Meeting the challenges of clinical information provision

This virtual issue of the Health Information and Libraries Journal (HILJ) has been compiled to mark the 5th International Clinical Librarian Conference 2011. In considering the challenges of clinical information provision, the content selected for the virtual issue offers an international flavour of clinical information provision and covers a variety of different facets of clinical librarianship. The issue broadly covers the areas of information needs and preferences, clinical librarian roles and services, and education and training, and reflects the way in which a normal issue of the HILJ would be presented. This includes a review article, a collection of original articles, and the three regular features which comprise International Perspectives and Initiatives, Learning and Teaching in Action, and Using Evidence in Practice. All papers included in this virtual issue are available free online.     

论民事诉讼证据调查期日制度

证据调查期日制度是大陆法系国家和地区民事诉讼证据调查的一项基本制度,旨在保障当事人程序参与权的基础上,规定法院对证据方法采取证据调查措施,搜集证据资料的程序性规范。法院发布旨在搜集证据方法或获悉证据资料的证据调查命令已启动调查程序,在言词辩论的期日之内或者指定期日内,由审判法官或者受命法官以及特殊主体主持,在法院或者指定的特定调查地点,经双方当事人共同参与下进行的。为使实质正义能够通过看得见的程序予以实现,审判法官应当直接面对证据,采取调查措施搜集证据资料,同时还应当保障当事人充分参与调查程序并知晓调查结果,并在此基础上进行辩论。     

Presidential address: Power and privilege in education: The perpetual problem of social class

Abstract

... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391)

In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.     

Teaching Research Methodology Through Active Learning

To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The final product was accepted in a respected, peer-reviewed journal. In the hopes of motivating social work educators to use active learning strategies when teaching research methods and to provide some pragmatic advice on how to do so, this article presents students' perceptions of involvement and lessons learned by the instructor. Through open- and closed-ended questions, students reported that involvement was meaningful, promoted understanding of research, strengthened relations among students, and made learning more exciting. Additionally, 41% of students reported that work on the project increased their interest in pursuing doctoral level work. Students also reported that engagement was time-consuming, stressful, and occasionally frustrating. Pragmatic suggestions about how to incorporate a formal research project with teaching are given based on experiences of the students and instructor.     

Questioning the evidence for a claim in a socio‐scientific issue: an aspect of scientific literacy

Understanding the science in a ‘socio‐scientific issue’ is at the heart of the varied definitions of ‘scientific literacy’. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people’s lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio‐scientific issue? What do they ask questions about? Sixty‐five primary teacher training students were given the pre‐test, before being taught the ‘concepts of evidence’ and applying them in an open‐ended investigation and were tested again 15 weeks later. Data were coded using Toulmin’s argument pattern (TAP) and the ‘concepts of evidence’. After the intervention it was found that, in relation to a socio‐scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists’ claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy.     

关于高中历史教学中学生证据意识培养的探讨

新课程改革要求把历史的社会教育功能与人的发展功能相结合,注重养成学生实事求是的科学态度和科学精神。基于这样的要求,培养学生的证据意识在高中历史教学的过程中显得尤为重要。培养学生凭证据说话的历史意识与当代历史教育的培养目标是一致的,历史教师应在理清史证教育基本理论的基础上,以历史教科书为凭据,引导学生对史料进行甄别、分析,积极开展研究性学习课。     

唐代烽子上烽铺番期新证——新出烽铺文书研究之三

吐鲁番阿斯塔那古墓新出唐代烽铺文书,揭示了唐朝烽子上烽铺的番期,填补了唐兵部《烽式》的空白,补充了史籍的缺漏。     

检察机关量刑建议权的法理研究

从权属特征、诉讼价值、法理基础3个方面对量刑建议权展开法理研究。量刑建议权作为检察机关公诉权的组成部分,具有专属性、程序性、非终局性3个权属特征;促进量刑公正是量刑建议权的首要价值,除此之外,提高诉讼效率、完善监督渠道、提升业务水平也是量刑建议权的诉讼价值;在法理上,量刑建议权既符合不告不理原则,更符合权力制衡原理。     

鉴定意见的一种新类型——行政认定意见

在司法实践中,存在一类文书,如交通事故认定书、责任事故调查报告、火灾事故认定书等,在诉讼中作为证据使用,应当属于鉴定意见的范畴,但不同于司法鉴定意见。这些文书的制作有法律依据,往往是行政机关或者其委托的组织制作,是行政机关对事物的分析认定,应该是鉴定意见的新类型,姑且用行政认定意见概括,需要予以深入研究。