Internationalising Geography in Higher Education: Towards a conceptual framework

Key issues relating to the internationalisation of geography in higher education are explored. Drawing on past experience, critical questions are posed regarding the goals, ownership, management and operation of a proposed international network for teaching and learning in geography in higher education. It is argued that those developing the network must learn from the lessons of the past, both to avoid repeating avoidable mistakes and to ensure that the network successfully achieves its intended aims.     

The concept of disasters in Geography Education

In the context of current discussions on natural hazards, natural risks and (human) disasters around the world, the aspect of disaster risk reduction (DRR) is gaining more and more importance. The present contribution elucidates the didactical consequences this development has on competence-oriented Geography teacher training at universities/colleges as well as in Geography Education research.     

Environmental Research and Education in US Geography

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human–environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception.     

Preparing Geography,Earth and Environmental Science (GEES) Students for Employment in the Enterprise Culture

Maps and related graphics are important means of representing key issues in development education and related themes. This paper examines the use of world maps in materials used in teaching development in higher education and concludes that many are not 'fit for purpose'. Many of these maps create false connotations, which can lead to misleading understandings of key issues.     

Effective Teaching of Research Design in Physical Geography: a case study

A problem-solving approach to the teaching of research design in physical geography is introduced. Focusing on the study of the effectiveness of a local river restoration scheme, students are empowered with the responsibility for and control of their learning by means of group discussions and decision making in a series of workshops. With carefully staged guidance by tutors, students devise research questions and execute their project, analysing data collected on a field day. Although students may find this approach to be challenging and demanding, they acquire research experience and develop key skills, such as visualisation of problems and capacity for logical thought, aided by critical self-appraisal of their performance. Such an approach is particularly relevant today because of subject benchmarking skills. Developing transferable skills, such as initiative and teamwork, valued by employers also promotes self-confidence. Using a case study, this paper considers the experiences of students and staff with this approach, identifying its strengths and weaknesses, and offers possible options for its development.     

Assessing the Use of Real-time DataStreme Weather Data in an Introductory Physical Geography Course

The online data from the American Meteorological Society's DataStreme course have been used successfully in a traditional undergraduate college weather and climate class. DataStreme was designed to train K-12 teachers to transform weather data into exciting learning experiences. Adaptation of these materials so that some of this excitement could be infused in a traditional college setting was the goal of this pedagogical experiment. These data and associated learning materials have been adapted specifically for use in undergraduate weather and climate courses and are now being made available by AMS as Online Weather Studies. This paper describes and assesses the use of online data. The assessment involved a comparison of student self-reports of factual knowledge mastery, skills acquisition and satisfaction with the methods used in two sections of the same course, one offered with the real-time weather data and one without.     

World War II Underwater Cultural Heritage Sites in Truk Lagoon: Considering a Case for World Heritage Listing

This paper explores a number of issues in regard to the world heritage listing of the World War II underwater cultural heritage sites located in Truk Lagoon. The destruction of the Japanese Naval Base at Truk was an important event in the American strategy to end World War II and it had a profound effect on the indigenous inhabitants. Divers from all over the world visit Truk Lagoon to dive the 50 shipwrecks and numerous aircraft. The paper investigates the significance of the sites in accordance with the criteria for world heritage listing, and in context with Pacific Island Nations requirements.
© 2004 The Nautical Archaeology Society     

世博效应对长三角地区经济一体化的影响探析--兼论长三角地区区域经济一体化策略

在经济全球化的趋势下,长江三角洲地区经济一体化已经成为该地区经济发展不可逆转的趋势。本文结合2010年上海世博会的召开,分析了长三角地区经济一体化的战略意义及其基础,指出世博会对长三角地区经济一体化各个方面具有促进作用,并提出长三角地区区域经济一体化的对策。     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

The Challenges of Managing an Archaeological Heritage Site in a Declining Economy: The Case of Khami World Heritage Site in Zimbabwe

Abstract

This paper explores the case of the Khami archaeological site, whose degradation by the local communities in recent years was as a result of socio-economic problems caused by the collapse of the Zimbabwean economy combined with the inability of the Zimbabwean government to support the site. We argue that the negative attitude by the local communities towards the management of cultural heritage sites is embedded in the colonial history of the country, and has been driven by the socio-economic difficulties emanating from the collapse of the Zimbabwean economy in recent years. We begin by explaining the history of Khami, its architecture, and the local communities residing around it. We then show and assert that the subsequent degradation of Khami and the landscape around it by the local communities is linked to the socio-economic problems of the country and poverty, which emanated from the collapse of the Zimbabwean economy. In the end, we contend that the economic constraints are part of the reasons why the local communities have from time to time failed to respect the importance of protecting cultural heritage sites in the country.     

HMS Falmouth: addressing the significance of a light cruiser lost in the First World War off the coast of Yorkshire

HMS Falmouth is the only known wreck of a Town Class light cruiser, which were ‘arguably the best cruisers of the First World War’ (Lyon, 1977c: 49). This article reports on a project to better understand the significance of the wreck and to raise public awareness of the heritage of the First World War at sea. Although the wreck is heavily degraded it is still of considerable importance, raising methodological questions about the role of multibeam survey and 3D visualization, access to archival material, and the characteristics of archaeology as applied to 20th‐century warships.