The Future of Community Coalition Building

The future holds great promise for community coalitions as powerful interventions for community change. Community change is envisioned as: working with whole communities; increasing grassroots and civic engagement; promoting diversity, collaboration and, advocacy; increasing roles for professional technical assistance and evaluation; future changes in the role of government; and the building of healthy communities. Examples of these dimensions follow, as contributed by activists from a wide range of fields.     

The end of theoretical orientations?

Theoretical orientation is the most pervasive organizing device in psychology. Ideas, books, people, therapies, and other salient matters are frequently classified into psychodynamic, behavioral, humanistic, cognitive, or other orientation categories. The continued prominence of theoretical-orientation classification belies a breakdown in its applicability to contemporary psychology. Psychotherapy remains a stronghold. However, with internal and external forces endorsing particular approaches, theoretically-based practices will be forced to yield to evidence-based ones. The final dismantling of traditional theoretical categories by evidence-based practice standards paradoxically provides a hopeful impetus to otherwise arrested theoretical development. Manifest avowed theoretical orientation is distinguished from a latent theoretical-orientation construct, and the ways a new kind of meta-theory of therapy will reduce the naivete and increase the applicability of clinical research is discussed.     

当代医学技术演进若干问题的探讨

现代医学技术存在一系列不同于20世纪前医学技术的特点;医学技术生态系统的形成和医学技术的丛生状态,医学技术系统自身及其环境之间的协同演进,技术的物质实体与关系实体的并存,技术实体与技术实在的分离,以及技术的无意识结果,都反映了当代医学技术发展的一些共性特点,而这些特点从另一个角度揭示了当代医学技术的复杂性、作用的多元性和医学技术的歧义性,对医学技术的开发、应用和管理提出了新的要求。     

美国八年制医学教育认证标准对我国医学教育认证观念的启示

美国八年制医学教育认证已形成运作较为成熟的体系,以美国八年制医学教育认证的标准为立足点,通过对美国医学教育认证的起源及其标准内容设置与修订的分析,总结出该标准不仅对美国医学教育认证的发展,而且对整个美国医学教育发挥着不可忽视的作用,对实现美国医学院校的规范化、医学人才培养精英化、医学教育的连贯性做出了重要贡献。结合我国现行的临床医学专业认证标准及临床医学专业认证的实践,提出在医学教育认证观念转变上增加人文因素、坚持以学生为本、实现与时俱进等三项启示。     

高职学生学习策略特点的初步研究

学习策略是指:帮助学习者理解新知识的心理加工过程。高职生在学习策略方面存在一定的问题。本研究在高职学生学习动机特点初步研究的基础上,对高职学生学习策略的总体特点做了进一步的研究。本研究采用Biggs(1987)编制的学习过程问卷作为测量工具,分析结果表明:学习策略在年级、系部、性别、学校上均存在显著差异,进一步佐证了高职学生学习动机特点的研究结果。动机与策略存在一致性,学习策略的特点可以看成是学习动机程度的外部表现。     

航线飞行技术性技能与航线飞行阶段任务的关系研究

通过文献、专家意见和问卷调查,构建了现代航线飞行技术性技能多维评价量表。对118名航线飞行员测评数据的验证性因素分析表明,由倾斜控制、偏航控制、平衡控制和速度控制构成的4维模型在飞行准备/滑行、起飞/爬升、巡航、下降/进近/着陆四个飞行阶段均有较好的信度和效度;多元回归分析发现,各维度对不同航线飞行阶段任务均有显著影响。航线飞行技术性技能评价量表的构建为现代航线飞行员选拔与训练、机组驾驶行为规范性评价以及飞行安全管理考核模式的设计奠定了一个良好的工作基础。     

Does anything go? Towards a framework for the more transparent assessment of psychoanalytic competence1

It has been difficult to know what does and does not constitute competent psychoanalytic work and so equally difficult to assess when it is being practised and when it is not. This makes difficult any form of disciplined evaluation of the outcome of training, which has a series of problematic outcomes for psychoanalytic practice, psychoanalytic institutions and the relationship to allied disciplines and professions. In this paper, the author considers how far it might be possible to devise a framework for assessment of training programmes within a disciplined psychoanalytic pluralism. The aspiration is to develop a transparent framework, based on an empirically supported demonstration of analytic capacity. The framework needs to be sensitive and subtle, and to be able to withstand challenge. It needs to take cognisance of the twin facts that there is more than one way to practise psychoanalysis and that it is necessary to avoid ‘anything goes’. Drawing on an ongoing project undertaken by European IPA institutes, the author describes some of the problems colleagues have been experiencing in European institutes, because they have not had available transparent criteria for assessment. He outlines a preliminary form of a proposed method for making more transparent and supportable assessment. The author intends for this paper to inspire hope, enquiry and debate.     

走向“和合人”——中国教育视域中人的形象的嬗变

理想的人的形象是教育活动的逻辑起点。教育视域中人的形象随社会经济——政治——文化等的变迁而变化。中国古代社会是农业经济社会,伦理与政治的双重建构决定了教育必须培养“君子儒”与其相适应,突出了教育“善”的一维;近现代社会中国为完成经济转型实现工业化,要求教育培养“技术人”承担历史使命,展示了教育“智”的一维的合理性与优先性;21世纪,为解决时代危机建设一个和谐的新社会,教育必须走向新的超越,培养“智”善”和合的“和合人”。