Educating early childhood teachers for the global world

Teachers for the twenty-first century for the global world need to be proficient in technology and skilled as reflective practitioners. They need to be able to reflect on diversity in myriad ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles and personality differences of children, teachers, parents, community members and administrators. The paradigni shift of the twenty-first century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships.

The Early Childhood Program Faculty, at NEIU, with the help of a Teacher Quality Education grant, developed with six universities in Illinois called Illinois Professionals Learning Partnerships (IPLP), set out to adapt the NEIU/ECED program for the twenty-first century in a global world by focusing on four goals: (1) increasing technology and writing skills across the curriculum, (2) developing reflective skills and understanding of diversity (special needs, multicultural/international cultures), (3) developing student experience working in collaborative partnerships and (4) increasing clinical experiences.

The IPLP grant enabled the ECED program to: (1) spend intensive time on changing the curriculum in two retreats a year, (2) develop a faculty cohort including tenure track faculty, visiting lecturers and adjuncts, (3) develop a combined program of research and program development, (4) recruit and hire three new tenure track international faculty, (5) develop professional development schools and intensive field experiences, (6) combine resources for many grants, (7) develop short-term international experiences and faculty exchange programs and (8) increase technology skills of students and faculty through action laboratories on using video technology, digital cameras, reflective email discussions and videography.     

Handoff strategies in settings with high consequences for failure: lessons for health care operations.

OBJECTIVE: To describe strategies employed during handoffs in four settings with high consequences for failure. DESIGN: ANALYSIS: of observational data for evidence of use of 21 handoff strategies. SETTING: NASA Johnson Space Center in Texas, nuclear power generation plants in Canada, a railroad dispatch center in the United States, and an ambulance dispatch center in Toronto. MAIN MEASURE: Evidence of 21 handoff strategies from observations and interviews. RESULTS: Nineteen of 21 strategies were used in at least one domain, on at least an 'as needed' basis. CONCLUSIONS: An understanding of how handoffs are conducted in settings with high consequences for failure can jumpstart endeavors to modify handoffs to improve patient safety.     

我国台湾地区医师准入的禁忌及处罚制度分析

我国台湾地区卫生主管部门对从业的卫生技术人员有着严厉的禁忌管理制度及相应的惩罚办法.文章系统地介绍了:(1)一般医师的执业要求;(2)专科医师的执业要求;(3)医师执业的禁止制度;(4)医师的处罚方式和种类.     

举证责任倒置引发过度医疗的伦理思考

举证责任倒置对于医患双方都具有重要的伦理意义,但举证责任倒置本身具有的缺陷容易导致医务人员为保护自关键是加强管理,提高医务提要正确认识和理解举证责任倒置,己而采取过度医疗行为.为杜绝过度医疗行为,从医方来看,前人员的职业道德素质;社会在加强监督的同时,要认识医学本身的高风险性,建立健全医生执业保险制度.     

中医诊治妇科病的经验

重点论述妇女月经周期的生理变化及施治用药规律，介绍崩漏、痛经、闭经的临床诊治用药经验，有一定的参考价值。     

The effect of negative experiences on delinquent behavior of youth in a social withdrawal situation

This study examines the relationship between negative experiences, negative emotions, and delinquent behavior among young people in a social withdrawal situation. There were 533 participants in this study and various quantitative analyses were utilized. Results showed that participants with a longer period of social withdrawal were generally less affected by negative experiences, while those with a higher level of social withdrawal were more affected by negative experiences, particularly negative relationships with other people. Also, both negative emotions and higher level of social withdrawal mediated the relationship between negative experiences and involvement in delinquent behavior, with negative emotions displaying a higher mediating effect. This reflects that the root of delinquent behavior is the negative experiences which arouse negative emotions, rather than the social withdrawal behavior itself. Results imply that practitioners should first explore the negative experiences suffered by these young people, so as to provide them the most appropriate support.