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911.
A.G. Watts 《British Journal of Guidance & Counselling》2013,41(4):442-453
ABSTRACT The Coalition Government's policies on career guidance are analysed. Its rhetorical concern for career guidance provision is based largely on its support for social mobility, and its recognition of the role of career guidance in moving towards a demand-led skills system. Initial policy statements affirmed its intention to establish an all-age careers service, to revitalise the professional status of career guidance and to safeguard the partnership between schools and external provision. But these policies have been undermined by its commitment to school autonomy and to public expenditure cuts, exacerbated by indecision and delays due to difficulties in resolving the tensions within its policies. The result is a significant erosion of the all-age vision, and a likely major reduction in the extent and quality of careers help for young people. 相似文献
912.
ABSTRACT Careers work in the twenty-first century faces a key challenge in terms of digital technologies: to evaluate their potential for careers work in challenging settings. Given the rapidity of developments, technologies require evaluation in research innovations and naturalistic settings. Virtual worlds offer potential for careers and guidance work, and the therapeutic domain. To illustrate this, we present examples in which young people explore their feelings and ideas, plans and difficulties, while preparing for film-making. During this they develop important life transition skills. We argue that the power of virtual worlds – to support emotional and cognitive engagement – could be utilised in practice settings. We conclude that they are serious candidates as digital tools in the careers and guidance domain. 相似文献
913.
Yasmin Hassen 《Islam & Christian-Muslim Relations》2013,24(4):501-517
Islamic schools in Australia have become a subject of notable societal and academic interest, but discussions on the purpose of these schools are often approached from the perspective of concerns about national security or the integration of ethnic minorities. Given the growing popularity of Islamic schools in the Australian educational landscape, critics of such schools often assume that their pedagogical climate, curriculum and “separatist” environment does not foster the formation of cultural citizenship. This essay analyses the complex interplay between religion, Islamic identity formation and the politics of schooling in diasporic settings on the basis of an analysis of the experiences of graduates of Islamic schools in Victoria. It provides an insight into the multidimensional role Victoria's Islamic schools play and enables a better understanding of how the schooling of Muslim students in Victoria's Islamic schools relates to the development of an Islamic identity, which is critical to a conceptualizing of how Islamic schools are considered sites for religious identity construction. 相似文献
914.
Michelle Jenkins 《British Journal for the History of Philosophy》2013,21(5):843-863
In this paper, I reconsider the commonly held position that the early moral education of the Republic is arational since the youths of the Kallipolis do not yet have the capacity for reason. I argue that, because they receive an extensive mathematical education alongside their moral education, the youths not only have a capacity for reason but that capacity is being developed in their early education. If this is so, though, then we must rethink why the early moral education is arational. I argue that the reason is rooted in the nature of moral explanations. These sorts of explanations are rooted in the Forms and thus one can only understand those explanations when they have knowledge of the Forms. But this requires preparation – the very sort of preparation that is provided by both the mathematical and moral educations. 相似文献
915.
Tina Seabrooke Chris J. Mitchell Andy J. Wills Jessica L. Waters Timothy J. Hollins 《Memory (Hove, England)》2013,21(9):1250-1262
ABSTRACTThe current research examined the effects of errorful generation on memory, focusing particularly on the roles of motivation and surprise. In two experiments, participants were first presented with photographs of faces and were asked to associate four facts with each photograph. On Generate trials, the participants guessed two of the facts (Guess targets) before those correct facts, and another two correct facts (Study targets), were revealed. On the remaining Read trials, all four facts were presented without a guessing stage. In Experiment 1, participants also ranked their motivation to know the answers before they were revealed, or their surprise on learning the true answers. Guess targets were subsequently better recognised than the concurrently presented, non-guessed Study targets. Guess targets were also better recognised than Read targets, and recognition of Study and Read targets did not differ. Errorful generation also increased self-reported motivation, but not surprise. Experiment 2 showed that the results of Experiment 1 can outlive a 20-minute delay, and that they generalise to a more challenging recognition test. Together, the results suggest that errorful generation improves memory specifically for the guessed fact, and this may be linked to an increase in motivation to learn that fact. 相似文献
916.
Michael Kober 《International Journal of Philosophical Studies》2013,21(3):365-381
Abstract Epistemic and moral certainities like ‘This is a hand’ or ‘Killing people is evil’ will be interpreted as constitutive rules of language games, such that they are unjustifiable, undeniable and serving as obliging standards of truth, goodness and rationality for members of a community engaging in the respective practices. 相似文献
917.
为探讨术前进行人文关怀式沟通和健康教育对肺癌手术患者全麻诱导后心理和生理的影响,将83例非同期别的肺癌手术患者(均采用全身麻醉,双腔管气管插管辅助通气)分成两组。观察组进行人文关怀式沟通,对照组采用普通沟通。判定方法采用焦虑自评量表(SAS),根据焦虑评分反映两组患者入院即刻及手术前的心理变化情况,监测全麻诱导即刻与全麻诱导气管插管后5min患者平均动脉压(MBP)的波动、心率(HR)的变化,用两个时间段两个变量的差值来反映两组患者全麻诱导期发生心理和生理反应的情况。结果显示,两组患者入院即刻焦虑差异无统计学意义(P〉0.05);手术前SAS评分两组患者较入院即刻降低(P〈0.05),并且观察组与对照组相比下降更明显(P〈0.01);观察组患者MBP波动无统计学意义(P〉0.05)、HR波动有统计学意义(P〈0.05)。因此,证实人文关怀式沟通和健康教育能够减轻肺癌患者在心理和生理两个方面对麻醉和手术产生的不良反应。 相似文献
918.
近年我国不少生殖医学中心在如何提高体外受精一胚胎移植(IVF—ET)治疗成功率问题上,都将注意力集中在临床用药的研究、控制性超促排卵方案的改进以及实验室条件的改善上,大多忽视IVF—ET患者心理方面的治疗。有研究表明:IVF—ET治疗的成功,不仅与患者自身的病理及生理状况有关,更与患者在治疗过程中产生的心理压力有关。因此,建议医护人员在给不孕症患者实施IVF-ET助孕治疗的全过程中,应给予患者更多人文关怀,这样不仅能够减少IVF—ET患者心理健康问题的发生,而且可以改善患者的身心状态和应对治疗能力,从而提高IVF—ET治疗成功率。 相似文献
919.
当前有相当数量的临床学院、教学医院和临床教师仅重视医学生的专业教育而忽视医学伦理教育,专业教育与医学伦理教育严重脱节.应对临床实习生的专业教育与医学伦理教育的培养目标、教育内容、实践过程、教育路径、方式方法进行整合,使医学专业教育与医学伦理教育紧密结合、相互渗透、相互融合、实现整合. 相似文献
920.
临床思维与决策能力培养是医学生不可或缺的一门必修课程,临床医生实际上每天处于临床决策之中,必须为疾病提供诊断和治疗的决策.而当前临床医学生在此方面训练甚少,临床工作具有很大的不可预知性和不可确定性,尤其是在手术室繁忙、变化的环境中,进行高效的临床决策就显得尤其重要.本文阐述了临床思维与临床决策在医学教育中的重要地位及其相互关系,分析当前医学生临床实践中的思维与决策方面存在的问题.并从临床实际角度出发,探讨如何提高医学生临床思维与决策能力的方法,对促进医学教育模式改革,提高医学教育质量具有重要推动作用. 相似文献