社会时代与历史认知：70年来五四运动研究衍变评述

社会时代对于人们认识历史的活动有着强烈的影响。中华人民共和国成立70年来,随着社会的发展,思想与生活的变迁,五四运动研究也相应地经历着某些值得关注的变化。特别是在运动的性质、领导权、与传统文化及西方文化的关系及某些关键人物的评价等问题上,不同时期的社会政治状况与思想倾向均对学界的相关认识与评价发生着明显的、强烈的影响,使之随着社会时代的发展而在不断地衍变。总地看来,70年来学界对五四运动的认识是愈来愈深入,愈来愈全面了。唯物史观认为,社会意识形态是社会经济、政治及社会生活的反映。历史认识是意识形态的重要内容,现实社会状况对于历史学研究的影响或制约也相应地更为明显。人们对于五四运动认识与评价的衍变证明着这一点。     

关中中心聚落地域结构的形成与演变

本文论述了关中地区县级以上中心聚落体系的形成与地域结构的演变过程。指出:关中地区中心聚落体系的真正形成是以秦推行郡县制为标志,到秦统一已基本形成完整的首位城市与县级聚落二级制体系。从东汉开始,关中中心聚落的等级结构则由二级逐渐变为三级制;中心聚落在空间分布上,表现为由沿渭河两岸的密集型向政治色彩较浓的区域均衡化转变,唐以后则向以经济为主的工商城市体系转变。此外,作为首位城市的西安(长安)城,在城市地域结构上也有变化,最显著的是政权中心区与市场区的区位空间发生了几乎完全相反的变化。     

Seafaring as social action

This paper builds upon traditional investigations of maritime activities, particularly seafaring itself, to study the social relationships between people and the sea as well as the technology, necessary knowledge and skills that are implicated. The research is based upon evidence of seafaring drawn from the circulation of obsidian from the island of Lipari around the central Mediterranean throughout the Neolithic c.6500–3500 BC. It focuses upon journeys across the Adriatic, identifying the importance of travel in the creation of social alliance and identity, shedding light upon relationships and practices that are generally invisible without proper consideration of maritime activity. The implications of ongoing maritime activity in the region reflect upon Neolithic activities and temporalities which are outside the sphere of settlement specific landscapes, hitherto the sole focus of the majority of Italian Neolithic research.     

近现代文献脱酸关键技术集成与应用

为解决纸质文献酸化的问题,针对近现代文献存世量大、保存状况差、酸化严重的现象,对已有脱酸技术进行优化,实现了水溶液脱酸-微波干燥-冷冻干燥的规模化集成。每批次的脱酸处理量不少于30本图书,脱酸后图书pH值和碱储量均有提高,皱缩率可控。初步构建起规模化脱酸示范技术体系,并进行集成应用示范,为大量近现代文献的保护提供技术支撑。     

Comparison of student perception and performance in individual and group assessments in practical classes

This paper focuses on the perception of undergraduate geography and environmental science students of individual and group assessments, and compares this perception with their performance in these assessment types in practical classes. Results show that students may instinctively prefer individual assessment but they perform best, and achieve greatest perceived development of key skills, in group assessments. This paper suggests that a combination of individual and group assessment (linked to learning outcomes) can most effectively be used in the delivery, practice and testing of key skills. More innovative group tasks and clearer marking criteria will help develop the role of group work in practical classes.     

Cultivating Student Research and Study Skills in Web-based Learning Environments

The use of Web-based learning environments involves cultivating new types of study and research skills among students. Students must be able to find authoritative sources efficiently, evaluate the quality of documents thoroughly, and use and cite materials properly. Students may also need guidance in what constitutes appropriate conduct in respect of the Internet and Web. They need to understand the difference between citing a source and plagiarizing it, how to communicate effectively and courteously by email, and how copyright law applies to resources they wish to use. These issues can be addressed in classroom discussion or in exercises woven into online learning materials and assignments.     

Working with the Community: Improving the learning experience for large classes

The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period of time. It has also been noted that unless these skills are practised and are contextualised they tend neither to be learned, except at the most superficial level, nor transferred to other situations where their use would be appropriate. This paper reports the use of projects extending over a number of sessions, involving working with local community groups, carried out within a discrete module specifically designed to facilitate the learning and practice of both geographical and transferable skills. The problems of providing an integrated approach to the learning of skills for a large group of students, with limited resources and in the context of timetable restrictions imposed by a two-subject degree structure, are addressed. The degree of learning perceived by the students is evaluated and suggestions are made for further development of this approach.     

Gender representation in geography: Singapore

ABSTRACT

This paper explores key skills required by potential employers of geography graduates. Academic ability combined with a variety of transferable skills such as communication, organisation and self-motivation appeal to many of the employers questioned. Graduates can face potential difficulties expressing these key skills in standard application forms and interviews. Extracurricular activities and previous employment can provide impressive ways to display skills relevant to the job. Key skills are dynamic; graduates need to keep pace with ever changing expectations particularly with regard to information technology.     

Engagement and reconstruction in critical research: negotiating urban practice,policy and theory in South Africa

In this paper we examine critical engagement in research in order to rethink and reconfigure binaries such as theorizer and practitioner and theory and practice across South and North. We argue that while we welcome the ‘moral geographies’ literature (and its ideas about ‘caring at a distance’) as a catalyst for forging more beneficial connections between South and North, we suggest this is not enough. Drawing on South African experiences of critical academic engagement in issues of urban geography, we examine moments for innovative knowledge construction that bridge theory and practice. These experiences are used to substantiate a normative argument for ‘inclusive geographies’ through critical engagement in order to break down boundaries between, for instance, theorizers and practitioners, intellectuals and activists, and South and North.     

Caring at a distance: gift theory,aid chains and social movements

This paper takes as its starting point recent work on caring for distant others which is one expression of renewed interest in moral geographies. It examines relationships in aid chains connecting donors/carers in the First World or North and recipients/cared for in the Third World or South. Assuming predominance of relationships between strangers and of universalism as a basis for moral motivation I draw upon Gift Theory in order to characterize two basic forms of gift relationship. The first is purely altruistic, the other fully reciprocal and obligatory within the framework of institutions, values and social forces within specific relationships of politics and power. This conception problematizes donor–recipient relationships in the context of two modernist models of aid chains—the Resource Transfer and the Beyond Aid Paradigms. In the first, donor domination means low levels of reciprocity despite rhetoric about partnership and participation. The second identifies potential for greater reciprocity on the basis of combination between social movements and non‐governmental organizations at both national and trans‐national levels, although at the risk of marginalizing competencies of states. Finally, I evaluate post‐structural critiques which also problematize aid chain relationships. They do so both in terms of bases—such as universals and difference—upon which it might be constructed and the means—such as forms of positionality and mutuality—by which it might be achieved.