Challenging Racism through Geography Teaching
PETER JACKSON, University College London
Geographers in higher education have contributed little to current debates about anti-racist teaching. This paper aims to stimulate that debate by reviewing the findings of a course evaluation exercise among first-year geography students at University College London. The paper discusses some of the theoretical and practical problems that arise from an educational and political commitment to challenging racism through geography teaching.
Building Regression Models: the importance of graphics
RICHARD DUNN, University of Bristol
In this paper the importance of graphical methods in simple and multiple regression analysis is discussed. It is argued that a graphically oriented approach has considerable pedagogic advantages in the exposition of simple and multiple regression. It is also shown that graphical methods may play a central role in the process of building regression models. These points are illustrated with a variety of data sets.
Do You Use the Telephone too Much? A Review of Performance Indicators, Evaluation and Appraisal in British Universities 
R. J. JOHNSTON, University of Sheffield
The resource allocation procedure for distributing money among and within British universities has changed substantially in recent years, and with it the preferred management style. Performance indicators have been proposed as important statistics to be used in the management of resource allocation. The validity and value of such indicators is discussed in the context of the recent changes and their limited role within a proper system of appraisal identified.
Americans in Britain: geographic education and foreign field trips
KEN PANTON, City of London Polytechnic
LARY DILSAVER, University of South Alabama
Although geography does not have a strong base in American universities, large numbers of US students undertake short courses in the United Kingdom every year. The paper considers the problems involved in designing field trips for these students. It reports on the experience of a two-week trip with undergraduates from the University of Southern Mississippi and suggests that the educational success of such ventures depends on a combination of clear course structure, student motivation and the imagination of the teacher.
The Domesday Interactive Videodisc System in Geography Teaching
DAVID J. MAGUIRE, University of Leicester
The Domesday Interactive Videodisc System was launched in late 1986. At the time of the launch claims were made about the System's potential major contribution to educational computing. Sufficient time has now elapsed in order to present a considered assessment of its utility as an educational resource. This paper reviews the technology embodied in the System, describes how it works and considers its educational potential. Two case studies detail how the Domesday System may be used in geography teaching.
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