Fathers and sons: preparing noble youths to be lords in twelfth-century Germany

The most prominent noble lineages of the twelfth-century German empire drew much of their authority from scattered collections of heritable rights and properties, a state of affairs that led each family to exercise its lordship in a unique manner. As a result, it was important for the success of a lineage that heirs understood the diverse administrative, political, diplomatic and military foundations of their family's power before they came into their inheritance. This article argues on the basis of evidence from several leading noble houses — including the Staufen, Welf, Zähringen, Wittelsbach, Andechs and Wettin — that fathers played an essential role in the training of their sons to succeed and inherit. For the noble heirs of twelfth-century Germany, therefore, the period in life known as youth was principally a time of instruction and preparation. Models of youth that emphasise the adventurousness and rebelliousness of noble sons during the central middle ages are therefore insufficient for explaining father-son relationships within the imperial nobility.     

Arena symposium: equal opportunities

The Internet is a hospitable medium for distance learning. Some geography educators fear that distance education confronts the discipline with a moral dilemma, however. One, in particular, acknowledges some of the advantages of distance learning, but contends that it cannot convey the sense of place that is 'the essence of what it means to be a geographer'. This paper is concerned with the morality of distance learning. In particular, it considers educators' obligations to deliver quality education, and to make it as widely accessible as possible. The paper stresses that the key distinction between distance learning and traditional resident instruction is not the mode of delivery, nor is it the distances in time and space that separate students and teachers. Rather, it is that distance learners are a qualitatively different, older population, with different educational needs from traditional on-campus undergraduates and graduate students. The paper argues that geography educators have a moral obligation to serve lifelong learners, an obligation that should take precedence over our allegiance to conventional notions about what constitutes the essence of our field.     

Connecting high school and university teachers in national and international contexts: perspectives from the 2012 Bangalore workshop of the AAG-CGGE

This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the building of global teaching content in collaborative teams as a useful way to connect geography teachers across institutional contexts. Based on a survey of workshop participants, it also highlights some of the issues that need to be addressed for further strengthening of high school–university linkages within national and across international contexts.     

Evaluation of the Work-Place Cooperative Project in Geography Degrees at the University of Leeds

ABSTRACT

This paper describes the context and objective of a Work-Place Cooperative Project (WPCP) established in the School of Geography at the University of Leeds in 1995. The project, in part a response to the changing graduate and employment market in the early 1990s, presents students with issues with a geographical dimension from business, commerce, industry and environmental research. A number of examples from the WPCP are presented.     

国外纺织品文物保护修复与研究现状

简要介绍了国外纺织品文物保护修复领域在保护修复理念、保护修复技术、科学研究方法以及高等教育和培训四个方面的一些情况,对了解国外纺织品文物保护修复领域的现状,和对我国纺织品文物保护修复研究工作的发展具有一定的启示和借鉴意义。     

《高力士墓志》研究补证

《高力士墓志》记载了高力士世袭、宦绩、家庭及死因等诸多情况,于高力士及唐史研究俱有重要意义。本文通过志传对照,对志文涉及的高力士入宫时间、接受教育、入养假子、除授官职等问题进行了考证,以补充史传记载之不足。     

青藏高原三江源地区教育可持续发展的政府公共政策选择

新中国成立60年特别是改革开放以来,在党和政府的大力扶持下,青藏高原三江源地区的教育事业获得了前所未有的发展。但是由于地处高寒牧区,至今仍面临着非同一般教育所面临的问题和困难,这决定了该地区教育的发展要付出比内地教育更多的努力,面对更多不利因素的影响,采取更加特殊的、灵活的政策和措施。本文着重从政府公共政策层面对该地区教育的可持续发展问题进行探讨。     

Internationalization as a challenge for geographical education in Poland: experience of a new postgraduate study “cultural industries in the development policies of cities and regions”

For many years internationalization has not been a strong point of geographical education in post-socialist countries, including Poland. Therefore, all attempts at intensifying it are a real challenge and good practices deserve dissemination. This paper seeks to present the organizational and programme assumptions of a new field of postgraduate study called Cultural industries in the development policies of cities and regions, (Project supported by the European Social Fund under the Human Capital Operational Programme in the years 2013–2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy. UDA-POKL.04.03.00–00-152/12–00).) developed by the staff of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań (Poland) as a didactic innovation, based on a modular system of education offering wide internationalization possibilities. The analysis focuses on experiences connected with this process. They include classes prepared in cooperation with visiting professors and practitioners from eight universities and European institutions as well as week-long practical placements in Brussels, arranged thanks to a network of experts and institutions specifically established for this purpose. The results obtained help to formulate conclusions and recommendations for higher schools interested in adopting this kind of good practices connected with the development of geographical education.