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Background: In the case of threatened preterm birth (PTB) before the 34th week of pregnancy, the application of antenatal corticosteroids (ACSs) for the maturation of the fetal lung is a standard procedure in perinatal medicine. Common diagnoses for ACS use in pregnancy are the preterm rupture of membranes (PPROMs), placental bleeding, premature labor, preeclampsia, oligohydramnios, amniotic infection syndrome (AIS), and cervical insufficiency. The aim of this study was to investigate whether the current diagnosis, which results in ACS, and the patient's risk factors influence the risk of PTB events. Methods: The data of all affected women were extracted, who were hospitalized in 2016 due to a threatening PTB and administered corticosteroids in the German federal state Rhineland-Palatinate (n = 1544), so the study was conducted as a retrospective cohort trial. Frequency analyses, Friedman tests, Chi square tests, logistic regressions, Spearman correlation, and moderation analysis were performed to determine the Odds ratio (OR) for PTB in ACS patients in relation to diagnosis and risk factors. Results: Only 60% of all patients with PTB risk delivered prematurely, whereby patients with different diagnoses differ in terms of the PTB risk; the highest risk could be found in AIS (OR = 16.12) or preeclampsia (OR = 5.46). For prior PTB, stillbirth, or abortion, there is a moderation effect (based on the confounders), while multiple pregnancies influence the PTB risk irrespective of diagnosis (OR = 6.45). In the whole collective, the OR for PTB was 6.6 in relation to all pregnant women in Germany. Conclusions: A higher risk of PTB could be found in patients with a diagnosis of AIS, preeclampsia, as well as in multiple pregnancies. Prior PTB, stillbirth, or abortion act as a relevant confounder. [ABSTRACT FROM AUTHOR]

This article explores the relationship between a formal media educational encounter in the UK and the broad objectives for media and information literacy education circulating in mainland Europe and the US. A pilot study, developed with a special interest group of the United Kingdom Literacy Association, applied a three-part methodology for comparing the media literacy levels of young people who have studied media in school against peers who at the same educational level, who have not engaged with media education of any kind. The approach hones in on Mihailidis' (2014) framework for media literacy and civic engagement.

This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that "revisiting" and "remaking" existing texts and practices in the multimodal primary classroom can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy.