发挥多媒体的教学辅助作用

本文首先阐述了多媒体教学与传统教学相比所具有的优势,然后分析了使用多媒体教学时应该注意的问题。结论是：在教学中只有结合实际,扬长避短,合理地使用多媒体,才能充分发挥其辅助作用。     

Excavation and Study of Skeletal Remains from a World War I Mass Grave

This study presents the excavation and multidisciplinary analysis of seven skeletons recovered in a World War I Mass Grave on the mountains of the Veneto Region, Italy. While it is not a rare phenomenon to these mountainous areas involved in the First Conflict, it is exceptional, on these mountains, to find a mass grave with soldiers in primary burials. Stratigraphic excavation was the mean used for recovery, along with 3D laser scanning documentation. Every skeleton but one was found complete and in anatomical connection. Four soldiers lay in the prone position; two subjects were lying on their side. Identification of the nationality was performed for two of the subjects, who both of whom had personal effects such as a badge for military vaccinations and religious medals. What remained of their uniforms gave clues about their Italian nationality. The entomological analysis conducted on fly puparia discovered close to the bones revealed that the bodies had not been buried immediately. The skeletons were biologically profiled by sex, age, height and ancestry. An accurate study of pathology and stress markers was carried on, as well as on skeletal trauma in order to establish the type of trauma and ammunition involved. The remains belonged altogether to seven Italian male soldiers ages between 18 and 35. Various kinds of stress markers revealed occupational (enthesopathies) and metabolic stress: several signs of cribra cranii and of cribra orbitalia were registered. The study of the injuries revealed a surprising variety of types of lesions, mostly lethal: a few subjects were struck by a shrapnel grenade; one soldier was killed by a grenade explosion. Two of the soldiers were probably executed, instead: this conclusion reached on the basis of gunshot holes (9 mm) in their skulls, and by the position of the injuries. Copyright © 2013 John Wiley & Sons, Ltd.     

20世纪20年代平教运动与现代国民教育——以平民千字课本为中心

从本质上讲,中国现代平民教育运动是一场国民教育运动。20世纪20年代公民教育运动兴起后,晏阳初等人虽然也曾致力于此,但无论从其思想认识还是从社会实践上看,均不出国民教育的范围。平民教育运动在塑造现代国民方面的主要贡献,是向底层社会播散现代国家观念和国民意识,这从当时编写的平民千字课本中可以看出来。平教运动期间通过平民千字课向底层社会播散现代国家观念与国民意识的做法,对我们今天完成民族复兴大业,仍有着重要的借鉴意义。     

Managing mass migration after the war: The case of Sarajevo’s unification in 1996

This study analyses the immediate consequences of the transition from war to peace in Sarajevo, the capital city of Bosnia–Herzegovina. It focuses on the management of a tense security situation related to the postwar unification of the city, which was divided between warring belligerents during the Bosnian conflict. Firstly, it shows how ethno-nationalist leaders' visions and practices of ethnic homogenization continued after the end of the war as the result of the Dayton Peace Agreement (DPA). The principal tool of their postwar ‘ethnic engineering’ endeavour was to maintain and generate an atmosphere of fear, based on anticipated discrimination, maltreatment, and persecution from former belligerents. Secondly, this study explores how experienced wartime violence and related transformations in personal identities and social positioning activated latent boundaries between groups and made individuals more disposed to forms of group identification. As a result, the mass migration of people out and into Sarajevo strengthened the grip over the territories assigned to former adversaries by the DPA. This article argues that studying the mutually constitutive roles of the elite's ethnic engineering as well as ordinary people's experiences is necessary to understand how organised wartime violence transformed into structural, institutional, and other less visible forms during the postwar period. Ethno-nationalists’ discourses and points of view demonstrate how wartime violence channelled the postwar lives of Sarajevo's residents into a desired spatio-political arrangement.     

An Ideological Dispute: Accusations of Marxist Bias in the Sociology of Education During the 1970s

This article is concerned with a national dispute that took place in Britain in the second half of the 1970s, concerned with ‘Marxist bias’ in an Open University sociology of education course. The background to the dispute is outlined in terms of generational changes in political perspectives and the clashes produced. The events of the dispute are described, along with the arguments on both sides. The conclusion considers the broader implications of this dispute in the light of subsequent events.     

Bayesian modelling of an absolute chronology for Egypt's 18th Dynasty by astrophysical and radiocarbon methods

Only a few astrophysical points and synchronisms listed in texts provide anchor points for the absolute chronology of Ancient Egypt. At first we will show how we can re-calculate some of these anchor points by using Sothic dating based on the arcus visionis method, and modelling lunar dates using a Bayesian approach. Then, we will discuss two radiocarbon studies carried out on short-lived Egyptian materials held at the Louvre Museum that could be attributed to particular reigns or other precise periods. Using a Bayesian approach, these dates were combined with the known order of succession and the lengths of reigns. Sothic and lunar dates were integrated as priors in the model. This approach has led to a new proposal for the absolute chronology of Egypt's 18th Dynasty.     

Learning Desert Geomorphology Virtually versus in the Field

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.     

Environmental Research and Education in US Geography

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human–environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception.     

Moving with the Times: An oral history of a geography department

The 30-year story of the geography department at Oxford Brookes University is presented as an oral history in the words of the experienced full-time staff. The department has gained a reputation in the UK and beyond for innovative active-learning methods and its story is an example of how a pedagogic culture can develop in a geography department. The story can also be read as a case study of a workplace in higher education, or as a contribution to the history of education. Most importantly, though, it offers insight into the key factors concerning the development of innovative teaching practice.     

Professional Standards and Values for University Teachers of Geography

This paper introduces the theme of 'teaching geography to non-geographers'. It is set against the context of learning and teaching with the 'Other' in geography. At the outset a working definition of a 'non-geographer' is provided. The resource and pedagogical implications arising from teaching geography to non-geographers are then outlined. Finally, the contributions to this broader debate from the five case studies that comprise this JGHE symposium are summarised.