Gender representation in geography: Singapore

ABSTRACT

This paper explores key skills required by potential employers of geography graduates. Academic ability combined with a variety of transferable skills such as communication, organisation and self-motivation appeal to many of the employers questioned. Graduates can face potential difficulties expressing these key skills in standard application forms and interviews. Extracurricular activities and previous employment can provide impressive ways to display skills relevant to the job. Key skills are dynamic; graduates need to keep pace with ever changing expectations particularly with regard to information technology.     

Developing Employment Interview and Interviewing Skills in Small-group Project Work

The value of communications skills in geographical education is briefly discussed. In particular the lack of interview and interviewing practice is noted. The use of realistic interviews as part of small-group project work has been developed at Salford over 10 years. The elements include the drafting of job and person specifications, the writing of a cv and covering letter, and the organisation and running of interview panels. Detail is given of how the whole process is assessed. Negotiation skills are also developed. An important element is the realism of the process. The principal down-side is the amount of staff time involved, but this is more than compensated for by the students' perceived value of the skills developed.     

Staff selection: the interview and beyond

Abstract

The Teaching Assistant (TA) system operating in the United States has both advantages and disadvantages to graduate students employed as TAs and undergraduates taught by these TAs. The system develops teaching and communication skills and broadens TA capability, understanding and marketability. Discussion and lab sections taught by TAs provide an arena where undergraduates are exposed to everything from simple ideas to difficult ideas that need hands‐on help. However, few quality control procedures are employed to determine prospective TAs. Moreover, TA training is of limited extent and use. TAs either sink or swim; none the less the vast majority do survive and do an excellent job. A number of measures that any university, college or department might employ if they intend to begin employing TAs are recommended: all TAs should attend TA orientation sessions that discuss university‐wide TA issues; departments should also create sessions that specially train TAs in how to teach their respective courses; and departments should develop TA evaluation schemes that quickly identify TA problems.     

Make your practicals open‐ended

Abstract

Most practical work in geography can be characterised as ‘closed’ teaching which offers little opportunity for students to develop important research skills. I prefer, where possible, an alternative ‘open’ approach, and this is illustrated by examples of work in quantitative methods.     

Humour and Status Reversal in Greek Shadow Theatre

Abstract

Traditional plays of the Greek shadow theatre deal with the adventures of Karaghiozis, a poor Greek who is the embodiment of <inline-graphic href="splitsection7_in1.tif"/>(cunning, slyness). Plays of the comic type, and more specifically, plays in which Karaghiozis assumes a position requiring certain skills, have a standard narrative structure or plot which can be summarized as follows: A wealthy Turkish pasha or vizier, looking for a person to perform a job which requires certain skills, meets Hadziavatis, the subservient town crier, and asks for his help in finding such a person. Hadziavatis agrees at once, sets off, and invariably meets Karaghiozis, who, upon learning of the position the Turk is trying to fill, immediately claims to possess the prerequisite skills. With much humour and cleverness Karaghiozis convinces first Hadziavatis and then the Turk that he can in fact perform the job. Karaghiozis then appears on stage as the skilled person with the appropriate costume or equipment (cook's hat, doctor's bag, secretary's writing implements, etc.). He is transformed from a poor uneducated man of low status into a skilled educated man of high status. In that position he deceives several stock characters, such as Omorphonios, Dionysios and Stavrakas, until his deceit is finally exposed and he is chased off stage.     

Was Digenes Akrites an Oral Poem?

Abstract

It is often suggested that Digenes is in some way connected with oral poetry, whether the oral folk poetry of the modern ‘acritic’ ballads or the type of oral epic tradition identified by Milman Parry and A. B. Lord in the Homeric poems and in modern Yugoslavia. Some clarification of the possible role of oral tradition in the composition and transmission of Digenes now seems overdue, and in this paper I propose to examine the texts of the poem in the light of recent work on ‘oral literature’, so as to define more precisely in what sense any of these can be described as ‘oral’, and then, more tentatively, to suggest a possible framework for the growth and transmission of the poem which might account for these results.     

A simulation exercise on scientific research for use in undergraduate teaching

Abstract

Commonly used teaching methods concentrate on developing an understanding and knowledge of subject‐matter. Students therefore get little practice in developing important skills such as designing experiments, evaluating data, making decisions and solving complex real problems. Simulations allow students to develop these and other skills and at the same time to increase their understanding of subject‐matter. The simulation described is based upon real research topics which took many years to complete. It is structured so that students can appreciate most of the decision‐making involved in the various stages of research projects.     

“This Remarkable Piece of Antiquity”: Epic Conventions in Shelley’s Oedipus Tyrannus; or,Swellfoot the Tyrant

ABSTRACT

Shelley’s Swellfoot the Tyrant has recently begun to gain the concerted attention of critics, who have noted the play’s signature blend of low and high, of ephemeral, late Regency politics with the classic genres of Sophoclean tragedy, Aristophanic comedy, and mock epic. But Austin Warren’s famous and widely accepted definition of mock epic as “not mockery of the epic but elegantly affectionate homage, offered by a writer who finds [the serious epic] irrelevant to his age” does not describe Shelley’s earnest goal of immediate political reform in authoring Swellfoot. Instead, the play evinces Shelley’s unique, conscious reconfiguration of four conventions characteristic of the high, classical epic: the “prosperous breeze”; the epic simile; katabasis or descent into the underworld; and divine intervention. I argue that Shelley’s comic adaptation of these epic conventions reflects his serious aim of helping effect reform through Swellfoot and embodies his absorption of the concept of Shakespeare’s history plays as an experimental hybrid of dramatic forms with epic subjects, gained during his earlier reading of A. W. Schlegel’s Lectures on Dramatic Art and Literature. Though the immediate suppression of Swellfoot prevented its relevance in its own historical moment, it comprises a singular hybrid of Aristophanic satire and Sophoclean tragedy with high epic conventions, while ironically also identifying Shelley as a proponent of the French neoclassical theory of the epic’s consciously didactic purpose propounded by Le Bossu.     

Teaching Australian foreign policy: vocational training or critical thinking?

ABSTRACT

In the current higher education context there are strong incentives for the development of work-ready skills for graduates. In this article, I reflect on the challenges of mediating between developing vocational skills and emphasising the immediate practical and policy relevance of coursework on one hand, and the development of critical thinking and research skills on the other, in the context of teaching Australian Foreign Policy.     

Introducing humanistic geography through fieldwork

Abstract

One challenge of teaching humanistic geography is to encourage students’ responses to landscapes in ways which may be different from their previous experience. Conventional wisdom about successful field teaching suggests that students should be prepared beforehand with the skills and techniques to be employed. The author questions how appropriate this is in humanistic geography and the article describes and evaluates an alternative approach using fieldwork as the introductory activity.     

Ecotourism,Poverty and Resources Management in Ranomafana,Madagascar

Abstract

This paper explores how the protection of natural resources is managed in Madagascar in order to understand how and why tourism development is part of the strategy to safeguard these resources. Based on a heterodox political economy approach and using documentary analysis as well as exploratory interviews, this paper focuses on the specific case of Ranomafana National Park showing how the environment, economic growth and poverty alleviation strategies are instrumental to a ‘development framework’ that envisions the rural poor population as a problem as well as a solution with respect to resource depletion. The analysis concluded that tourism is far from being an ‘axis of development’ for the Malagasy economy, and, thus, an insufficient alternative to address the destructive practices described in this paper. The case study shows that ecotourism creates few work opportunities for local people and does not absorb the job seekers who rapidly revert to survival techniques and anarchic use of resources, thereby threatening the integrity of the forest and the long-term survival of ecotourism activities. In this context, the place of tourism in general and of ecotourism, in particular, appears to have been highly exaggerated in Madagascar as the direct economic benefits of tourism at the local level remain minimal.     

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.     

'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.     

Student Empowerment through 'Area Analysis'

As a result of the teaching quality assessment at the Faculty of Spatial Sciences in Groningen (Netherlands), the course 'Gebiedsanalyse' (Area Analysis) was set up in spring 1998. The aim was to provide an opportunity for the development of transferable and geographical skills in the context of a group-based research project at level II. In addition, an effort was made to move from tutor-led to student-led learning. Experiences from the past 3 years have shown that Area Analysis has been largely successful in providing an opportunity for the application of geographical and transferable skills but also for the 'deep empowerment' of undergraduate students.     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

Moving with the Times: An oral history of a geography department

The 30-year story of the geography department at Oxford Brookes University is presented as an oral history in the words of the experienced full-time staff. The department has gained a reputation in the UK and beyond for innovative active-learning methods and its story is an example of how a pedagogic culture can develop in a geography department. The story can also be read as a case study of a workplace in higher education, or as a contribution to the history of education. Most importantly, though, it offers insight into the key factors concerning the development of innovative teaching practice.     

The role of assessment in the design of a curriculum for a degree in geography

Abstract

Decisions about the assessment of courses in higher education will influence the structure of the curriculum. Assessment is necessary not only to inform students and staff, but also for external and predictive purposes. The objectives of assessment are both instructional and expressive, while the kinds of skills tested are mainly those of written and oral communication. The incorporation of all these factors into assessment and curriculum design can be facilitated by using tables and diagrams based on educational theory. Unlike other components of the curriculum, assessment continues to play an active role in curriculum development after the initial design stage.     

Midwives as expert witnesses in the 18th-century Finnish courts of justice

ABSTRACT

In this article, I will explore how legalized Finnish midwives acted as expert witnesses in court hearings before 1809, how they worded the statements they gave in court, on what grounds they decided a woman was pregnant or had given birth, and what signs they considered as indicating a miscarriage or the birth of a full-term infant. Their work as expert witnesses relied on their midwifery training as well as their learned knowledge of the anatomy of the female body and the physiology of birth. Ultimately, their knowledge was supported by contemporary guidebooks on midwifery and forensic medicine. As expert witnesses, the trained and legalized midwives of the eighteenth century can be seen as having been legally literate women, who had a duty to provide oral or written evidence to the court and other instances who demanded it. Midwives were capable of using understandable medical and legal terminology in terms of the processing of the court case in their testimony. The forensic examinations carried out by legalized midwives and the expert witness statements they gave also demonstrate the professional skills and expertise of these women.. Their testimonies also show that they were familiar with the characteristics of infanticide referred to in the Swedish medical and forensic literature.     

Perspectives and sensitivities: teaching as the creation of conditions of possibility for geographic thinking

Abstract

Teaching methodological courses means providing students with general ideas to think with, rather than specific facts to think about. Rethinking the teaching task must be informed by an awareness of ideological, philosophical, technical and analytical perspectives, and should look for basic themes uniting apparently different approaches. Almost all quantitative methodologies are actually specific examples of the mathematical operation of mapping. Genuine understanding is achieved by visualisation of a problem, rather than algebraic manipulation, and the teaching task could be aided greatly by employing the power of interactive computer graphics. It is suggested that the analytical and pedagogic approaches used by experienced teachers might be shared initially in an international conference, and so form the basis for more effective and efficient teaching in the future.     

Innovations in teaching Australian foreign policy: trust,simulations, and study tours

ABSTRACT

More than ever as the uncertainties of a digitalised world are upon us and where power shifts to and within the region disrupt the familiar patterns of engagement, the acquisition of the knowledge and competencies necessary for Australia to be a trusted international partner are pressing matters. So too, in the development of both personal and professional skills, our pedagogic remit to students guides us to assist them in learning more about themselves in the process. How, then, should we teach Australian foreign policy and in doing so grow the conjunctive tissue of student self-learning in order to prepare students for the world of diplomacy necessitated by Australia's international workspace? Here, experiential learning can have a powerful effect in the teaching of Australian foreign policy and in the development of students' life and professional skills. Both in-person simulations situated within the context of a thoughtful curriculum, and short-term international mobility study tours can contribute to an effective mix of learning experiences and assist us in moving closer toward effective practice in the current uncertainties and an era of digital transformation.