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Spear HJ 《The Journal of perinatal education》2005,14(3):6-10
This article describes one mother's selected childbirth and breastfeeding experiences that transpired over the span of three decades. Her story is a source of inspiration and encouragement for breastfeeding mothers and health-care professionals who provide maternity care for today's childbearing women. Furthermore, this personal account reveals that, although breastfeeding support and childbirth services have improved over the past 30 years, more needs to be done to promote positive birth experiences and breastfeeding outcomes. 相似文献
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Education has been regarded as the major factor in epistemological development. However, academic and other aspects of educational experience are difficult to disentangle. In the present study, 86 Israeli students in the same selective department differed by whether they had done mandatory army service before the university or would do it after. This difference allowed a comparison between epistemological levels of students with different social experiences but with similar academic experiences. Those with the socially diverse army experience were less likely to have absolutist thinking about everyday knowledge contexts. Those with more years of education had more sophisticated academic-context epistemological beliefs in their discipline only. 相似文献
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The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7–10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of covariance examined intergroup differences and structural equation modeling was used to test the mediation model. The results indicated that students in both specialized classes felt more engaged than students in regular classes and that students in science classes experienced higher SWB than did students in art and regular classes. The difference between specialized classes and regular classes in terms of student SWB was fully mediated by student engagement. The results suggest that educators and policymakers should consider enabling students to enroll in specialized classes that may not only increase their engagement but also their SWB. 相似文献
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Hila May Haim Cohen Bahaa Medlej Liora Kornreich Nathan Peled Israel Hershkovitz 《Anatomical sciences education》2013,6(5):332-341
Rapid changes in medical knowledge are forcing continuous adaptation of the basic science courses in medical schools. This article discusses a three‐year experience developing a new Computed Tomography (CT)‐based anatomy curriculum at the Sackler School of Medicine, Tel Aviv University, including describing the motivations and reasoning for the new curriculum, the CT‐based learning system itself, practical examples of visual dissections, and student assessments of the new curriculum. At the heart of this new curriculum is the emphasis on studying anatomy by navigating inside the bodies of various living individuals utilizing a CT viewer. To assess the students’ experience with the new CT‐based learning method, an anonymous questionnaire was administered at the end of the course for three consecutive academic years: 2008/2009, 2009/2010, 2010/2011. Based upon the results, modifications were made to the curriculum in the summers of 2009 and 2010. Results showed that: (1) during these three years the number of students extensively using the CT system quadrupled (from 11% to 46%); (2) students' satisfaction from radiologists involvement increased by 150%; and (3) student appreciation of the CT‐based learning method significantly increased (from 13% to 68%). It was concluded that discouraging results (mainly negative feedback from students) during the first years and a priori opposition from the teaching staff should not weaken efforts to develop new teaching methods in the field of anatomy. Incorporating a new curriculum requires time and patience. Student and staff satisfaction, along with utilization of the new system, will increase with the improvement of impeding factors. Anat Sci Educ 6: 332–341. © 2013 American Association of Anatomists. 相似文献
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