New Section: Country reports

This paper uses a simplified model of the aid ‘chain’ to explore some causes and consequences of breakdown in communication. Although the rhetoric of Northern‐based donors is awash with words such as ‘partnership’ and ‘inclusion’ when dealing with their Southern‐based partners, the situation in practice is different. Unequal power relationships sometimes result in donor imposition of perspectives and values. It is our contention, based on a collective experience of fifty‐four years in a Nigerian‐based non‐governmental development organization (NGDO), the Diocesan Development Services (DDS), that much of the driving force behind the successes and problems faced by the institution was founded on relationships that evolved between individuals. In order to understand why things happened the way they did it is necessary to begin with the human element that cannot be condensed into objects or categories. While injudicious donor interference had damaging repercussions, our experience suggests that care and consideration flow throughout the aid chain and actions are not malevolent. Breakdowns can be attributed to a number of factors, with the over‐riding one being pressures operating at the personal level that emanate from within the institution itself and the larger community. The paper analyses three experiences using institutional ethnography theory and methodologies as a basis. Examples taken address the influence key donor personnel had in the function of DDS, and how these changed with time. The mission, policies and even procedures of the donor did not change markedly over thirty‐two years, but each changing desk officer had their own philosophy and approach and a different interpretation of their own institutional policies. Hence while the ‘macro’ has an influence it is mediated via individual interpretation. In our view, the importance of people–people relationships is particularly understated in development literature where emphasis gravitates towards the aggregate and global.     

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.     

近十年所出简牍之形制浅探

本文以近十年(1990—1999)新发掘出的简牍古文献实物为基础．探讨了简犊之长短、治竹木的方法、竹木之编连与书写、简与牍之区别等问题,力求以新的实物资料与前人研究相印证．并就简牍之形制作一番探讨。     

汉译佛典的今注今译与中古汉语词语研究——以《贤愚经》《杂宝藏经》译注本为例

汉译佛典中含有较多的口语成分,因此在今注、今译时要注意这一特点,尽量地借鉴和吸收这方面的研究成果。本以《贤愚经》、《杂宝藏经》这两部北魏译经的今注今译本为例,选取其中误校、误注、误译六朝词语凡六条．旨在说明．要作好这一工作,必须重视中古汉语词语研究。     

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。     

Experimental Study and Numerical Model Calibration for Earthquake-Induced Collapse of RC Frames with Emphasis on Key Columns,Joints, and the Overall Structure

A thorough investigation of earthquake-induced collapse of reinforced concrete frames is presented. The inherent correlation between the nonlinear behavior of key components and the collapse mechanism of overall frame is examined through concurrent collapse tests of both frame and key components. Important issues in the component models are investigated through calibration against experiments, leading to a comprehensive structural system model. Both test and simulation indicate that the seismic performance are predominately governed by the key columns, whereas the energy dissipation capacity is somewhat affected by the joints. This study offers systematic experimental data and numerical models for future collapse assessments.     

The face of the other: Zapatismo,responsibility and the ethics of deconstruction

Recent work has highlighted the importance of moral and ethical issues for geographical inquiries of space and place. Much of this work has been couched in a modernist framework, drawing on universalist conceptions of subjectivity and legal rights in an attempt to ground the normative foundations for ethical conduct. In this paper, I draw upon post‐structuralist theory to elaborate an alternative approach to spatial ethics. Drawing on the work of Emmanuel Levinas, I outline a theory of subjectivity that would view our relationship to distant others as a form of unconditional responsibility. Our ability to meet this responsibility, I suggest, is dependent upon a deconstructionist ethics which, in recognizing the impossibility of grounding ethical conduct, expands the horizon of political engagement. In the second half of the paper, I interpret the Zapatista movement in Mexico as an example of such an ethics. Through an examination of the writings of Subcomandante Marcos, I argue that the Zapatistas have articulated a new form of ethical and political engagement, one that transcends the boundaries of space and identity, and invokes an unconditional responsibility.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.     

Responses to classroom needs: the US Census Bureau's college curriculum support project

Abstract

An approach to improving teaching is described which consists of simply offering teachers a wide range of alternative classroom techniques. Extracts from two collections of teaching techniques, on lecturing and on seminars and tutorials, are presented and commented on to illustrate the approach. Doubts concerning the advisability of offering ‘tips’ to teachers are discussed.