Theorizing Gerontology: The Case of Old Age, Professional Power, and Social Policy in the United Kingdom

This article examines the interrelationship between old age, professional power, and social policy. In particular, dominant theoretical models in social gerontology are reviewed and an alternative framework for understanding social gerontological issues—Foucauldian gerontology—is advanced. Foucauldian narratives are employed to delineate the historical relationship between professional social work and recent social policy for older people in the United Kingdom. In addition, a Foucauldian framework employed to examine identity formation, professional practices, and policy narratives enriches and widens the disciplinary subject matter of theorizing aging studies. The structure of this article is in three parts: review of theories of aging with an introduction of Foucault's potential contribution to gerontological analysis, the historical overview of the instigation of professional intervention in modernity and the changing roles and responsibilities in relation to older people utilizing Foucault's (1977) genealogical method, and the exploration and application of Foucault's key notion of governmentality (1977; Rose & Miller, 1992) in the analysis of social policy for older people.     

建立新一代的精神分裂症动物模型

精神分裂症动物模型的建立与发展,是当前探索精神分裂症的神经生物学和认知心理学机制的一个关键课题。在加工-保护理论的基础上所建立起来的感觉运动门控精神分裂症模型一直受到普遍的关注。然而,高级认知活动是如何对感觉门控进行调节的这一核心问题目前还有待进一步的解决。本综述围绕着这个核心问题,系统地解释为什么惊反射前脉冲抑制成为目前最为流行的一种精神分裂症的模型,并介绍恐惧情绪学习对感觉运动门控调节作用的最新研究成果,以及阐述这种自上而下的调节作用如何受到在早期发育阶段的社会隔离的影响     

材料因素对学习判断及其孤立效应的影响

通过三个实验考察材料特有的内在因素差异对学习判断及其孤立效应的影响,选取814名的高一学生作为被试,男女各半。实验一是探讨性质不同的孤立项目对学习判断及其孤立效应的影响;实验二是探讨层次差异不同的同质项目对学习判断及其孤立效应的影响;实验三是探讨孤立项目的序列位置对学习判断及其孤立效应的影响。结果表明:在不同材料中,材料的性质的差异越大,孤立效应越显著,证明了孤立材料的距离效应;在同质材料中,材料内部层次差异越大,孤立效应越显著,证明了孤立材料的幅度效应;在学习判断中,不管孤立项目的序列位置处于前位还是后位,都存在孤立效应,且材料中孤立项目的位置越靠后面,其孤立效应就越明显,证明了孤立材料的后位效应。     

护理学专业学位硕士研究生临床实践体验研究

采用质性研究中的现象学研究方法,对来自全国各地10所院校的12名护理学专业学位研究生进行半结构式深度访谈。通过对录音访谈内容进行三级编码,逐步归纳提炼出三个主题,每个主题下涵盖不同的副主题：（1）临床实践获益感方面：提升核心能力、体现自身价值;（2）心理体验：归属感、失落感;（3）影响临床实践效果的瓶颈因素：缺乏明确的临床能力考评标准、临床带教师资队伍薄弱。因此,教育者和管理者应重视专业学位硕士研究生,晦床核心能力培养,构建一个充满人文关怀的临床实习环境,消除瓶颈因素,以提高其临床实践效果。     

Thinking ethically about inclusive recreational sport: A narrative of lost dignity

Through narrative reflections of Jack’s story of inclusive recreational sport, the meaning of dignity in professional practice is explored. Jack’s story is one of respect, strong humiliation and embarrassment, and vulnerability. Through the lens of relational ethics, the aggression of a stranger illustrates how the lack of mutual respect, compassion and knowledge creates experiences of indignity. Jack’s story highlights how relationships can shape, constrain and enable lives. Understanding that which constitutes a dignified recreational sport context for instructors and participants opens opportunities for authentic social relationships based upon respect of oneself, as well as others to emerge. Jack’s narrative further reinforces the need to create pedagogical spaces for discussions of various forms of dignity and ethical professional practice in inclusive recreational sport contexts.     

‘If you look the part you’ll get the job’: should career professionals help clients to enhance their career image?

This article presents a critical exploration of the role of career professionals in supporting people to reflect on and enhance their appearance, attractiveness and self-presentation (career image). The article is conceptual and based on a review of the broader literature on career success, appearance and attractiveness. It explores the evidence for a relationship between attractiveness and career, and the authors propose a conceptual framework in which career image is comprised of three elements (interpersonal skills, aesthetic presentation and beauty). The paper examines a possible role for career professionals in relation to this and then critically examines this role and concludes with the proposition of a research agenda in this area.     

Ethics Remediation,Rehabilitation, and Recommitment to Medical Professionalism: A Programmatic Approach

This article recounts the development of the Professional/Problem-Based Ethics (ProBE) Program, the original physicians’ professional ethics remediation course. Since 1992, more than 1,200 healthcare professionals of many disciplines have been mandated to attend ProBE by licensing boards and other oversight entities. Using a small-group, interprofessional setting, the ProBE Program assists participants to discover and articulate ethical underpinnings violated by their misconduct; appreciate professional responsibilities that are societal, regulatory, and ethical; and recommit to professional ideals. The authors describe the rationale for developing ProBE, its curriculum, participant demographics, and infractions and reconsider medical professionalism in light of two decades of ProBE.