Our current sense of anxiety or after Gellner*

The paper begins by describing three elements of Gellner's social philosophy that lay behind his essentially optimistic version of liberalism. The argument that follows suggests that all these elements – respect for the procedures of modern science, general participation in a growing economy and ‘ironic’ nationalism – are under attack. In consequence, we live again in an age of anxiety.     

Cutwaters Before Rams: an experimental investigation into the origins and development of the waterline ram

Students at Stevens Institute of Technology (Hoboken, NJ, USA) investigated the reasons for an elongated projection at the bow of Mediterranean galleys. Using a 1:20 base model adapted from the Trireme Trust's Olympias fitted with: 1) an elongated projection; and 2) a control bow similar to excavated merchant ships, tow‐tank tests were carried out at various speeds. Hydrodynamic resistance and power were calculated for each bow type. Above speeds corresponding to 6 knots, the cutwater bow significantly attenuated the model's bow waves when compared to the control bow. These results were then compared to those of the ship with a ram‐type bow from experiments conducted in 1985 at the National Technical University of Athens, which showed similar wave‐attenuating characteristics.     

Full Spectrum Archaeology

Full spectrum archaeology (FSA) is an aspiration stemming from the convergence of archaeology’s fundamental principles with international heritage policies and community preferences. FSA encompasses study and stewardship of the full range of heritage resources in accord with the full range of associated values and through the application of treatments selected from the full range of appropriate options. Late modern states, including British Columbia, Canada, nominally embrace de jure heritage policies consonant with international standards yet also resist de facto heritage management practice grounded in professional ethics and local values and preferences. In response, inheritor communities and their allies in archaeology are demonstrating the benefits of FSA and reclaiming control over cultural heritage. Archaeology and heritage management driven by altruistic articulation of communal, educational, scientific and other values further expose shortcomings and vulnerabilities of late modern states as well as public goods in and from FSA.     

Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges

This paper presents an update on some of the activities that have taken place since a World Bank report; “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues” was published and provides details on the current situation. It shows how organizations such as the African Association on Remote Sensing of Environment, International Society of Photogrammetry and Remote Sensing, European Association of Remote Sensing Companies, Group on Earth Observation, and several others have helped to increase manpower resources in the region and strengthened institutional capacity in the field of geoinformatics, through capacity building, technology transfer, international cooperation and the provision of internal African resources. After reviewing what has happened in the field of geoinformatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries: Ethiopia, Nigeria, South Africa, Tanzania, and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. Findings show that; change should involve education stakeholders in all levels of education and curriculum quality, regional and international cooperation through exchange programs, should be a priority for Sub-Saharan Africa countries.     

Converting a large lecture class to an active blended learning class: why,how, and what we learned

Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture.