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.     

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。     

《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。     

Benchmarking in Geography: Some implications for assessing dissertations in the undergraduate curriculum

Internationally there is concern about assessment standards and the qualities of graduating students. In the UK this is resulting in the introduction of benchmarking by disciplinary communities, including that of geography. In that context the authors report on a project across social science disciplines, including geography, in one UK university, to examine and improve the assessment of undergraduate dissertations. The project examined what assessment criteria are currently published to students and identified some sources of inconsistency in applying them. It identified some potential core criteria and recommended ways of increasing transparency in applying them, so as to reduce inconsistencies and potential unfairness in marking. Implications for geography departments and the international disciplinary community are suggested and for the benchmarking exercise in British geography.     

'Geographical Expeditions': Assessing the benefits of a student-driven fieldwork method

A student-driven fieldwork method, focused in a local metropolitan area, is described and assessed. Developed for a second-level course in cultural geography, it was inspired by the 'Geographical Expeditions' originally devised by William Bunge in the 1960s. It is one solution to maintaining fieldwork in the syllabus for a large class, at the same time as providing benefits for participants in terms of challenge and autonomy. Student responses are compared with the merits of fieldwork as claimed in the literature. In view of concerns expressed about increasing student 'disengagement' from commitment to university study, active participation in a 'Geographical Expedition' is a strong motivating factor.     

Gowin's Knowledge Vee and the Integration of Philosophy and Methodology: A Case Study

This paper reflects upon the five case studies that comprise the collection on the theme of 'teaching geography to non-geographers'. Key themes are discussed and an agenda for pedagogic research is outlined.     

Pestalozzi, Fellenberg and British nineteenth-century geographical education

The impact that Johann Heinrich Pestalozzi (1746–1827) and Philipp Emanuel Fellenberg (1771–1844) had upon nineteenth-century European geographical education and ideas has long been recognised. Their influence upon British geography teaching has, however, been little explored, despite the work already done on the general impact of Pestalozzianism and Fellenbergianism on British education. Using the arguments of nineteenth-century educational theorists such as Compayre and Spencer, this study argues that Pestalozzian educationists such as Phillip Pullen and Charles Mayo in England helped to change the way that geography was taught to middle-class children. A case study of teaching practices at a Pestalozzian institution in Worksop, Nottinghamshire shows how changes in geographical education were encouraged by Pestalozzian ideas on the teaching of geography and the relationship of the subject to other disciplines including topography, natural history and geology.