Pastoral counseling challenges in the Javanese hospital: A cross-cultural perspective

The following article presents some of the challenges experienced by a European pastoral counselor during a two year service period in a Protestant hospital in Central Java, Indonesia. The incompatibility of some of the Western, First-world counseling approaches with Javanese culture suggests the urgent need for pastoral counselors to rethink their methods in the face of cultures not their own.     

On the Respective Roles of Nitric Oxide and Carbon Monoxide in Long-Term Potentiation in the Hippocampus

Perfusion of hippocampal slices with an inhibitor nitric oxide (NO) synthase blocked induction of long-term potentiation (LTP) produced by a one-train tetanus and significantly reduced LTP by a two-train tetanus, but only slightly reduced LTP by a four-train tetanus. Inhibitors of heme oxygenase, the synthetic enzyme for carbon monoxide (CO), significantly reduced LTP by either a two-train or four-train tetanus. These results suggest that NO and CO are both involved in LTP but may play somewhat different roles. One possibility is that NO serves a phasic, signaling role, whereas CO provides tonic, background stimulation. Another possibility is that NO and CO are phasically activated under somewhat different circumstances, perhaps involving different receptors and second messengers. Because NO is known to be activated by stimulation of NMDA receptors during tetanus, we investigated the possibility that CO might be activated by stimulation of metabotropic glutamate receptors (mGluRs). Consistent with this idea, long-lasting potentiation by the mGluR agonist tACPD was blocked by inhibitors of heme oxygenase but not NO synthase. Potentiation by tACPD was also blocked by inhibitors of soluble guanylyl cyclase (a target of both NO and CO) or cGMP-dependent protein kinase, and guanylyl cyclase was activated by tACPD in hippocampal slices. However, biochemical assays indicate that whereas heme oxygenase is constitutively active in hippocampus, it does not appear to be stimulated by either tetanus or tACPD. These results are most consistent with the possibility that constitutive (tonic) rather than stimulated (phasic) heme oxygenase activity is necessary for potentiation by tetanus or tACPD, and suggest that mGluR activation stimulates guanylyl cyclase phasically through some other pathway.     

国外关于儿童学习研究的新进展

儿童学习是发展心理学研究领域中的一个重要课题。20世纪90年代以来,国外在儿童学习的研究上取得了一系列理论和方法的进步。章对之进行简要回顾,重点阐述有关儿童学习的重波理论、微发生方法,并在此基础上,简要介绍研究们所取得的几个较为一致的结论。     

手术同意书的相关法律问题

医患双方都非常重视手术同意书,从法理角度分析,手术同意书是患者知情同意权利和医方告知义务的体现;符合民事法律要件的合法有效的手术同意书,证明了医患之间告知与知情同意权的实现.对手术同意书的法律性质及法律效力进行探究,有助于维护医患双方的合法权利.     

产后抑郁症相关因素及防治

产后抑郁症是产妇常见的心理行为异常,严重危害产妇的身心健康,其病因复杂。用系统论方法分析产后抑郁症相关因素,论述产后抑郁症发生是由多方面因素引起,而各因素之间是相互制约、相互作用的。因此,防治产后抑郁症应从整体考虑,多种方法综合应用,以期达到最佳防治效果。     

感知价值、满意度与继续使用意向—基于3G用户的实证研究

本文考察感知价值、满意度对继续使用意向的作用机理。基于相关理论与实证研究,我们首先提出3G用户继续使用意向概念模型与研究假设,然后通过实证研究对假设进行检验。研究结果表明感知价值和满意度决定继续使用意向。满意度是继续使用意向最强的预测因子。感知有用性和感知使用成本既直接作用于继续使用意向,也通过满意度间接作用于继续使用意向。感知易用性和感知形象提升直接作用于继续使用意向,而不需要通过满意度的中介作用。     

“医+X”复合型医学人才培养模式创新实验区

人才培养模式是一个变化发展的范畴。交叉学科的发展与复合型人才培养已成为当代科学与教育的主流。医学人才培养模式改革势在必行。创建复合型医学人才培养模式是一项系统工程,只有在人才培养目标、培养内容和培养方式等方面大胆改革与创新,才能培养出适合当代社会文明发展的医学人才。     

SLE患者焦虑抑郁影响因素调查分析

为了探讨SLE（systemic lupus erythematosus）即系统性红斑狼疮患者焦虑抑郁心理影响因素,应用Zung焦虑自评量袁（Self—rating anxiety scale,SAS）和抑郁自评量表（self—rating depression scale,SDS）,对36例系统性红斑狼疮患者进行检测,辅以自行设计因素调查表进行相关因素调查。结果显示,SDS和SAS均分为49．70±11．3和42．13±8．9,与国内常模比较,差异有统计学意义,P〈0．01。单因素分析显示：对疾病的恐惧感、对病情了解程度、治疗效果、药物副作用、家庭经济状况、家庭支持、婚姻关系、睡眠质量、担心事业受影响、躯体症状的反复出现、社交娱乐活动受限、担心医护不精心12项因素与SLE患者抑郁焦虑状态的发生显著相关,P〈0．01。证明SLE患者抑郁焦虑心理与对疾病的恐惧感、治疗效果、家庭经济状况、睡眠质量等因素相关,这为心理干预提供了依据。     

在发展中求善：动脉粥样硬化影像诊断技术不断演进的思索

动脉粥样硬化疾病是严重危害人类健康的一大类疾病,涉及人体全身各个部位,影响多个器官。动脉粥样硬化的影像诊断经历了从有创到无创、从局部到全身、从单一技术到整体化优势一系列过程,充分体现了影像技术在动脉粥样硬化诊断中的动态发展观、整体原则及个体化原则。     

中小学教师学习调节模式的结构与测量

目的：探索中小学教师学习调节模式的结构,并编制教师学习调节模式问卷。方法：根据访谈研究的结果,在参照以往成果的基础上,编制教师学习调节模式初测问卷;根据523份有效调查数据进行探索性因素分析;根据625份调查问卷的结果,采用内部一致性分析、结构方程模型技术和层次回归分析进行验证。结果：探索性因素分析的结果表明,教师学习调节模式由自我导向、任务导向和外部导向三个维度构成;验证性因素分析证实了教师学习调节模式的构想效度;内部一致性分析和层次回归分析的结果表明,该教师学习调节模式问卷具有较好的信度与效度。结论：教师学习调节模式是一个三因素的结构。