Sites of memory in the Holy Land: the design of the British war cemeteries in Mandate Palestine

British war cemeteries of WW1 form a world embracing system of cemeteries, scattered over a wide range of sites and landscapes wherever Imperial soldiers died during the war. Although recent interest in memory and commemoration has made the British war cemeteries of the Great War a much-studied subject, the spatial dimension of this enormous undertaking remains somewhat out of focus. The geographical context, however, is an important factor in shaping the meanings for each cemetery. In each, the memory of the war intersects and interacts with the historical memory carried by the site. Nowhere is this more evident than in the cemeteries of the Palestine campaign, above all in Jerusalem. The paper follows the history of the design of war cemeteries of the Palestine campaign, and examines the ways the cemeteries and their design relate to their particular geographical context, and the impact this context may have on their interpretation     

《旧唐书·地理志》西南地区正误

《旧唐书》虽经校勘,然仍有不少未尽善处。本文对《地理志》所记西南地区所涉诸州的州县领属、所领县数、设置时间及其变更等的失误,进行了订正和补遗。     

Popular geographies and scholarly geographies in provincial France: the Société Normande de Géographie, 1879–1937

Geographical societies were established in many provincial cities of France during the final quarter of the nineteenth century. Through lectures and publications, these organizations promoted popular geographies at a time when academic geography was in its infancy. The Geographical Society of Normandy was founded at Rouen in 1879 and survived for six decades. Unlike some of its counterparts, it did not provide commercial information after its early years nor did it receive funding from the local chamber of commerce. Its annual Bulletins presented aspects of popular geography at the time and elucidated views held by explorers, colonial administrators and other contributors. Tales of expeditions to distant lands were reported enthusiastically, but assessments of opportunities for European settlement were not always optimistic. European affairs rose to prominence in the life of the Society in the years surrounding World War I. Its popular geographies conveyed in public lectures continued to enjoy success but contacts with academic geographers were intermittent. Largely forgotten geographical societies, such as that in Normandy, played a significant role in raising knowledge of the world before geography became firmly established as a university discipline.     

“读经”讨论的思想史研究——以1935年《教育杂志》关于“读经”问题的讨论为例

“读经”问题的讨论往往不仅限于“读经”本身,它所涉及的问题其实更在于思想史。1935年《教育杂志》关于“读经”问题的讨论也不例外。讨论尽管观点不一,但绝大多数都能以“科学”的态度,对传统采取两分法,且反感“尊孔”以及附加于“读经”之上的诸种外在因素,这一点显然是五四新化运动影响的结果。而讨论最终得出的结论,更影响到了今日的教育。     

In praise of the International Geographical Union

This viewpoint is a highly personal account of what the International Geographical Union (IGU) has meant for a 50‐year career in Canadian geography and is a consideration of the importance of the IGU to geographers world‐wide. The author's earliest experiences of the IGU, the IGU's Commissions, its disciplinary perspective, some political problems experienced by IGU scholars, and the IGU as a global geographical community are the main topics considered.     

三年奅令戈考

2005年5月,安徽省文物考古研究所在霍邱县洪集镇唐畈村发现一座小墓[1],根据该墓的形制和出土陶器的组合特征,判断其年代为战国晚期至西汉初年。该墓出土的1件青铜戈,编号为M21∶1。狭援内刃式,援长而狭,前锋弧形,无脊;长胡,上有三穿;长方形内,上有一穿,后段略收窄,三面有刃。具有典型的战国晚期特征。     

A case study on the revival of stone quarrying in the late eleventh century: St. Florent,Saumur and Notre-Dame,Noyers

One aspect of the late eleventh-century economic expansion in the west of France was that the abbeys of the region embarked upon an ambitious program of construction. Many houses decided to rebuild their abbey church, while the numerous small chapels and churches they received from the newly emerging class of castellans were rebuilt to serve as priories. All this required large amounts of building stone, which was difficult to obtain. For the abbeys of St. Florent, Saumur (Maine-et-Loire) and Notre-Dame, Noyers (Indre-et-Loire) texts survive that throw light on the intricate social and economic relationships that ultimately provided the abbeys with sources of building stone. One finds that the exploitation of quarries was intimately associated with the proliferation of towns and that the abbeys depended upon secular bequests of both towns and quarries to carry out their construction programs.     

《汉书·地理志》汝南郡“宜春”非“宣春”之讹误

洛阳大学文物馆所藏一件西汉铜鼎见有"宣春"刻铭,有学者认为"宣春"与《汉书·地理志》汝南郡宜春县有关,《汉书·地理志》汝南郡"宜春"当据铜鼎改正为"宣春"。本文结合传世文献及出土文字资料,指出《汉书·地理志》汝南郡"宜春"并非讹误,铜鼎刻铭"宣春"之涵义当另作探讨。     

A Centre for Excellence in Education for Sustainable Development

The English higher education landscape has recently experienced a significant change with the addition of 74 Centres for Excellence in Teaching & Learning (CETLs), each one devoted to a particular educational issue or theme. This paper highlights a CETL which is of special interest to geographers in that it is focused on the promotion of education for sustainable development (ESD). The CETL is based at the University of Plymouth, UK, and is tasked with the responsibility of embedding a whole-university approach to sustainability. It will also seek to encourage best practice more widely, working with other institutions regionally, nationally and internationally.     

Greening the University Curriculum: Appraising an International Movement

The declaration of the ‘United Nations Decade of Education for Sustainable Development’ (ESD), Resolution 57/254, February 2003, provides the best yet occasion for higher education institutions (HEIs) to ‘green’ their curricula. The idea for the Decade emerges from a progression of high-level international conferences, beginning with Stockholm, 1972, that have seen ESD thinking move from general statements of intent to increasingly detailed specifications for action. There has also been a growth in awareness that the changes to the curriculum for sustainable development must suffuse all areas of education provision. They cannot be restricted to the environmental disciplines or ‘ecoliteracy’ modules or even to the classroom, but must be demonstrated by the whole of an HEI's approach to the world. Obstacles to implementation include: funding and perverse subsidies, departmental and disciplinary barriers, ivory-tower traditions in teaching that externalize and objectify the subjects studied and persistence of the obsolete mind-sets of the ‘industrial age’. These barriers may mean that change in HEIs will have to be driven by external processes, such as the transformation of primary and secondary education where the fragmentation of knowledge is less entrenched. However, there now seems to be growing agreement that HEIs should equip all their students with ‘environmental literacy’ and that sustainability should be central to concerns both in HEI curricula and in operational practice.