Assessing Ceramic Compositional Data: A Comparison of Total Reflection X‐ray Fluorescence and Instrumental Neutron Activation Analysis On Late Iron Age Spanish Celtiberian Ceramics

A solid‐phase, non‐chemical processing protocol was recently developed as a means of chemically characterizing archaeological ceramics by total reflection X‐ray fluorescence (TXRF). Following this methodology, TXRF can provide semi‐quantitative determinations for 18 elements with comparable levels of precision and accuracy for the majority of them in comparison with a clay reference material analysed by instrumental neutron activation (INAA). In order critically to assess the analytical capabilities of TXRF, a large sample set of Late Iron Age Spanish Celtiberian ceramics and modern clays was analysed both by TXRF and INAA. Semi‐quantitative chemical data provided by TXRF and quantitative data provided by INAA were subjected to commonly used multivariate statistical methods as a way of evaluating the ability of the new technique to discriminate among different compositional groups. The comparison of the two data sets shows no significant discrepancies, thereby allowing support for the same archaeological interpretation. These results suggest that TXRF has potential applicability for compositional characterization of archaeological ceramics, providing data that are useful for provenance studies.     

Student Evaluation and Assessment of Group Projects

University teachers in the UK are increasingly being asked to develop skills, such as the ability to work effectively in groups, both by government and by employers. This paper outlines and evaluates, from a student perspective, the use of fieldwork projects to develop group-working skills. It also considers the use of self-assessment for summative purposes and the development of reflective practice or 'learning to learn' skills in students.     

Developing and Embedding Reflective Portfolios in Geography

The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. The reflections of both students and tutors are considered. Overall the materials are viewed positively and considered to have long-term and workplace relevance. Whether they meet the original aim of helping students to become more reflective and evaluative learners is impossible to measure and not thought to be successful as yet. Reflection on action is more evident than action planning.     

Imaging skeletal remains with ground-penetrating radar: comparative results over two graves from Viking Age and Medieval churchyards on the Stóra-Seyla farm,northern Iceland

Detailed ground-penetrating radar surveys were conducted at separate Viking Age and Medieval churchyards on the Stóra-Seyla farm in Skagafjörður, northern Iceland. Surveying over a previously unknown site (ca. AD 1000) that is located just a few meters above the Skagafjörður valley bottom delineated the remnants of a buried circular turf wall that encloses a church structure and several graves. The radar profiles over the graves contain strong hyperbolic reflections that emanated from the skeletal remains. Over one of the graves, an air-filled void within the chest cavity had been detected as noted by reflections with normal polarity which indicated a boundary towards increasing microwave velocity. During excavation, the soil surrounding an intact rib cage collapsed thus confirming the presence of the void. In general, the skeletal remains were very well preserved and yielded strong reflections which permitted the orientation of the body to be determined. Conversely, the radar profiles over a grave from a more recent churchyard (ca. AD 1200) show ground disturbance but lack hyperbolic reflections. Upon excavation, only teeth were recovered. The poor preservation of the skeletal remains is attributed to increase contact with infiltrating groundwater from an overlying gravel layer. Interpretations were aided by time-slice overlay imaging, forward modeling and analysis of the reflection coefficient.     

中国宋元外销瓷研究的回顾与反思

宋元时期外销瓷的研究开始于20世纪30年代。经过半个多世纪的发展．外销瓷的研究逐步走成系统化、成熟化。本文将我国宋元外销瓷的研究史分为两个阶段,并对这两个阶段的研究取得的成就与不足作了简要的评价。同时,对于瓷器外销的研究进行了反思与展望。     

实证主义对心理学的影响及其反思

实证主义作为一种方法论是心理学学科确立和发展的根基,它对心理学的发展起了不可忽视的重要影响,但也存在着明显的不足和缺陷。     

Reflecting on Reflective Learning: The case of geography,earth and environmental sciences

This paper examines how reflective learning can be promoted and developed explicitly within the disciplines of geography, earth and environmental sciences. A review of various theoretical perspectives on reflection is provided, as well as a brief summary of the ways of incorporating reflection in the curriculum. The substantive part of this paper is based on a UK Learning and Teaching Support Network (LTSN) Subject Centre for Geography, Earth and Environmental Science (GEES) funded research project on reflective learning which was completed in 2001. A questionnaire survey was sent to GEES departments/schools to obtain information about the incorporation of reflective learning in the curriculum. From the analysis of the questionnaire returns, the project team identified four themes regarding the relevance of reflective learning to GEES disciplines. Project findings demonstrate how the inclusion of reflective learning exercises and activities is at an embryonic stage in many UK GEES departments/schools. The paper concludes by highlighting certain challenges that geographers, earth and environmental scientists could address if they wish to seek to develop reflective learning and enhance the student learning experience.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.