A comparison of the relationships between psychosocial factors,occupational strain,and work ability among 4 ethnic teacher groups in China

The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory—Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.     

实体化创伤中心建设提升严重创伤救治能力

为明确实体化创伤中心建设对提升严重创伤救治能力的作用,笔者以兴义市创伤中心实体化建设后所取得的初步成效,从院内多学科团队建设及核心能力维护、创伤救治流程优化、创伤时间节点质量控制与持续改进等方面进行介绍,为实体化创伤中心建设提供借鉴和参考。     

Mozart effect in preschool children?

In 1993, Rauscher et al. reported a temporary increase in spatial-temporal ability after listening to Mozart's music. This led to numerous replication and extension studies with mixed findings in the past decade. This study investigated the 'Mozart effect' in preschool children. Forty-one boys and girls, aged three to five, attempted a series of pencil-and-paper maze tests after each of three listening conditions: Mozart's Piano Concerto in A Major (K488), age-appropriate popular music and silence. Overall, there were no statistically significant differences among the three interventions. The results are discussed in relation to the findings of other investigations of the Mozart effect, and the need for further investigation of possible trends.     

心理因素对小学生脑力工作能力影响的研究

采用横断面研究方法，对180名小学三年级学生脑力工作能力与其智力、性格、学习动机等心理因素和学习、睡眠时间等作息因素的关系进行分析研究。验证了学习、睡眠时间是影响学生脑力工作能力重要的外部因素；脑力工作能力与智力和学习成绩呈正相关。学生自身的心理因素中，学习动机对脑力工作能力有重要影响，所以激发和强化学生的学习动机，是保持和提高学生学习工作能力的有效手段；而性格内外向性、情绪稳定性等因素，对脑力工作能力的影响不明显。     

对新调入护士进行专科知识教育的体会

目的探讨如何对新调入肿瘤科的护士进行专科教育的有关问题。方法帮助新护士尽快适应工作环境，进行必要的专科知识教育和专科技术传授，熟练掌握肿瘤病人的心理特点及健康教育技巧。结果新护士在调入1个月后能单独完成本职工作，未发生差错和事故，同事对新调入护士评价好，病人满意。结论护士长对新调入护士有目的地进行专科理论知识教育和专科技术操作传授，言传身教，对尽快提高新调入护士的工作能力，确保护理质量起着重要的作用。     

个体成长模型在纵向研究中的应用--以大学新生交往主动性为例

目的介绍个体成长模型方法对大学新生适应能力中交往主动性的3次测查数据采用普通回归模型和个体成长模型进行分析。结果个体成长模型的拟合度比普通回归模型的拟合度要好,个体成长模型可在个体水平上分析个体随时间产生的变化。结论个体成长模型具有许多优点,熟悉这种重要的分析方法对纵向数据研究者是非常有益处的。     

论医药卫生法学专业学生实务能力的培养

加强医药卫生法学专业学生实务能力的培养,是实现医药卫生法学专业培养目标的需要.在教学中,通过运用案例教学法、讨论式教学法,开展模拟法庭、第二课堂活动,组织临床见习、毕业实习等途径,培养即有法律知识又有医药卫生知识的复合型人才.     

脐血LAK细胞生物学特性影响因素的研究

采集２３名产妇的脐带血和８名正常成人的外周血制备ＬＡＫ细胞，随机分为４组，在培养第３，５，７，１４天，分别利用ＭＴＴ法和＾１２５Ｉ－ＵｄＲ释放法对４组ＬＡＫ细胞的增殖力和杀伤活性进行了测定，同时用细胞毒方法测定培养７天的ＬＡＫ细胞的免疫表型。结果发现，在不同培养时间，脐血来源的ＬＡＫ细胞增殖力显著高于成人血ＬＡＫ细胞（Ｐ〈０．０５或Ｐ〈０．０１），成人血清组，脐血血清组，红细胞组ＬＡＫ细胞增殖力有     

An investigation into the effects of structured music workshops with adults with mental handicap

This study investigated the effects of structured group workshops for a population with special needs. Twenty subjects, each with a mild or moderate mental handicap, attended a series of 10 weekly 1-hour music workshops on the structured group playing of a Javanese Gamelan. Twenty subjects formed a non-intervention control group. The experimental hypothesis was that participation in the experimental group would produce significant improvements in musical ability as measured by the Rossi test of musical ability, devised and validated for use in this study. Significant gains in communication skills as measured by the Communication Assessment Profile for Adults with a Mental Handicap (CASP) and self-esteem levels measured by the Khalid semantic differential technique were also postulated. It was also suggested that these gains would be significantly correlated. Results show significant gains in musical ability (instrumental rhythm production: t = 5.67, d.f. = 29, p < 0.01 and simple rhythm production: t = 8.42, d.f. = 29, p < 0.01) and communication skills (t = 4.69, d.f. = 29, p < 0.01). Moreover these results are significantly correlated (r = 0.59, p < 0.05, r = 0.75, p < 0.05, r = 0.56, p < 0.05). A ceiling effect was obtained in the measurement of self-esteem. It is suggested that these gains derive from certain aspects of the musical communicative environment at the workshops. Suggestions for future research involve examining the possible influences on these developments.