Using History to Teach Microcomputers

Abstract

Delegate level analysis of the U.S. Constitutional Convention has been limited because the Convention did not record delegate votes. In this article, we introduce the Constitutional Convention Research Group Dataset, which contains 5,121 inferred delegate votes on 620 substantive roll calls at the Convention. The Constitutional Convention Research Group Dataset represents a significant improvement over previous datasets such as those compiled by McDonald (1958) and Dougherty and Heckelman (2009), and datasets based on votes recorded for state blocs (Jillson 1981, 1988).     

Using Stakeholder Decision-making Simulation to Teach Integrated Coastal Management

A simulation technique to teach aspects of stakeholder participation in integrated coastal management is described and evaluated. Through student feedback, it was found that the benefits of the simulation included improved understanding of interdisciplinary coastal issues, greater insight into the challenges facing contemporary coastal managers and an expanded suite of marketable skills. It is concluded that while this type of simulation requires a re-evaluation of the relationship between the lecturer and students, it has the potential to be transplanted successfully into other areas of geographic study that require understanding of participatory governance processes.     

Reflections on a Geographic Dichotomy: Archipelago Russia

A noted economic geographer and Sovietologist conceptualizes Russia's current economy as an archipelago, consisting of widely scattered nodes of viable, integrated activity separated by an enormous expanse of "dead space." The dichotomy between metropolitan Russia and its hinterland is developed through an examination of contrasts in such major indicators of well-being as natural gas consumption, access to education, the middle class, retail trade and services, undeclared income, and port-hinterland multiplier effects. Also discussed are the major types of hinterland (classical, or resource frontier, versus backwater), the special case of the Russian Far East and Transbaykalia, and contrasts with developments on the North American continent. Journal of Economic Literature, Classification Numbers: O10, O18, O50. 38 references.     

The Environmental Approach to Prehistoric Studies: Concepts and Theories

This article examines the main approaches to prehistoric environmental studies. The history of theories and concepts used in contemporary prehistory, archaeology, cultural and social anthropology, ecology, sociology, psychology, and demography is discussed. The author concludes with a plea for the concept of “living space” as a way to address certain problems in interdisciplinary studies of prehistoric societies.     

Geographic aspects of genocide: a comparison of Bosnia and Rwanda

The study of genocide requires a geographic approach that looks at how genocidal actions are purposefully planned to target specific groups and areas, methodically implemented through expulsions and murder, and politically intertwined with popular aspirations of territorial nationalism. A geographic focus is used here to discuss the concept of genocide, its recurrence in the twentieth century, its formulation under international law, and its eruption in Bosnia and Rwanda. In this comparative approach, geography-linked concepts such as Lebensraum , territorial nationalism, forced migration, and ethnic cleansing are used to explain the production of genocide and its consequences.     

From Core-periphery to Polycentric Development: Concepts of Spatial and Aspatial Peripherality

Technical changes in the field of transport, communication and information technology, together with long-term structural shifts will, in the new century, allow a degree of spatial reorganization of European economic activity. The validity of conventional (spatial) models of peripherality is increasingly questionable. They should be supplemented by more appropriate 'aspatial' concepts. Although many elements of these are already well understood, coherent models and operational indicators are required. These could provide a sound theoretical basis on which to further the European Spatial Development Perspective's polycentric development objective. They could also provide new opportunities for peripheral regions, and relief from 'overheating' at the core.     

Developing Geographers through Photography: Enlarging Concepts

This paper explores how photographs can be used to teach urban social geography to second- and third-year university students. In it the author describes her work acquainting students with the skill of ‘directed observation’. She argues that teaching geography through photography is not merely asking students to take pictures but rather, the process of looking with intention. Capturing what is seen on film encourages students to engage with geography by seeing how ideas ground themselves on the landscape. This work also challenges how geographers think about what they require of students and calls into question normative classroom practices. Most importantly, it adds to our understanding of concepts that are central to geographic analyses and heightens our awareness of how well students understand. Photographs provide an opportunity to hear multiple voices in multiple ways. The author suggests that the methodological and pedagogical contributions of photographs have been overlooked in geography.     

Entitlements Analysis: Relating Concepts and Contexts

Sen's entitlements approach has attracted much attention and imitation, including attempted extensions beyond its original context in the explanation of famines. It has evolved in various ways as it is applied to new regions, purposes and subjects – beyond South Asia, to policy design and to matters of routine hunger, environment, gender and overall intra-societal distribution. For analysis of famines, the approach provides a valuable set of concepts and questions in explanation and policy design; but it gives a general frame rather than a comprehensive theory or detailed explanatory model. For wider subjects, this general approach – a socially disaggregated, institutionally aware analysis of effective command over specific necessities – is again valuable. However, difficulties may arise with its concept of ‘entitlement relations’, and with confusions related to the label and the referent of the ‘entitlement’ concept, and to the original ‘exchange entitlement’ label. Sen's concepts and labels reflected, naturally enough, the purposes in his study of the 1940s Bengal famine and its specific conditions. A modified set of concepts and labels may be more helpful, together with an underlining of the variety of contexts and of the limits to any one theoretical frame.     

Teaching Geographic Information Systems in a Problem-Based Learning Environment

How, where and why GIS is taught has been debated heavily in the geography literature. This article is a contribution to that debate, because it offers a new perspective from which to teach GIS: problem-based learning. In a problem-based learning classroom, theoretical foundations and the real world of problems are understood as constitutive of one another, rather than theory being prioritised over the real world of experience. In this paper, the author describes an introductory-level GIS class in which GIS was taught with a problem-based learning pedagogy. The problem around which the class focused was a proposal to add a new school district in the San Antonio, Texas metropolitan region. This article describes the class, including the nature of the problem and the way GIS skills were sequentially taught and integrated into the analysis of that problem.     

勇敢者的游戏 罗依莫拉河漂流记

<正>在俄国和芬兰边境,距离北极圈不远的地方,有一条原生态河流——罗依莫拉河。去年6月,我应俄国朋友之邀,与他们一起在那里进行了一次难忘的漂流。我们的漂流队由8个人组成,共3支小艇,装备相当专业。我们在白夜(高纬度地区出现的黄昏还没有过去就呈现黎明的现象)期间的那个傍晚到达了出发地,从一座桥边下水,进入了漂流的河道。头顶是蓝天白云,下面是光滑如镜的幽深河水。岸上是葱茏叠翠的白桦和杉木杂生林——桦木的树干是白色的,树冠