Sustainability Science Partnerships in Concept and in Practice: a Guide to a New Curriculum from a European Perspective

This paper makes the case for advancing sustainability science partnerships (SSPs) both within universities and through innovative means of integrating universities with external public‐private and civil sectors. It links the basic principles of sustainable development with an emerging science of cooperative learning that connects researchers to a wide range of partners. SSPs are specifically designed to be transformational through becoming active agents for societal change. Universities play a special role here because they can act both as communication networks and as laboratories for developing the capability to design and manage SSPs in the creative transition to sustainability. It is gratifying to note that these ideas are beginning to emerge in a number of universities, with European examples being highlighted in this paper. Further steps towards introducing full‐blooded SSPs across the university spectrum are suggested.     

论诺尔-贝克的集体安全观及其影响

20世纪20-30年代,英国国际法学者、外交官菲利普.诺尔-贝克关于国际集体安全的论述对当时的学术界和外交界产生了很大的影响。他不仅是英国国际关系学科的奠基者之一,还亲历了国联公约的起草和国联的组建工作。因此,诺尔-贝克是当时公认的国际问题专家。就思想传承而言,诺尔-贝克的集体安全观对后来的国际关系学者,包括英国学派的主流理论产生了明显的影响。虽然他后来被指责为过于理想主义,但是诺尔-贝克毕生致力于世界和平所做出的贡献还是为世人所公认,为此,他于1959年荣获了诺贝尔和平奖。     

近三十年中国人移民菲律宾原因探析

本文通过田野调查的方法,对近30年来以各种方式移民到菲律宾的中国新移民概况进行了梳理分类并探析了其移民原因。认为中国公民之所以移民到经济并不发达的菲律宾,除了历史、移民文化以及移民网络等因素外,还在于菲律宾的比较优势以及中国移民的族群经济,为中国新移民的海外生存提供了机遇,并且极大地降低了移民的风险和成本。国际移民的趋势并不一定遵循着从低收入国家向高收入国家流动的固定路线,低收入国家所蕴含的机遇也是吸引国际移民的重要因素。     

Councils,consultations and community: rethinking the spaces for children and young people's participation1

The participation of children and young people in decisions that affect them is now mainstream in social and public policy in the UK. Yet for many young people formal participation opportunities are abstracted from everyday lives and concerns. Children may not feel empowered despite the existence of formal structures for participation. This raises questions about how ‘spaces’ for participation are constructed. This paper critiques prevailing models of participation in formal structures and instead, argues for the need to rethink children's participation as a more diverse set of social processes rooted in everyday environments and interactions.     

旅游产业集群网络结构及其空间相互作用研究——以杭州国际旅游综合体为例

旅游产业集群的网络构成分为核心网络与外围支持网络。旅游产业集群网络由主体、旅游资源以及旅游活动三部分组成。论文把旅游产业集群网络结构分为原子式、单核式、多核式、混合式等4种形态。论文把旅游产业集群网络结构空间相互作用分为三个层次:第一层次是核心旅游企业之间及相关旅游企业之间的竞争与合作;二是旅游企业和研究机构、地方政府、旅游中介机构及旅游投资机构之间的空间作用;三是旅游产业集群内部主体,主要是旅游企业与旅游产业集群外部成员之间的交流与互动,并以杭州国际旅游综合体为例对这三个层次的空间相互作用进行了分析。     

国际物流企业进入中国的路径及空间网络

以国际物流企业为研究对象,考察国际物流企业在中国的进入路径与空间网络构筑规律。首先,划分了国际物流企业进入中国的发展阶段,分析了其结构特征和进入扩张模式,探讨了国际物流企业进入与中国物流政策与市场门槛的关系;然后,重点考察了国际物流企业的中国网络结构,包括网络单元类型分异与功能分异,深入分析了其区位选择,重点包括企业总部和网络单元的区位选择法则与空间规律。最后,以敦豪速递为案例,分析了20世纪80年代以来在中国的网络拓展过程与区位选择的规律。本文有助于进一步考察外资在中国的网络建设与市场拓展规律。     

中国古代劝学文发展简论

劝学,作为中华民族的古老传统和思想主张,不仅口耳相传,更铭刻在字里行间,那就是一脉相承的劝学类散文.春秋战国时期,学校教育的建立、士阶层的出现以及私学的产生奠定了劝学风气和思想的形成,体现于诸子散文并形成了初步繁盛的局面.秦汉以后直到唐宋,随着儒家思想统治地位的确立和散文的发展,劝学文也日趋成熟和繁荣.元代之后,理学思想和散文创作都从繁荣而走向衰微,劝学文的专门性和系统性有所减弱,文学性也更加淡化,最后随封建社会的终结而完成了自身的使命.     

On pottery change and northern Iroquoian origins: An assessment from the Finger Lakes region of central New York

Pots as tools is a concept that has been widely accepted and developed since Braun’s classic 1983 publication. However, in northeastern North America archaeologists continue to use pottery primarily as an aid to culture history and research problems based thereon. In central New York State it has been postulated that a change in pottery forming technique heralds the onset of Iroquoian pottery traditions at around AD 1000. Empirical data on pottery forming and two other pottery traits do not support this postulation. Rather the trends in these traits are consistent with social learning theory and changes in mobility and population aggregation. Following Engelbrecht (1999, 2003) we suggest that a more fruitful approach to understanding the evolution of northern Iroquoian groups is to be found in ethnogenesis theory as described by Moore (1994, 2001).     

Using the ‘Grieving’ Process and Learning Journals to Evaluate Students' Responses to Problem-Based Learning in an Undergraduate Geography Curriculum

This paper offers a critical review of the role of the International Network for Learning and Teaching geography in higher education (INLT) in the production of geographical knowledge. Through an examination of the Network's membership and activities, it explores some of the ways in which INLT—as a global virtual group—may be inadvertently perpetuating geographies of oppression through, for example, assumption of Anglo-American modes of educational standards and practice; reinforcement of existing unequal/inequitable social relationships; predominance of English language; and a reliance on technologies that favour wealthy nations and institutions. The paper sets out practical suggestions for postcolonial membership and activity structures designed to overcome difficulties with the Network's existing power/knowledge geometries.     

Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography

Cultural activities such as teaching and learning are highly complex systems that are deeply embedded in a wider culture and these factors impede change. Despite feeling directly the effect of the recent drive towards mass participation in higher education, most lecturers have not accounted for these changes in their teaching methods. Unless lecturers engage in critical reflection and ongoing discovery they stay trapped in unexamined judgements, interpretations, assumptions and expectations. Collaborative teaching observations and reflective practice were conducted by the author and colleagues with a range of experience within a geography department. Several surprising discrepancies appeared between lecturers' expectations and observations of the teaching sessions. The experience showed that, regardless of teaching experience, lectures allow the lecturer in his/her routine practice to neither appreciate his/her performance nor be aware of student understanding. Reflection on these experiences caused the re-evaluation of events and experience and the investigation of other firmly held beliefs that were frustrating and difficult to explain. If lecturers are to become proactive in their professional development, to question their teaching practice and become reflective practitioners, then our teaching culture must embrace the need for change and differences in teaching and learning.