A new study has revolutionized the understanding of ancient medicine by combining modern science with hands-on historical reenactments. The research team recreated 2nd-century CE dissections described by Galen, uncovering new insights into Greco-Roman medical practices and resolving centuries-old mysteries hidden in ancient texts.
This January 7-9, 2025, the Hebrew University of Jerusalem is hosting an international conference celebrating 100 years since the establishment of its Institute of Jewish Studies. The conference, titled “Jewish Studies Between the Past and the Future,” will bring together leading scholars, policymakers, and public figures to reflect on a century of achievements and envision the future of Jewish Studies.
Jerusalem, December 11, 2024 – Today, Hebrew University of Jerusalem was honored to welcome His Excellency Mr. Santiago Peña, President of the Republic of Paraguay, on an official visit to the university. This visit underscores the growing academic and diplomatic ties between Israel and Paraguay.
New research from Hebrew University shows that how well parents understand their children and manage their own emotions greatly affects homework time. Parents who are good at understanding their kids are more supportive and help them become more independent and motivated to learn. On the other hand, parents who have trouble managing their emotions are more likely to act negatively, which can make it harder for children to stay engaged and do well in their learning
The research shows that parents' emotional and cognitive processes can greatly influence their interactions with their children during homework time. By studying 101 Israeli parents and their elementary-aged children, the researchers identified factors that can either help or hinder the support parents provide at home.
Children usually spend about 1 to 2 hours a day on homework, but this varies with age and school demands. Many parents find it challenging to balance their own responsibilities while supporting their children academically, which can lead to stress and conflict. Improving this dynamic is crucial.
One key finding is the role of parental mentalization—the ability to perceive and interpret their children’s thoughts and feelings. Parents who are good at mentalization are more supportive and less controlling, creating a better homework environment that can boosts children’s independent learning and motivation. Conversely, parents who struggle with managing their emotions tend to express negative behaviors, like frustration or discouragement, which can make homework stressful and curtail their child’s engagement.
"Our research sheds light on how parents’ emotional and mental processes impact their involvement in their children’s education," explained Dr. Gershy. "Understanding these factors can help develop strategies that improve parent-child interactions during homework, and hence increase parental ability to support and encourage their children’s learning ."
Practical applications of these findings could include parent training programs and educational strategies to improve parents’ awareness of their emotional states and mentalization skills, aiming to enhance parental support and foster better academic outcomes and relationship.
The research paper titled “Why Things Can Go Wrong When Parents Try to Help Children With Their Homework: The Role of Parental Emotion Regulation and Mentalization” is now available at Journal of Educational Psychology and can be accessed at https://doi.org/10.1037/edu0000873.
Researchers:
Racheli Cohen1, Naama Gershy1, Maayan Davidov2
Institution:
The Hebrew University of Jerusalem is Israel’s premier academic and research institution. With over 23,000 students from 90 countries, it is a hub for advancing scientific knowledge and holds a significant role in Israel’s civilian scientific research output, accounting for nearly 40% of it and has registered over 11,000 patents. The university’s faculty and alumni have earned eight Nobel Prizes, two Turing Awards a Fields Medal, underscoring their contributions to ground-breaking discoveries. In the global arena, the Hebrew University ranks 81st according to the Shanghai Ranking. To learn more about the university’s academic programs, research initiatives, and achievements, visit the official website at http://new.huji.ac.il/en
The Hebrew University of Jerusalem has launched its first Ladino International Summer School, an intensive program designed to preserve the endangered Ladino language. The course attracted students from around the world, offering them a unique opportunity to immerse themselves in Ladino language studies and connect with the rich Sephardic Jewish heritage.
The Hebrew University of Jerusalem is proud to announce the successful completion of its inaugural Ladino International Summer School, an innovative academic program aimed at preserving the endangered Ladino language. This course is the first of its kind in Israel and possibly the world, offering an intensive educational experience dedicated to teaching Ladino, a language deeply rooted in the Sephardic Jewish heritage.
The two-week course brought together 28 students, with approximately half of them from Israel, and other from around the world, US, Europe and Asia. The participants, many of whom were drawn to the course by a desire to reconnect with their familial roots, engaged in daily studies focused on Ladino grammar, vocabulary, and cultural history. The immersive curriculum also included research visits to libraries with Ladino collections and guided tours of Jerusalem, where the echoes of Ladino-speaking communities still linger in the historic alleys and buildings.
Dr. Ilil Baum, a Ladino lecturer at the Hebrew University and Bar-Ilan University, highlighted the significance of the course in the context of the language’s precarious state: "Ladino is classified as a language in a serious danger of extinction. The younger generations are no longer inheriting it, and today, it is mostly a language of nostalgia, associated with family traditions, cuisine, and folklore."
The course also offered students the rare opportunity to engage in direct conversations with veteran Ladino speakers, providing them with a deeper understanding of the language's living history. This interaction not only enriched the students' linguistic skills but also connected them to a broader cultural narrative that transcends borders.
This pioneering initiative reflects the Hebrew University’s ongoing commitment to the preservation and promotion of endangered languages. The success of the Ladino Summer Course has instilled hope among its organizers and participants that the Ladino language will continue to be spoken and cherished for generations to come.
The Hebrew University of Jerusalem is Israel’s premier academic and research institution. With over 23,000 students from 90 countries, it is a hub for advancing scientific knowledge and holds a significant role in Israel’s civilian scientific research output, accounting for nearly 40% of it and has registered over 11,000 patents. The university’s faculty and alumni have earned eight Nobel Prizes, two Turing Awards a Fields Medal, underscoring their contributions to ground-breaking discoveries. In the global arena, the Hebrew University ranks 81st according to the Shanghai Ranking. To learn more about the university’s academic programs, research initiatives, and achievements, visit the official website at http://new.huji.ac.il/en
A new study introduces a psychological intervention that enhances the sense of belonging and academic performance of minority students. Tested on over 20,000 students during the COVID-19 pandemic, this intervention demonstrates the impact of small institutional changes on minority students, highlighting important implications for promoting educational equity and inclusivity.
A new study led by PhD student Kinneret Endevelt, under the supervision of Dr. Roni Porat from the Department of Political Science and Department of International Relations and Prof. Eran Halperin from the Department of Psychology at the Hebrew University, unveils a novel approach to bridging the achievement gap for minority students in higher education. The research emphasizes the critical need to address minority students’ lingering sense of belonging uncertainty and introduces a psychological intervention aimed at fostering inclusivity and success within the university environment.
The study introduces a targeted intervention to enhance minority students' sense of belonging by modifying the institutional learning space. Tested in two large-scale field experiments in Israel with over 20,000 Jewish and Palestinian students during the COVID-19 pandemic, the intervention involved displaying the lecturer's name in Hebrew, English, and Arabic on Zoom. Results showed a significant positive impact on Palestinian students, including increased belonging, engagement, participation, and improved academic performance. Average grades rose by 10 points in the first experiment and by 4 points in the second. The research underscores that small, strategic institutional changes can significantly benefit minority populations, highlighting the importance of promoting an inclusive learning environment.
“This study underscores the power of seemingly minor modifications in educational settings to make substantial impacts on minority students' academic experiences and outcomes,” said Dr. Porat. “By acknowledging and integrating minority students’ cultural and linguistic backgrounds, we can create a more inclusive and supportive environment that promotes equity in education.”
Beyond the virtual classroom, this approach can be extended to physical spaces by incorporating minority languages and cultural elements into faculty offices, cafeteria menus, and student lounges. Such practices can reinforce the sense of belonging and inclusion for minority students, creating a more supportive and equitable educational environment.
The implications of this study are extensive. By adopting and consistently reinforcing inclusive practices, educational institutions can reduce disparities and promote social mobility. This intervention also offers insights applicable to other contexts, such as workplaces and public spaces, suggesting that subtle changes in everyday environments can foster a more equitable and welcoming society.
The study reveals that small, meticulously crafted changes to the institutional environment can significantly impact minority students' academic achievements and sense of belonging. By embracing these findings, educational institutions can take meaningful steps toward creating a more inclusive and supportive environment for all students.
The research paper titled “Zoom out: An intervention on the virtual learning environment improves minority students’ grades in two field experiments in Israel” is now available in PNAS and can be accessed at https://doi.org/10.1073/pnas.2313496121.
Researchers:
Kinneret Endevelt1, Eran Halperin1, Roni Porat2,3
Institution:
The Hebrew University of Jerusalem is Israel’s premier academic and research institution. With over 23,000 students from 90 countries, it is a hub for advancing scientific knowledge and holds a significant role in Israel’s civilian scientific research output, accounting for nearly 40% of it and has registered over 11,000 patents. The university’s faculty and alumni have earned eight Nobel Prizes, two Turing Awards a Fields Medal, underscoring their contributions to ground-breaking discoveries. In the global arena, the Hebrew University ranks 86th according to the Shanghai Ranking. To learn more about the university’s academic programs, research initiatives, and achievements, visit the official website at http://new.huji.ac.il/e
