Inclusive partnership: enhancing student engagement in geography

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.     

"近代城市发展与社会转型"学术研讨会综述

近代以来,城市发展引领着中国社会转型,社会转型以城市发展为先驱,为中心,为标识,为推力。而社会转型的过程,同样对于城市发展有着反馈与推动的作用。在城市化问题和社会转型话题愈来愈受人们普遍关注的当下,出席东华大学与上海市档案馆联合主办的“近代城市发展与社会转型”学术研讨会的学者们,以城市史与社会史复合研究为视野,分别就城市发展与社会变迁、城市管理与城市文化、工商金融与城市比较、社会群体暨重要人物、重大事件等方面进行了深入研讨,试图探寻历史的经验和教训,为现实提供借鉴与启示。     

洪业对顾颉刚的学术影响

洪业对崔述《知非集》、《荍田剩笔》等著作进行研究,系统梳理了崔述著作的版本流传、学术思想和生平事迹,这对顾颉刚整理和编订《崔东壁遗书》是有价值的。洪业主持的哈佛燕京学社引得编纂处支持了顾颉刚的《尚书》研究。在《禹贡》半月刊、禹贡学会的创立和以通俗读物的形式宣传抗日的工作中,洪业作出了自己的贡献,这些都对顾颉刚的学术产生了有意义的影响。     

从引文分析看大陆华侨华人研究——基于CSSCI（1998-2005）的研究

以中国社会科学引文索引(CSSCI)为操作平台,以核心作者群的被引论著为样本,对样本篇数、篇次、作者、机构、地域分布、主题分布、年代分布等因素进行了引文分析和量化的描述,并从文献的角度对大陆华侨华人研究现状进行评估。结果表明:大陆华侨华人研究1993—2002年是高峰期,形成了以福建、北京、广东为主的核心作者群,高等院校仍是华侨华人研究的主要机构,研究主题以经济、社会、历史为主,学术论文的利用率不高,高水平的研究成果不多。华侨华人研究在学术界的整体影响力不大,某些不够科学和规范的引证态度和方法亟需改进。     

战后日本的新中国研究

本文以战后至1972年9月中日邦交正常化前的日本学术界对于新中国的研究史为研究对象,以日本学术界对新中国政治体制、新中国社会主义经济建设成就、合作社和人民公社、毛泽东思想的研究和考察以及文化大革命的研究为线索,分析了中日邦交正常化前日本学术界对于中国的研究概要。以此,试图分析战后日本学术界的中国观和中国研究的方式、理论。     

1949年以来中国近代经济思想史研究述评

1949年以来,中国近代经济思想史研究取得丰硕成果,作17种以上,论1165篇。在研究深度方面,随思想的解放步伐而逐步加深。在今后的研究中,应进一步解放思想,加强基础研究、“条条”研究、“块块”研究、比较研究和资料建设。     

Commercializing science: nineteenth- and twentieth-century academic scientists as consultants,patentees, and entrepreneurs

Abstract

The collection of essays introduced in this article contributes to the debate on the commercialization of academic science by shifting the focus from institutional developments meant to foster university technology transfer to the actions of individual scientists. Instead of searching for the origins of the ‘entrepreneurial university,’ this special issue examines the personal involvement of academic physicists, engineers, photographic scientists, and molecular biologists in three types of commercial activity: consulting, patenting, and full-blown business entrepreneurship. The authors investigate how this diverse group of teachers and researchers perceived their institutional and professional environments, their career prospects, the commercial value of their knowledge and reputation, and their ability to exploit these assets. By documenting academic scientists’ response to market opportunities, the articles suggest that, already in the decades around 1900, commercial work was widespread and, in some cases, integral to academics’ teaching and research activity.     

A collective biography of joy in academic practice

Changing working conditions at many universities over the past decade have meant longer hours, intensified record-keeping, and more precarious employment. Despite these changes, many academics still insist that we enjoy our jobs. Our inquiry is oriented toward spaces and practices that bring us joy in our daily work and help us withstand the negative effects of working in academia. This article reports on our exploration of some moments of joy at work as part of our own academic practice. Through a feminist methodology known and developed as collective biography, we wrote individual memories of joy in our teaching, publishing, and collaborating, together at a writing retreat. As we analyzed these recalled moments, we came to realize that joy emerges through a turbulent process fueled by a cocktail of emotions. In fact, we came to understand joy as affect, with affect seen as a certain sort of excess, generated around and through sensations that might contribute to feelings such as celebration, happiness, or surprise as well as fear, anger, or embarrassment. We conclude that joy does things, that it can be transformative, and that cultivating joy in academia is part of a radical praxis.     

A TREASURE TROVE OF CHRONOLOGICAL LEARNING

The recent facsimile edition of Henricus Glareanus's Chronology of Livy, prepared by Anthony T. Grafton and Urs B. Leu, provides access to a primary source that is unique from the point of view of the history of science and scholarship and of the book and reading. The basis of the edition, a copy of Chronologia annotated by Glareanus's disciple Gabriel Hummelberg II, now preserved at the Princeton University Library, serves scholars both as a point of departure for outlining hypotheses on the teaching methods of early modern humanists as well as the role of chronology in the humanist curriculum. My reading of their edition is based on three points. First, I put the primary source of their choice in a context that includes provincial early modern educational centers as I believe that their enterprise could clear the way for future narratives on forgotten scholars who dealt with the issues of technical chronology. Second, I show the importance of Grafton and Leu's thesis on the procedures of transmission of teachers’ commentary, which, according to them, is documented by the Princeton copy of Chronologia. Third, I argue that the seemingly conservative decision to publish a paper edition of an annotated volume at the moment when state‐of‐the‐art digital tools for such editions are being tailored through the alliance of scholars and IT specialists should open a discussion among historians of the book and reading, science, and education that would lead to the determination of standards for scholarly editions of libri annotati.