精确定年的祁连圆柏碳十四年代的加速器质谱测定

前言 1949年,碳十四断代的创始人利比(W.F.Libby)公布了第一批碳十四年代数据,宣告碳十四测年方法取得成功,轰动了整个考古界和地质学界。碳十四     

Golden age,apathy or stealth? Democratic engagement in Britain, 1945–1950

This article revisits democratic engagement in post-war Britain in a context of debates about political disaffection in the current period. The study systematically reanalysed volunteer writing in the Mass Observation Archive and represents a significant methodological advance on previous studies. Little evidence was found to support common existing interpretations: whether ‘golden age’ narratives of deference to authority, partisan alignment and high voter turnout or revisionist accounts of apathy. Instead, evidence was found of something akin to what Hibbing and Theiss-Morse call ‘stealth democracy’. Citizens thought democracy to be important and felt a duty to vote, but wished for government by experts in the national interest. This ‘stealth’ interpretation builds on existing studies of duty, populism and expertise in twentieth-century Britain. It helps to move discussion of democratic engagement after the Second World War beyond the binaries of self/collective and private/public, and to explain the paradox of high voter turnout in a context of hostility to party politics. It also promises to inform debates about declining political support in the current period.     

The meals in a Tuscan building yard during the Middle Age. Characterization of organic residues in ceramic potsherds

The characterization of organic residues found in ceramics objects coming from the Carmine Convent in Siena (Central Italy), probably built in the second half of the 13th century, is described. The nine objects analyzed in this study are pots, casseroles, and lids and they were used as filling material of the vault of one room of the convent.     

石门坎现象成因分析

石门坎,云贵乌蒙山区的一片蛮荒、高寒之地。石门乡至今仍是贵州屈指可数的边远贫困乡。但在20世纪上半期,石门坎竟成为＂西南苗族最高文化区＂、＂文化圣地＂,创造了数个文化奇迹。分析其成因有：特殊的社会、历史背景;基督教进入、认同、互动与大环境建设;创制苗文及乡村教育网络的形成等。     

Towards the application of desorption electrospray ionisation mass spectrometry (DESI-MS) to the analysis of ancient proteins from artefacts

The detection and identification of protein residues from archaeological artefacts has been the subject of considerable controversy over the past two decades, this controversy spurring the application of a range of different analytical methods. Part of the debate surrounds the ability of the methods to uniquely identify original proteins. Another is the apparent contradiction between the ease of extraction in the laboratory of residues that have managed to survive in sediment over millennia; some studies use simple solvents including water, whilst others claim that efficient extraction requires the destruction of the artefact.Desorption electrospray ionisation mass spectrometry (DESI-MS) offers the potential to directly analyse proteins bound to the surface of artefacts. The method permits desorption of analytes under ambient conditions directly from a wide range of surfaces with little or no sample preparation. This has already led to its application in a range of areas, including forensic analysis of trace levels of narcotic drugs. It does not require destruction of the artefact (e.g. by drilling or dissolution) and can work in concert with other methods (for instance it could be used as a screening tool prior to lipid extraction).Here we report the construction of a DESI-MS interface and consider the potential of the method to contribute to the debate surrounding the preservation of proteins on artefacts. The DESI-MS interface was fitted to a conventional ion trap mass spectrometer and tested using peptides and proteins artificially applied to the surface of flint flakes and potsherd samples. A range of intact proteins was analysed; the DESI interface identified test proteins up to a maximum molecular weight of approximately 20 kDa. Peptides generated from these and larger proteins could be detected using DESI-MS following tryptic digestion in situ. The collected data allowed identification of the originating proteins. The potential applications to archaeological science of this new analytical tool are discussed.     

The Firm and Shaky Ground of Education for Sustainable Development

This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice, anti-discriminatory, indigenous and futures educators as well as that of sustainability educators in the South; its adoption of an anachronistic ‘steady state’ conception of nature. Finally, it is suggested that sustainability-related education would be enriched and enlivened by fomenting a dynamic complementarity between notions of transience and sustainability     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

Internationalisation of the Curriculum: Designing inclusive education for a small world

Responding to the globalisation of commerce and communication and driven by competition in the multi-billion dollar international market for higher education, many universities are seeking to market their educational provision internationally. Feedback from some disappointed 'customers' has created pressure for change in the way that instruction is designed and delivered. This pressure is beginning to affect teachers in subjects perceived as international in perspective. This paper reviews the strategies suggested by Western universities to achieve internationalisation of the curriculum. Internationalisation is a major project that affects all aspects of a university's provision, including its priorities for staff development and career rewards. The challenge for course developers is to design a curriculum that serves global rather than national priorities, which does not rely on prior knowledge of local provenance, where students from all sources share equal opportunities for advancement in an inclusive learning environment, and which serves to introduce stay-at-home students to the demands of an increasingly multinational world of work.     

Teaching Geography to Non-geographers at Glasgow Caledonian University

This paper discusses the teaching of geography to 'non-geographers' at Glasgow Caledonian University (GCU). GCU is one of the so-called 'new' universities in the UK and it shares with many of these institutions a mission to facilitate access to groups that have traditionally been under-represented in higher education. Human geography is one of the six subject area streams within the interdisciplinary social sciences degree programme, although geographical subject matter is taught in many other degree programmes, in each of GCU's three faculties. The arrangements for teaching human geography at GCU present pedagogical challenges for staff. Means to address these problems have been implemented. In this case study, it is argued that the experience of teaching human geography to 'non-geographers' at GCU may be of more general significance to the discipline, to the teaching of geography in both 'old' and 'new' universities and to those responsible for the delivery of mainstream geography degree programmes.     

Assessing a Computer-aided Instructional Strategy in a World Geography Course

An experiment was conducted to compare student achievement under two differing instructional strategies: a small-group and computer-aided strategy versus lecture instruction. Evaluation was extended in several ways beyond comparison of overall student scores. Results show significant improvements in student achievement produced by the computer-aided strategy with reference to gender, ethnicity and levels of cognitive learning. The study concludes that experimental evaluations of CAI serve best as formative tools to match instructional strategies to specific types of content material and different types of students, and that instructional media are best evaluated along with the instructional method in which they are embedded.