国外旅游目的地品牌化研究现状与分析

20世纪90年代末以来,旅游目的地品牌化研究逐步受到关注。本文在回顾国外相关研究文献的基础上,从旅游目的地品牌化概念、旅游目的地品牌构建、旅游目的地品牌传播、旅游目的地品牌管理以及旅游目的地品牌评估等五个方面对研究状况进行归纳,并就其中存在的某些局限提出了一些见解,以供国人在相关研究中参考。     

身体视角下的旅游体验——基于徒步游记与访谈的扎根理论分析

身体理论的发展为旅游体验本质的探究提供了新的可能,国内外的研究开始关注人的某些感官体验,但作为一个整体的身体还极少得到审视。在梳理相关文献的基础上,采用身体地理学视角,对收集的徒步旅行游记和访谈进行扎根理论分析,提炼出24个范畴、7个主范畴和1个核心范畴,据此建立旅游体验本质模型。结果表明,徒步旅游体验本质上是一种具身化生成实践,即旅游者通过具体身体的参与,与旅游情境深度融合,寻求个体完善与成长的对象性活动。具体包括身体意识的唤醒、身心的浸入、与他人和自然的共在以及个体的生成等四种体验类型。这些体验主要通过旅游者由身体痛苦到精神快乐的逆向选择、具有仪式象征意义的行为表演和面向自我的反思性观照三种典型路径达到。在此过程中,作为整体的身体解除了规训和压制,展现出生动鲜活的样貌,迈向持续的生成之域。     

景观生态视角下周边环境与旅游景区协调规划研究——以平遥古城为例

在景区周边环境涌现出许多与景区不协调问题的同时,旅游者对景区周边环境的要求却在提高,因此忽视周边环境与景区完整性的做法已不适应当前旅游的发展。本文引入景观生态学的边缘效应、岛屿生物地理学、景观连接度、景观对比度和中度干扰基本理论,以平遥古城作为案例,对景区周边环境与景区间协调规划问题进行探讨。认为景区周边环境应从维持稳定性的集中与分散结合、加大连接度和利用异质性和发挥场效用的延展文化意境、体现地域特色和互利共生方面进行规划设计。     

论“朝鲜中华主义”的实与虚

朝鲜后期,北伐论激起朝鲜士大夫小中华意识高度发展,因此有学者将其称为"朝鲜中华主义"。然而从事实来看,朝鲜士大夫虽然有很强的文化自尊意识,但是这种自尊意识是建立在春秋大一统之上的,小中华意识的发展反而使一元的天下观进一步强化,将中华秩序理想化。所以,朝鲜后期小中华意识的发展并不表示朝鲜士大夫以朝鲜为中华之正统或中国之正统,反而继续承认朝鲜为小中华,而在事实上更不证明朝鲜为当时东亚的文化中心国家,所以我们在使用"朝鲜中华主义"概念时尚需仔细斟酌。     

秦汉边郡概念小考

郡在设置之初就与边地有着密切的关系,传世文献中《史记》最早出现"边郡"一词。边郡成为秦汉一个习见的概念,它的认定是要有一定标准的,必须有"障徼"等边防设施才能称为边郡。边郡意涵其实有广义狭义之分,有时并不能严格按"有障徼"的边境线所在来划分界定。边郡与内郡的众多差异中,生产方式的差异有决定性的意义,这些差异影响到人们的习性风气。在中国领土幅员初步成形的时期,秦始皇、汉武帝在位时有过两次大的开边扩土的浪潮,这也是边郡设置的两个高潮,设置过众多的边郡。     

一切能力都是为人民执政——学习十七届四中全会《决定》

所谓党的执政能力,其本质就是为人民服务的本领。一切能力,都是为人民执政;一切能力,都要为人民执政。归根到底,党的执政能力要从人民群众的历史创造中来,要在与群众密切联系的实践中历练,要在严酷的反腐败斗争中提升,最终还要由人民群众来断定。加强党的执政能力建设,意义重大,任务艰巨,过程艰苦。     

领导干部问责制刍议

领导干部问责制是问责制的中心环节和切入点。近年来领导干部问责在实践和制度建设上均取得了进展,但问责主体、问责范围、客体界定、问责程序方面仍有完善的空间。为此,需进行相应的制度建设,以促进领导干部问责制适应现实的需要,并为中国特色问责制度的确立奠定基础。     

论抗日战争时期的云南铜业

抗日战争时期,中国国防用铜量急剧增加,但国土大部沦陷,云南成为抗战军需用铜唯一的供给地。国民政府经济部所属资源委员会与云南省政府共同组建"滇北矿务局","彻底管理"云南铜业,有效整合云南铜矿资源,把云南铜业完全纳入国家军事战略资源的范畴。国民政府在云南采取积极措施,使云南军需铜材产量大幅提升,保证了抗战的铜材需求,有力支持了中国人民的抗日战争。云南铜业的生产规模和技术也在抗战期间得到极大提升,加快了云南矿业现代化发展步伐。     

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.