关于“90后”艺术教育的思考

随着时间的改变,教育的主体也发生了变化,如何有效地达成教育目标,将他们引导成为适应社会发展需求的、有开拓进取精神的人才成为我们今天新的课题,这要求我们与时俱进地制定服务于90后的艺术教育策略。     

浅谈河南省设计艺术学科教育的特点及发展

河南设计艺术学科发展迅速,大量本科院校都相继成立了设计专业。但总体规模和质量参差不齐,亟待提高。所以我们应充分认清河南省教育自身的特点及局限性,根据具体情况制定发展目标、相应措施,这样才能使河南设计艺术有较快的发展。     

长株潭本科艺术设计教育现状研究

本文分析了长株潭本科艺术设计教育的发展及现状,探讨了其存在的主要问题及原因,提出具有特色的长株潭高等艺术设计教育理念和发展方向。     

Cross‐media response to digital manipulation of still and moving images

This investigation provides survey data for a cross‐media comparison between newspaper photo editors and television news directors to assess the ethical response to digital image processing and enhancement technology. The results indicate that television news directors tend toward less strict ethical standards in application of the technology. However, the television people showed more sensitivity to aspects of the technology that relate to long‐standing themes of TV critics.     

全球化下的无形遗产保护与博物馆教育

在全球化环境下，地方无形化遗产饱受冲击，如何对它进行保护应是博物馆工作共同思考的问题。本从全球化的背景谈起，讨论化认同与无形化遗产的关系，以及在全球化下与化遗产有关的社会现象，亦会讨论在新形势下博物馆对无形化遗产的保护和延续问题所肩负起的角色。     

对提高高校健美操教学质量的探讨

健美操教学质量的好坏受诸多因素的影响,如何使这项深受大学生喜爱的健美操运动蓬勃发展,提高其教学质量就显得尤为重要,本文依据健美操课程的特点,就如何选择教学内容、改进教学手段等方面进行探讨,并阐述自己的观点。     

Comparison of measures of organisational effectiveness in U.K. higher education

This paper is part of a program to study organisational effectiveness in higher educational institutions in the UK and Australia, and to compare the results with work conducted by Cameron (1981, 1986) in the USA. Cameron's work empirically derived and confirmed nine effectiveness dimensions and offered a typology of four institutional groups. In the UK, following surveys of the perceptions of senior academics and administrators concerning their own institutions, Lysons and Hatherly (1992, 1996) obtained results highly consistent with those of Cameron, and their analysis also supported a typology of four groups, namely classical redbrick universities, former polytechnics, former colleges of technology and 60's greenfield universities.An important further issue is the external validity of such effectiveness research particularly when discriminating between various categories of institutions. This paper uses data derived independently of the perceptual survey data to predict and confirm the taxonomy of four institutional groups already established in the prior UK research. These data come from the research ratings of the Universities Funding Council (UFC) and the Times Good University Guide. The Times data includes objective statistical data about each institution whilst the UFC ratings are based on the expert judgements of research assessment panels with representation from a range of institutions.The typology of four institutional groupings confirmed by the data analysed in this paper is consistent with the competing values explanations for organisational taxonomies (Quinn and Rohrbaugh 1983; Lysons 1993).     

PERSPECTIVES ON OLDER ADULTS IN PHYSICAL ACTIVITY AND SPORTS

Older Canadian adults are showing increasing interest in physical activity participation as evidenced by the appearance of masters’ levels in sport clubs and the proliferation of seniors programs in a wide variety of settings. Thousands of seniors are participating in Seniors’ Games competitions across Canada, and in this late‐life pursuit of excellence, they seek quality instructional help and supervision. There has been increasing demand for instructors for the older age groups. Surprisingly, little attention has been paid to instructional issues by the various professional groups most likely to be involved with seniors. This paper addresses the problems and challenges facing prospective leaders and educators of the older adult in physical training and acknowledges the pitfalls of exercise leaders who are inexperienced in dealing with aging adults. Citing real‐life experiences and observations across a number of high‐performance and vigorous exercise settings, this article illuminates some of the difficulties facing both physical educators and older adults and confirms the idea that educational gerontology is often a matter of mutual learning. Overall, a problem of everyone underestimating the potential for learning in the later years, particularly with respect to physical learning, is likely to reinforce stereotypes of frailty as a natural outcome of aging processes.