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Historians are not so prone as their brethren of the social studies to lengthy disputation concerning the function, the objective, the method, the locus and the limit of their subject. They tell us freely enough and often enough and variably enough what history is and does, but they seldom justify their pronouncements by elaborate argument. They rarely seek to place the other social disciplines in relation to their own. Not uncommonly their own proceeds as though these others did not exist or as though they existed on another level of communication altogether. History takes so free an amplitude that these others become angles of incidence to its main highroad. It is presumptively concerned with the concrete reality, the wholeness of things, while these others attach to abstractions such as law and government and economics and morals. The other social disciplines vex themselves with the ambition to be entitled sciences and cast aspiring and emulous eyes on the physicist and the mathematician, but history loses no sleep over such aspirations—untroubled by the inferiority complex of its associates it is even ready to reject the title of science when offered.

1. Introduction: History Education in Theory, Practice, and the Space in Between -- 2. Social Studies Teachers' Perspectives on the Differences between Disciplinary History and School History -- 3. "But they can't do that!" Practical Approaches to Engage South African School Pupils in Historical Learning -- 4. Re-imagining History Teaching by Challenging National Narratives -- 5. Improving Teachers' Proficiency in Teaching Historical Thinking -- 6. The Development and Progress of the 'Source Method' as a History Teaching Method: Practical Classroom Examples from Malta -- 7. Form or Substance? Weighing critical skills against identity narratives in history education -- 8. Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s -- 9. Historical Thinking, Epistemic Cognition, and History Teacher Education -- 10. More than a Methods Course: Teaching preservice teachers to think historically -- 11. The History Education Network: An Experiment in Knowledge Mobilization -- 12. What History should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe -- 13. Quebec's history of Quebec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder its Inclusion -- 14. From Knowing the National Past to Doing History: History (Teacher) Education in Flanders since 1918 -- 15. Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland -- 16. The Scottish Context: Making History in an "Understated Nation" -- 17. Tracing Displinarity in the History Classroom: The cases of Two Elementary School Teachers amidst Curriculum Change in the Republic of Cyprus -- 18. Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland -- 19. Historical Thinking, 'Difficult Histories' and Māori Perspectives of the Past -- 20. Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons -- 21. To What Purpose? The Ends and Means of History Education in the Modern World -- 22. The History You Don't Know and the History You Do: The Promise of Signature Pedagogies in History Education -- 23. Dynamic Literacies and Democracy: A Framework for Historical Literacy -- 24. Conclusion: History Education, Nexus.

Vols. 4-6 lettered on cover: Second series. Vols. I-III. ; The work has additional title-pages, as follows: v. 1-3: The history of the United States of America, from the discovery of the continent to the organization of the government under the federal Constitution. 1497-1789. Rev. ed.; v. 4-6: The history of the United States of America. From the adoption of the federal Constitution to the end of the Sixteenth Congress. 1788-1821. Rev. ed. ; I. Colonial, 1497-1688.--II. Colonial, 1663-1773.--III. Revolutionary, 1773-1789.--IV. Administration of Washington, 1789-1797.--V. John Adams and Jefferson.--VI. Madison and Monroe. ; Mode of access: Internet.

This article examines the way Tibet's history and its relations with China have been interpreted and described in China since 1950. While China has long claimed that Tibet became part of China in the thirteenth century under the Yuan Dynasty, much evidence shows that this interpretation is a twentieth century construction. A more assertive Chinese position holds that historical China consists of the territory of the Qing Dynasty at its height, and that all within those boundaries have been uniquely part of China since ancient times, well before the Yuan era, and indeedsince before the beginning of recorded history. (China Perspectives/GIGA)

Innovation serves many purposes. In this paper we study new varieties of innovation and innovation policy which address societal challenges in the largest cities in Europe. These metropolitan areas consistently show resounding characteristics in terms of multiplicities of innovation, governance and societal challenges. They serve as 'living labs' and 'lead-markets' for solutions to societal challenges. The identified and analysed cases of social innovation initiatives in these metropolitan areas organize for new resourceful interactions between the demand for social innovations and the capacities to generate multi-domain solutions. It is the context dependencies of these cases of social innovation that open up diverse interest-based possibilities. In this daily life-world context a multiplicity of actors select local-interactive processes. The broad range of actors includes: government research labs, public sector, creative and other service industries, social entrepreneurs, intrapreneurs, student platforms, and profession-linked open communities. Such interactions represent emerging transformative capabilities for addressing societal challenges, turning local-societal (political/administrative; economic/ financial; technological/social) solutions into multi-level (regional, national, global) opportunities, and a wider range of benefits. In metropolitan areas, these multi-domain and multi-level potentials are activated by organizing societal synergies between "social participative creativity" and "economic innovative efficiency" for any level. Existing concepts of innovation systems do not capture and explain these unique societal synergies, because they only focus on one specific type of innovation and one specific type of sectoral, technological, socio-technical, social or spatio-organizational (national, regional) system of innovation. It requires acknowledging that innovation and innovation systems are not only instrumental for economic benefits in a system-technocratic sense, but also for addressing societal challenges in a grassroots-communicative sense. Therefore we construct an overarching yet deepened concept: "the societal system of innovation", a theoretical-analytical framework based on empirical background. We do not add yet another type of innovation system, but acknowledge the overlaps and linkages between the existing types of innovation systems. The existing types are the special cases of the societal system of innovation with respect to the presence/absence of organizations, where organizational rules and interactional play between them. Over-embedded or lacking interactions among these special-case innovation systems cannot capture evolving contextuality (life-world) for innovation. This shortcoming provides a complementary policy rationale for being critical in the organization of widened interactions (S2S, system-to-system; G2G, grassroots-to-grassroots) and deepened contextuality (S2G, systems-to-grassroots; and G2S, grassroots-to-systems) under the concept, instruments, measurement/assessment of the societal system of innovation.

The Royal Cistercian Monastery of Santa María de Piedra (Saint Mary of Stone) was founded in 1195. It displays remarkable medieval vestiges some of which must be studied within military architecture. By combining the employment of documents and material rests it can be recognised four construction stages. The first one is Malavella Castle, previous to the foundation of the abbey and a notable work of the military architecture of the mid of the 12th century. The king Alfonso II (Alphonsus II) donated it to the monks so that they could use the castle as the starting point to build the abbey. Of Malavella Castle there are evidences of having counted both on a hardly recognizable gate tower at the level of the mandatum and rests with a barrel vault in the cella and the passage of the convert. The second stage is contemporary to the foundation of the abbey and must be dated the first third of the 13th century. To this second stage must correspond the design of the external fortified enclosure and the monumental gate tower. The wall and the towers keep a fully military and strategic use. The third stage matches the beginning of the 15th century and it is the adaptation of the gate tower to diverse liturgical uses on being added an expository balcony to exhibit the Sacro Dubio of Cimballa, the most outstanding relic that the monastery owned in the Middle Ages. The fourth stage is the consolidation and reconstruction of the walled fence in the first third of the 17th century, age when the fabric banners were substituted by the emblems and coat of arms carved in stone, assuming a series of political values and new symbols. ; El Real Monasterio Cisterciense de Santa María de Piedra fue fundado en 1195. Tiene importantes restos medievales algunos de los cuales deben ser estudiados dentro de la arquitectura militar. Combinando el uso de documentos y restos materiales podemos reconocer cuatro fases constructivas. La primera es el castillo Malavella, anterior a la fundación de la abadía, obra interesante de la arquitectura militar de mediados del siglo XII, que el rey Alfonso II donó a los monjes que lo usaran como punto de partida a la hora de construir la abadía. Del castillo Malavella quedan evidencias de haber tenido una torre puerta, apenas reconocible, a la altura del mandatum y restos con abovedamientos de cañón en la cillería y el pasadizo de conversos. La segunda fase es contemporánea de la fundación de la abadía y debe datarse en el primer tercio del siglo XIII. A esta segunda fase debe corresponder el trazado del recinto amurallado externo y la monumental torre puerta. La muralla y las torres mantienen un uso plenamente militar y estratégico. La tercera fase corresponde a inicios del siglo XV y es la adaptación de la torre puerta a diversos usos litúrgicos al serle añadido un balcón manifestatorio para exhibir el Sacro Dubio de Cimballa, la más importante reliquia que tuvo el monasterio en la Edad Media. La cuarta fase es la consolidación y reconstrucción de la cerca murada en el primer tercio del siglo XVII, época en que fueron sustituidos los pendones de tela con los emblemas por escudos labrados en piedra, asumiendo, una serie de valores políticos y simbólicos nuevos.

International audience ; In contrast with the stereotypical image of one-way flows going from a few source countries to many host countries, simultaneous exports and imports between two countries appears a plausible phenomenon in tourism. The purpose of this paper is to contribute to our understanding of the empirics of trade in tourism services by studying bilateral intra-tourism trade for a sample of 14 member states of the European Union and by using the most up-to-date and robust method available in the literature to distinguish vertically and horizontally differentiated tourism services: the Azhar and Elliott method (2006). Our results clearly show that a large proportion of European countries simultaneously export and import comparable amounts of tourism services. Moreover, the large predominance of vertical differentiation in these intra-tourism flows suggests that international specialization is taking place in Europe within the tourism sector itself, along the spectrum of quality.

International audience ; In contrast with the stereotypical image of one-way flows going from a few source countries to many host countries, simultaneous exports and imports between two countries appears a plausible phenomenon in tourism. The purpose of this paper is to contribute to our understanding of the empirics of trade in tourism services by studying bilateral intra-tourism trade for a sample of 14 member states of the European Union and by using the most up-to-date and robust method available in the literature to distinguish vertically and horizontally differentiated tourism services: the Azhar and Elliott method (2006). Our results clearly show that a large proportion of European countries simultaneously export and import comparable amounts of tourism services. Moreover, the large predominance of vertical differentiation in these intra-tourism flows suggests that international specialization is taking place in Europe within the tourism sector itself, along the spectrum of quality.

International audience ; In contrast with the stereotypical image of one-way flows going from a few source countries to many host countries, simultaneous exports and imports between two countries appears a plausible phenomenon in tourism. The purpose of this paper is to contribute to our understanding of the empirics of trade in tourism services by studying bilateral intra-tourism trade for a sample of 14 member states of the European Union and by using the most up-to-date and robust method available in the literature to distinguish vertically and horizontally differentiated tourism services: the Azhar and Elliott method (2006). Our results clearly show that a large proportion of European countries simultaneously export and import comparable amounts of tourism services. Moreover, the large predominance of vertical differentiation in these intra-tourism flows suggests that international specialization is taking place in Europe within the tourism sector itself, along the spectrum of quality.

This paper challenges mainstream, neoliberal conceptualizations of the 'Smart City' and the Incubator Hypothesis, by inserting grassroots creativity and solidarity into their logic. It is argued that the debt crisis in Southern Europe paves the way for a grassroots version of the Smart City, a city with hybrid public and common spaces, where the virtual and the material mingle, where grassroots creativity combines technology and knowledge, as it is largely based on massive ICT use and a highly educated young population. Typologies are constructed for several types of diverse collectivities, economies and productive initiatives. Top-down strategies of quasi-Orientalist stigmatization and suppression of every mobilization, alternative political discourse, imagination and creativity are sharply criticized as responsible for the crisis itself. Policy-oriented questions are posed and advocacy planning is explored in order to empower grassroots creativity in the context of digital societies. ; This paper challenges mainstream, neoliberal conceptualizations of the «Smart City» and the Incubator Hypothesis, by inserting grassroots creativity and solidarity into their logic. It is argued that the debt crisis in Southern Europe paves the way for a grassroots version of the Smart City, a city with hybrid public and common spaces, where the virtual and the material mingle, where grassroots creativity combines technology and knowledge, as it is largely based on massive ICT use and a highly educated young population. Typologies are constructed for several types of diverse collectivities, economies and productive initiatives. Top-down strategies of quasi-Orientalist stigmatization and suppression of every mobilization, alternative political discourse, imagination and creativity are sharply criticized as responsible for the crisis itself. Policy-oriented questions are posed and advocacy planning is explored in order to empower grassroots creativity in the context of digital societies.