House Publications, 1997.

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9

Rourke, Adrianne. Improving visual teaching materials. Hauppauge, N.Y: Nova Science Publishers, 2009.

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10

Clarke, Adrienne. Study skills and learning materials: Open learning pack. [London]: University of North London, Business School, 1996.

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Capítulos de livros sobre o assunto "Maternal learning"

1

Rodríguez, Eugenia Arrieta, Francisco Edna Estrada, William Caicedo Torres e Juan Carlos Martínez Santos. "Early Prediction of Severe Maternal Morbidity Using Machine Learning Techniques". In Lecture Notes in Computer Science, 259–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47955-2_22.

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Angelucci, L., F. R. Patacchioli, S. Scaccianoce e A. Di Sciullo. "Maternal Corticoids During Perinatal Life Influence Hippocampus-Dependent Behavioral and Endocrine Responses in the Adult Rat". In Brain Plasticity, Learning, and Memory, 543. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-5003-3_53.

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Das, Amarendra. "Turnaround in Maternal and Child Healthcare: Institutional Innovation and Interactive Learning". In India Studies in Business and Economics, 157–81. New Delhi: Springer India, 2020. http://dx.doi.org/10.1007/978-81-322-3929-1_8.

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Ryan, Nessa, e Ann E. Kurth. "Therapeutic Management of Obstetric Fistula: Learning from Implementation of Insertable Devices to Improve the Health and Well-being of Women and Girls in Low- and Middle-Income Countries". In Global Maternal and Child Health, 319–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06314-5_22.

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Prema, N. S., e M. P. Pushpalatha. "Machine Learning Approach for Preterm Birth Prediction Based on Maternal Chronic Conditions". In Lecture Notes in Electrical Engineering, 581–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5802-9_52.

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Aslin, R. N. "Segmentation of Fluent Speech into Words: Learning Models and the Role of Maternal Input". In Developmental Neurocognition: Speech and Face Processing in the First Year of Life, 305–15. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8234-6_25.

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Arrieta Rodríguez, Eugenia, Fernando López-Martínez e Juan Carlos Martínez Santos. "A Machine Learning Approach for Severe Maternal Morbidity Prediction at Rafael Calvo Clinic in Cartagena-Colombia". In Computer Information Systems and Industrial Management, 208–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47679-3_18.

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Hurtado, Elena, Lilian Ramírez e Pablo Moreira. "Addressing Behavior Change in Maternal, Neonatal, and Child Health with Quality Improvement and Collaborative Learning Methods in Guatemala". In Improving Health Care in Low- and Middle-Income Countries, 27–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43112-9_3.

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Hatzikraniotis, Euripides, e Theodora Kyratsi. "Materials Science: Trends, Material Properties and Educational Perspectives". In Iterative Design of Teaching-Learning Sequences, 75–100. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_5.

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Baker, John P. "Learning Materials". In Leadership in Psychiatry, 253–59. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118569948.ch22.

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Trabalhos de conferências sobre o assunto "Maternal learning"

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Xiao, Xiaowen. "Maternal Grandparent Mediates Parental Impact on Child Math Learning". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691469.

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Pawar, Lokesh, Janvi Malhotra, Astha Sharma, Diya Arora e Devanshi Vaidya. "A Robust Machine Learning Predictive Model for Maternal Health Risk". In 2022 3rd International Conference on Electronics and Sustainable Communication Systems (ICESC). IEEE, 2022. http://dx.doi.org/10.1109/icesc54411.2022.9885515.

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Saudah, Noer, e Binarti. "EXPERIENTIAL LEARNING CARE TO INCREASE MATERNAL ABILITY IN CARING PREMATURE INFANTS". In INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Graduate Studies in Public Health, Graduate Program, Sebelas Maret University Jl. Ir Sutami 36A, Surakarta 57126. Telp/Fax: (0271) 632 450 ext.208 First website:http//:s2ikm.pasca.uns.ac.id Second website: www.theicph.com. Email: theicph2016@gmail.com, 2016. http://dx.doi.org/10.26911/theicph.2016.042.

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Chang, Lucas, Kaya de Barbaro e Gedeon Deak. "To hear and to hold: Maternal naming and infant object exploration". In 2015 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2015. http://dx.doi.org/10.1109/devlrn.2015.7346125.

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Bi, Chengpeng, Carrie Vyhlidal e Steve Leeder. "Supervised learning of maternal cigarette-smoking signatures from placental gene expression data: A case study". In 2010 IEEE Symposium on Computational Intelligence in Bioinformatics and Computational Biology (CIBCB). IEEE, 2010. http://dx.doi.org/10.1109/cibcb.2010.5510587.

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Ogallo, William, Skyler Speakman, Victor Akinwande, Kush R. Varshney, Aisha Walcott-Bryant, Charity Wayua e Komminist Weldemariam. "Inspection of Blackbox Models for Evaluating Vulnerability in Maternal, Newborn, and Child Health". In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/770.

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Improving maternal, newborn, and child health (MNCH) outcomes is a critical target for global sustainable development. Our research is centered on building predictive models, evaluating their interpretability, and generating actionable insights about the markers (features) and triggers (events) associated with vulnerability in MNCH. In this work, we demonstrate how a tool for inspecting "black box" machine learning models can be used to generate actionable insights from models trained on demographic health survey data to predict neonatal mortality.

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Mehedi Hasan, Md, Md Omar Faruk, Bidesh Biswas Biki, Md Riajuliislam, Khairul Alam e Syeda Farjana Shetu. "Prediction of Pneumonia Disease of Newborn Baby Based on Statistical Analysis of Maternal Condition Using Machine Learning Approach". In 2021 11th International Conference on Cloud Computing, Data Science & Engineering (Confluence). IEEE, 2021. http://dx.doi.org/10.1109/confluence51648.2021.9377169.

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Singh, Aastha, Madhulika Bhatia e Anchal Garg. "Prediction of abnormal pregnancy in pregnant women with Advanced maternal age and Pregestational Diabetes using Machine learning models". In 2022 12th International Conference on Cloud Computing, Data Science & Engineering (Confluence). IEEE, 2022. http://dx.doi.org/10.1109/confluence52989.2022.9734210.

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Beaudoin, Judith M., Lillian T. Chin, Hannah M. Zlotnick, Thomas M. Cervantes, Alexander H. Slocum, Julian N. Robinson e Sarah C. Lassey. "Obstetrical Forceps With Passive Rotation and Sensor Feedback". In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6859.

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An improved tool for operative vaginal delivery can reduce maternal and fetal trauma during the delivery and recovery processes. When a delivery cannot be completed naturally due to maternal exhaustion or fetal distress, physicians must perform an operative vaginal delivery (OVD), with forceps or a vacuum, or a Cesarean section (C-section). Although C-sections are more prevalent in the United States than OVDs, they require longer maternal hospital stays and recovery time and increase risk of maternal infection and fetal breathing problems [1]. In 2015, the American College of Obstetrics and Gynecology pushed to increase the number of OVDs to limit C-section associated delivery risks [2]. However, the current tools for OVD either have steep learning curves, are unable to be used for all fetal head presentations, or have associated maternal and fetal risks [3][4]. There is a need for an easy to use, safe, and reliable tool for operative vaginal delivery.

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Chowdhury, Minara, Muntasir Moin e Zubair Shams. "16 Adaptability of ‘Model for Improvement’ contribution to Maternal and Newborn care in the Learning Network (Prototype District, Bangladesh)". In IHI Scientific Symposium. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/bmjoq-2020-ihi.16.

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Relatórios de organizações sobre o assunto "Maternal learning"

1

Khan, M. E., Praween Agrawal, Avishek Hazra, Anvita Dixit, Isha Bhatnagar, Jaleel Ahmad e D. N. Ahmad. Maternal and newborn health behaviors in rural Uttar Pradesh: Findings from learning phase baseline survey 2013. Population Council, 2014. http://dx.doi.org/10.31899/rh10.1020.

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Chi, Primus Che, e Yasser Sami Amer. What is the impact of women’s groups practising participatory learning and action on maternal and newborn health outcomes in low-resource settings? SUPPORT, 2017. http://dx.doi.org/10.30846/1703132.

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Women’s groups are one strategy to help improve maternal and newborn health outcomes. They aim to do this by increasing appropriate home prevention and care practices for mothers and newborns, and by increasing appropriate care-seeking (including antenatal care and skilled birth attendance).

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Hyrink, Tabitha, Violet Barasa e Syed Abbas. Sexual and Reproductive Health and Rights (SRHR) and Maternal, Neonatal and Child Health (MNCH) in Bangladesh: Impacts of the Covid-19 Pandemic. Institute of Development Studies, maio de 2022. http://dx.doi.org/10.19088/ids.2022.028.

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The Covid-19 pandemic has exacerbated and drawn fresh attention to long-standing systemic weaknesses in health and economic systems. The virus – and the public health response – has wrought significant disruption on sexual and reproductive health and rights (SRHR) and maternal, neonatal and child health (MNCH) in Bangladesh. Known negative health outcomes include increased domestic and gender-based violence, child marriage, negative mental health, and adverse child health outcomes. This scoping paper for the Covid-19 Learning, Evidence and Research Programme for Bangladesh (CLEAR) aims to inform future research and policy engagement to support response, recovery, progress, and future health system resilience for SRHR and MNCH in Bangladesh, following the Covid-19 crisis. We present what is known on disruptions and impacts, as well as evidence gaps and priority areas for future research and engagement.

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Huq, Aurin. Impacts of Covid-19 on SRHR and MNCH in Bangladesh. Institute of Development Studies, abril de 2022. http://dx.doi.org/10.19088/clear.2022.007.

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This research briefing summarises priority areas for future research as identified in the scoping paper "SRHR and MNCH in Bangladesh: A Scoping Review on the Impacts of the Covid-19 Pandemic" by Tabitha Hrynick, Violet Barasa and Syed Abbas from the Institute of Development Studies (IDS). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks. SRHR = sexual and reproductive health and rights; MNCH = maternal, neonatal and child health.

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Lynch, Clifford, e Diane Goldernberg-Hart. New Strategies for Acquiring Learning Materials. Coalition for Networked Information, junho de 2022. http://dx.doi.org/10.56561/qjwq5034.

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Merzlykin, Pavlo, Natalia Kharadzjan, Dmytro Medvedev, Irina Zakarljuka e Liliia Fadeeva. Scheduling Algorithms Exploring via Robotics Learning. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2877.

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The new approach to schedule-related problems learning with use of robotics is reported. The materials are based on the authors' teaching experience within framework of Robotics School at Kryvyi Rih State Pedagogical University. The proposed learning problem may be used both for scheduling algorithms exploring and robotics competitions.

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Tretiak, Sergei, Benjamin Tyler Nebgen, Justin Steven Smith, Nicholas Edward Lubbers e Andrey Lokhov. Machine Learning for Quantum Mechanical Materials Properties. Office of Scientific and Technical Information (OSTI), fevereiro de 2019. http://dx.doi.org/10.2172/1498000.

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Modine, Normand, John Stephens, Laura Swiler, Aidan Thompson, Dayton Vogel, Attila Cangi, Lenz Feilder e Sivasankaran Rajamanickam. Accelerating Multiscale Materials Modeling with Machine Learning. Office of Scientific and Technical Information (OSTI), setembro de 2022. http://dx.doi.org/10.2172/1889336.

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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), janeiro de 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach e Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], novembro de 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.

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