Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

Active learning through online quizzes: better learning and less (busy) work

Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator.     

The Past under the Shadow of the Present: The Case of the National Museum of Korean Contemporary History

The National Museum of Korean Contemporary History, which opened in 2012, has been the focus of a heated controversy between the progressive and conservative camps over the “proper” ways to represent South Korea’s turbulent history. I build on the relationship between heritage, collective memory and national identity, and argue that the division that typifies South Korean society has implications that extend beyond socio-political issues. Anchored within a broader discursive context, the museum became an important memory carrier involved in the process of debating the issue of national identity. Although no agreement has been reached regarding the “proper” historical narrative the site should exhibit, the museum has nevertheless offered an opportunity to shape a form of national identity that can embrace a more complex perspective on the country’s contemporary history. At present, though, this contentious site has demonstrated the extent to which the legacy of the conservative–progressive divide remains deep. I offer a discursive context that is useful for the study of current debates over heritage sites in South Korea, while the overall analysis illuminates the idea that the “present-centred” management of heritage in national museums can, potentially, play a part in the process of forming more intricate notions of national identity.     

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

晚清"古学复兴":中国旧学纳入近代新知体系之尝试

章太炎、刘师培等人在清末“保存国粹”、“复兴古学”的过程中,开始对中国古代学术进行初步整理,肇始了对中国学术遗产进行发掘、梳理、研究和整合之工作。以西方新知、新理、新法整理中国传统旧籍,发明中国旧学之新义,是晚清学术演进之必然趋势。以新知阐释旧学,以中学比附西学,以近代学科体系界定中国旧学,是晚清学者整理中国旧学之基本思路。正是在对中国传统学术不断进行整理和整合的过程中,中国传统学术开始转变其固有形态,逐步融入近代西学新知体系之中。     

陶澍与包世臣关系探微

陶澍和包世臣是近代中国地主阶级改革派的核心骨干,嘉道年间经世致用思潮的主要代表。包世臣是陶澍的主要幕僚,他们开始突破“重农轻商”的传统观念,提出了“利商”的思想和政策;并共同设计了对漕运、盐务等有关国计民生大政的改革,他们所推行的海运、票盐更是改革派的主要成果。同时,他们对当时货币危机的原因、对禁烟运动和抗击外国侵略者,都有共同的认识,是中国近代杰出的爱国主义者。     

Strategies for Teaching Maritime Archaeology in the Twenty First Century

Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.     

博物馆文物的防震保护研究（二）——设防地震动输入及结构地震动反应

通过对上海及邻近地区地震危害性分析,结合地震研究工作结果,根据上海博物馆文物防震保护的具体要求,研究确定了该博物馆文物防震保护的设防水准及地震动参数。场地地震动输入峰值加速度水准确定为50年超越概率3％,地震动反应谱采用上海市标准《建筑抗震设计规范》(DGJ08-9-92)中给出的地震影响系数曲线(阻尼比0.05),并将输入峰值加速度调整为180gal。研究采用了目前通用的拟合反应谱的方法,通过拟合选定的地震动反应标准谱,合成了6条人造地震波时程曲线,拟合精度控制在相对误差不大于5％;同时结合上海市《建筑抗震设计规范》(DGJ08-9-92)中所附的一条强震记录,共同作为上海博物馆结构地震反应分析的输入地震动。又根据上海博物馆建筑的结构特征分析,结合建筑结沟动力特征的实测结果,通过采用层模型结构时程分析计算方法,计算并获得了在遭遇设防地震时,上海博物馆建筑物每一层的地震动反应,表明上海博物馆建筑各楼层的地震动反应具有明显的楼层放大作用。对各楼层地震动反应的统计分析,给出了上海博物馆建筑物每一层的地震动参数,以此可作为今后文物地震危害性分析,及研究设计隔震装置等防震措施的依据。     

博物馆文物的防震保护研究（三）——陈列文物的地震安全性分析

通过分析博物馆馆藏文物的悬吊、固定、浮放等基本放置形式,探讨了文物的陈列特征及其可能造成的震害因素。综合考察和分析研究了国内外浮放式物体及陈列文物的运动状态,指出陈列文物在地震发生时的主要危害性运动是滑移和倾覆。根据相关浮放物在地震作用下的计算方法、上海博物馆文物的陈列特征及防震设计参数,提出简便实用的浮放式陈列文物稳定性计算模型,编制了适合上海博物馆文物安全性分析的计算程序。并以上海博物馆文物陈列的3类接触材料、4楼中国古代玉器馆的典型陈列文物为试点,计算了陈列文物在地震中遭受破坏的临界值。表明在设防水准的大震和中震情况下,目前陈列现状的绝大多数文物均存在倾覆和滑移安全隐患,但当文物所受到的地震动减小到110gal时可满足陈列安全。