Archaeological markers of agricultural risk management

Managing agricultural risk, or variance in annual production, is a priority for farmers and herders. This article reviews the ethnographic and historical literature on agricultural risk management and identifies diversification and intensification as two distinct approaches to managing risk. Quantitative analysis of plant and animal remains from archaeological sites produces robust datasets that can be used to test predictions of risk management models related to diversification and intensification strategies. I present a variety of established and novel paleoethnobotanical and zooarchaeological measures that have implications for risk management and argue that multiple lines of evidence are needed to identify risk-management practices from archaeological remains. The article concludes with a case study of the multiperiod urban center of Gordion in central Turkey, where quantitative analysis of plant and animal remains demonstrates diachronic changes in agricultural risk management over 3000 years of occupation.     

大遗址保护与考古遗址公园建设初探——以大明宫遗址保护为例

考古遗址公园建设是中国特色的文化遗产保护模式,是大遗址保护实践和国内外文化遗产保护理论结合的有益探索,也是目前最具现实意义和操作性的一种大型遗址保护途径。大明宫遗址公园是我国首批国家考古遗址公园之一,其建设以科学规划为基础,以考古发掘资料为支撑,对大明宫范围内的多处遗址进行了较科学、完整的保护展示,并因地制宜制定了绿化方案。目前大明宫遗址的保护已逐步走向成熟,其组织规划及运营管理等方面的经验为考古遗址公园建设提供了有益的借鉴。     

明代辽东中层行政管理区划的形成——以辽东苑马寺卿兼职兵备事为线索

辽东是明代边疆防御体系中的重要地区。由于各种历史地理因素所限,明代辽东地方行政实行军事化的卫所制管理,以一个都司管理25个实土卫,一度形成了行政管理幅度过大、难以实行有效管理的局面。因此在嘉靖年间,辽东全境被划分成6个行政地理单元分别管理,同时从"军管型政区"向"文管型政区"转变,将相邻各系统文官都纳入当地管理体制,连朝廷派驻辽东管理马政的苑马寺卿和行太仆寺卿也各领一道辖境,处理地方军政事务,从而使辽东形成了事实上的三级行政区划。这种增加行政管理层级、缩小管理幅度、实行军事管理与文官监督相结合的处理方式,体现了明代地方行政管理中因地制宜的思路,同时也反映出明代辽东边疆经略中的许多问题。     

浅谈图书馆知识管理的创新

本文从图书馆知识管理入手,强调知识管理是图书馆可持续发展的保证,指出应在管理观念、内容、机制、人才培训等几个方面进行创新。     

大学生参与高校管理分析

大学生参与高校管理已逐步成为高校内部管理改革的重要组成部分,这是我国高等教育走向市场化、民主化、法制化以及倡导主体性教育管理观的必然要求。学生参与学校的管理工作主要有：参与高层管理,参与教学管理、参与后勤管理等,这些管理活动均与学生的利益息息相关,学校应提供多种渠道与方式,促进学生积极参与学校管理。     

谈民办学校教师队伍建设的有效管理策略

人们常说：“名师成就名校,名校培育名师”。民办学校的发展关键在教师,教师的成长必然是一所学校的立校、强校、兴校之本。本文结合学校实际和管理实践,从以人为本,实现教师管理理念创新;创设平台,实现教师管理手段创新;激发潜能,实现教师管理机制创新,这三方面阐述了教师队伍建设的有效管理策略。力求通过教师队伍建设的管理创新,促进学校可持续性的发展。     

素质教育背景下的高中班级管理建设

一个班级的管理需要班级理念做支撑。要加强高中学生的各方面的教育,还应把学习作为教育学生的一条主线,在学习中对学生进行各方面的教育,对高中学生,一旦脱离了“学习”这条主线,一切教育都是枉然。     

我国旅游电子商务的问题与对策研究

随着我国旅游的发展,旅游业和电子商务结合过程中出现了诸多问题,本文研究当前旅游业中电子商务的应用现状,分析其存在的主要问题,如旅游电子商务系统功能简单、公众对网络安全缺乏信心、以及电子商务人才匮乏等。并针对上述问题提出相关建议,以期提高我国旅游总体水平、提高我国旅游企业竞争实力。     

When Policy Goes Wrong: The Problem of Transmitted Risk

Why do policies fail? There are many answers to this question, and many ways of answering it. In this paper, we use the tools of policy framing and systems thinking to investigate two recent Australian examples of public policy failure, each involving a different policy milieu and time-span. We show that, in both these cases, unintended consequences arose because governments lost control of the implementation process while remaining politically accountable for the outcomes. We develop the concept of transmitted risk to show how this occurred. We argue that governments expose themselves to this kind of risk when they make policy decisions involving a combination of excessive incentives and poorly controlled third parties.     

Inter‐Indigenous development aid: markets,corporations, and biases

The Canadian government and the Meadow Lake Tribal Council sponsored a forest extraction corporation in eastern Nicaragua that restructured 16 Miskitu and Mayangna villages and transformed local human‐environment interactions. The Central American aid project demonstrated paternalistic and interventionist tendencies and exposed biases in inter‐Indigenous aid that rendered it inseparable from conventional aid. This case encourages reflection on social and ecological impacts from the marketing of collective resources, the creation of Indigenous development corporations, and the decision‐making criteria and processes driving foreign aid. The case study demonstrates how foreign aid programs targeting Indigenous Peoples may actually thwart the self‐determination that they set out to encourage. Aid agencies and business partners, who had limited knowledge of local cultures and institutions, created externally defined rules that instigated resource conflicts and undermined the authority of customary leaders without resolving poverty or uneven development.