关于临床实践教学中患者隐私权的调查与分析

临床实践教学中患者隐私权的界定与保护一直是舆论界和学术界争论的问题之一.通过发放调查问卷,综合分析患者、医学生及带教医生对这一问题的观点,为解决这一争议进行了理性的思考,并给出了合理的建议.     

医学高校《文献信息检索》课的教学改革--培养大学生的信息能力和创新能力

阐述了在当今知识经济时代背景下,在网络化、电子化环境中,社会对人才的信息能力和创新能力的需求,提出了<文献信息检索>课为适应时代的要求,培养具有较高信息能力和创新能力的现代大学生的改革和创新的设想.     

抱负水平指导和归因训练对提高学习成功感的影响研究

在学习成功感影响因素研究的基础上,本研究进行了抱负水平指导和归因训练的实验研究,以探索提高学习成功感这一重要的实践问题。研究一的结果表明：通过抱负水平指导,可以使学生的“抱负水平与实际成绩之间的差距”变小．从而帮助学生提高学习成功感,并使其行为变得更为积极。研究二的结果表明：归因训练可以帮助学生的归因向积极方向转化,有助于学生的学习成功感的提高,并可以促使学生的行为向积极的方向转化。     

"尿布与啤酒"对医学科研的启示

简单介绍了基于文本的揭示文献间关联的两种方法,即相关文献和非相关文献的知识发现的方法,并对这两种方法在医学科研中的作用进行了阐述.     

女护士生性教育现状及需求的调查分析

本研究以大连某卫校女护士生为研究对象,采用自编式问卷对女护士生的性教育现状及需求进行了调查分析.结果表明:卫校女生在性知识、性态度、性行为方面发展的主流是好的、健康的,但也有少数女护士生对自身正常的性生理、性心理现象不了解而产生心理困惑和压力,女护士生渴望从学校得到正规的性教育.为了使女护士生身心得到健康发展,学校必须开展以性道德教育为核心的正规的性教育.     

Sex differences in general knowledge in German high school students

This study examines the hypotheses that (1) 17 domains of general knowledge can be identified; (2) these are positively intercorrelated and form a general factor of general knowledge; (3) there are sex differences in the different domains of general knowledge; and (4) males have more general knowledge in more of these domains than females and in the general factor. The study tests these hypotheses on a sample of 302 German high school students. All the hypotheses were confirmed. All the domains of general knowledge were positively intercorrelated. A general factor was found that explained 31.3% of the variance. Males achieved significantly and substantially higher scores than females in general knowledge of 0.60d. The only area in which females scored significantly higher than males was Nutrition for which there was a medium size effect size (d=0.50). The results are highly similar to those among university students in Northern Ireland reported by Lynn, Irwing, and Cammock (2002).     

Lexicons, contexts, events, and images: commentary on Elman (2009) from the perspective of dual coding theory

Elman (2009) proposed that the traditional role of the mental lexicon in language processing can largely be replaced by a theoretical model of schematic event knowledge founded on dynamic context-dependent variables. We evaluate Elman's approach and propose an alternative view, based on dual coding theory and evidence that modality-specific cognitive representations contribute strongly to word meaning and language performance across diverse contexts which also have effects predictable from dual coding theory.     

Observing ben wyckoff: from basic research to programmed instruction and social issues

L. Benjamin Wyckoff's seminal contributions to both psychological theory and application are the subject of this review. Wyckoff started his academic career as a graduate student at Indiana University, where he developed the observing-response procedure under the guidance of B. F. Skinner and C. J. Burke. At the University of Wisconsin-Madison, Wyckoff refined his mathematical theory of secondary reinforcement. This theory was the impetus for his creation of an electronic simulation of a rat running a T maze, one of the first "computer models" of learning. Wyckoff next went to Emory University, leaving there to help create two of the most successful companies dedicated to the advancement of programmed instruction and teaching machines: Teaching Machines, Inc. and the Human Development Institute. Wyckoff's involvement in these companies epitomizes the application of basic behavior-analytic principles in the development of technology to improve education and human relationships. The emergent picture of Wyckoff is that of a man who, through his research, professional work in educational applications of behavioral principles, and active involvement in the civil rights movement of the 1960s, was strongly committed to applying behavioral science to positively influence human behavior change.     

Stories as indicators of practical knowledge: Analysing project workers' talk from a study of participation in a youth inclusion programme

The paper deals with the issue of practical knowledge for enabling participation. Participation as a strategy for change is widespread in community, health and human service contexts. Research to date has focused on the mechanisms of beneficiaries' participation (e.g. identity, empowerment, activity, gender, space). However, participation as an engagement strategy is action oriented and requires high levels of interaction between those creating the conditions for participation and those participating. These conditions need to be continuously adjusted and outcomes are often unpredictable. This process of ‘working with’ is often dealt with as a technical issue and captured in metaphorical language. Less emphasis has been given to the type of knowledge modalities that might be necessary in order to enable participation. Drawing on an ethnographic case study of participation in a youth inclusion programme the paper explores the role of stories as potential indicators of practical knowledge. The paper argues that enabling young people's participation requires intuition and imagination, patience and perseverance, and judgement for acting under uncertainty. It concludes that stories only partially fulfil their potential as indicators of such knowledge modalities. Copyright © 2010 John Wiley & Sons, Ltd.     

Levels of modality for BDI Logic

The use of rational agents for modelling real world problems has both been heavily investigated and become well accepted, with BDI (Beliefs, Desires, and Intentions) Logic being a widely used architecture to represent and reason about rational agency. However, in the real world, we often have to deal with different levels of confidence in the beliefs we hold, desires we have, and intentions that we commit to. This paper extends our previous framework that integrated qualitative levels of beliefs, desires, and intentions into BDI Logic. We describe an expanded set of axioms and properties of the extended logic. We present a modular structure for the semantics which involves a non-normal Kripke type semantics that may be used for other agent systems. Further, we demonstrate the usefulness of our framework with a scheduling task example.