多方发挥物理实验教学的职能作用

当前我国医学教育中物理实验教学存在弱点:对物理教育不重视,实验条件差,仪器、设备陈旧,实验选项过时,实验课时少.针对存在的问题及现状,在现有的条件之内,我们提出了物理实验课的改进措施:认真做好实验准备,发挥教师的主导作用,督查学生亲自动手,利用现有仪器设备,不断改善实验条件,重视教学情况的反馈信息.     

浅论位移电流

位移电流是普通物理中一个较重要的概念,也是教学中的一个难点.本文从位移电流概念的提出及实验验证,位移电流的物理意义及其与传导电流异同等几方面对其加以阐述,以求对位移电流的教学有所帮助.     

d轨道相对能量的应用

根据ｄ轨道的相对能量计算了配体场稳定化能,比较成功地解释了某些配合物的热力学稳定性、动力学反应性和光谱现象     

The older the bolder: Does relative age among peers influence children’s preference for competition?

Having been relatively old at school tends to have a long lasting positive effect on professional achievement, in particular in competitive environments (sports, politics). We investigate the roots of this pattern and study whether the relative age position of children at school plays a role in shaping their preference for competition. We run a controlled experiment in high schools across two states in Australia. Our participants are students who are the very oldest or very youngest in their classroom. We elicit their preference for competition using the Niederle and Vesterlund (2007) task and find evidence of an effect of relative age. This effect is concentrated on male students. We find no differences in self-confidence, and risk attitudes between relatively old and young students. These results suggest that the observed pattern may come from pure preference for competition.     

Training fieldwork supervisors of social work students at a South European University: evaluation of the effectiveness of a relational psychodynamic model

This case-study adopts a mixed research methodology in order to evaluate the process and the effectiveness of a psychodynamically informed training seminar for field supervisors of undergraduate social work students, at a South European University. At the beginning of the seminar, an anonymous questionnaire gathered information on the supervisors’ demographics, preferred supervision style and expectations from the training. The training consisted of four sessions involving analysis of (1) student process-recorded interviews with clients, (2) the relationships formed between the student, the supervisor and the field practice manager, (3) brief virtual scenarios (vignettes) of field practice problems and (4) a videotaped supervision session. At the end of the training process, a follow-up questionnaire researched the satisfaction of supervisors with the training, their confidence to conduct supervision, and their satisfaction with the instructor's teaching. Overall, the training has been satisfactory for the trainees and increased their competence to supervise.     

Exploring gaps between MSW students’ experiences and expectations of field supervision in a Chinese setting

The quality of field supervision is essential to prepare social work students for professional practice. This qualitative study explored the experiences and expectations of 22 MSW students who received their field supervision at social work professional organizations in mainland China. Findings indicate that there are significant differences between the actual supervision that students received and their expectations with regard to the structure and content of supervision. This study contributes to the literature by clarifying further what the lack of time for supervision and the lack of professional supervision mean in China’s context.     

Social cohesion in Rwanda: Results from a public good experiment

We describe a public good experiment, a type of economic experiment commonly used to examine feelings of prosociality—that is, behaviour which is positive, helpful and intended to promote social acceptance and friendship—and community cohesion, carried out in Rwanda. Contributions in different parts of the country are affected by the local intensity of the 1994 genocide, with more generous contributions being made in areas where violence was greater. This supports earlier research indicating that conflict experience leads to greater prosociality. However, we also find that people who have not, themselves, been targets of violence give lower contributions than people who have. The considerable group‐related and regional differences in social behaviour may have implications for the country's policies to deal with social cohesion.     

Translating Spirituality: Universalism and Particularism in the Diffusion of Spiritual Care from the United States to Israel

Research on the transnational diffusion of ideas and practices shows how cultural objects go through translation, adaptation, and vernacularization when implemented in new localities. Less attention is given to the translators themselves and their heterogeneous and often conflicting visions. Drawing on the notion of transnational social fields (TSF s), this article investigates how cultural objects get vernacularized differently in different parts of the TSF , demonstrating how processes of translation reflect larger social and political struggles over questions of identity. As a case study, we focus on the attempt of actors from Israel and the United States to institutionalize spiritual care in Israeli health‐care organizations. The analysis reveals how spiritual care functioned as a porous cultural object, open to a wide range of interpretations and debates. While actors in New York saw in spiritual care the opportunity to bridge to Israeli Jews and create a global Jewish identity, Israeli actors split between using spiritual care as a vehicle for creating a local Israeli Jewish identity and seeing in spiritual care the opportunity to establish universal identities, broader than the Jewish one. The disagreement and conflicts between the groups influenced the translation process, turning it into a contentious struggle that involved different positions on the continuum between particularism and universalism.     

论马克思主义基本原理中的“基本”

对马克思主义基本原理中的“基本”缺乏把握和区分是造成马克思主义基本原理课程教学实效普遍不高的主要原因之一。被称为马克思主义基本原理中的“基本”是马克思主义体系中根本的、主要的观点和规律。这些观点和规律不仅具有马克思主义的本性,而且还贯穿于马克思主义变化发展过程的始终。当我们进行马克思主义基本原理的课程教学时应使课程教学的“基本”与学科研究的“基本”有所区别。