Suggestive Experten: Zur Etablierung der US‐amerikanischen Medienforschung in den 1930–1950er Jahren

Suggestive experts: The rise of American communication studies (1930s to 1950s). – The history of social engineering and its rise in the first half of the twentieth century is a well developed field today. This article attempts to add the history of communications research to this field of historical study. The focus lies on the experts for mass communication and their difficulties to combine scientific methodology with the promise to explore how human behaviour can be influenced by the mass media.     

The application and misapplication of mass analysis in lithic debitage studies

The technique of debitage mass analysis based upon size grades of debitage populations is shown to be prone to errors when making interpretations about the kind of tool produced or the kind of lithic reduction technology used. Significant sources of error may originate from differences in individual flintknapping styles and techniques, raw material size and shape variants, and mixing of debitage from more than one reduction episode. These sources of error render debitage Mass Analysis ineffective for determining the kind of stone tool reduction activities practiced at excavated sites. Mass Analysis may be effective for determining artifact reduction sequences if it is used on debitage from a single reduction episode or part of a reduction episode. However, it is shown that Mass Analysis when used for assessing reduction sequence information, must also control for the effects of raw material variability, assemblage mixing, and flintknapping styles.     

After the Fanfare: Education,the Lasting Legacy

Shipwrecks are resource rich. The recent Gulf of Mexico Deep Gulf Wrecks Project was meant to be shared and explored, not only by professional scientists but also by the public. The project website was the public link to the deepest reaches of the Gulf of Mexico during the scientific expedition. The website welcomed hundreds of visitors each day during the project. The audience composed of professionals and interested public followed the daily logs and videos. The overall scientific and educational data sets amassed from the project were, at times, overwhelmingly vast, but when segmented by topic, became manageable. After the fanfare generated by following along with the expedition ended, the primary project goals shifted to analysis and the creation of a lasting educational legacy. This legacy is presented digitally via the web. Project curriculum gives classrooms around the globe long-term access to the exciting scientific data. Along with the documentary film project the Deep Gulf Wrecks Project ensures that the legacy at the bottom of the Gulf of Mexico is indeed a lasting legacy.     

从云南看近代中国边疆民族地区女学的产生及其影响

在近代中国边疆民族地区女学的兴起与发展历程中 ,西南地区的云南由于民族众多 ,毗邻英属缅甸和法属越南 ,因而女学的产生和影响具有一定的代表性和典型性。本文以中国整体为理论视角 ,探讨了近代云南女学的产生、发展及影响。认为近代云南女学兴起于 19世纪末 2 0世纪初 ,最早始于教会女学 ,云南自办女学的出现推动了女学教育的进一步发展 ,小学男女生同校及大学开放女禁使女子教育趋于完善。近代云南女学不仅培养了大批女性人才 ,还巩固了祖国西南边疆 ,加强了民族团结 ,在一定程度上促进了云南边疆民族地区传统社会的变迁。同时 ,与沿海和内地相比 ,由于受客观条件的限制 ,近代云南女学也具有起步晚、起点低、规模小、类型复杂、总体水平不高等局限。     

Chemical evidence for wine production around 4000 BCE in the Late Chalcolithic Near Eastern highlands

Archaeological excavations in the Areni-1 cave complex in southeastern Armenia revealed installations and artifacts dating to around 4000 cal. BCE that are strongly indicative of wine production. Chemical evidence for this hypothesis is presented here using a new method to detect the anthocyanin malvidin that gives grapes and pomegranates their red color. Using solid phase extraction (SPE) and alkaline treatment of the samples, followed by combined liquid chromatography-tandem mass spectrometry (LC-MS/MS), this method was applied to authentic standards and four ancient potsherds from Armenia and Syria. A positive result was observed for two of the samples from the Areni-1 cave complex, adding evidence supporting the hypothesis that wine was produced in the Near Eastern highlands in the Late Chalcolithic Period.     

Critical geopolitics and school textbooks: The case of environment-conflict links in Germany

This study explores the conceptual and empirical utility of studying school textbooks from a critical geopolitics perspective. School textbooks bind together various discourses, modalities and genres and can reflect the dominant knowledge in a given society. They therefore have a high potential to reveal the citational practices resonating between the domains of formal, practical and popular geopolitics. Studying school textbooks can also enrich the literature on children's and young people's (political) geographies by analyzing how the political worldviews and agency of young people are shaped by teaching materials. Empirically, the study draws on a mix of quantitative and qualitative methods to study how environment-conflict links are textually and visually portrayed in German geography and civics textbooks. The results suggest that German school textbooks significantly reflect the depictions of environment-conflict links in political, media and (popular) science discourses and thus reveal crucial citational practices. Drawing on the environmental security literature, it is further argued that these textbooks convey problematic geographical imaginations: they overemphasize the risk of environmental conflicts, reflect ideas of spill-over effects threatening the global north, and portray people from the global south as irresponsible and threatening.     

The Duke of Portland and his Agent: The Education Act of 1870

This article explores the ways in which the Duke of Portland’s Welbeck Abbey estate in Nottinghamshire reacted to the caveats of The Education Act of 1870. The Duke had in the past taken little interest in any school within his estate until it appeared that the new legislation would significantly impact the control he exerted. The situation was somewhat complicated as the 5th Duke was reclusive by nature and consequently his land agent William Cripwell was required to act as his representative to what essentially became an estate in conflict. The resultant furore, particularly at Gringley, between school, parishioners and clergy reveal the fragility of rural relationships. The expectation that the Duke’s agent had the expertise and ability to deal with the problems, which arose because of the Act, are a sign of the increasing professionalism of the land agent and the movement to a role beyond that of a traditional agriculturalist.     

The University of South Africa (Unisa) 1918–1948: the first transition,from colonial to segregationist institution

This article traces the first of what would become several significant transitions in the evolution of the University of South Africa (Unisa); that from University of the Cape of Good Hope (UCGH), an institution with a distinct English tradition loosely based on the ‘liberal’ constitution of the Cape Colony, to a more segregationist Afrikaner-dominated university by 1946. This was largely shaped by national politics, in particular the rise of Afrikaner nationalism, in the 1920s and 30s. Not only did Unisa become captive to Afrikaner forces, it also was strongly infiltrated by the Broederbond, which had as one of its objectives the holding of key positions in higher education in South Africa. In addition, issues of race now became a growing ‘problem’ as Unisa sought to fulfil its mandate to provide higher education for ‘non-Europeans’ in an era of segregation. However, it would be a distortion to portray this transition fom a simple binary perspective. There was ambivalence about the ‘liberalism’ of the UCGH that reflected the pressures for a new racial order at the Cape. Similarly, the extent of Broederbond influence at Unisa (and over national politics) should not be over-emphasised. Somewhat paradoxically, Unisa continued to accommodate nodes of liberal thinking within the institution, and in the 1960s resisted state attempts to be drawn into a scheme to construct an Afrikaans-only university in Johannesburg. Nevertheless, the essential conservatism and political acquiescence of the university to apartheid meant that the requirement to transform Unisa in the democratic era was all the more painful and complex.     

意大利纸质文物保护工作与文保教育概述——兼论中华古籍保护人才培养

中国的古籍保护事业正极速发展中,却也面临了许多全新的问题与挑战。而意大利在文物保护工作与文物保护教育上的成熟做法,虽然不能完全符合中国国情,却有许多值得国内参考的经验;例如:文物保护各领域间的分工与合作,修复课程设计上的文、理、实践并重,文物保护社会教育的普及,合理的学时,循序渐进的课程安排,专业的师资以及人民对于文物保护工作的热情和对文物修复师的尊敬等。这些经验值得加以深入探讨与分析,以期从中汲取欧洲人的智慧,滋养中国的古籍保护大业与文物保护百年教育。     

Borrowed Robes: The Educational Value of Costumed Interpretation at Historic Sites

Pressure to develop vulnerable historic sites into competitive commercial operations has led to controversial interpretive techniques being introduced by aggressive marketing managers. Scarce resources have been invested in largely unproven technological and other innovative methods of presentation. This paper looks at the employment of costumed interpreters at historic sites, what they claim to offer visitors, and whether their services match visitors' needs. It reports the findings of an investigation into what visitors want from historic sites and the extent to which costumed interpreters contribute to their experiences. The study reported here compared the performance of 12 historic sites in four countries: two European (Sweden and the UK) and two North American (Canada and the USA); with the participation of 589 visitors. The study provides clear recommendations for site managers as to the value of costumed interpretation and offers guidelines on the levels of investment (in reproduction costume and staff training) that guarantee visitors an educational experience during their visits to historic sites.