Numerous studies document that medical education is demanding and stressful, yet few studies have examined the effects of medical training on spouses and medical marriages. Eighty-three individuals (42 couples) living in medical marriages completed questionnaires measuring marital satisfaction, perceived stress, general mattering, and wellness. Comparisons of responses with existing norm-group scores revealed that residents scored higher than counselor education doctoral students on work satisfaction and satisfaction with shared marriage values and scored lower than counseling doctoral students on realistic beliefs. Resident spouses scored higher than the general married population on wellness, mattering, and satisfaction with shared marriage values and scored lower on work satisfaction and realistic beliefs. There was no significant difference in wellness, perceived stress, and mattering between residents and their nonresident spouses. Implications for couples counseling and further research are provided.
The historical Buddha insisted on celibacy for monks and nuns because suffering was caused by ignorant craving and because sexual relations encouraged attachment to the world. Both functioned as obstacles to mental concentration. Monastic rules helped one to comprehend the reason for the essential role of celibacy in the quest for liberation. Buddhist practice became more complex with later developments, such as Tibetan Buddhism, which witnessed some schools insisting on celibacy, while others allowed sexual intercourse within a ritualistic context for advanced practitioners, and other schools approved a married clergy.
The role of history in science education has recently garnered wider interest owing to the heightened importance the Next Generation Science Standards (2012) has placed on conveying to students an understanding of the "nature of science." This essay strives to set this development in historical context by examining the changing role of the history of chemistry in chemical education over the last century. It focuses on two specific episodes: Edgar Fahs Smith's history of chemistry course at the University of Pennsylvania and James Bryant Conant's ultimately unsuccessful program at Harvard for general science education. The essay then compares these two episodes to the current emphasis on teaching the "nature of science" to students, arguing that using history to teach the "nature of science" distorts history in a manner that undermines the professional values of historians and suggesting that collaboration between historians and science educators is possible only when the professional interests of both are preserved. T he debate surrounding the role of the history of science in science education has been ongoing for more than a century. Its current iteration is fueled in part by the Next Generation Science Standards (NGSS), the product of a consortium of twenty-six states, the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science. 1 A key idea in the NGSS is to teach science students the "nature of science," sometimes expanded to "history and the nature of science," terms that refer to aspects
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