Development of Long Live Love+, a school-based online sexual health programme for young adults. An intervention mapping approach     

Fraukje E. F. Mevissen  Pepijn van Empelen  Anita Watzeels  Gee van Duin  Suzanne Meijer  Sanne van Lieshout 《Sex education》2018,18(1):47-73

This paper describes the development of a Dutch online programme called Long Live Love+ focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group – and especially the inclusion of teachers in the development of the programme – turned out to be essential in terms of developing a programme in line with their context and needs.  相似文献   

Prospects for Expanded Universal Service in Europe: The Cases of Denmark, the Netherlands, and Norway     

Eli Skogerbo  Tanja Storsul 《The Information Society》2000,16(2):135-146

In Europe, universal service developed within a public-service-oriented institutional framework. The historical conflicts that produced these institutional arrangements are still important for national policymaking. Furthermore, the level of technological development and integration in the European Union forms the context in which decisions concerning universal service are made. Our analysis of telecommunications policies in three small European countries - Denmark, the Netherlands, and Norway - shows that business actors are well networked and press for a minimal definition of universal services, whereas those actors promoting an extended definition seem to be less coordinated and therefore less successful. Hence it is unlikely that universal services will be defined more extensively in the future.  相似文献   

荷兰乳业产业链纵向组织关系研究——基于利益关联视角     

潘斌 《科学与管理》2009,29(2)

进入新世纪后,我国乳业发展进入了高速增长阶段。国家未雨绸缪,及时出台了《国务院关于促进奶业持续健康发展的意见》政策,以期扶危解困,实现乳业整合。政策的出台固然重要,但如何建立一个乳业内部的长期有效合理的机制才是根本。本文通过分析荷兰乳业的产业结构和其所表现出来的纵向组织关系,试图从生产、加工和销售等产业链上各环节的利益关联剖析荷兰乳业合作社中稳定、持续成功运作、发展的经验和启示,从而得以借鉴并加速我国乳业产业化调整的进程,促进我国乳业健康、高效的发展。  相似文献   

伊丽莎白政府与尼德兰革命:均势外交政策     

夏继果 《首都师范大学学报(社会科学版)》1999,(3)

本文分三阶段对１５６７—１６０４年间伊丽莎白政府以尼德兰革命为中心而推行的外交政策进行研究,认为这是一种典型的近代均势外交政策,其内容丰富完备,根本目的在于保护英国自身的安全  相似文献   

荷兰博士生教育：发展、特点与趋势          下载免费PDF全文

刘传俊  施敏娴 《上海教育评估研究》2023,12(6):65-70

对荷兰博士生教育的研究显示,科学合理的遴选机制、系统有效的指导训练机制和强有力的物质保障机制构成了荷兰博士研究生教育创新发展的支撑,其呈现出国际化、分类型培养、AIO制度等特点。荷兰博士生教育改革仍在继续,呈现培养多元化、就业非学术化、组织形式高度国际化等趋势。  相似文献   

平昌冬奥会日本速度滑冰项目崛起的探索研究          下载免费PDF全文

谢鹏飞  刘晟  杨旭峰  陈梦雪  汪子铮 《体育科研》2019,(3):8-14

2018年平昌冬奥会日本在速度滑冰项目上取得了重大突破，收获了3金2银1铜的好成绩，不仅保持了在短距离上的优势，而且在中长距离及团体项目上也表现出强劲的上升趋势，颠覆了以往中长距离项目一直由欧美统治的状况。通过查找资料、分析比赛视频与平昌冬奥会官网上日本速度滑冰比赛的数据，归纳出速度滑冰在日本的发展以及日本速度滑冰运动员在比赛中的技战术特点，为我国速度滑冰的发展提供参考建议。日本速度滑冰崛起的原因在于：（1）丰富的速度滑冰基础设施建设；（2）与速滑强国荷兰进行“送出去”“引进来”的战略合作；（3）“取长补短”合理的战术制定。  相似文献   

荷兰CITO学生监测评价系统对构建中国教育考试评价体系的启示   总被引：1，自引：0，他引：1  

王蕾 《中国考试》2011,(5)

荷兰CITO学生监测评价系统在教育评价理念、技术、手段和反馈报告等方面对构建中国教育考试评价体系都有值得借鉴之处。通过深入剖析荷兰CITO提供的全国性学生监测评价系统服务表明,利用大规模教育考试开展学业质量评价促进教学是充分发挥考试功能的必然要求。构建我国教育考试评价体系应充分利用现代教育测量理论和技术,以能力立意引导命题并将有效的考试数据转化到同一能力量尺上,为开展针对学生、学校和地区横向对比和纵向追踪评价反馈提供客观、科学依据。  相似文献   

The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems     

Tijana Prokic-Breuer 《Educational Research and Evaluation》2013,19(8):749-777

This paper aims to explain the high scores of 15-year-old native pupils in The Netherlands and Flanders by comparing them with the scores of pupils in countries with the same highly stratified educational system: Wallonia, the German Länder, the Swiss German cantons, and Austria. We use the data from the Programme for International Pupil Assessment (PISA) 2006 together with the specific PISA data of Germany and Switzerland. We apply a multilevel model that takes into account the individual-, curriculum-, and system-level features in these highly stratified educational systems. The high scores of the Dutch pupils can be explained by the size of The Netherlands' vocational sector. The high Flemish scores can be partly explained by the high curriculum mobility. Central exit exams are not a good explanation of the high Dutch scores. Despite being limited to highly stratified systems, we still find educational policies and arrangements to have significant effects on the educational performance of pupils.  相似文献   

荷兰、日本高等教育质量保障模式及其启示     

吴陈亮  王宝玺 《湖北大学成人教育学院学报》2013,(4):68-70

《关于全面提高高等教育质量的若干意见》(2012)强调要提高高等教育质量内涵,建立、健全教学质量监测评估体系。建立与国际接轨,并且适合国情的高等教育质量保障体系已是必然要求。荷兰和日本两国的高等教育质量保障模式得到国际社会的高度认可,尤其是"以自治换质量"、"第三方评估机制"以及"政府的宏观调控"等理念和操作值得思考和借鉴。  相似文献   

Student teachers’ development of a positive attitude towards research and research knowledge and skills     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Marc Vermeulen 《欧洲师范教育杂志》2012,35(4):401-419

The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A questionnaire (N = 81) was used to measure the students’ attitude and perceptions of the development of their attitude towards research, their perceived development of research knowledge and skills and what parts of the introductory course they perceived to be responsible for these developments. According to the students’ perceptions, the introductory course contributed to the development of both a positive attitude towards research and research knowledge and skills. The students indicated that examples from practice, authentic learning tasks and working in pairs or groups contributed most to the development of their attitude, knowledge and skills.  相似文献