'Enlivening' Development Concepts through Workshops: A case study of appropriate technology and soil conservation

In comparison with the teaching of most other geography topics, where fieldwork can be conducted relatively easily and seminars can be based on some pre-existing knowledge and first-hand experience of the issues, the range of resources and approaches available to tutors teaching the geography of development is necessarily more limited. Tutors often have to rely more heavily on 'top-down' teaching and more passive learning approaches, such as using videos, slides and lectures. While students may gain a theoretical understanding of development concepts, issues and problems, they may be left without a deeper 'experience' of such material. This paper describes a practical workshop designed to communicate to students the idea of 'appropriate technology'. The workshop enables students to actively 'experience' a development concept rather than simply understand it in theory. It tests comprehension and understanding, through the application of a concept to real examples, stimulates discussion and debate, and draws upon problem-solving and critical thinking skills.     

Dancing to Different Tunes: Conveying Latin American realities to composite classes

Students are often attracted to courses about Latin America by media images of the region with their aura of danger and unpredictability. Such stereotypes must be addressed in teaching, but the means is far from clear when the participants stem from different disciplinary backgrounds and academic traditions. The method adopted here was to tackle development through discourse construction through an appreciation of positionality. This approach enabled students to draw on their respective backgrounds and experience critically; it also ensured that students appreciated the core concepts embedded in the discipline, while engaging in a challenging way with the issues raised by Latin American development.     

The Changing Cycle of Engineering Materials A Tribute to H. M. Finniston,Materials Scientist and Engineer

Abstract

In this, the second Finniston Lecture, the growth in the production, usage and disposal of engineering materials is reviewed on a worldwide scale over the period of Sir Monty's lifetime. He worked in all stages of the cycle. The materials treated are steel and the common non-ferrous metals, the bulk plastics (polyethylene, polypropylene, polyvinylchloride, polystyrene) and Portland cement. The total tonnage used is determined by improvement in quality, both in production and in service, the market demands, substitution by other materials and waste minimisation. These are considered for each material so as to show an emerging future in which demand per caput decreases as living standards rise. This fact, coupled with a philosophy of 'do more with less' and the pressures of environmental concerns are leading to an important change of emphasis within the materials cycle occasioned by the demand to increase the recyclability not only of the materials but also of the components made from them.     

Reflections on a Discipline-wide Project: Developing active learning modules on the human dimensions of global change

Developing Active Learning Modules on the Human Dimensions of Global Change was a four-year discipline-wide project that aimed to infuse current scholarship on global change into introductory and intermediate university courses, develop active learning materials on the human dimensions of global change for use in introductory and intermediate college courses, motivate faculty to think critically about their approaches to teaching and learning, and, finally, establish a process within the Association of American Geographers to develop and disseminate active learning materials. The authors describe the project and reflect on lessons learned.     

Searching for good practice in postgraduate education

Regional geography courses have declined in status and number at many North American universities. Yet it is regional courses which students with limited geographical education at the high school level may identify as typical geography, and thus regional courses may play a significant role in recruitment of geography majors. Regional courses on the students' country or state/province offer an excellent opportunity to showcase how geographic perspectives can enrich our understanding of the familiar, both in terms of place and discipline. This paper discusses the pivotal role a regional geography course has been given in a new university's geography curriculum, and the innovative structuring of the course so as to avoid some of the deficiencies of common instructional patterns which may deter some students from pursuing further geographic education.     

After the graduation ceremony: Some thoughts on geography graduate careers

Abstract

An increase in the level of concern with geography graduate careers is needed. Geographers in higher education should undertake fuller and more detailed analysis of career patterns so that they can give careers advice and provide courses that give students some marketable skills. A brief survey of information currently available on geography graduate careers is followed by an analysis of the career patterns of geography graduates from the universities and a polytechnic. Suggestions are made for data improvement and for immediate action.     

A note from the editors of JGHE

Abstract

Employers were involved in assessing students’ presentations, giving feedback and in the development of staff skills for providing feedback. The curriculum context to the oral presentations is described and the problems and benefits of employer involvement are considered. It is argued that it is possible to develop an effective small‐scale approach to employer involvement as an alternative to major schemes.     

'Nothing Can Ever Be the Case of 'Us' and 'Them' Again': Exploring the politics of difference through border pedagogy and student journal writing

Linda McDowell (1994) has called for styles of teaching which put into practice arguments about the 'politics of difference', which has become an increasingly central part of human geographical research. This paper draws on a number of years' experience of teaching an undergraduate course on multicultural historical geography, in which this was attempted. Here students were encouraged to get more involved in these debates, to take them more personally, and to develop 'situated knowledges' about the UK as a multicultural society. The approach to teaching, learning and assessment which made this possible was based on the principles of 'border pedagogy' and on students writing journals throughout the course which charted the development of their understandings of the materials they encountered.     

Risk assessment and structural integrity aspects of materials behaviour

Abstract

Risk has always been an inherent part of everyday life, but quantified assessment of risk is now an important part of several different aspects of materials and engineering applications. Risk is taken into account as an integral part of the design of many constructions in limit state design through the use of partial safety factors to achieve a target reliability, depending on the consequences of failure and the uncertainties of the input data and design relationships. Risk is also increasingly being used as a basis for decisions on inspection, maintenance, and life extension of engineering structures and infrastructure. As part of the effective management of projects, assessments of the financial risks both for the client and for the contractor are essential requirements. Environmental risk assessments are obligatory for major projects before decisions to proceed can be taken. The current status of the application of risk analysis methods to avoidance of failure by plastic collapse, fracture, buckling, fatigue, creep, and corrosion is reviewed, and applications in a range of industries are considered. The application of risk analysis to the use of new materials, methods of construction, and life extension is then briefly explored. Finally, the importance of a proper understanding of both risk analysis and materials behaviour for students on degree courses is stressed.     

'An Unbelievable Academic and Personal Experience': Issues around teaching undergraduate field courses in Africa

This paper explores the teaching of geography field courses in Africa for UK university undergraduates. Using largely qualitative feedback, the experiences of students, staff and local communities involved in field courses to Kenya, Zimbabwe and The Gambia are evaluated. Benefits and disbenefits of these field courses to the participating students, the local community and teaching staff are scrutinised. The paper concludes that such field courses to 'exotic' destinations are an effective means to student recruitment and certainly achieve their aims while providing meaningful teaching and learning experiences. Furthermore, the analysis shows that field courses to 'poor' destinations in sub-Saharan Africa can avoid dangers of 'development tourism' if conducted with ethical sensitivity.     

Addressing the 'Seven Principles for Good Practice in Undergraduate Education' with Internet-enhanced Education

This paper evaluates the use of the Internet to enhance learning and to promote good practice in undergraduate education according to Chickering and Gamson's (1991) principles. Results from a survey of 236 geography students over the past 2 years indicate that the Internet can facilitate good educational practices. Students believe use of email encouraged student-faculty contact. Active learning is encouraged, but is not overwhelmingly favoured by students. Prompt feedback is facilitated. Students also believe the Internet materials allow more efficient use of time in and out of the classroom, and enhance their learning .     

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.     

Facing the future,surviving the present: strategies for women graduate students in geography

Abstract

Women graduate students in geography programs in US universities face a variety of constraints and opportunities as they work towards advanced degrees and struggle to find a place for themselves in academia. The themes discussed in this paper concern understanding and challenging power relationships, networking, developing communication skills and effective mentoring. The paper concludes with suggestions for positive action and change.     

Science and society The natural–unnatural dualism

Abstract

Science provides knowledge that technology transforms into means of action. Their impact on society will depend on effective use being made of these means. The chemical and physical sciences have profoundly modified mankind's living conditions, chemistry in particular playing a central role. Its creative power has made available new materials and a range of new processes for transforming matter. As a result, the question of control of science by society has become more and more relevant. Effective control requires that the public and decision makers be provided with information for evaluating the potential impact of technology on society as well as for preserving the necessary freedom of scientific research and safeguarding the quest for knowledge.     

Image is everything: educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs

ABSTRACT

This exploratory pilot study builds on the image issues associated with geoscience degrees (namely physical geography and geology) and the potential obstacles this creates for prospective applicants with physical disabilities; departmental faculty may not be aware of the exclusive image projected that is thought to attract more students. While the industry has moved from field-based data collection to more office-based observation and interpretation of those data, universities still heavily rely on “adventurous geoscience” in their marketing, depicting students tackling challenging environments. The context of perception issues within the geoscience discipline is illustrated through selected program promotional materials, and student registration data. These issues were used for the basis of our study survey, sent out to higher education geoscience educators, which asked questions reading fieldwork and accessibility of the curriculum. These surveys were followed up with semi-structured interviews, investigating educator awareness of the perceived importance of fieldwork within the curriculum. The awareness of accessibility issues were connected with opportunities to lower perceived barriers sufficiently to encourage students with disabilities to apply for geoscience degrees. Outcomes of this exploratory investigation are hoped to provide the springboard for further conversations amongst the geoscience community.     

Toward Equity: The Poor and University Students

Abstract

This is a response of the College of Commerce, University of Santo Tomas, to poverty and inequity in the Philippines. Started in 2004-2005, the entrepreneurship course is known as the Triple E program: Entrepreneurship and Ethics education toward Equity. The course unites knowing and doing through opportunities for students to know the poor more as producers and consumers. The vision is for graduates to provide affordable goods, services, and paid work especially to low-income women and out-of-school youth. As a guide, students are oriented to the Triple L model of working with grassroots women—Listening, Leadership, and Livelihood.     

Some considerations for the reburial of painted lime stucco façdesin the Maya region

Abstract

The conservation of Maya stucco façadesin humid tropical conditions poses significant challenges. Professionals in the region consider that reburial is one of the most easily accomplished and cost-effective conservation options; and reburial of modelled and painted lime plaster façades, in conjunction with the construction of exposed replica façadesoverlying the reburied originals, has been or is being considered as a preservation strategy at a number of sites in the region. This is illustrated by two case studies from Belize and one from Guatemala. However, more research is needed to fully understand the benefits and risks of reburial, and to determine the optimal conditions and techniques specifically suitable for wet tropical climates. The range of issues that must be considered for reburial of stucco façadesin this region include their conservation needs in relation to the susceptibility of ancient materials to climatic conditions, management issues such as visitor and interpretation needs and the problem of looting in the region, the feasibility of solutions in relation to available resources, choice of methods and materials used in interventions, and the impact of reburial on the significance of a site, amongst others.     

Challenges to geography's public and practitioners

Abstract

Economic geography is in a state of flux. This paper argues that there is a need to develop a relevant and theoretically informed economic geography. Some of the more difficult challenges facing both teachers and students are outlined, and the author describes how such difficulties have been tackled through an Enterprise in Higher Education initiative centering on innovative assessment procedures for group research projects. The project is evaluated in terms of potential gains to both staff and students.     

Improving the preparation for fieldwork with ‘IT’: Two examples from physical geography

Abstract

Two potential roles for information technology (IT) to enhance the preparation phase for fieldwork are investigated. In the first initiative, a prototype geographical information system (GIS) is developed to support local fieldwork activity. The second initiative develops computer‐based briefing tutorials to prepare students for residential field classes. By enhancing the preparatory phase of fieldwork, students are more quickly acclimatised once they arrive at the field site, they are better able to focus on the key issues, and valuable time in the field can be utilised more effectively.     

Livres, Pouvoir et Théorie

This article tries to understand what kind of theories is produced in books and only in books, without any institutional or scientific guarantee. Two cases are successively studied: a method for accountants and a treatise on nobility. Both contain theoretical proposals, although neither accounting nor knowledge of genealogies or aristocratic habits was considered more than mere practical competence at the time (the end of the xvii ^th century in France). The aim of this inquiry is to suggest that identifying material and social conditions of some evolution of thought (context of composition of an important book, circulation of printed materials or of information, literary market, relationships of the authors with powerful patrons) does not differ that much from a « Zeitgeist » analysis, as long as a book is viewed as a result or a product and its own action is not taken into account. This action consists here in an elevation of accounting and genealogical techniques to theory or even to quasi-political philosophy. Both case-studies then try to show that the adaptation of a book to political action is not an available explanation for historians; rather, it is nothing other than the fact of an interpretation of theoretical needs aroused by this action.