Late pleistocene human adaptations in eastern North America

Eastern North America in late Pleistocene times was characterized by two major environmental regions: a periglacial tundra or open spruce parkland and an extensive complex boreal/deciduous forest in the unglaciated, lower latitudes. These environments selected for different adaptive strategies on the part of human foraging groups—known archaeologically as Paleoindians. Those in the tundra and tundra-forest region were highly mobile, possibly specialized hunters, exploiting caribou; those in the forest were generalists, exploiting a variety of subsistence resources with a less mobile settlement system. There is little evidence in either area for hunting of Pleistocene megafauna. These differences in adaptive strategies are reflected in the record of sites and isolated fluted points scattered throughout the region, as well as aspects of tool technology, function, and patterns of stone use.     

The theatricality of eating in the life of St. Francis of Assisi

I examine the role of food, eating, and meals in the life of St. Francis of Assisi. I observe that his experience significantly differs from that of the female fasting saints. I show that his concern lies with the justifiability of eating, and that food is associated with dramatic lessons that instruct or chastise others. I argue that, like Christ, Francis uses food and eating to teach, to share a message, or to accept outsiders.     

Smart specialization as a strategy to develop early-stage regional innovation systems

ABSTRACT

This paper discusses the role of smart specialization in catalyzing the development of early-stage regional innovation systems in less advanced regions, either by facilitating the emergence of some defining elements that were lacking or accelerating the development of others, such as: a regional knowledge base and a dynamic learning process, institutional structures, network integration mechanisms among key innovation actors, regional industrial specializations, and collective identities. The paper exemplifies this process with the case of Romania, a country where the research and innovation system is centralized at national level and regional innovation systems are in the early days. The transformations taking place in the Romanian regions within the process of implementing smart specialization, assisted by the European Commission's Joint Research Centre in the project “Targeted Support to Smart Specialization in Romania”, suggest a dynamic coagulation of institutional, financial, policy, and human factors that catalyzed the development of regional innovation systems in the country and introduced a novel approach to innovation policy.     

The voting strategies of young people: a conceptual framework

This study offers a new framework for understanding the decision-making strategies of first-time voters. Using data from in-depth interviews with young people prior to the 2013 Australian federal election, the paper explores the extent to which our participants were knowledgeable about the upcoming election and the degree to which they invested cognitive effort into making their voting choice. The analysis reveals five distinct voting strategy typologies, which we use to construct a conceptual model that identifies and describes different voting approaches employed by young people. The findings show that young people are not a homogenous group of disinterested and disengaged voters. Instead, within a population of young citizens there are varying levels of interest and effort being invested into electoral participation.     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.     

Political chess and vernacular discursive strategies: A study of the late Qing Sichuan Railway Protection Movement

ABSTRACT

Interdisciplinary literary and historical studies of late Qing vernacular are rare, and the vernacular texts of the Sichuan Railway Protection Movement have been overlooked by academics. This paper focuses on this topic, arguing that the discursive strategies in such texts revolved around the movement's aim of “breaking the agreement and protecting the railway,” and primarily included discourses on constitutionalism, financial interests, patriotism, cultural order, and the late emperor, as well the ideas of “ridding the emperor of evil ministers,” borrowed from traditional Chinese political discourses, and “national subjugation,” within the context of the national crisis. None of these discourses were “anti-Manchu” or “revolutionary,” yet they were able to mobilize the people of Sichuan to devote themselves to the Railway Protection Movement, as well as attracting the “sympathetic understanding” of high-ranking Sichuan officials, such as Wang Renwen 王人文 and Zhao Erfeng 赵尔丰, thus lending discursive power to the railway protection camp in its game of political chess with the Qing court. Meanwhile, the government's weak discursive power was an important factor in the overthrow of the Qing Dynasty by the revolutionary tide triggered by the Sichuan Railway Protection Movement. The discursive strategies in vernacular texts on railway protection (including the particularly strategic discourse on the late emperor) spread, transformed, and were reborn to varying degrees over the course of history.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Negotiating male gatekeeper violence in team-based research on Bangladeshi migrant women in Malaysia

While the field of migration studies is expanding to understand the nuanced experiences of women across Asia, there has been little discussion of how these studies were conducted. This article draws on the reflective accounts of three researchers on a team project investigating the lived experiences of female Bangladeshi migrant workers in Malaysia. While the research aims centred on understanding the lives of the Bangladeshi migrant women, the team spent a significant amount of time negotiating male gatekeeper violence in the field. The article further describes the researchers’ experiences of sexual harassment and intimidation, and explores these through the complex locations of the migrant workers and the female researchers in the field site. In addition, the article deals with the way in which the team’s feminist research sensibilities were challenged in the context of negotiating that violence. The ethical dilemma of continuing the research in the face of persistent violence was dealt with by discussing approaches employed in managing the violence. Analysing male gatekeeper violence in the field, allowed for conversations around the intersection of migration and masculinities. This auto-ethnography reveals methodological concerns for female researchers and exposes the negotiated nature of the front line of migration research.     

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.