Journal articles on the topic '制度執行'

LANGUAGE NOTE | Document text in Chinese; abstract also in English.醫療保障不僅需要制度依據，也需要文化底蘊的支撐。傳統中醫倫理蘊含著醫者仁心、精勤不倦的處世道德規範，敬畏生命、人命至重的人道主義精神，公平待人、博施濟眾的普世價值學說，智圓行方、求平執中的整體和諧理論，道生德養、志存救濟的大義博愛觀。這些內容對於當代醫療保障的建設尤其是當代醫師職業制度建設和發展具有重要的借鑒價值，因而是我們不應忽視的文化資源。To establish appropriate medical professionalism in contemporary China, institutional construction, reform and development are certainly necessary. However, they must be conducted by drawing on relevant cultural ideas and values to gain support. In particular, traditional Chinese medical culture and ethics contain a great amount of intellectual and moral resources that are useful for the construction and development of contemporary Chinese medical professionalism. This essay attempts to explore such resources and make relevant recommendations.Traditional Chinese medical culture is informed by Confucian ethical concerns and commitments. It requires that the physician must have a benevolent heart to treat the patient and a diligent mind to pursue health care knowledge. At the same time, the physician must hold reverence for life and appreciate the vital importance of human life. In addition, Confucian culture expects the physician to be fair in treating different kinds of patients and their families, and to be generous in attempting to help people. In the process of providing medical treatment, physicians’ personal integrity and an attitude for pursuing harmonious outcomes (among patient, family and physician) are emphasized. Finally, the Confucian notions of righteousness and fraternity refer to the view that physicians should engage in serious cultivation of virtue so that they may form a firm moral aspiration to help others and be honored to conduct noble actions in helping others. Accordingly, when we attempt to set up effective health care institutions and establish proper contemporary medical professionalism, these traditional values and commitments should be studied and drawn upon.Based on these considerations, the final part of the essay puts forward four suggestions for rebuilding a proper Chinese physician profession. First, the government should provide a reasonable income and effective security for physicians, not only to supervise but also to protect their legitimate interests in providing health care services to the public. Second, pubic hospital administrators should pay attention to physicians’ personal interests and their work conditions, to provide a feasible working environment for them to treat patients effectively. Third, physicians should understand that although the external environment can never be perfect, they should discipline themselves by ensuring good professional, interpersonal and psychological standards in providing health care services to the people. Finally, physicians must recognize that as professionals, they are expected to hold proper virtues and a benevolent heart to overcome their personal difficulties, whatever they are, to treat patients and their families in virtuous and benevolent ways.DOWNLOAD HISTORY | This article has been downloaded 361 times in Digital Commons before migrating into this platform.

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p>&nbsp;</p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the &quot;&quot;Success Program&quot;&quot; from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p>&nbsp;</p>

SummaryThis unique book systematically describes the range of approaches used in music imagery and Guided Imagery and Music across the lifespan, from young children through palliative care with older people.Covering a broad spectrum of client populations and settings, international contributors present various adaptations of the Bonny Method of Guided Imagery to accommodate factors such as time restraints, context (including hospitals, schools, and the wider community), client symptomology, and the increasing use of contemporary music. Each chapter presents a different model and includes background information on the client group, the type of approach (including length of the session, choice of music, verbal interventions during the music, and discussion of the experience), theoretical orientation and intention. A nomenclature for the range of approaches is also included. This information will be a valued guide for both practitioners and students of Guided Imagery and Music and receptive methods of music therapy.GermanGuided Imagery and Music (GIM) und Music Imagery Methoden in der Einzel- undGruppentheraie, herausgegeben von Denise Grocke und Torben MoeLiz MoffittDieses einzigartige Buch beschreibt systematisch den Umfang der praktizierten Ansätze von music imagery und Guided Imagery and Music im Laufe eines Lebens, von jungen Kindern bis zur palliativen Versorgung älterer Menschen.Das Buch deckt ein weites Spektrum an Klientenpopulation und Settings ab. Internationale Autoren präsentieren unterschiedliche Adaptionen der Bonny Methode der Guided Imagery um damit Elemente wie Zeitbegrenzung, Kontext (incl. Kliniken, Schulen und umfassendere Gemeinschaften), Symptomatologie der Klienten, und den zunehmenden Einsatz zeitgenössischer/aktueller Musik unterzubringen. Jedes Kapitel stellt ein unterschiedliches Modell vor und erläutert Hintergrundwissen der jeweiligen Klientengruppen, die Art des Ansatzes (incl. Dauer der Sitzung, Auswahl der Musik, verbale Interventionen während der Musik und Diskussion der Erfahrung), theoretische Orientierung und Intention.Am Ende ist ein umfassendes Namensverzeichnis angeführt. Diese Informationen liefern wertvolle Anregungen sowohl für Praktiker als auch für Studenten der GIM und anderer rezeptiver musiktherapeutischer Methoden.Japanese個別および集団療法における、音楽によるイメージ誘導法（GIM）と音楽イメージメソッド。Denise Grocke and Torben Moe 編著リズ・モフィット要約本書は、幼児期から高齢者対象の緩和ケアまで、GIMや音楽イメージを活用した幅広いアプローチがどのような役割をもたらすかについてシステマティックに解説しているユニークな図書である。世界各国からの執筆者が、幅広い対象者および臨床現場を網羅しながら、GIMの様々な要素に対する適応について述べている。これらには、時間的な制限、コンテクスト（病院、学校、さらに広いコミュニティを含む）、クライエントの症状、そしてコンテンポラリー音楽の活用などが含まれる。各章では、異なる治療モデルが紹介されており、それぞれにクライエント集団の概要と情報、アプローチの種類（セッション時間、選択した音楽、音楽使用時における言語的介入、体験に関するディスカッション）、理論的背景と意図が記述されている。 幅広いアプローチにおける専門用語集も含まれている。これらの情報は、GIMや受動的音楽療法を行う臨床家のみならず、それを目指す学生たちにとっても、必読の書といえよう。Chinese這本獨特的書以系統性的描述帶領讀者認識引導想像音樂治療在生命各階段──從稚齡兒童到臨終照護與年長者──如何被運用。書中廣泛的涵蓋各種族群與治療場域，各國作者亦在本書中呈現依現實因素對邦尼式引導想像音樂治療法所做出的調整以符合現實狀況，如時間限制、環境(包括醫院、學校及廣泛的社區)、個案的症狀，並增加現代音樂的使用。每章呈現一種不同的模式，並將個案群體的背景、方法種類(包括療程長度、音樂選擇、口語在音樂中的介入及討論歷程) ，及理論概念等訊息包含在內。各方法的術語表也包含在本書中，這些資訊對於從事引導想像音樂治療與接受式音樂治療的實務工作者及與學生而言，是很有價值的參考指南。Korean유도된 심상과 음악기법(GIM)과 개인 및 집단 치료를 위한 음악과 심상 기법: Denise Grocke& Torben Moe 편저서- Liz Moffitt초록본 서적은 어린 아동부터 노인에 이르기 까지 광범위한 대상과 완화의료 세팅에서 음악과 심상, 유도된 심상과 음악 및 일생동안 사용된 음악의 다양한 접근법들에 대해 설명하고 있다. 광범위한 내담자군과 환경을 포함시킬 때, 여러 저자들은 시간제약, 환경(병원, 학교, 더 넓은 사회 등을 포함), 내담자의 징후, 점차 증가하는 현대 음악 사용 등과 같은 요소들을 반영하기 위해 Bonny의 유도된 심상과 음악 기법의 다양한 수정버전을 제시한다. 각 장은 각기 다른 모델을 제공하며, 내담자 집단, 접근법의 유형(세션의 길이, 음악 선택, 음악을 하는 동안의 언어 중재, 경험 논의 등을 포함) 등에 대한 배경 정보와 이론적 방향 및 취지 등을 포함하고 있다. 다양한 접근법에 대한 명명법도 포함되어있다. 본 문헌은유도된 심상과 음악, 수용적인 음악 치료 방법 등과 관련해서 전문가들과 학생들에게 귀중한 지침을 제공할 것이다.