Applying dynamics and comparing life tables for Pleistocene Equidae in anthropic (Bau de l'Aubesier,Combe-Grenal) and carnivore (Fouvent) contexts with modern feral horse populations (Akagera,Pryor Mountain)

In this study, we propose a method based on life tables currently used in population dynamics and ecology to compare the mortality curves of Equidae from anthropic and carnivore fossil assemblages with those from modern populations. The combined analysis of frequency (f_x) with various ecological parameters such as mortality rate (q_x), survival rate (l_x), fecundity rate (m_x), and killing factor (k_x), established for each age class, allows us to characterize the stability of fossil populations. These ecological parameters, developed in demography, correspond to many curves and constitute a complementary approach to interpret the two main mortality models, attritional and catastrophic, often evoked in zooarchaeology. The age structures of fossil horses from the anthropic sites of Bau de l'Aubesier (Vaucluse, France) and Combe-Grenal (Dordogne, France) and the hyena den of Fouvent (Haute-Saône, France) are compared to typical catastrophic modern populations of Equidae from the National Park of Akagera (Rwanda). We also used data collected by the Bureau of Land Management for present day feral horses from Pryor Mountain (Montana, USA) which constitutes a reliable referential of a stable living population. The characterization of age structures in those different contexts is discussed as well as the impact of Neanderthals and hyenas on fossil assemblages.     

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.     

Internationalisation of the Curriculum: Designing inclusive education for a small world

Responding to the globalisation of commerce and communication and driven by competition in the multi-billion dollar international market for higher education, many universities are seeking to market their educational provision internationally. Feedback from some disappointed 'customers' has created pressure for change in the way that instruction is designed and delivered. This pressure is beginning to affect teachers in subjects perceived as international in perspective. This paper reviews the strategies suggested by Western universities to achieve internationalisation of the curriculum. Internationalisation is a major project that affects all aspects of a university's provision, including its priorities for staff development and career rewards. The challenge for course developers is to design a curriculum that serves global rather than national priorities, which does not rely on prior knowledge of local provenance, where students from all sources share equal opportunities for advancement in an inclusive learning environment, and which serves to introduce stay-at-home students to the demands of an increasingly multinational world of work.     

A Picture Is Worth a Thousand Words: Building American National Identity Through Art

ABSTRACT

Even though agonistic democratic theory espouses and celebrates competition, it seemingly lacks a coherent ethic for decent winning and losing in everyday political life. This article is an effort to fill this void by suggesting a practice-based, non-perfectionist ethic drawn from sport. Focusing on Xenophon's On Hunting, we argue that sport, properly defined, offers an appropriate experience with ponos (toil, suffering) that teaches citizens perseverance, humility, generosity, empathy, and stewardship. This sporting ethic, we argue, provides a more suitable model for winning and losing in public life than the martial basis of agonistic democratic theory.     

多情境下城市时空间行为的社会分异——以北京不同住房来源居民为例

近年来,居民时空间行为的社会分异已成为学者们广泛关注的话题。然而,已有关于居民时空间行为的社会分异研究中,缺少对于居民活动情境的社会分异的研究。因此,本研究基于时间地理学中对人类活动的情境嵌入性与情境的不同维度的相关理论,以北京清河街道为例,分析不同住房来源居民在日常情境、地理情境和社会情境下的时空间行为的社会分异,尝试从多个情境维度拓展对时空间行为社会分异的理解。研究发现,市场性住房居民“朝九晚五”的活动特征明显,活动同伴选择外向性突出;单位性住房居民职住相对接近,在社区空间内分配时间最长且活动目的多样;安置性住房居民活动较为分散,地理情境与社会情境都呈现出“家庭内向性”特征;保障性住房居民非工作活动的“滞后性”明显,对社区空间的时间分配总体较低。除住房来源因素与个人社会经济因素外,建成环境因素对于居民对社区空间的使用有显著影响。     

Learning soft skills the hard way: Historiographical considerations on the cultural adjustment process of German-speaking émigré neuroscientists in Canada, 1933 to 1963

ABSTRACT

This article is a historiographical exploration of the special forms of knowledge generation and knowledge transmission that occur along local cultural boundaries in the modern neurosciences. Following the inauguration of the so-called “Law on the Re-Establishment of a Professional Civil Service” in Nazi Germany on April 7, 1933, hundreds of Jewish and oppositional neurologists, neuropathologists, and psychiatrists were forced out of their academic positions, having to leave their home countries and local knowledge economies and traditions for Canada and the United States. A closer analysis of their living and working conditions will create an understanding of some of the elements and factors that determined the international forced migration waves of physicians and clinical neuroscientists in the twentieth century from a historiographical perspective. While I am particularly looking here at new case examples regarding the forced migration during the National Socialist period in Germany, the analysis follows German-speaking émigré neurologists and psychiatrists who found refuge and settled in Canada. These individuals form an understudied group of refugee medical professionals, despite the fact that the subsegments of refugee neurologists and clinical psychoanalysts in the United States, for example, have been a fairly well-investigated population, as the works of Grob (1983), Lunbeck (1995), or Ash and Soellner (1996) have shown. This article is primarily an exploration of the adjustment and acculturation processes of several highly versatile and well-rounded German-speaking physicians, who had received their prior education in neurology, psychiatry, and basic brain research. They were forced out of their academic home institutions and had to leave their clinical research fields as well as their disciplinary self-understanding behind on the other side of the Atlantic.     

意义的赋予:时势转移与"五四"话语的演变

时至今日,“五四”一词早已内化为一种思想符号,其“内化”实由伴随现代中国时势转移而不断演变的“五四”话语所造成。这种历史现象意味着两层含义：其一,“五四”话语随时势转移而变换其意义,而意义的深度与广度则取决于“五四”话语对时势的阐释状态;其二,对“五四”历史价值的释义过程,实际上是“五四”不断被赋予意义、不断被追认价值、不断被叠加内涵的过程。那么,这一历史现象是如何生成的呢？也就是说,“五四”内涵的意义扩张,是通过何种方式实现的呢？考究这个问题,实际上就是考索“五四”话语在各个不同时期的演变过程。     

Eugenics ideals,racial hygiene,and the emigration process of German-American neurogeneticist Franz Josef Kallmann (1897–1965)

ABSTRACT

Biological psychiatry in the early twentieth century was based on interrelated disciplines, such as neurology and experimental biology. Neuropsychiatrist Franz Josef Kallmann (1897–1965) was a product of this interdisciplinary background who showed an ability to adapt to different scientific contexts, first in the field of neuromorphology in Berlin, and later in New York. Nonetheless, having innovative ideas, as Kallmann did, could be an ambiguous advantage, since they could lead to incommensurable scientific views and marginalization in existing research programs. Kallmann followed his Dr. Med. degree (1919) with training periods at the Charité Medical School in Berlin under psychiatrist Karl Bonhoeffer (1868–1948). Subsequently, he collaborated with Ernst Ruedin (1874–1952), investigating sibling inheritance of schizophrenia and becoming a protagonist of genetic research on psychiatric conditions. In 1936, Kallmann was forced to immigrate to the USA where he published The Genetics of Schizophrenia (1938), based on data he had gathered from the district pathological institutes of Berlin’s public health department. Kallmann resumed his role as an international player in biological psychiatry and genetics, becoming president (1952) of the American Society of Human Genetics and Director of the New York State Psychiatric Institute in 1955. While his work was well received by geneticists, the idea of genetic differences barely took hold in American psychiatry, largely because of émigré psychoanalysts who dominated American clinical psychiatry until the 1960s and established a philosophical direction in which genetics played no significant role, being regarded as dangerous in light of Nazi medical atrocities. After all, medical scientists in Nazi Germany had been among the social protagonists of racial hygiene which, under the aegis of Nazi philosophies, replaced medical genetics as the basis for the ideals and application of eugenics.     

A Tale of Two Cultures

My life has been framed by the two-cultures debate. A scientific education, good but narrow, led me into history of science just as anxiety about specialisation opened opportunities for ‘bridge’ subjects, and History and Philosophy of Science seemed just that bridge. My DPhil thesis (1964), on the reception of chemical atomic theory in the nineteenth century, led to a new lectureship at Durham that involved giving courses right across the different faculties, and close, stimulating involvement with other institutions where it was also being taught and researched; with the business of examining, reviewing, editing, and publishing; with the various societies set up to promote history of science; and with scientific societies like the Royal Society, the British Association for the Advancement of Science, and the Royal Society of Chemistry, finding science losing public esteem, and becoming interested in their past and how it might promote understanding and enthusiasm in the present. Encounters with historians of science, technology, and medicine at home and abroad, with coal miners and with museum curators, all wrestling with very different histories, indicated that Snow's ‘two cultures’ were a feature especially of 1950s Britain, that cultures were deeply divided in all sorts of ways, and that the social history of science was as important as its intellectual history. So over time I found myself teaching course s, and writing, on science and religion in the nineteenth century as well as on Butterfield and Hall's ‘Scientific Revolution’ that had dominated the subject in the 1960s and the ‘Second Scientific Revolution’ that had excited young Turks of my generation. Finally, I launched a course on Two Cultures as a historical phenomenon, focussing upon science, its developing institutions, reception, and place in the culture of the nineteenth-century Age of Science.     

Multicultural group work on field excursions to promote student teachers’ intercultural competence

As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level.