“Either Side of Delphy Bridge”: A deep mapping project evoking and engaging the lives of older adults in rural North Cornwall

This article reports on work to date by an arts practice-led research team exploring older adults’ conceptions of, and connectivity with, the physical, social and cultural landscapes in which they locate themselves. The team is based at the Department of Art and Design, University of the West of England (UWE) and has conducted fieldwork, interviews and small-scale interactions in an area of rural North Cornwall with a view to “deep mapping” older adults’ “lived landscapes” using a variety of practical methods derived from creative arts practices, critical reflection on deep mapping, ethnographic approaches, and referencing a range of theoretical positions. The project forms part of a work package within “Grey and Pleasant Land? An interdisciplinary exploration of the connectivity of older people in rural civic society” (abbreviated below as GaPL), funded by the UK Cross-Research Council ‘New Dynamics of Ageing’ Programme. In what follows we will describe and critically discuss the fieldwork undertaken and the various ways in which the performative interactions and the creative multimedia evocations that draw on the team’s interactions with older people might extend the growing dialogue between deep mapping, visual and other innovative ethnographies, and critical gerontology.     

The Role of Practice in the Development of Military Masculinities

This article seeks to explore the extent to which the military rebuilds or reframes masculinities as a means of meeting the aims of the process of militarization. It focuses on the dimensions of military masculinities that can be distinguished as distinctive in practice. Drawing on Etienne Wenger's notion of communities of practice, this research asks how military men orient themselves in their social and material world, considering the role of practice in the development of military masculinities. A total of 71 semi‐structured interviews were conducted with 53 male and 18 female personnel of various ranks working in the Army, Navy and Royal Air Force. Six focus groups were also carried out (with a total of 10 male and six female participants). Thematic analyses of the narratives indicated that one outcome of militarization is the construction of military masculinities. The military reframes masculinities as a means of meeting the aims of the process of militarization. Dimensions of military masculinities can be distinguished as attributes and qualities and masculinities that are distinctive to the military are constructed through military practice. A strong sense of belonging to the military community of practice is fundamental to the development of military masculinities. In order to feel that one belongs, the recognition and acceptance of others is needed. Those who share the attributes and comply with the practices peculiar to the military achieve this recognition.     

浅谈行动导向教学法在教学中的实践

主要以怠速控制阀的结构、原理及检测学习任务为例,阐述了如何在教学中实践以培养关键能力为核心的"行动导向教学法"。     

高职高专学生金工实习模式的探索与实践

金工实习是高职高专学生实现理论知识与实践过程相结合的重要途径,对学生树立正确的就业观,掌握职业技能至关重要。以行为导向教育思想为基础,探讨了高职高专学生体验真实工程过程,获取真实职业能力的金工实习模式,以真正培养出既有理论基础更有实践能力的高技能人才。     

当代大学生学习动力不足的原因及对策

当代大学生学习动力不足是我国高校面临的一个较为普遍和严峻的问题。导致大学生学习动力不足的原因主要是来自社会、学校以及学生自身的原因。增强大学生的学习动力应当着重从学生、教育体制、课程设置以及校园文化等多方面加强工作。     

工学结合的《水泥粉磨设备操作》课程标准开发

通过深入用人单位调研,明确了职业岗位的典型工作任务和职业岗位对人才的能力素质要求,以典型工作任务为载体将课程划分成多个相互联系的学习情境,将专业能力、方法能力和社会能力的培养贯穿于各个学习情境的教学中。     

高等职业院校机械类专业《机械制图》课堂教学的实践与探讨

本文分析探讨了高职院校机械类专业,《机械制图》课程目前课堂教学的现状,如何提高制图教学质量及实际应用能力的培养,结合多年一线教学的探索与实践经验,寻求了一条把课堂教学与基本技能训练很好地结合起来的方法一项目教学法,此方法把技能层次项目／模块化,强化学生识图能力的培养和基本技能的训练,注重学生实际动手能力的培养。项目教学在《机械制图》课堂教学实践经验证明对高职生进行此方法的教学是切实可行的。     

Action!: Student-Generated Videos in Social Work Education

Experiential learning is a vital aspect of social work education, particularly for teaching community practice. The literature, however, provides few examples of technology-based experiential assignments that educators can implement in their classrooms. This exploratory study examined an innovative student-generated video assignment developed for a social work community practice course. Thirty-seven former students spanning three distinct semesters completed an online survey of closed- and open-ended questions. Findings indicate the video assignment enhanced understanding of community practice and provided a unique diffusion factor. Participants appreciated how the video assignment differed from traditional assignments by offering opportunity for praxis, creativity, and acquisition of technological skills. Educators should note the challenges of student-generated videos to maximize their educational benefit and sustain student receptivity to such assignments. Teaching video-making skills has implications for post-graduation employment in the human service sector.