Cartography, Geographic Information, and Public Policy
MARK S. MONMONIER, Syracuse University
Cartography is as much a policy science as it is a graphic art and science. The inevitable demise of the paper map as the principal medium of geographic communication and the increasing concentration of mapping activities and geographic data base development in large public-sector agencies argue in favour of replacing the current emphasis on map production with one involving policy. A focus on mapping policy will reverse the unfortunate split between cartography and geography.
The Examination of Exposures of Pleistocene Sediments in the Field: a self-paced exercise
PETER KEENE, Oxford Polytechnic
A teaching model is proposed, that can alleviate some of the difficulties experienced by students when introduced to the interpretation of field exposures of Pleistocene deposits. The tightly structured, although self-paced, exercise encourages a logical step-by-step approach which enables the origin and environment of deposition of some seemingly complex exposures to be proposed. Experience with the model. and possible adaptations, are discussed.
Physical Geography Techniques: a self-paced university course
M. J. CLARK & K. J. GREGORY, University of Southampton
The growth of interest in, and use of, field and laboratory techniques in the various branches of physical geography have led to the development of a second year course at Southampton University. A self-paced format has been adopted in preference to traditional lecture and practical instruction, and the development of the course, its objectives and the methods of assessment devised are reviewed in the light of the experience gained during four years of operation. A tape-slide programme is used as the core of each of 12 units. The instruction and exercises are provided in weekly workbooks, and assessment of the course includes a seen examination paper devoted to subjects not included in detail in the course.
Experiences with a Workbook for Spatial Data Analysis
GEORGE CHO, Canberra College of Advanced Education, Australia, and University of Keele, UK
The development and use of a workbook for teaching spatial data analysis is discussed The particular needs of students are described before introducing the Keller Plan. Attention is then switched to what statistical methods should be taught in a tertiary curriculum. Experiences obtained from using the workbook are outlined and the paper concludes with a discussion of possible extensions to this method of teaching.
The Milieu of Geography within Higher Education in the United Kingdom in the 1980s
G. MALCOLM LEWIS, University of Sheffield
Geography within higher education in the United Kingdom is presented as a core at the centre of afield of interacting forces. The balance between these forces and their susceptibility to change is examined. The implications for geography as a degree subject are indicated.
British School Geography in the 1980s: an easy test?
REX WALFORD, University of Cambridge
Only a view of extreme pessimism or arrogance discounts the knowledge already acquired by those who enter the study of geography in higher education. The changes which occur in the teaching of school geography should be of considerable interest to those who teach geographical and related studies in higher education. This paper outlines and assesses the significance of the major changes which have occurred in geography teaching in schools in England and Wales in the past two decades. It also seeks to identify some of the influences which are likely to shape such teaching in the future.
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