The effect of intravenous hydration on latency period

Background and aims: Preterm delivery is associated with significant perinatal morbidity and mortality. This study aimed to determine the effects of intravenous (IV) hydration on time interval from rupture of membranes to delivery (latency period) in pregnant women with Preterm premature rupture of fetal membranes. Methods: 24 pregnant women during their 28 to 34 weeks of gestational age with singleton live pregnancy whose baseline amniotic fluid index (AFI) was ≥ 5 cm were randomized into 2 case and control groups. The study group (Amniotic Fluid Index) received one liter intravenous fluid bolus of isotonic Ringer serum during 30-minute period. The control group received expectant management. The time interval from rupture of membranes to delivery was studied. Independent t-test and paired t-test were used to compare 2 groups and mean latency period before and after hydration, respectively. Results: The results of this study demonstrated that AFI decreased significantly at 90 minutes in both control and study groups. The mean between time intervals and delivery was 196.41 h and 140.58 h in the study and control groups, respectively, But this differences were not statistically significant (95%: 75.9-316/9 CI 95% :10.2-270.9) (P=490). Conclusion: This study did not show any significant impact of hydration on AFI and consequently latency period as a prophylactic method. So, further studies with a larger sample size and at different time intervals seem to be needed to clarify the effect of hydration on latency period in PPROM

Sexual Function in Breastfeeding Women in Family Health Centers of Tabriz, Iran, 2012

Introduction:There are conflicting evidences about the effects of breastfeeding on postpartum maternal sexual functioning. With regard to the methodological weaknesses of previous studies and cultural differences affecting their issue, the present study aims to evaluate sexual functions of lactating women and its components. Methods:This is a descriptive study in which 200 eligible postpartum women were selected from eight health centers of Tabriz (25 from each center). The eligible women were called and invited to attend the health center. The evaluation was performed using the Persian version of normalized questionnaire of the Female Sexual Function Index (FSFI). The participants’ sexual function scores above 28 were considered desirable (regarding the cut-off point mentioned in the Persian version of the questionnaire). Results:Almost all of the lactating women suffered from sexual dysfunctions. Regarding the sexual performance’s components the lowest scores were for libido and sexual arousal. Conclusion:According to the findings of the studies, in order to prevent the effects of sexual dysfunction on lactating women and their family members it is necessary to develop sexual health programs in health centers

Down syndrome screening methods in Iranian pregnant women

Introduction: Down syndrome is one of the most prevalent genetic diseases. Screening methods for this syndrome are easy and safe and are recommended to all pregnant wom-en particularly mothers over 35 years of age. This study aimed to review the status of Down syndrome screening and related factors in Iranian pregnant women. Methods: This descriptive analytical study was carried out in 2011. It included 400 women who were randomly selected from those referring to Alzahra Hospital (Tabriz, Iran) during their third trimester of pregnancy. Data was collected through a question-naire whose reliability and validity have been approved. The data was analyzed by chi-square test in SPSS13. Results: The results showed that while 28 and 26 women imple-mented screening tests during the first and second trimesters, respectively, only 5 sub-jects benefited from both (integrated test). Chi-square test showed significant correla-tions between the implementation of screening methods and age, education level, in-come, and the location of prenatal care (p < 0.05). Conclusion: The findings of the present study showed women to poorly implement Down syndrome screening methods. Therefore, the necessity of providing appropriate educational programs for health staff and mothers seems undeniable. Moreover, paying attention to the related factors such as income, educational level, and adequate training of mothers during pregnancy is essential

Metode Kisah dalam Meningkatkan Motivasi Belajar dan Kemampuan Bercerita pada Pembelajaran Sejarah Kebudayaan Islam di Madrasah Ibtidaiyah

Learning Islamic Cultural History is a learning that tends to be monotonous so that students easily feel bored. The reason is because in delivering the material generally by the lecture method without any learning media used. This makes student interest and motivation decrease, as a result the material described by the teacher cannot be accepted and understood easily. It has an impact on the low ability to tell stories to students. Therefore, teachers are required to provide innovation in creating fun learning, one of which is by changing the method in delivering the subject matter. The application of the story method is considered appropriate and relevant to Islamic Cultural History lessons, thereby increasing learning motivation and storytelling skills. The story method can create an attractive learning atmosphere, so students will feel the joy of learning. That way, students will have a desire or desire in the form of a desire to know which is accompanied by power or effort to achieve the goals they want to achieve, this is called the emergence of motivation learning In addition, the story method using pictures can strengthen students 'memory of historical stories, which can provide a real picture of these historical stories so that in this case it can improve students' ability to tell stories. The stages in the application of the story method that educators need to pay attention to include, among others, planning, presentation of material, correlation, conclusion and evaluation. Regarding the design, it can be adjusted to the needs and learning objectives.Pembelajaran Sejarah Kebudayaan Islam merupakan pembelajaran yang cenderung monoton sehingga peserta didik mudah merasa bosan. Penyebabnya karena dalam menyampaikan materi umumnya dengan metode ceramah tanpa adanya media pembelajaran yang digunakan. Hal ini membuat minat dan motivasi siswa menurun, akibatnya materi yang dijelaskan oleh guru tidak dapat diterima dan dipahami secara mudah. Berdampak pada rendahnya kemampuan bercerita pada peserta didik. Oleh sebab itu, guru dituntut memberikan inovasi dalam menciptakan pembelajaran yang menyenangkan, salah satunya dengan mengubah metode dalam menyampaikan materi pelajaran. Penerapan metode kisah dianggap tepat dan relevan dengan pelajaran Sejarah Kebudayaan Islam, dengan begitu meningkatnya motivasi belajar dan kemampuan bercerita. Metode kisah dapat menciptakan suasana belajar yang menarik, maka peserta didik akan merasakan senangnya belajar. Dengan begitu, dalam diri peserta didik akan muncul keinginan atau hasrat yang berupa dorongan rasa ingin tahu yang disertai daya atau usaha dalam mencapai tujuan yang ingin dicapainya, inilah yang disebut munculnya motivasi belajar. Selain itu, Metode kisah menggunakan gambar dapat menguatkan daya ingat peserta didik terhadap kisah sejarah tersebut, yang dapat memberikan gambaran nyata mengenai kisah sejarah tersebut.&nbsp; Sehingga dalam hal ini dapat meningkatkan kemampun peserta didik dalam bercerita. Adapun tahap-tahap dalam penerapan metode kisah yang perlu diperhatikan oleh para pendidik yaitu diantaranya meliputi, perencaan, penyajian materi, korelasi, kesimpulan dan evaluasi. Mengenai perancangannya dapat disesuaikan dengan kebutuhan dan tujuan pembelajaran

The Relationship between Reticence and Personality Types in Iranian University EFL Classrooms

Reticence is regarded as a problematic phenomenon among students in EFL classrooms. The present study was an attempt to explore the issue of reticence in Iranian foreign language classrooms. The study examined the relationship between students’ reticence and their personality types among university EFL learners. For this purpose, the Reticence Scale-12 (RS-12) questionnaire and the 60-item NEO Five-Factor Inventory (NEO-FFI) questionnaire were used. Moreover, interviews with the participants about reticence were employed to find the students’ ideas about reticence in the classroom. The results revealed that the five personality types affected Iranian EFL students’ reticence. In addition, educational, situational, and emotional factors contributed to the students’ reticence in EFL classrooms. It can be concluded that teachers’ awareness of learners’ reticence can help them match their teaching styles with their students’ personality types, and choose more appropriate activities that can enhance EFL learners’ participation. The study can have implications and applications for both teachers and students

Associations between Iranian University-Level EFL Learners’ Perceptions of Their Language Learning Environment and Their Motivation and Self-regulation

The present study attempted to examine Iranian university level EFL students’ perceptions of their language learning environment regarding two fundamental components of language learning engagement and achievement; that is, motivation and self-regulation. The study involved the administration of modified versions of the Engagement in English Language Learning and Self-Regulation (EELLS) questionnaire to assess participants’ motivation and self-regulation in English language learning, and the School, Physical and Campus Environment Survey (SPACES) questionnaire to assess students’ perceptions of their physical language learning environment. Statistical measures of variance, Eigenvalue, alpha Cronbach value, and component correlation matrix ensured the reliability and validity of the two questionnaires. Furthermore, the results of simple and multiple correlation analyses as well as standardized regression analysis revealed a strong and significant association between students’ perceptions of their language learning environment and their motivation and self-regulation. The findings suggest that EFL stakeholders should carefully examine language learning environments that they are creating in terms of architectural, spatial, visual, ambient, and aesthetics features