核电厂应急行动水平中“气载流出物异常”类EAL制定的探讨

目的 对制定核电厂应急初始条件和应急行动水平（ICs/EALs）中的"气载流出物异常"类应急行动水平的相关问题进行探讨。方法 针对制定核电厂气载流出物类应急行动水平中必须注意的关键问题逐一进行了分析、讨论。结果 分析表明,延迟释放时间、核素释放份额、导出EAL单位变换等问题均会影响“气载流出物异常”类应急行动水平的导出结果。结论 气载流出物异常类应急行动水平的优先级较低而不适合作为决策的唯一判据,但其作为体现EAL多样性的一种指标,能够反映某些潜在事件的征兆。     

Narrative and poetry writing for professional development

Narrative, metaphor and image are habitual forms of making sense of the world and can be powerfully harnessed for professional development. Writing is a particular form of expression and communication that allows practitioners to speedily identify and engage with their most sensitively critical aspects of practice, and forms the basis for critical, confidential, trusted discussion. This article gives underlying theories and dominant practices of reflective writing as a professional development activity.     

“心育”课程实施的“讲授模式”与“叙事辅导模式”比较

目的探讨“讲授模式”与“叙事辅导模式”对有心理疾病的学生的SCL-90得分的影响。方法对性别、年龄、SCL-90各因子得分无差异的2组有心理疾病的新生,各34名,分别进行1学期的“讲授模式”和“叙事辅导模式”之后,再用SCL-90进行后测,对结果作比较分析。结果实验后在SCL-90各因子上“讲授模式”组得分均高于“叙事辅导模式”组（P〈0．05或P〈0．01）;赞成二模式结合的占41．18％,赞成“叙事辅导模式”的占35．29％,赞成“讲授模式”的占23．53％。结论“叙事辅导模式”对有心理疾病的学生的心理问题改善较“讲授模式”好,学生较喜欢二模式结合和“叙事辅导模式”。     

“心育”课程实施的“讲授模式”与“叙事辅导模式”比较

目的探讨"讲授模式"与"叙事辅导模式"对有心理疾病的学生的SCL-90得分的影响。方法对性别、年龄、SCL-90各因子得分无差异的2组有心理疾病的新生,各34名,分别进行1学期的"讲授模式"和"叙事辅导模式"之后,再用SCL-90进行后测,对结果作比较分析。结果实验后在SCL-90各因子上"讲授模式"组得分均高于"叙事辅导模式"组(P<0.05或P<0.01);赞成二模式结合的占41.18%,赞成"叙事辅导模式"的占35.29%,赞成"讲授模式"的占23.53%。结论"叙事辅导模式"对有心理疾病的学生的心理问题改善较"讲授模式"好,学生较喜欢二模式结合和"叙事辅导模式"。     

临床生化DACUM学习地图的建立与探讨

目的建立适合实验室临床生化技术人员的学习地图,作为培训体系搭建基础。 方法依据DACUM工作分析法,以广州金域医学检验中心临床生化室为例,通过明确工作职责、分析工作任务、解析任务步骤,知识、技能和态度分析、制订学习目标和转化课程列表,最终建立学习地图。 结果明确职责9项,任务84项,最终构建包含34门学习主题、学习进度分布在1个月内的学习地图。 结论建立临床生化学习地图,该学习地图为构建培训体系、培养匹配生产一线能力的技能人才提供强有力的支撑。     

A Narrative Inquiry into Teaching of In-service Kindergarten Teachers: implications for re-conceptualizing early childhood teacher education in Hong Kong

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.     

Drama and Metacognition

This paper explores drama's potential for fostering metacognition. For effective learning, children need to be given access to activities in which they may gain deeper understanding about their own thinking processes. To this end, and with reference to practice in Primary education (ages 5-11), a case is offered for the increased status of drama, in schools and in teacher training.     

创建学习型医院实现跨越式发展

借鉴研究型医院的理论，提出学习型医院的内涵，理论基础和优势，结合医院实践，从凝聚共同愿景、提升团队学习力、实现双环学习途径和完善激励机制4个方面探讨了建设学习型医院的总体思路。     

Family concepts in early learning and development standards

This exploratory study investigated the use of concepts related to families, parents, and the home in 51 state-level early learning and development standards documents. Guidelines from six national family involvement, engagement, and school-partnership models were used to create the Family Involvement Models Analysis Chart (FIMAC), which served as this study's analysis tool. Results showed that the vast majority of units examined did not align with family involvement guidelines from the six national models. In addition, the small percentage of units that aligned with national models – as well as the units related to family concepts that were not aligned with these models – tended to incorporate family concepts in the contextual narrative of the standards documents and not within the letter of the standards in their strict sense (the statements describing what students are supposed to know and be able to do). States desiring to implement early learning and development standards congruent with research-based practices should integrate families into standards documentation.     

An Internet-based "distance" learning for health, environment and sustainable development "distance learning without a frontier"]

Quality of the environment is crucial for human health. Environmental hazards may lead to adverse health effects, while a sound environment can support of enable health. It has been clear that health and environment must be understood within the context of social and economic development, which was stressed especially in the Earth Summit held in Rio de Janeiro, Brazil, in 1992. Investing in improvement of people's health and their environment is a prerequisite for sustainable development. The telecommunication revolution enables distance learning without frontiers in a reansparent and interactive environment. Applying the Internet and other telecommunication into public health including environmental health holds the greatest promise for global health. A wide application and access would facilitate and expedite the reduction of inequity prevailing between the south and north in an unprecedented speed. This proposed course is thus designed to provide an overview on health and environment in sustainable development through the Internet.     

Recovering mental health across outdoor places in Richmond,London: Tuning,skill and narrative

Both scientific and popular discourses assume that the environment can exert an influence on human health. Drawing on anthropological research conducted alongside mental health activists in the United Kingdom, I discuss how people affected by mental health problems sought to recover by visiting outdoor places in the London Borough of Richmond. Their intentional movement and stillness in the world involved tuning and narrative orientation, which, over time, became skilled. Recovery from mental ill-health was not an outcome of merely being in a particular place, but rather emerged as an ongoing process of relearning how to live in and as part of the environment.     

Principles for development of multi-disciplinary, mental health learning modules for undergraduate, postgraduate and continuing education

BACKGROUND: People experiencing mental health problems have greater contact with health and welfare professionals in generalist settings than with specialist mental health services. Yet the capacity for generalist professionals to respond effectively to mental health problems is often compromised by inadequate mental health training. The Discipline of Psychiatry at the University of Newcastle developed a series of CD-Rom mental health learning modules for professionals working in non-mental health settings. The paper describes the principles that guided the development of a series and how those principles were applied. DEVELOPMENT PRINCIPLES: The following development principles were adopted. The series should: (i) have a multi-disciplinary application; (ii) be adaptable for presentation in multiple educational domains; (iii) be accessible for rural and remote practitioners; (iv) combine structured solutions-focused lessons (directed learning) with elements of problem-based learning; (v) include working problems that are authentic and relevant; and (vi) describe normal, abnormal and cross-cultural manifestations of problems. APPLICATION OF PRINCIPLES: The model guided the development of a short course series on professional engagement with people who have personality problems. The learning modules provide generic, multi-disciplinary training for a range of practitioners, including nurses, primary care physicians, social workers, psychologists and magistrates. The modules have been adapted for use in undergraduate medical education, postgraduate programs (in population health, nursing, psychology and drug and alcohol studies) and continuing education. CONCLUSION: In contrast to traditional diagnostic-focussed psychiatry training, the model directly addresses the mental health training needs of health and welfare professionals using a multi-disciplinary, problem-based approach.     

Practice-based learning: views on the development of a reflective learning tool

CONTEXT: This study reports the first part of a funded project to develop a tool to improve and record learning, known as a Progress File. A Progress File typically contains an element of reflection and a means of recording achievement. AIM: The aim of the study was to collect and understand the attitudes and experiences of students and tutors with regard to reflection, and to determine their views on the development and implementation of a Progress File for one member of the dental team, the dental therapist. METHOD: A consultation exercise was undertaken in four institutions which train dental therapists. A total of 76 students and tutors were interviewed individually or in groups. Examples of reflective tools were used to prompt discussion and feedback. Emergent themes were derived from content analysis. RESULTS: Participants identified many uses for the Progress File within and beyond their courses. They also expressed concerns regarding the effectiveness and feasibility of Progress File learning within present educational environments. DISCUSSION AND CONCLUSION: Successful integration of the Progress File into courses of medical and dental education may depend upon institutional culture change and a move towards a system which facilitates and rewards reflection on learning. The results will inform development of the File.     

人力资源开发与学习型医院的创建

在知识经济社会,“知本“将逐渐取代“资本“,成为推动经济社会发展的第一要素,知识的生产和利用将成为经济社会发展的强劲助推器.学习型组织成为企业做好知识管理工作和提高竞争能力的必要条件.如何有效地激励组织成员的创新和创建成功的学习型团队已成为现代医院管理的两大主题,这对人力资源管理提出了更高的要求.要完全冲破过去那种只管人事、职工待遇狭隘的思路,转变为注重人力资源的开发和成员的知识文化管理,努力创建学习型医院,以提高医院的持久竞争力.……     

BDSM,Non-Monogamy,Consent, and Stigma Navigation: Narrative Experiences

With the rise in popularity of media pieces depicting alternative sexual/relationship preferences, there has been a rise in interest in kink and BDSM (Sprott & Berkey, 2015), which corresponds with research suggesting that approximately 20% of Americans have been in a consensually non-monogamous relationship (Haupert et al., 2016). Despite this growing popularity, these populations are often stigmatized and misunderstood (Bettinger, 2002). The present study examined the self-reported experiences of individuals who have participated in kink, BDSM, non-monogamy, and/or polyamory. Specifically, the study used qualitative methodology to examine narratives of discrimination, harassment, coming out, being outed, consent violations, and/or sexual assault in a BDSM or non-monogamous encounter. Participants consisted of 67 adults who completed an online survey conducted by the National Coalition for Sexual Freedom and were asked to provide narratives of their experience. Data were analyzed using a modified consensual qualitative research methodology (CQR-M; Spangler et al., 2012). Results indicated 11 categories falling into three domains: navigating incidents (consent issues, negotiation of scenes or relationships, identity/beliefs about coming out, and reporting), contributing factors (role of social media/media, exacerbating factors, and beliefs about the community), and response/prevention (outcome of incident, emotions felt, lessons learned from incident by the participant, and what would be helpful from the community). This study contributes to our understanding of the experiences in this community and elucidates strategies that can be used to intervene and advocate for these populations, including education of the general public and deliberate community support.

     

Models of faculty development for problem-based learning

Learning an innovative teaching method such as a problem-based learning is difficult for most faculty members because the method is based upon assumptions about learning that are often at variance with their beliefs. Faculty development can challenge assumptions about learning, provide experience with a new technique, and offer specific pedagogical skills that are needed to succeed as a tutor. A comprehensive approach to faculty development, derived from the literature in higher education, would include: instructional development, professional development, leadership development, and organizational development. Research on faculty development indicates positive results of such efforts. Faculty members who choose to learn about problem-based learning appear to progress through predictable stages of development that include: understanding and valuing the rationale for problem-based learning, acquiring general and content-specific tutor knowledge and skills, developing advanced skills in problem-based learning, and developing leadership and scholarship skills. Each of these steps, plus organizational vitality, are described along with recommendations for implementing such programs. Finally, five models of faculty development derived from medical schools with problem-based learning curricula are examined.