We reviewed the risks and benefits of vaginal and cesarean delivery to help frame the inherent trade-offs that should be considered as part of the informed consent discussion between patients and providers. We performed a targeted literature review for common complications of childbirth. Approximately 30% of women will experience a maternal or neonatal complication during childbirth. Both cesarean and vaginal delivery is associated with well-known measurable short- and long-term maternal and neonatal complications and benefits. Childbirth is not risk free. There are data available that can guide the informed consent process with objective quantifiable data that patients and providers can use to weigh risks and benefits of delivery methods.
Following a brief summary of changes in the introductory psychology textbook market over the past 2 decades, we assessed the impact of these changes on the 37 full-length texts presently comprising this market. We compared their objective features with those of introductory texts from the recent past. Although the number of chapters has decreased, actual text length has increased. Coverage of traditional topics has lessened to include coverage of nontraditional topics such as diversity. The typical introductory text at present is in its 4th edition and has 1 White male author. The objective data and complete topic distribution analysis for all 37 texts should facilitate the text selection process for introductory psychology teachers.
Very advanced maternal age women who conceive after ART are more likely to be white, older, primiparous, and are more likely to proceed with an elective CD compared with vAMA women who conceive spontaneously. The increased risk of retained placenta in women who conceive with ART may indicate an underlying risk for placentation defects.
Given the rising cost of textbooks, the one-term nature of most introductory psychology courses, and the length of "regular" introductory psychology textbooks, many psychology teachers may be interested in briefer, less expensive paperback introductory textbooks. We performed an objective analysis of these briefer textbooks. Our approach was similar to Weiten's (1988) analysis of regular introductory textbooks and to Webb's (1991) analysis of the three editions of the Boring, Langfeld, and Weld textbook. Overall data and the results for each text areprovided, as well as a comparison with Weiten's data for regular texts. Prices are also briefly discussed. These datasupplement Weiten's normative data.
We examined the catalogs of a random sample of 292 national and regional universities and liberal arts colleges to collect curricular data on the prevalence of focused specialty versus general degrees in psychology and on the course requirements for the various degree options. We analyzed the data by type of degree and institution. Requirements for the various psychology majors were in general agreement with recommendations by the curriculum committee of the recent St. Mary's Conference. We also found that a substantial number of schools offer options other than general degrees. Given trends such as rising undergraduate enrollments and concern for career relevance and job preparation, we believe that the number of these alternative degree options may increase in the future.
Major Requirements InformationFor each degree option, we recorded the number of courses and credit hours required. We further divided each of
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