5 results
Use of vitamin D supplements during infancy in an international feeding trial
- Eveliina Lehtonen, Anne Ormisson, Anita Nucci, David Cuthbertson, Susa Sorkio, Mila Hyytinen, Kirsi Alahuhta, Carol Berseth, Marja Salonen, Shayne Taback, Margaret Franciscus, Teba González-Frutos, Tuuli E Korhonen, Margaret L Lawson, Dorothy J Becker, Jeffrey P Krischer, Mikael Knip, Suvi M Virtanen, , Thomas Mandrup-Poulsen, Elias Arjas, Åke Lernmark, Barbara Schmidt, Jeffrey P. Krischer, Hans K. Åkerblom, Mila Hyytinen, Mikael Knip, Katriina Koski, Matti Koski, Eeva Pajakkala, Marja Salonen, David Cuthbertson, Jeffrey P. Krischer, Linda Shanker, Brenda Bradley, Hans-Michael Dosch, John Dupré, William Fraser, Margaret Lawson, Jeffrey L. Mahon, Mathew Sermer, Shayne P. Taback, Dorothy Becker, Margaret Franciscus, Anita Nucci, Jerry Palmer, Minna Pekkala, Suvi M. Virtanen, Jacki Catteau, Neville Howard, Patricia Crock, Maria Craig, Cheril L. Clarson, Lynda Bere, David Thompson, Daniel Metzger, Colleen Marshall, Jennifer Kwan, David K. Stephure, Daniele Pacaud, Wendy Schwarz, Rose Girgis, Marilyn Thompson, Shayne P. Taback, Daniel Catte, Margaret L. Lawson, Brenda Bradley, Denis Daneman, Mathew Sermer, Mary-Jean Martin, Valérie Morin, Lyne Frenette, Suzanne Ferland, Susan Sanderson, Kathy Heath, Céline Huot, Monique Gonthier, Maryse Thibeault, Laurent Legault, Diane Laforte, Elizabeth A. Cummings, Karen Scott, Tracey Bridger, Cheryl Crummell, Robyn Houlden, Adriana Breen, George Carson, Sheila Kelly, Koravangattu Sankaran, Marie Penner, Richard A. White, Nancy King, James Popkin, Laurie Robson, Eva Al Taji, Irena Aldhoon, Pavla Mendlova, Jan Vavrinec, Jan Vosahlo, Ludmila Brazdova, Jitrenka Venhacova, Petra Venhacova, Adam Cipra, Zdenka Tomsikova, Petra Krckova, Pavla Gogelova, Ülle Einberg, Mall-Anne Riikjärv, Anne Ormisson, Vallo Tillmann, Päivi Kleemola, Anna Parkkola, Heli Suomalainen, Anna-Liisa Järvenpää, Anu-Maaria Hämälainen, Hannu Haavisto, Sirpa Tenhola, Pentti Lautala, Pia Salonen, Susanna Aspholm, Heli Siljander, Carita Holm, Samuli Ylitalo, Raisa Lounamaa, Anja Nuuja, Timo Talvitie, Kaija Lindström, Hanna Huopio, Jouni Pesola, Riitta Veijola, Päivi Tapanainen, Abram Alar, Paavo Korpela, Marja-Liisa Käär, Taina Mustila, Ritva Virransalo, Päivi Nykänen, Bärbel Aschemeier, Thomas Danne, Olga Kordonouri, Dóra Krikovszky, László Madácsy, Yeganeh Manon Khazrai, Ernesto Maddaloni, Paolo Pozzilli, Carla Mannu, Marco Songini, Carine de Beaufort, Ulrike Schierloh, Jan Bruining, Margriet Bisschoff, Aleksander Basiak, Renata Wasikowa, Marta Ciechanowska, Grazyna Deja, Przemyslawa Jarosz-Chobot, Agnieszka Szadkowska, Katarzyna Cypryk, Malgorzata Zawodniak-Szalapska, Luis Castano, Teba Gonzalez Frutos, Mirentxu Oyarzabal, Manuel Serrano-Ríos, María Teresa Martínez-Larrad, Federico Gustavo Hawkins, Dolores Rodriguez Arnau, Johnny Ludvigsson, Malgorzata Smolinska Konefal, Ragnar Hanas, Bengt Lindblad, Nils-Osten Nilsson, Hans Fors, Maria Nordwall, Agne Lindh, Hans Edenwall, Jan Aman, Calle Johansson, Margrit Gadient, Eugen Schoenle, Dorothy Becker, Ashi Daftary, Margaret Franciscus, Carol Gilmour, Jerry Palmer, Rachel Taculad, Marilyn Tanner-Blasiar, Neil White, Uday Devaskar, Heather Horowitz, Lisa Rogers, Roxana Colon, Teresa Frazer, Jose Torres, Robin Goland, Ellen Greenberg, Maudene Nelson, Holly Schachner, Barney Softness, Jorma Ilonen, Massimo Trucco, Lynn Nichol, Erkki Savilahti, Taina Härkönen, Mikael Knip, Outi Vaarala, Kristiina Luopajärvi, Hans-Michael Dosch
-
- Journal:
- Public Health Nutrition / Volume 17 / Issue 4 / April 2014
- Published online by Cambridge University Press:
- 24 June 2013, pp. 810-822
-
- Article
-
- You have access Access
- HTML
- Export citation
-
Objective
To examine the use of vitamin D supplements during infancy among the participants in an international infant feeding trial.
DesignLongitudinal study.
SettingInformation about vitamin D supplementation was collected through a validated FFQ at the age of 2 weeks and monthly between the ages of 1 month and 6 months.
SubjectsInfants (n 2159) with a biological family member affected by type 1 diabetes and with increased human leucocyte antigen-conferred susceptibility to type 1 diabetes from twelve European countries, the USA, Canada and Australia.
ResultsDaily use of vitamin D supplements was common during the first 6 months of life in Northern and Central Europe (>80 % of the infants), with somewhat lower rates observed in Southern Europe (>60 %). In Canada, vitamin D supplementation was more common among exclusively breast-fed than other infants (e.g. 71 % v. 44 % at 6 months of age). Less than 2 % of infants in the USA and Australia received any vitamin D supplementation. Higher gestational age, older maternal age and longer maternal education were study-wide associated with greater use of vitamin D supplements.
ConclusionsMost of the infants received vitamin D supplements during the first 6 months of life in the European countries, whereas in Canada only half and in the USA and Australia very few were given supplementation.
List of contributors
-
- By Eva Alcón Soler, Joe Barcroft, Martha Bigelow, Ellen Broselow, Jennifer Cabrelli Amaro, Kees de Bot, Laurent Dekydtspotter, Jean-Marc Dewaele, Giovanna Donzellii, Astrid Ensslin, Suzanne Flynn, Claire Foley, Alice Foucart, Cheryl Frenck-Mestre, María del Pilar, García Mayo, Elena Gavruseva, Kit Hansen, Roger Hawkins, Belma Haznedar, Julia Herschensohn, Randal Holme, Tania Ionin, Anna Dina L. Joaquin, Yoonjung Kang, Jan Koster, Cedric Krummes, Ryuko Kubota, Donna Lardiere, Andrea W. Mates, Elizabeth R. Miller, James Milton, Silvina Montrul, Florence Myles, Amy Snyder Ohta, Vera Regan, Jason Rothman, Bonnie D. Schwartz, Michael Sharwood Smith, Roumyana Slabakova, Rex A. Sprouse, Elaine Tarone, Margaret Thomas, Richard Towell, John Truscott, Anne Vainikka, Daniel Véronique, Melinda Whong, Wynne Wong, Clare Wright, Martha Young-Scholten
- Edited by Julia Herschensohn, University of Washington, Martha Young-Scholten, University of Newcastle upon Tyne
-
- Book:
- The Cambridge Handbook of Second Language Acquisition
- Published online:
- 05 July 2013
- Print publication:
- 17 January 2013, pp xii-xiv
-
- Chapter
- Export citation
Series foreword
- Edited by Yrjö Engeström, University of California, San Diego, Reijo Miettinen, University of Helsinki, Raija-Leena Punamäki, University of Helsinki
-
- Book:
- Perspectives on Activity Theory
- Published online:
- 05 June 2012
- Print publication:
- 13 January 1999, pp xiii-xiv
-
- Chapter
- Export citation
-
Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made in anthropology; in cognitive, developmental, and cultural psychology; in computer science; in education; and in social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high-technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to develop theories and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series Foreword
- Edited by Magdalene Lampert, University of Michigan, Ann Arbor, Merrie L. Blunk, University of Michigan, Ann Arbor
-
- Book:
- Talking Mathematics in School
- Published online:
- 04 August 2010
- Print publication:
- 13 October 1998, pp ix-x
-
- Chapter
- Export citation
-
Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions from anthropology; cognitive, developmental, and cultural psychology; computer science; education; and social theory are providing theory and research that seeks new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high-technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations, and that they come to appropriate the tools that culture provides to support and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series forward
- Etienne Wenger
-
- Book:
- Communities of Practice
- Published online:
- 05 July 2013
- Print publication:
- 28 July 1998, pp xi-xii
-
- Chapter
- Export citation
-
Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made by anthropology, by cognitive, developmental, and cultural psychology, by computer science, by education, and by social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice that emerges from human activity. The empirical settings of these research inquiries range from the classroom to the workplace, to the high technology office, and to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are underway as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.