The Life and Legacy of Niles Polk Rumely Newton: Breastfeeding Researcher, Advocate, and Mother, 1923-1993

2018 ◽  
Vol 34 (3) ◽  
pp. 507-514 ◽  
Author(s):  
Jessica Martucci

In the 1950s, researchers devoted very little time to understanding breastfeeding, physicians and nurses learned almost nothing about it in their training, and even those mothers who showed an interest in breastfeeding often found the lack of information and support for doing so to be overwhelming. In this period, Niles R. Newton stands out for a number of reasons. Born in 1923, Niles went on to marry, have four children (all of whom she breastfed), earn a master’s degree and a PhD, and carry on a successful research career as a specialist in the psychology of childbirth, breastfeeding, and childrearing. Her unique work in the psychology and physiology of breastfeeding shed precious light on many of the most common problems that mothers faced when they set out to breastfeed their infants. Her research quickly became the cornerstone of the back-to-the-breast movement and was snapped up by breastfeeding advocates, mothers, and La Leche League, in particular, who helped popularize and disseminate Newton’s ideas to an eager audience. This article examines Newton’s life and works in more detail and argues for the central place she holds in the history of modern breastfeeding.

1970 ◽  
Vol 10 (1) ◽  
pp. 253-255
Author(s):  
Roman Darowski

Roman Darowski was born on August 12, 1935, in Szczepanowice, near Tarnow. He entered the Jesuit Order on July 31, 1951, and underwent a two year novitiate in Stara Wieś, near Krosno. He was ordained priest on July 31, 1961, in Warsaw. He studied philosophy at the Jesuit College (Faculty of Philosophy) in Cracow (1955-1958). He obtained a Master's Degree (MA) after presenting his thesis, Basic Foundations of Marxist Ethics [Podstawowe założenia etyki marksistowkiej], written under the direction of Tadeusz Ślipko, S. J . He studied theology at the Jesuit College (Faculty of Theology: Bobolanum) in Warsaw (1958-1962). After presenting his thesis Church History of Szczepanowice [Dzieje kościelne Szczepanowic], directed by Włodzimierz Kamńhski, S. J., he obtained a Bachelor's Degree in Theology (at that time equal to an MA). In the following year (1962/1963), he completed the so-called „third probation" in Paray-le-Monial, France, (a one year study of the Constitutions of the order and of Ignatian spirituality).


2019 ◽  
pp. 135-138
Author(s):  
Andrzej Felchner

In Piotrków Trybunalski, in the academic year of 1984-1985, a 5-year Master’s Degree Studies in Pedagogics were launched. The school, over the 25-year span, has been significantly enlarged. At present, the Institute of Pedagogic Studies forms a part of the faculty of Social Sciences of the Jan Kochanowski University of Humanities and Sciences in Kielce. From the start, the history of learning, education and pedagogical thought have been taught. The current didactic and scientific activities in this subject are conducted by the Department of History and Theory of Education. The institution was successively directed by professors: Ryszard Wołoszyński, Teresa Wróblewska, Jerzy Kukulski and today by Andrzej Felchner. Additionally, in 2007, Piotrków Trybunalski Circle of the History of Education Society was established. It groups scholars from the Branch as well as the employees of other educational institutions from Piotrków Trybunalski.


2020 ◽  
Vol 46 (1) ◽  
pp. 73-95
Author(s):  
Kevin Toffel

AbstractThe opening in 2009 at the University of Lausanne of a master’s degree program marked a new stage in the history of the profession in Switzerland. With new resources, the emergence of these nurses disrupting professional relationships, both with respect to doctors as well as within the profession. After having presented the issues of making knowledge more academic and more scientific in every sense, we show some effects of this diploma, in particular the attempt of redefinition of the practical and symbolic roles to which it gives rise.


2020 ◽  
Vol 10 (3) ◽  
Author(s):  
Kevin Toffel

Despite the academisation process the profession goes through in many western countries for decades, the level of autonomy of the nursing profession is still relatively low; nurses remain broadly under the domination of doctors and hospitals. The opening in 2009 at the University of Lausanne of a master’s degree marked a new stage in the history of the profession in Switzerland. With new resources, the emergence of this nurses’ profile disrupting professional relationships, both with respect to doctors as well as within the profession. After having presented the stakes of going through an academic training based on scientific knowledge, the article shows the attempt of redefinition of the practical and symbolic roles to which it gives rise as well as some of the effects of this diploma and its resources are having on the professional relationships.


2009 ◽  
Vol 08 (01) ◽  
pp. C03 ◽  
Author(s):  
Pietro Greco

The concept of a project often corresponds to its history. In particular, you can identify this when you reconstruct, through the memories of its main players, the history of the oldest and longest-running Italian training school of science communication – the Master’s Degree in Science Communication – which has been held for sixteen years now at the Interdisciplinary Laboratory of the International School for Advanced Studies (SISSA-ISAS) of Trieste.


2006 ◽  
Vol 05 (03) ◽  
pp. R01
Author(s):  
Marta M. Kanashiro

In recent years, courses, events and incentive programs for scientific journalism and the divulgation of science have proliferated in Brazil. Part of this context is “Sunday is science day, history of a supplement from the post-war years”, a book published this year that is based on the Master’s degree research of Bernardo Esteves, a journalist specialized in science.


Author(s):  
Beatriz Andreu Mediero

En el marco del sistema de competencias europeo, este trabajo analiza la importancia de la práctica reflexiva para la enseñanza-aprendizaje de la Historiaen el Prácticum del Máster de Formación del Profesorado, en su especialidad de Geografía e Historia, con el fin de lograr un profesorado intelectualmente comprometido, reflexivo y crítico.Para ello, a través de la investigación cualitativa y la investigación-acción, se pretende: conocer cómo se desarrolla la práctica reflexiva en el modelo de Practicum portugués, concretamente en el Practicum de Historia de la Universidad de Porto, Portugal; analizar el modelo de Practicum de la especialidad de Geografía e Historia de la Universidad de Las Palmas de Gran Canaria, acercándonos a la valoración que el alumnado hace de las prácticas y de la relación entre teoría y práctica, y, por último, reflexionar sobre nuestra propia experiencia docente durante las prácticas del Máster. Within the framework of the European competency system, this work: analyzes the importance of reflective practice for the teaching-learning of Social Sciences, specifically of History, in the Practicumof the Master's Degree in Teacher Training, in its specialty of Geography and History, in order to achieve an intellectually committed, reflective and critical faculty.For this purpose, through qualitative research and action research, we intend to know how reflective practice is developed in the Portuguese Practicummodel, specifically in the History Practicumof the University of Porto, Portugal; analyze the Practicummodel of the Geography and History specialty of the University of Las Palmas de Gran Canaria, approaching students' assessment of practices and the relationship between theory and practice, and finally, reflecting on our own teaching experience during the practices of the Master.


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