福建省在校医学生对全科医学专业认知情况的调查——以福建省4所医学院校为例

目的 初步了解福建省在校医学生对全科医学专业的认知情况,分析其主要影响因素,为在福建省落实全科医学制度及政府部门相关政策的建立健全提供可行性建议.方法 使用自行设计的调查问卷,对福建省4所医学院校共计385名医学相关专业学生对全科医学专业的认知情况以及对全科医生的就业意愿进行摸底.结果 70.2％的医学生完全不了解全科医学当前的发展状况,49.4％的医学生不清楚全科医学的就业渠道和前景;83.5％的在校医学生就业仍旧倾向专科医生,仅3.2％的医学生将全科医生当做首选.结论 当前福建省在校医学生对全科医学专业的认知情况有待进一步提高,需要通过加强全科医学知识和就业前景的宣传和引导,推动福建省全科医生制度的落实.     

Everyday knowledge on the move: dynamic process and micro politics of the transfer of Guangchang wu

ABSTRACT

This article explores mobilities of everyday knowledge by analyzing the diffusion of northern aerobics, a particular form of Guangchang wu (plaza dance), from the Chinese mainland to Sanya, a coastal city in southern China. It understands mobile everyday knowledge as an ongoing process, and examines its dynamism by scrutinizing its complex and unstable routes, shaped by multiple agents and power relations. The transfer of northern aerobics undergoes continuous changes in its trajectories and is influenced by the discourse of professionalism, everyday leisure practices of Houniao, mainland migrants and local residents, and unequal interactions between the three groups of recreationists. The Houniao are mostly retirees from northern provinces, who undertake seasonal travel and pass winter in Sanya. Their regular and exclusive mobilities have greatly shaped the process of the transmission of leisure knowledge to Sanya and granted them privileged status in aerobic exercise. Nonetheless, mainland migrants, who have relocated in Sanya, begin to take on an increasing important role by changing the trajectories of knowledge diffusion. Through daily participation, local residents are also involved in reproducing the mobile leisure knowledge and negotiate a host identity. This article offers further insight into the dynamism and politics of knowledge diffusion in everyday life.     

Supply Chain Knowledge and Performance: A Meta‐Analysis

Many firms make significant investments into developing and managing knowledge within their supply chains. Such investments are often prudent because studies indicate that supply chain knowledge (SCK) has a positive influence on performance. Key questions still surround the SCK–performance relationship, however. First, what is the overall relationship between SCK and performance? Second, under what conditions is the relationship stronger or weaker? To address these questions, we applied meta‐analysis to 35 studies of the SCK–performance relationship that collectively include more than 8,400 firms. Our conservative estimate is that the effect size of the overall relationship is  = .39. We also find that the SCK–performance relationship is stronger when (i) examining operational performance, (ii) gathering data from more than one supply chain node, (iii) gathering data from multiple countries, (iv) examining service industries, and (v) among more recently published studies. We also found that studies that embraced a single theory base (as opposed to using multiple ones) had a stronger SCK–performance relationship. Looking to the future, our meta‐analysis highlights the need for studies to (i) include lags between the measurement of SCK and performance, (ii) gather upstream data when examining innovation, (iii) examine SCK within emerging countries, and (iv) provide much more information relative to the nuances of the SCK examined.     

Facilitating intercultural education in majority student groups in higher education

ABSTRACT

The present article critically analyses the pedagogical efforts of two teachers to promote values education and intercultural reflection in their own educational practice. They teach in higher education in Norway and most of their students have majority backgrounds. Based on their teaching experiences with VaKE (Values and Knowledge education), the article discusses opportunities and challenges when working with values education in majority student groups. It concludes that discussing values is difficult but can be eye opening. It also raises the question of which dilemmas can prevent stereotyping and foster more complex intercultural thinking and shows that intercultural education requires a discussion of one’s own cultural position. The article highlights the teacher’s crucial role in the VaKE-process regarding the aims of intercultural values education.     

Borderline Personality Disorder and Access to Services: A Crucial Social Justice Issue

A diagnosis of Borderline Personality Disorder (BPD) can significantly affect access to services. Two Australian approaches to addressing this crucial social justice issue are compared: Project AIR (Affect Integration and Recovery), exemplifying changes within the existing psychiatric paradigm; and Adults Surviving Child Abuse's Practice Guidelines for Treatment of Complex Trauma and Trauma Informed Care and Service Delivery. Changes within the existing paradigm do not address stigma and fragmented services that create barriers to service. By comparison, the Guidelines represent a trauma informed perspective that recognises underlying complex trauma for most with the BPD diagnosis. Implications for services are discussed.     

A learning ladder toward efficiency: Proposing network-based stepwise benchmark selection

Starting from the knowledge-based view of efficiency improvement, we propose a network-based approach to find the optimal stepwise benchmarking paths toward the efficiency frontier. The approach treats the Data Envelopment Analysis system as a network of teaching and learning firms and calculates the overall shortest paths taking into account both input endowment similarity and the efficiency gap covered in each step. In addition, based on network centrality concepts, the method discriminates between efficient and intermediate units, and highlights possible outliers or specialized units. As a real-world example, the method is applied to a network of Canadian bank branches and practical implications are discussed.     

Social Work Practice Placements in Aotearoa New Zealand: Agency Managers Perspectives

Agency managers are one of the key stakeholders in social work education, particularly in respect of practice placements. Managers play several roles within the placement context, acting as gatekeepers, supporters, mentors, potential employers and sometimes assessors of students. This study sought the perspectives of the managers of 13 social service organisations in New Zealand on practice placements. The findings of the study show that managers have preferences for specific attributes in social work students, including flexibility, humility, confidence and resilience. Challenges with placements are associated with student personal, interpersonal and cognitive capabilities, organisational factors and the tertiary institution. The findings also illustrate that the main benefits and motivations for supporting students are for the professional development of staff, completion of agency work, recruitment and workforce development. The article concludes that it is time for a new focus on understanding and supporting the development and assessment of student personal and interpersonal capabilities as well as skill and knowledge competencies. Furthermore, since managers are directly engaged with social work practice and are ultimately deciding which graduates to employ, greater consideration should be given to how institutions and employers can work together to determine which personal and interpersonal capabilities are relevant and necessary for the workplace.     

Programs to Improve the Social and Emotional Wellbeing of Aboriginal and Torres Strait Islander Communities

Attending to the social and emotional wellbeing of those from Aboriginal and Torres Strait Islander cultural backgrounds is widely recognised to play a key role in effective social work practice. However, relatively little is currently known about what effective practice comprises, and significant challenges exist in any effort to demonstrate that programs do achieve significant change both for individual participants and the communities in which they live. This paper considers one program, Seasons for Healing, to illustrate the type of intervention that holds promise when working with adults and discusses the difficulties that arise in both defining and assessing program outcomes.     

基于生态系统理论的儿童个案实践及反思

本个案是基于生态系统理论视角,运用儿童社会工作专业方法和技巧从案主生活的环境入手,为案主提供支持性和补充性服务,以帮助案主适应环境,改善亲子关系,解决学习障碍,改善偏差行为以及消除心理障碍等,并达到了预期的效果。通过此案例反思生态系统理论对儿童社会工作实践的意义,兹此推动儿童社会工作的发展。     

U.S. public relations educators' identification and perception of the discipline

In this study of U.S. public relations educators, previous research was confirmed that calling and identification influence work meaningfulness. The research highlights the discipline's division about importance of practical experience and research. Participants with an orientation to practical experience had significant positive correlations with calling, not to identification or meaningfulness. Those with a theory/research orientation had a significant positive correlation with organizational identification and meaningfulness, not with calling. This suggests that a practice orientation leads to a stronger public relations calling but not a calling to academia. Those with theory/research identification have less calling to the public relations profession.