Settlement and Subsistence in the Remote Western Pacific: Archaeological and Radiocarbon Data from Alamagan,Northern Mariana Islands

Small, remote islands were marginal environments for prehistoric human populations. We report archaeological and radiocarbon data from Alamagan, a small and isolated island in the northern part of the Mariana Islands archipelago. Challenging environmental conditions, including rugged terrain, active or recent volcanism, and uncertain freshwater availability posed significant challenges for permanent settlement throughout the Northern Islands. The Alamagan archaeological investigations documented 14 megalithic domestic structures, or latte sets, as well as isolated and non-portable Latte Period artifacts, and one historical site. Test excavations were undertaken at two of the latte features. These investigations add to a growing body of data suggesting colonization of the Northern Islands during the middle part of the Latte Period (probably during the late a.d. 1200s or early 1300s). We consider the implications of these data for the study of human adaptations to marginal insular environments in the Pacific.     

Sub-regional specialization in the Lancashire cotton industry, 1884–1914: a study in organizational and locational change

Locational changes in the Lancashire cotton industry between 1884 and 1914 are re-examined. The concentration of cotton spinning in central and southeast Lancashire and the consolidation of weaving in the northern half of the textile region were caused not only by differential rates of growth in the two sectors but also by the decline of the sub-regionally weaker sector. Single factors such as technological innovation and spatial variations in labour costs are insufficient to account for the deepening segregation of spinning and weaving. Different methods of capital formation led to important changes in the organization of the two sectors. New specialized spinning mills were built by large limited companies in southeast Lancashire whilst in northeast Lancashire a multitude of weaving firms were formed by private entrepreneurs. Throughout the region combined mills declined both relatively and absolutely, but they survived longest in peripheral areas away from the leading centres of expansion and innovation. Divergent processes of sub-regional specialization were related to different labour requirements in the spinning and weaving sectors.     

Improving the learning processes of Physical Geography through the use of landscape photographs in class

The use of alternative teaching methods to lectures is one of the keys to develop a more participatory and effective education. In the teaching of Geography, greater interaction of students with elements of the landscape through the active use of photography could be one of the ways to achieve this efficiency. This article describes an experiment conducted in 2016 with students of the subject Physical Geography of the Iberian Peninsula. Two different teaching methodologies were applied to two groups of students. The first one was based on dividing the time of each class between participatory comments of landscape photographs and imparting theoretical knowledge through lectures. The second methodology consisted only of lectures, following a more traditional approach. Additionally, some students from the first group actively participated by uploading and tagging their own field pictures to a photographic repository of the University of Seville. The effectiveness of the different activities in each group was assessed through four tests, performed monthly. The results indicate that the use of landscape photographs as a participative teaching resource allows a more efficient learning of theoretical concepts. Therefore, the proposed methodology should be considered by those interested in improving the quality and effectiveness of their teaching of Geography.     

Cultivating an ethos: collegial co-discovery in a Children and Youth University

ABSTRACT

Since 2011, the McMaster Children and Youth University has offered free monthly lectures on the campus of McMaster University. Though aimed at children and youth aged seven to fourteen, there are no formal age restrictions and events regularly see attendance by young people beyond both thresholds of this age range. A central aim and guiding principle of the program has been to promote and support participants’ discovery of themselves as acting subjects in knowledge practices, including the production of new knowledge. Placing our model of the children’s university in comparative perspective with programs in Europe and Hawaii that share important aspects of this vision, we elaborate the bases of an ethos of collegial co-discovery urging young participants to question, discover, and create. The university setting presents particular challenges that call for careful attention to conventional practices and commitments and the sorts of relationships they variously enable or foreclose. Taking young people seriously as bona fide bearers and producers of knowledge relies to a significant extent on our ability to embrace a strengths-based view of childhood and to confront relations of power predisposed toward authorizing some voices to the exclusion of others.     

Pacifism and the Question of Responsibility

ABSTRACT

This article explores the relationship between pacifism and responsibility through conversations with four white U.S. women formed in historic peace church traditions. The conversations resist the dominant tendency to present pacifism and responsibility as dichotomies. For these women, responsibility is not an absolute criterion to which a pacifist position must answer; nor is it a worldly commitment shunned by faithful adherence to the gospel. Rather, responsibility is a crucial yet highly contextual consideration in the pacifist life one cannot but live. This article concludes that it is a mistake to utilize responsibility as an external criterion by which to judge pacifism and a mistake to deny the importance of responsibility in a pacifist life. Both of these dichotomous arrangements mischaracterize the lived experience and moral reflection of the interviewees. The question of responsibility is not whether one should be a pacifist, but how to live nonviolently in a violent world.