《初等数论》课程渗透数学文化教学研究与实践

数学课程是实施数学文化教育的主渠道和主阵地,是学生触摸、体悟数学本质,感受、体验数学内在文化气息的畅享地。本文重点从课程导言、核心概念、符号语言及命题、定理、法则教学等方面来探讨数学文化在《初等数论》课程教学中的渗透和实施。     

社区文化建设在沿海发达地区的实践及启示

社区是社会的基本构成单位,也是构建和谐社会的关键所在,而社区文化建设则是社区建设的灵魂。社区文化有助于增强社区的凝聚力,丰富群众的文化生活,提高社区居民的综合素质。     

谈大学校园文化建设中的摄影艺术

摄影艺术是大学校园文化的一个重要组成部分,其作品具有新闻宣传、舆论监督、素质教育、信息沟通和文献纪实等作用,是大学校园文化建设的重要手段和媒介之一。分析摄影艺术与大学校园文化建设的关系,探讨以摄影艺术促进大学校园文化建设的策略。     

试论我国当代消防文化建设的三个切入点

针对消防文化的内涵,探讨我国当代消防文化建设的三个切入点：即在消防工作中体现军人核心价值观、消防工作中的战斗精神与革命英雄主义气概、消防工作中的探索精神和创新意识;指出围绕这三个切入点进行消防文化建设的具体原则和措施.     

特色创建:学校文化建构的主动选择——以三师一中“全面发展,军事见长”的学校特色创建实践为例

学校改革的核心动力来自于学校文化的变革。学校文化的建构为学校特色创建提供了生存的土壤和发展的动力,学校特色建设的理性诉求又是学校文化建构的主动选择。本文从学校文化思考出发,梳理学校特色创建的文化定位、背景考量、原则与策略,并以三师一中特色创建的实践尝试为例,论述特色创建是文化建构的主动选择和学校变革发展的突破口。     

论陶渊明的文化心理

陶渊明的精神世界与其思想性格的形成是一个复杂的过程,他的人生道路,包括其家庭出身、教育熏陶、社会环境及各种人生遭遇等等,都无不深刻地影响着他的文化心理,他的数次出仕与最终的归隐正是他文化心理的行为诠释。从传统文化的角度来研究陶渊明的心理深层次内涵,有利于我们认识中国的传统文化积淀,以一种文化的力量,思想的力量,促进我们从传统的心理素质向现代心理素质转变。     

Moving the techno-science gap in Security Force Assistance

This paper looks at the impact of military technology diffusion on military assistance operations (MAO), in the United States known as Security Force Assistance or SFA. The discussion looks conceptually at the role of technological change and how it interacts with martial cultures in military assistant operations. I argue that growing trends in science and technology suggest potential conflicts between culture and technology. Relying on a culture-technology model drawn from anthropology, the paper contends that new technologies will present increasing challenges for the emerging MAO landscape. The paper will illustrate that the techno-science gap will continue to grow as innovations such as robotics, sensors, and networks continue to develop. Finally, the paper will look at ways to overcome this conflict between culture and technology.     

Mirror,mirror on the wall,who is the most offensive of them all? – Explaining the offensive bias in military tactical thinking

This article explores why the offensive predominates military tactical thinking. With survey results showing an offensive bias among 60 per cent of senior Swedish officers and as many as 80 per cent in the case of the army, it is clear that this is not just a problem of the past but is equally relevant today. The article asks why there is a tendency to perceive and understand offensive tactics as the preferred choice and the way to conduct battle that should be encouraged and preferred. Drawing on existing research and the findings of a pilot study, ten propositions for why the offensive bias exists are tested using a mixed-method approach. Based on the findings, the article develops a model to understand why the offensive dominates military tactical thinking. It is found that the two key constitutive factors behind the offensive bias are military culture and education. These factors most directly and profoundly influence an officer’s identity, perceptions, and thinking. Military culture and education, in turn, work as a prism for four other factors: military history, the theory and principles of war, doctrine and TTPs, and psychological factors.     

“Respect” as a personal attribute in the British Army

This article describes the results of research into the social phenomenon of “respect” as framed by junior members of the British Army, as part of a wider study into the Values and Standards of the British Army. This research was interview based, using qualitative analysis software to detect, manage, and draw conclusions from the qualitative data recorded in those interviews. The data indicated that the primary situation in which “respect” was visualised by the participants was the unit context, and that it comprised a combination of three different strands: respect for rank or “hierarchical respect,” “professional respect” for a person's military competence, and “personal respect” for an individual's character, personal behaviour, and attributes. The overall respect that an individual is given arises from the combination of these three areas. “Respect” as a concept was, in the soldiers’ characterisation, something that had to be earned (except for the “given” represented by rank) and was not stable: a person's fund of respect could go up or down in social value. Respect was also linked to trust: the more respect a person had, the more they could be trusted. Although the unit context was the primary one for discussing their framing of the concept of respect, many of the participants reported a wider dimension in which every human being deserves a basic level of respect simply for being human, and this level could not be forfeited.