ROCK PHYSICS AND THE NEOLITHIC AXE TRADE IN GREAT BRITAIN*

This paper is concerned with the products of a number of Neolithic quarries in highland Britain. It investigates the claim that the scale of axe distribution was partly the result of social factors which resulted in these artefacts gaining an added value in areas remote from their sources. One case study considers the sequence of production in Cumbria, in relation to the tensile strength of the rock quarried in different parts of the region. It shows that these considerations had only a limited influence over the choice of stone source and the scale on which it was worked. A second study compares the tensile strength of the main raw materials used for making non-flint axes with the extent to which these sources were actually exploited. Again there is only a limited relationship between the two, suggesting that social factors may indeed have been important.     

Provincialising God: Anglicanism,Place, and the Colonisation of Australian Land

This article investigates the importance of Anglican religion and the physical structures of faith to how some believers understood their surrounds in a British settler colony. Its central figure, William Grant Broughton, was head of the Church of England in Australia during the 1830s and 1840s. At the time when the position of the Church was changing both at home and abroad, it was his responsibility to establish the physical and spiritual presence of Anglicanism throughout the colony. He faced the particular challenges of negotiating the Church's formal relationship to the land and Anglicanism's cultural contribution to settler notions of local place and community. In meeting these challenges, Broughton “provincialised God” by articulating the Anglican faith with consequences specific to his Australian context and particularly to the British colonisation of Aboriginal territory.     

THE UPPER COLUMBIA VALLEY 1900-20: AN ASSESSMENT OF 'BOOSTERISM' AND THE 'BIOGRAPHY OF LANDSCAPE'

The period 1900-20 was one of active development in the Upper Columbia Valley. The evolution of the cultural landscape during the period was clearly influenced by physical factors and by prevailing socio-economic conditions, but the actions of key individuals were also important. It is argued that an understanding of the cultural landscape of the area cannot be complete unless their explicit role is recognized. This suggests that the concepts of 'boosterism' and 'biography of landscape' may have value in understanding both historic and contemporary landscape evolution.
La vallée de l'Upper Columbia a connu un développement actif dans la période 1900 à 1920; durant laquelle, l'évolution du paysage culture/ a été clairement infiuencée par des facteurs physiques et par ies conditions socio-économiques de l'époque. Toutefois, il faut réaliser que certains individus ont joué des roles clés dans cette évolution. far conséquent, les rles de tels personnages doivent ětre soulignés; sinon, l'analyse de tels paysages ne peut pas ětre complète. Ce facteur humain suggère que les concepts de 'promotion' et de 'biographie de paysage' peuvent avoir une certaine valeur dans l'analyse historique et contemporaine de l'évolution d'un paysage.     

Matching Geospatial Concepts with Geographic Educational Needs

In this paper, we assume that learning to comprehend the geospatial environment would be significantly facilitated by developing a multi‐level task ontology that identifies various levels and complexities of geospatial concepts. We suggest that, apart from four spatial ‘primitives’– identity, location, magnitude, and space‐time – all geospatial concepts involve ‘inheritance’ characteristics. The more complex and abstract the concept, the larger the inheritance links that need to be appreciated to enhance concept understanding. For example, many basic geospatial concepts – such as direction and distance – are first‐order derivatives from the ‘location’ primitive, whereas concepts such as spatial association, map projection or interpolation are high‐order concepts that require several layers of geospatial concepts in their derivation. Having offered a five‐level ontology for concept organisation, we suggest sets of tasks that could establish an understanding of concepts, thus directly making the environment more legible in a spatial sense. We develop this framework in the context of the teaching of geography in grades from kindergarten to the final years of high school (grade 12 in the United States system). Our conceptualisation is grounded in the US school system – in which geography is usually absent in the curriculum.