France,Patrie, Nation: figures de lutte et discours national (XVIème–XIXème siècles)

This article explores the conceptual changes and semantic shifts of ‘patrie’ and of nation from the Renaissance up to the French Revolution and the First Empire. It emphasises the causes and consequences of both concepts' occurrence and tries to discover their fundamental differences synchronically and diachronically. A brief comparison with other European countries allows us to understand that both concepts are not typically French and highlights the very fact that they are interactive, discontinuous, and at the same time evolutionary, since they are successively inserted in a specific historical context. Above all, ‘patrie’ and nation turn out to be used more often during national and international political conflicts, even though they did not have the same connotation and register. It is therefore interesting to consider precisely what characterises both concepts, and to reflect upon the origins of the modern meaning of nation.     

First record of Viperidae snakes from the Pleistocene of southwestern Brazilian Amazonia

We describe an incomplete trunk vertebra of a snake attributable to the Viperidae, collected from a conglomerate facies in upper Pleistocene sediments at the Mississippi locality, Upper Juruá River, southwestern Brazilian Amazonia. It represents the first fossil snake record from the Pleistocene of this region. This specimen extends the fossil distribution of the Viperidae, representing the northernmost record of a snake in the Brazilian Pleistocene.     

Mesolithic plant exploitation at the Roc del Migdia, Catalonia

Charred plant remains from the mesolithic site of Roc del Migdia have been analysed in detail. Hazel shell and endocarp fragments of sloe (Prunus spinosa L.) have been identified by incident light microscopy and an attempt has been made at the identification of quantities of parenchymatous plant remains through the use of the scanning electron microscope. A number of different classes of tissue are described and the implications of the results discussed.     

Book reviews

Australian Books

Raymond O'Dea, Principles of Wage Determination in Commonwealth Arbitration, West Publishing Corporation, Sydney, 1969, pp. 300, $9.50.

A. H. Boxer, Experts in Asia: An Inquiry into Australian Technical Assistance, A.N.U. Press, Canberra, 1969, pp. 180, $6.00.

Malcolm Mackerras, DL.P. Preference Distribution 1958–1969, Occasional Monograph No. 3, Department of Government and Public Administration, University of Sydney, 1970, pp. 69 + ii, 75c. Cheques payable to Sydney Monographs.

D. W. Rawson and Suzanne Wrightson, A Handbook of Australian Trade Unions and Employees’ Associations, Occasional Paper No. 5, Department of Political Science, Research School of Social Sciences, Australian National University, Canberra, 1970, pp. 114, $1.50.

P. H. Partridge, W. F. Connell, S. W. Cohen, Social Science for the Secondary School, Ian Novak, Sydney, 1969, pp. 132, $2.70.

Non‐Australian Books

A. Robinson, et al., Black Studies in the University: a Symposium, Yale University Press, New Haven, 1969, pp. 231, $6.95.

G. Christenson (ed.), The Future of the University, University of Oklahoma Press, Norman, 1969, pp. 292, $2.70.

J. Jeffery Auer (ed.), The Rhetoric of Our Times, Appleton‐Century‐Crofts, New York, 1969, pp. 493 + xv, $5.20.

P. J. Eldridge, The Politics of Foreign Aid in India, Weidenfeld and Nicolson, London, 1969, pp. 289, $8.90.     

Incorporating “virtual” and “real world” field trips into introductory geography modules

The “field trip” is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the most effective activity in terms of enjoyment, knowledge, and deep thinking and awareness. Self-paced field activities and video podcasts had less pedagogical value, though can still support lectures and the staff-led field trip. An integrated approach will best maximize deep learning opportunities.