The Landscape Context

Author(s):  
Niall Sharples

The archaeological landscape of Wessex is one of the best known in Europe. There are very few students of archaeology who have not been taken to see sites such as Stonehenge, Avebury, Maiden Castle, and Danebury. Most archaeology departments insist that an in-depth knowledge of the region is essential for the training of an archaeologist, and as a student at Glasgow in the 1970s, one of the most distant departments from the region, it was considered a prerequisite for me to visit Wessex. I was loaded on to a coach and after a long journey I arrived at Devizes, where we stayed for a week of site and museum visits. I remember very little of what we saw, certainly the sites named above, but I do remember that I was tremendously excited by certain road signs. As we drove across the landscape I was confronted by names that were exotically familiar: All Cannings Cross, Gussage All Saints, Tollard Royal, and Overton Down. These names were exotic, particularly for a northerner brought up on names like Milngavie and Auchenshuggle, but very familiar since they cropped up frequently in the lectures and text books that were a feature of my course. It should be stressed that this course was untouched by the new ideas of statistical and behavioural studies that were so popular in other universities. My lectures were dominated by site and sequence and at this time, the late seventies, the sites that were available to us were the sites of Wessex that had been excavated and published by the great excavators of the previous generation. Today I am regularly involved in two trips to the region for the undergraduates studying archaeology at Cardff University. The first trip involves a visit to the hillforts of Maiden Castle and South Cadbury and the chalk figure at Cerne Abbas. These visits are very site focused and involve standing around listening to me giving a lecture on the context of hillforts—when they were built, what they were for, their distribution and the specific sequence of the particular site we are visiting.

1958 ◽  
Vol 3 (12) ◽  
pp. 364-365
Author(s):  
MARTIN T. ORNE
Keyword(s):  

Author(s):  
Shanna J. Ward ◽  
Michael S. Wogalter ◽  
Andrew W. Mercer
Keyword(s):  

1978 ◽  
Author(s):  
Carol Taylor Fitz-Gibbon
Keyword(s):  

2018 ◽  
Vol 10 (2) ◽  
pp. 341-355
Author(s):  
Mohammad Liwa Irrubai

Today, the human problem in social life concerning education is growing more complex; many new ideas emerge as the level of human intellectuality grows. This paper will reveal the current issue of education in Indonesia and discuss ideas from the concept of liberal education. The basic issue of education criticized by liberal education is that education today focuses more on the needs of society than the educational objectives themselves. Education as a tool to transfer science, values, and agents of social change is seen as one alternative solution in the framework of improving people's lives. The education in which values are embodied is one of the efforts offered by genuine liberal education, aimed at giving us the habits, ideas and techniques necessary to continue our own education. Humans have the ability to learn continuously throughout life so that we can prepare ourselves to study and again as long as we are alive.


2009 ◽  
pp. 38-57 ◽  
Author(s):  
Ph. O’Hara

In this analytical review the author describes the main trends in the modern heterodox political economy as an alternative to mainstream economics. Historical specificity as well as the contradictory and uneven character of economic development are examined in detail. The author also discusses problems of class, gender and ethnic discrimination and their influence on economic growth. It is shown that there are tendencies to convergence of different theoretical perspectives and schools, common themes, topics of research and conceptual apparatus are being formed. The forces of integration and differentiation help establish new ideas and receive interesting scientific results in such fields as development economics, macroeconomics and international economics.


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