Dr Saloni Sethi, Dr Aditi Arora, Dr Vikash Kumari Kasana, Dr Premlata Mital, Dr Ishita Agarwal, Dr Isha Ramneek, Dr Sakshi Bansal
During pregnancy calcium demand increases due to increase requirement by the developing foetus. This demand is met by dietary calcium intake. Physiological changes in pregnancy tend to lower calcium and calcium homeostasis is maintained by various hormones. The present study was done to find association of sociodemographic factors of the pregnant women with hypocalcaemia.
Material and methods: 100 women in their third trimester of pregnancy were included in the study after obtaining written informed consent. After detail history and examination, 5 ml venous blood is collected to measure serum ionic calcium. Data were entered in to MS Excel sheet and analysed.
Results: Normal serum ionic calcium range is 4.2 – 5.5 mg%. Out of 100 women 36% women had hypocalcaemia. There was no significant association between hypocalcaemia and age (p=0.8), residence (p=0.6), religion (p=0.1), socio-economic status (p=0.8). There was significant association between hypocalcaemia and literacy status (p-0.02). Women with past history of preterm birth and abortion had more risk of having hypocalcaemia. There was a negative correlation between maternal age and mean serum ionic calcium level.
Conclusion: Hypocalcaemia is common in pregnancy. Hypocalcaemia was more common in women who were above 25 years of age, muslim, illiterate, belonging to lower and middle socio-economic status and multiparous. Risk of hypocalcaemia was more in women with gestational age below 34 weeks. All women in their antenatal period should be screened for hypocalcaemia and calcium should be supplemented routinely to all women during antenatal period.
Keywords: Hypocalcaemia, pregnancy, socio-demographic factors
OYE, ROTIMI PETER
Abstract
Studies on empathy have shifted away from the broad humanistic ideal of how teachers should treat learners toward understanding how teacher behavior affects learners\\\\\\\\\\\\\\\' attention, trust, classroom participation, and sense of emotional safety. This article reviews literature on empathy in language teaching in five historical phases: the humanistic/communicative period, the interactional period, the affective classroom period, the positive psychology/emotion period, and the current interpersonal communication period. Early publications viewed empathy as an aspect of teachers\\\\\\\\\\\\\\\' general humanistic attitude toward students. Recent publications characterize it as observable teaching practices that help students attend to instruction, take risks with the target language, and cope with anxiety. In studies from the Ecuadorian university context, a shift in thinking from general teaching philosophy toward observable behaviors seems evident in research on rapport, classroom climate, student-centered teaching, and sympathetic communication. Learners react positively when teachers communicate that they understand and care about them, respect their identities, and make them feel safe. The article shows that sympathy is more than moral ideal; it is a prerequisite for language learning.
