矿业移民与西南地区社会变迁的个案分析--以广西合山煤矿开发及移民为例

近代以来。西南地区的矿业开发吸引了大量来自全国各地的移民,这种矿业移民促进了西南地区社会的全面发展。位于广西中部地区的合山市是一个新兴的能源工业城市,也是桂中汉族人口比例较高的地区。由于独特的经济开发进程,舍山汉族的移民高潮与合山煤矿的开发基本同步,汉族移民主要来自本自治区东南部各县,形成了以合山矿务局为中心的汉族人口聚居区。移民与当地壮族和其他早期汉族移民之间的整合在经济、文化层面体现出不同的特点。这种独特性体现了近代以来西南地区社会发展的特殊轨迹。     

“中国中心观”与“夷”“洋”之变

晚清之前,中国始终认为自己是世界的中心,将中国之外的其他一切民族都看作是未开化的“蛮夷”。特别是明代朝贡制度形成后,“夷”“夏”卑尊泾渭分明。晚清从鸦片战争到中日甲午战争近六十年间,实现了从“夷”到“洋”的艰难转变。本文从“中国中心观”的形成入手,对这一转变进行了分析。     

清代伊犁将军职掌考述

伊犁将军是清朝政府在平定准噶尔、统一新疆过程中,根据新疆所处的自然地理环境与社会环境,本着在边疆地区"因俗施治"的原则而设置的,其职掌与权限在不同时期、不同条件下是不同的。伊犁将军的实际治政权力比法定治政权力要小,这是由清朝政府为了防止地方势力坐大及在边疆民族地区实行"因俗施治"政策决定的。     

明清期间景德镇祭红釉的化学组成对比研究及其科技意义

为了进一步讨论明清两代祭红釉的发展沿革,用探针型能量色散X荧光光谱技术测定了10片明永乐祭红釉和胎的化学组成,并结合已发表的相关数据,进行了对明清期间祭红釉和胎的对比研究。结果表明,明代（永乐-宣德—万历）的祭红釉相比于清代（康熙—雍正-乾隆）的R2O＋RO（wt％）平均值约低20％,RO／R2O（mol/mol）平均值约低45％,RO2／R2O2,（mol/mol）平均值约高34％。明代永乐和宣德的祭红釉胎式分布RO：（m01）值均大于5．8,而清代样品均小于5．4。明清两代祭红釉化学组成的突然变化（shift）,可能暗示明代的制釉工艺在清代已经失传,而在清代则白行发展起来。     

清代湘西苗疆营汛体系探研

营汛体系是清朝地方治理的基层军事系统,对地方治理具有十分重要的意义。一般而言,营汛体系形成之后相对稳定,但在湘西苗疆,受自然地理环境、历史民族人口、社会环境等的影响,该体系经历了多次进入、退出,它的建立、完善与调整过程表现出明显的不稳定性,反映出其“因势而变”的特征,这种特征凸显了湘西苗疆在国家一体化进程中的特殊性与差异性。     

关于龙泉青瓷几个问题的认识

浙江省境内的龙泉窑是宋、元、明早期著名的青瓷窑场,尽管考古资料揭示龙泉窑的始烧年代可能早至东汉,但形成龙泉地区青瓷风格的制品则是起于北宋。     

宋朝西南边疆民族地区的土地赋税政策

除少数几次“开边”之外,宋朝政府在西南边疆民族地区实行较为温和的开拓政策,“纳土”以及“赐土”行动伴随两宋始终。在所谓“变夷为汉”的实施过程中,对夷民征收赋税是一项关键措施。宋政府的土地赋税政策并不确定,各地的实际情况有很大差异。田土交易也大体经历了从禁到开禁．到再禁三个阶段。     

Geography and the Australian Curriculum: Unfulfilled Knowledges in Secondary School Education

The introduction of geography as a separate discipline within the Australian Curriculum offers hope for revitalisation of the subject in Australian school education after decades of decline. Since the 1990s, the subject has been largely submerged within an integrated curriculum framework that has had significant consequences for the presence and character of secondary school geography. Its inclusion in the learning area of SOSE (Studies of Society and Environment) within schools has diluted the degree, breadth and depth of geographical education. However, in spite of the hope provided by its re‐institution, the process of national curriculum construction has had disconcerting consequences for the type of geography being offered to Australian students at the secondary level. Building on critical overviews of the history of secondary geography as an Australian school subject since the 1980s, recent philosophical discourse on approaches to geographical knowledge in a school context, and the author's personal experience as a geographical educator and researcher, this paper argues that the nature of knowledge embodied by the new geography study design in Years 7–10 is flawed in both its scope and its direction. While reflecting many of the characteristics of a social realist approach to geographical knowledge, the Australian Curriculum minimises the elements of critical analysis that provide geography with its unique educational identity and value.     

The geography of the political party: Lessons from the British Labour Party's experiment with community organising, 2010 to 2015

This paper highlights the geographical contributions made to academic debate about democracy, representation and the role of the political party. It argues that while geographers have made important arguments in relation to the structure and operation of representative democracy, there is scope for paying greater attention to the internal spatial dynamics of the political party. A successful political party requires a balance between the national party machine and its local membership base. This paper draws on research to explore the way in which the British Labour Party sought to renew its local membership base by adopting community organising techniques and establishing a new arms-length organisation, Movement for Change (M4C), between 2010 and 2015. It uses this research material to highlight the importance of the internal balance of power within any political party, and the need for a multi-scalar approach to understanding the successful operation of any political party.     

Reflections on a Discipline-wide Project: Developing active learning modules on the human dimensions of global change

Developing Active Learning Modules on the Human Dimensions of Global Change was a four-year discipline-wide project that aimed to infuse current scholarship on global change into introductory and intermediate university courses, develop active learning materials on the human dimensions of global change for use in introductory and intermediate college courses, motivate faculty to think critically about their approaches to teaching and learning, and, finally, establish a process within the Association of American Geographers to develop and disseminate active learning materials. The authors describe the project and reflect on lessons learned.