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Field courses

Most people who attend the Calahonda course and who have an established partner leave that partner behind in the UK for the duration of the field course. However, in 1995 there were two, and in 1996 four, established couples in the group. [Pg.166]

A unique feature of the Calahonda situation is the almost total lack of privacy. For example, the group sleeps communally under the stars on the flat roof of the villa at which the field course is based. Three proper bedrooms are primarily for people who are ill and, for safety reasons, cannot be locked. Sexual activity takes place mainly at night, either on the beach, on the path to the villa, in the open bedrooms, or occasionally in the bathrooms or shower cubicles. This unique combination of circumstances means that most sexual liaisons are noticed by somebody - and word quickly spreads. By the end of the field course, who has interacted sexually with whom is public knowledge. [Pg.166]

In 1995 (LC) and 1996 (JH, CL JW), students carried out projects as part of their Field Course training that, although not initiated for the purpose, allowed a unique analysis to be carried out when retrospectively linked to the public knowledge over sexual liaisons. This analysis was of the characteristics of people who, in this brief and competitive situation, did and did not copulate (or nearly copulate). [Pg.166]

Most of the sexual liaisons analysed in this paper involved copulation (as either actually witnessed by other field course participants or freely confirmed by the couple to their friends). In fact, four of the EPC ejaculates in the whole-ejaculate study were collected at Calahonda. Naturally, however, some of the intense interactions seen by other people may not actually have involved penetration. To be included in the analysis, however, a couple need only to have been seen (by at least two other field course participants) engaged in intense sexual activity in a situation in which copulation was possible. [Pg.166]

In the following we focus on scent marking in beavers. Since this species happens to be primarily nocturnal, we study the results of marking, rather than the behavior itself. Many of the questions can also be asked for badgers, for instance. This exercise is particularly suited for field courses in or near wooded areas where beavers occur. [Pg.53]

A Ibree day field course on the Isle of Wight is intended to ... [Pg.291]

Teaching methods such as short intensive courses, team project work, structured seminar discussion, interactive role-plays, small group lectures, fieldwork, residential field courses, and people-planet-prosperity entrepreneurial competition can be used to give a variety of experiences to the students. These should be brought into the curriculum by learning processes that are amenable to the use of case studies, studio based, issue driven, process based, team based, and design/delivery focused [9]. [Pg.229]


See other pages where Field courses is mentioned: [Pg.166]    [Pg.632]    [Pg.25]    [Pg.71]    [Pg.317]    [Pg.287]    [Pg.290]    [Pg.291]    [Pg.291]    [Pg.291]    [Pg.293]    [Pg.900]    [Pg.135]    [Pg.163]    [Pg.164]   
See also in sourсe #XX -- [ Pg.164 ]




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