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Sebastien Fitch 《The International Journal of Art & Design Education》2018,37(2):244-252
In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making. 相似文献
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西准噶尔萨吾尔地区地处新疆阿勒泰地区吉木乃县及塔城地区和丰县。酸性侵入岩在区内较发育，其研究对于准噶尔地区后碰撞构造一岩浆演化时限的厘定具有重要的意义。塔斯特岩体是萨吾尔地区重要的复式花岗岩体，与区内铜、金矿化关系密切。塔斯特岩体锆石LA-ICPMS年龄为337±4Ma（1δ），形成于早石炭世。结合已有的地球化学特征研究，这一年龄显示西准噶尔地区在早石炭世已处于后碰撞环境。本文获得的塔斯特岩体成岩年龄是目前在准噶尔地区获得的最老的后碰撞花岗岩锆石U-Pb年龄之一，为准噶尔地区后碰撞构造-岩浆演化时限的厘定提供了新的证据。 相似文献
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This paper deals with the synchronization of a chain of nonlinear and uncertain models of nonidentical oscillators. Using Lyapunov's theory of stability, a dynamical controller guaranteeing the synchronization of the oscillators is determined. The problem of synchronization is transformed into a problem of asymptotic stabilization for a nonlinear system and then is formulated as a system of linear matrix inequalities where the parameter variations of the two oscillators and their differences are modeled by polytopic matrices. The theoretical result is successfully applied to an array of transistor-based oscillators used in “smart antenna” systems. 相似文献
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Paul D Saias L Pedinotti JC Chabert M Magnifico S Pallandre A De Lambert B Houdayer C Brugg B Peyrin JM Viovy JL 《Biomicrofluidics》2011,5(2):24102
A broad range of microfluidic applications, ranging from cell culture to protein crystallization, requires multilevel devices with different heights and feature sizes (from micrometers to millimeters). While state-of-the-art direct-writing techniques have been developed for creating complex three-dimensional shapes, replication molding from a multilevel template is still the preferred method for fast prototyping of microfluidic devices in the laboratory. Here, we report on a "dry and wet hybrid" technique to fabricate multilevel replication molds by combining SU-8 lithography with a dry film resist (Ordyl). We show that the two lithography protocols are chemically compatible with each other. Finally, we demonstrate the hybrid technique in two different microfluidic applications: (1) a neuron culture device with compartmentalization of different elements of a neuron and (2) a two-phase (gas-liquid) global micromixer for fast mixing of a small amount of a viscous liquid into a larger volume of a less viscous liquid. 相似文献
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This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white-identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de-centre whiteness? This question has become increasingly important as politicians in the United States restrict anti-racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi-structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling. 相似文献
6.
新疆北部东天山十里坡地区近年来新发现了与玄武岩有关的自然铜矿化这一新类型。自然铜的赋矿地层-马头滩组中的赋矿玄武岩锆石LA-ICPMS年龄为307±4Ma，对应于晚石炭世，显示该套赋矿地层属于上石炭统。从该区自然铜赋矿火山岩所限定的时间看，成矿背景应属于后碰撞环境。东天山十里坡地区自然铜矿化的构造背景、成矿系统和矿化类型与峨眉山玄武岩自然铜矿化和美国基威诺铜矿床均存在差异，自然铜矿化的成因可能也存在差异。 相似文献
7.
Anna Loe Russell T. P. Yeatman Ray E. Bruce Gurney Chambers Mohammed Sabie Josephine H. Magnifico 《Peabody Journal of Education》2013,88(3):184-185
Educational Sociology: A Subject Index of Doctoral Dissertations Completed at American Universities, 1941–1963. Francesco Cordasco and Leonard Covello, compilers. (New York: Scarcecrow Press, 1965. Pp. 226. $5.00.) The Prospective Teacher's Knowledge of Library Fundamentals. Ralph Perkins. (New York: Scarcecrow Press, 1965. Pp. 202. $4.50.) Adolescents and the Schools. James S. Coleman. (New York: Basic Books, 1965. Pp. 121. $4.50.) The Emergent in Curriculum. Gail M. Inlow. (New York: John Wiley and Sons, Inc., 1966. Pp. 353. $6.95.) Studying History: How and Why. Robert V. Daniels. (New York: Prentice‐Hall, 1966. Pp. 105. $1.50. Paperback) Physical Education: A Problem‐Solving Approach to Health and Fitness. Perry B. Johnson and others. (New York: Holt, Rinehart and Winston, 1966. Pp. 486. $6.95.) Teaching Contemporary Mathematics in the Elementary School. Charles F. Howard and Enoch Dumas. (New York: Harper and Row, 1966. Pp. 309. $7.50.) Education in Metropolitan Areas. Robert J. Havighurst. (Boston: Allyn and Bacon, 1966. Pp. 260. $3.50 Paperback) The Adolescent Experience. Elizabeth Douvan and Joseph Adelson. (New York: John Wiley and Sons, 1966. Pp. 471. $7.95.) 相似文献
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In this introduction, we review the arguments that underpin the rationale for the special section, and provide a structured sequence for the contents of the six selected papers that comprise the section. 相似文献
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Sebastien Pesce 《Journal of Philosophy of Education》2014,48(3):474-489
When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of the difficulties faced in designing teachers' training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau‐Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training. 相似文献