Reasons and mediators in the development and communication of personal digital stories

The expansion of access to devices, as well as the production and publication options in social networks requires a broader definition of the traditional notion of personal digital storytelling. To get a deeper understanding of these practices in the group of adolescents, the objective of this article is to analyze what are the reasons that direct the publications of personal stories and what kind of filters, agents and consequences are articulated in these stories. To do this, the most qualitative part of an investigation on teenagers’ internet publication guidelines is synthesized. Specifically, the results of a semi-structured interview with 12 adolescents between 12 and 20 years are shown. The answers show that the interviewees’ perspective on what a digital story is goes beyond the format and varies depending on the network where it is published and the type of content. Thus, the emphasis and motivation of the publication has shifted from the digital - which has been incorporated with something normal and not differential - towards the personal, focusing the publications on the daily life of young people. An extension and refinement of the public-private dichotomy has been identified, maintaining general privacy guidelines above the dissemination of publications. As for filters, publications are preceded by the widespread use of image modification tools. Finally, the answers show the influence of personal agents, mostly friends and brothers, and technology agents, which determine the relationship between the type of story and the network where it is published.

     

高职<机械设计基础>课程教改与研究

本阐述了《机械设计基础》的教学对高职学生学习的重要性，总结该课程新的教学特点和过程，为后续课程打下好的基础。     

Even while they teach, newly-qualified teachers learn

The Training and Development Agency sets national standards in the UK for qualified teacher status. These standards set out the areas of knowledge and skills that aspiring teachers should acquire during their training. One of these areas of knowledge and skills concerns the identification and teaching of pupils with special educational needs yet the effectiveness of current training routes for teachers in this area remains a matter of ongoing debate. In this article, Nicola Barber, a senior educational psychologist working in Medway, and Mark Turner, who runs an online training company and is a part-time tutor at the University of East London and senior educational psychologist in Medway, focus on the experiences of newly-qualified teachers during their induction and first year of teaching. These authors sent out questionnaires to newly-qualified teachers working in primary schools in two local authorities and received 60 responses. Their results suggest that these teachers, during this opening phase of their careers, experienced an increase in confidence in relation to special educational needs and report that they feel more skilled in this area at the end of their first year of teaching. Nicola Barber and Mark Turner analyse the factors that contribute to this scenario and begin to draw out implications for future approaches to the training and induction of teachers with regard to special educational needs and inclusion.     

'A Special Duty of Care': Exploring the narration and experience of teacher caring

The present article questions our conceptualisation of teacher caring in contemporary Australian society. It draws on media discussions of the school and teachers, and the writer's ethnographic experiences in an urban secondary high school, to explore our expectations of teachers and the ways in which these expectations shape teachers' relations with students. Our discussions about teachers suggest that underlying debates about the responsibilities of teachers are widely shared idealisations of the teacher figure. I suggest that Bourdieu's concept of habitus, and more specifically the development of this concept to talk specifically about an institutional habitus, can inform our understanding of the ways in which these ideals are enacted in a particular educational setting. I explore the ways in which broader social processes of social class and gender interplay and contribute to shaping caring relations between teachers and students through the intermediary structures of a specific high school.     

Academic Expectations of Australian Students from Aboriginal,Asian and Anglo Backgrounds: Perspectives of Teachers,Trainee-teachers and Students

There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers’ evaluations and influence student outcomes. A questionnaire assessing academic expectancies for hypothetical students from different ethnic groups was administered to 55 experienced teachers and 144 training teachers. A measure of self-expectancies and group expectancies was administered to 516 school students. The findings revealed that Asian students were expected to perform better in mathematics and expend greater effort than Aboriginal and Anglo-Australian students. In turn, there were higher expectancies for mathematics performance for Anglo-Australian students compared with Aboriginal students. We discuss the potential implications of these stereotypes for students’ school achievement, particularly the risk that negative implicit stereotypes might result in these students being directed to special education.     

Teaching Practices that Promote Motor Skills in Early Childhood Settings

Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs.     

应用烃类流体包裹体GOI和成分研究凝析气藏成藏过程：以准噶尔盆地莫索湾地区为例

The Grains containing Oil Inclusions （GOI） data in currently gas/condensate-beating Jurassic and Cretaceous reservoir sandstones of Well Pen 5 （the Mosuowan area of central Junggar Basin, NW China） are generally greater than the empirical threshold line of 5%. This is consistent with the gas-condensate section originally containing a palaeo-oil column. In order to assess the origin of the oil trapped in the oil inclusion and its relationship to the free oil/gas-condensate, a detailed molecular geochemical study was carried out for correlation between the free and inclusion oils. The paleo oil is most likely sourced from the Lower Permian Fengcheng Formation, which generated hydrocarbons primarily during Late Triassic and the oils were later secondarily altered and dysmigrated along faults likely during Late Jurassic-Early Cretaceous. In contrast, the current reservoired oil/gas-condensate mainly derived from the Middle Permian Lower Wuerhe Formation, whose peak generation time last from Late Cretaceous even to the present. This paper showed that integrated oil-bearing fluid inclusion analyses have likely allowed a complex multi-phase charge history to be recognized and resolved with a high degree of confidence.     

Achieving holistic care for refugees: The experiences of educators and other stakeholders in Surrey and Greater Vancouver,Canada

In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and struggles of 40 settlement workers, health and mental health professionals, Members of Parliament, educators, librarians, scholars and grassroots organisations, who work with refugees. The findings show that stakeholders often feel isolated, ‘working in silos’ and wasting time and money due to uncoordinated services and a lack of interagency communication. They feel it is also unreasonable to expect Government-Assisted Refugees (GARs) to learn English and complete job training in preparation for independent living within 1 year of support. Both refugee adults and children suffer from high levels of trauma, often compounded by interrupted or no schooling. Since education is essential to refugee success, I argue that teachers play a role in filling the gap, often uniquely positioned to form ongoing, safe and trusting relationships with refugee students and their families. For many teachers, it is an ethos of care, compassion and social justice acquired in teacher education programmes that increases refugee resilience, sense of belonging and wellbeing. This article identifies what new collaborations between teachers and other stakeholders might accomplish, including communication back to government policymakers. Recommendations encompass initiating online registries of services and low-cost housing in neighbourhoods where community schools and services are interlinked, possibly achieving holistic care for all refugees.