High-grade cervical dysplasia in pregnancy – psychological and medical challenges

Despite being rare, the incidence of pregnancy-related cancer is expected to rise as women continue to delay childbearing and give birth later in their reproductive years. In this broad category, tumors like breast cancer, dermatological neoplasia and cervical cancer are most common and tend to arise in women of childbearing age. All pregnant women with clinical and cytologic suspicion of cervical cancer, except for squamous atypia or low-grade squamous intraepithelial lesions, should undergo colposcopy, with or without biopsy, the latter being avoided if possible due to possible complications which, although rare, may involve preterm labor initiation. Some studies have attempted to assimilate comparable results of USG with MRI during the gestational period by determining the sensitivity, specificity, and accuracy of trans-rectal ultrasound (TRUS) in comparison to magnetic resonance imaging (MRI). In order to identify the proper way to diagnose and treat the disease, because of the complexity due to pregnancy, a multidisciplinary team consisting of a gynecologist, medical and surgical oncologist, and radiologist should be assembled. Both maternal and fetal wellbeing should be taken into consideration when the medical team must choose among termination of pregnancy, delay of maternal treatment, and iatrogenic preterm delivery. Psychological counseling also plays an important role and due to the sensitivity of the issue, should continue through gestation and the postpartum. In order to develop optimal guidelines for diagnosis, treatment, and outcome issues, large scale prospective studies are needed, but feasibility may be limited due to the scarcity of cervical cancer cases associated with pregnancy

The psychosocial impact of vaginal delivery and cesarean section in primiparous women

The aim of this study was to identify how the method of delivery and birth experience interfere with maternal psychological status early after puerperium. We conducted a prospective study on 148 women after puerperium from November 2017 to January 2018 in Bucur Maternity Hospital. Women that delivered vaginally mobilized in the first 6 hours in 73.7% of the cases, but for cesarean section after 12- 24 hours in 43.6% of the cases. Women described good support from the obstetrician in 58.1% of the cases. 90.5% of the women reported that the method of delivery did not have an impact on infant care and 73% had no lactation problems. The majority described little trauma, in 32.4% of the cases. 70.3% of the patients reported that they wanted to have more children and 59.5% of them desired the same method of delivery. Negative feelings, lactation, and taking care of the baby were not influenced in this study by the method of delivery, but by prematurity of birth and the complications that women experienced at birth

TIMSS 2015 : A first look at Australia\u27s results

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It is designed, broadly, to align with the mathematics and science curricula in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; and to enable this, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. This report is a first look at the results from TIMSS 2015. Focusing on the achievement results in mathematics and science at Year 4 and Year 8, this report will be followed early in 2017 by the full Australian National Report, which will examine achievement more fully and incorporate descriptive and analytical findings using the background and demographic data

TIMSS 2015: Reporting Australia’s results

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS 2015 represents the sixth such study since TIMSS was first conducted in 1995. Forty-nine education systems were tested at Year 4 level and 39 tested at Year 8 level. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. A further dimension of TIMSS is its provision of comparative perspectives on trends in achievement in the contexts of different education systems, school organisational approaches and instructional practices; and in order to present this material, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. This report analyses and interprets the Australian data collected as part of the TIMSS study. Where appropriate, this report makes comparisons with the results of other countries and with the international average to better understand Australian achievement and its context

Progress in Reading Literacy Study: Australia’s results from PIRLS 2021

Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists

Knowledge and Awareness Towards Food Drug Interaction Among Pharmacists in Erbil City

In the evolving landscape of healthcare, understanding the potential interactions between pharmaceutical drugs and food is imperative yet often overlooked. This study aimed to assess pharmacists' knowledge of food-drug interactions (FDI) in Erbil city, focusing on comprehension, risk factors, counseling practices, and familiarity with drug databases. Conducted through a survey-based approach, the research involved 100 pharmacists from varying educational backgrounds, sampled purposively from Doctors Street in Erbil. Data collection occurred over two months via a self-administered questionnaire comprising 34 questions covering basic FDI awareness and advanced topics. Results indicate a correlation between higher education levels and a deeper understanding of FDI, particularly in recognizing specific drug-nutrient interactions. Nonetheless, knowledge gaps persist, underscoring the complexity of FDI comprehension. Intriguingly, pharmacists with institute certificates exhibited nuanced understanding in certain scenarios, challenging assumptions about the linear relationship between education and awareness. The study emphasizes the necessity for targeted interventions in pharmaceutical education to address these nuances effectively. These findings contribute to the growing body of knowledge on FDI awareness among pharmacists, highlighting the importance of continuous education to ensure optimal patient care, treatment efficacy, and safety