THE AMERICAN COLLEGE TOWN*

ABSTRACT. With their unusual densities of young people, highly educated workforces, comparatively cosmopolitan populations, dominant institutions of higher education, and characteristic landscapes such as the campus, fraternity row, and college‐oriented shopping district, college towns represent a unique type of urban place. This study identifies several basic differences between college towns and other types of cities, considers why the college town is largely an American phenomenon, distinguishes among types of college towns, and examines some of the characteristics that make them distinctive.     

匈牙利高等地理教育的创新及对我国的借鉴意义

从20世纪八九十年代开始，匈牙利高等地理教育也开始着手课程改革，因为它的大学也面临着课程的现代化和毕业生满足市场变化需要的问题，本文首先介绍了匈牙利高等地理教育的现状，然后，详细地分析了匈牙利高等地理教育的改革，最后对我国高等地理教育改革提出了若干建议。     

The geography of choice and diversity in the 'new' secondary education market of England

The geography of education remains an under-researched area, particularly in light of major transformations in education provision over the last two decades. This paper reaffirms the position of a geographical approach to studying the education system by focussing upon the differential impact of two major features of national policy reforms on secondary school admissions in England: the desire to enhance choice and diversity in the provision of schooling.     

The value of teaching about geomorphology in non-traditional settings

Academics usually teach about geomorphology in the classroom, where the audience is enthusiastic, but generally small. Less traditional settings offer opportunities to reach a wider audience, one that is equally enthusiastic, given its love of geomorphic features in the National Parks, but one which has little knowledge of the science behind what they are seeing. I have “taught” geomorphology in four non-traditional settings: at a summer camp, a state wildlife refuge, on community field trips, and at meetings for clubs and government boards. This paper discusses my experiences and offers suggestions to others who may wish to follow this less-traveled educational path.As Head of Nature Programs at Camp Pemigewassett in New Hampshire, I have worked, over the last 33 years, with thousands of campers ranging from 8 to 15 years old. Our setting, in a glaciated valley on a small lake, exhibits a wide range of geomorphic features and offers many opportunities for direct learning through field investigations. I have found that even 8-year olds can do real science, if we avoid the jargon. Once “taught” they carry their knowledge about landforms and processes with them and eagerly share it with their friends and family on outings and trips, thus reaching an even wider public.Parks, wildlife refuges, nature preserves, and other similar areas generally have nature trails, often with educational information about the environment. Generally, interpretive signs are prepared by biologists and the content ignores the site's physical features, as well as the connections between ecological communities and the underlying geology and geomorphology. My students and I have addressed this situation at two places in Connecticut, one a state wildlife management area, also used for training teachers to teach Environmental Education, and the other, a town recreation area. We catalogued the geomorphic features, looked at relationships of the community level ecology to those features, and prepared interpretive signs that added this perspective to the trails. The public response has been extremely favorable.Geomorphology can also be taught by leading field trips for community organizations. I have done this twice, once for the Manchester (NH) Historical Society and once for a small watershed association. The attendance and interest surprised me. We finally had to limit the Manchester trip to one full busload (45) and the watershed trip, which was part of a “trails day,” drew over 90 people.Finally, I have found that organizations such as Sierra Club chapters and town conservation boards are frequently looking for speakers for their periodic meetings. Why not a geomorphologist? After all, much of what conservationists do is related to what geomorphologists do. I have given several of these presentations and the receptions have always been enthusiastic.While the work involved in preparing to teach in one of these non-traditional settings is frequently substantial, the rewards are equally large. It is a way to reach masses of people who know little about the science of geomorphology and to demonstrate its importance to them. Taking our message directly to the public in these settings is an effective way to put geomorphology in the public eye.     

测绘工程专业中地理信息系统基础课程的教学方法探讨

地理信息系统(GIS)是最具发展潜力的新兴技术之一，测绘技术的发展不但为GIS提供了丰富的空间数据，而且拓宽了测绘技术本身的应用面，本文以河海大学为例，从测绘工程专业的GIS基础课的教学内容、教学方法以及教学质量保证这三个角度出发，来规范地理信息系统原理的基础课教学，以更好的与测绘工程技术相融合。     

George Dury 1916–96: an appreciation

G.H. Dury was one of the outstanding figures in postwar geography and geomorphology. Although known chiefly for his research into the impact of climatic change on streams, he made important contributions to the study of pediments, of deep‐weathering, and of climatic extremes and fluctuations. He also did innovative work in historical and regional geography, and contributed greatly to geographical education in both universities and high schools. Dury played a central role in the transformation of the discipline and continued to challenge it after his retirement.     

远程教育系统中卫星小站的防雷电设计

分析了雷电引入卫星小站系统的途径,阐述了卫星小站系统的防雷电措施,提出了构筑完整防雷体系保护系统设备的方法。     

CHANGING EXPECTATIONS AND INSTITUTIONS: AMERICAN WOMEN GEOGRAPHERS IN THE 1970S

ABSTRACT. In 1973 Wilbur Zelinsky lamented and documented the low representation of women in American academic geography. His attention reflected the climate of the times—the challenges of the women's movement, affirmative action, and feminist activism in the professions. Drawing on archives and personal narratives, this article addresses the paradoxes and politics of women's place in American academic geography in the 1970s. As increasing numbers developed new aspirations for graduate education and professional work, stereotyping, discrimination, the lack of mentoring, and the challenges of a job market whose peak had passed presented difficulties. Yet persistence, resistance, and feminist political activism worked to advance women's professional standing and visibility, especially at the national level within the Association of American Geographers and in the development of new research and teaching on the geography of women.     

现代测绘学与测绘工程专业创新人才培养模式探讨

论述现代测绘学的技术体系、本质及其内涵，探讨新形势下测绘工程专业创新人才培养模式。确定全新的教育思想与教学目标，构建科学、合理的课程体系和培养方案。加强实践教学体系及教学模式的创新。