Developing a postgraduate work-based curriculum using an Intervention Mapping Approach

Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes.     

大学生心理危机干预对策初探

大学生心理危机干预是高校心理健康教育工作的一个重要方面。阐述加强大学生心理危机干预的必要性,对大学生的心理危机干预策略进行了研究,提出了一些有针对性的干预措施。     

自主性大学英语教学模式中教师的支架作用

自主性的大学英语教学模式将是今后我国大学英语教学改革的方向,但是自主是相对于完全依赖教师指导而言的一定程度上的独立,在大学英语教学阶段,绝对的学习者自主并不现实。教师合理有效地介入,是促使学习者自主的可能性向现实性转化的重要且必要的条件,是真正保障学习者自主学习并提高自主能力的重要前提。“支架式”教学可以很好地解释在自主性大学英语教学模式下,教师应该承担的职责。本文阐释了“支架式”教学对大学英语教学的适切性和支架式大学英语教学的基本环节。     

Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge

A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional intervention influenced new knowledge of faculty roles, student roles, disciplinary structures, and pedagogy. Communicating new knowledge solidified the transformation.     

举证责任分配规则若干问题分析

举证责任分配规则分为一般规则和特别规则。《民事诉讼法》没有规定举证责任分配的特别规则,《规定》在最高人民法院《关于适用〈民事诉讼法〉若干问题的意见》的基础上,进一步完善了举证责任分配的特别规则。据此,举证责任的分配,首先应依据民事诉讼法和民事实体法的规定进行,在上述法律没有具体规定时,再参照《规定》和其他司法解释的规定确定。只有在上述法律和司法解释的规定都无法解决举证责任的分配问题时,才能适用法官裁量权。在法律和司法解释已有明确规定时,法官无权对举证责任的分配进行自由裁量。     

我国失缺行政公益诉讼制度之原因分析

行政权力的膨胀以及司法功能的狭窄,传统诉的利益观的制约,认为设立行政公益诉讼会导致滥诉,我国现行《行政诉讼法》对原告资格的规定,是我国失缺行政公益诉讼制度的主要原因。     

Tiered intervention: history and trends in Finland and the United States

This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications.     

企业所得税法统一后的法理思考

新企业所得税法已于十届全国人大五次会议上表决通过,这对促进我国统一、规范、公平竞争市场的建立具有重要意义。在立法问题解决之后,与之相应的企业所得税法的执法、司法、守法、法律监督等方面的问题就成为需要引起重视的问题。     

论司法公正

我国加入WTO后，使我国司法改革面临着新的机遇和挑战，作为法治的核心和灵魂－－司法公正就显得更加重要和迫切。而要实现司法公正，不仅需要人们进一步更新观念，而且需要法律和制度的保障。     

Unzip the Truth: Results from the Fort Peck Men's Sexual Health Intervention and Evaluation Study

American Indian (AI) men experience sexual and reproductive health disparities including sexually transmitted infections, unplanned pregnancy, absent fatherhood, and intimate relationship violence. Using a case-control study within a community-based participatory research framework, we investigated the effectiveness of a sexual and reproductive health peer led education intervention model for AI men, ages 18–24. Intervention results demonstrated the greatest impact on attitudes regarding contraceptives, commitment in relationships, and consistency of condom use. Our study provides insights into how to access education and influence sexual risk behaviors among a diverse group of hard to reach young adult males.