Local community training and education in southern Tanzania—a case study

Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1 year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.     

基于Internet 和 Intranet的研究生培养管理系统的设计与实现

针对我国研究生培养管理的特点,利用ASP技术构造基于Internet和Intranet的三层体系的研究生培养管理信息系统.在对研究生培养管理功能进行系统调研和功能分析的基础上,建立了系统的功能模块以及各功能模块之间的关系.并确定了该系统应用软件的运行环境和面向对象的软件设计思想.经过系统运行表明,该系统实用、有效,其功能基本上满足了我国高校研究生培养管理的需求.     

What Kind of Assessment for What Kind of Geography? Advanced Placement Human Geography*

This article raises awareness of the recently introduced Advanced Placement course in Human Geography by describing the design and management of assessment in the course. Standards are maintained through the choice of assessment instrument, the development of test items, scoring, and grade‐setting. The article contributes to a deeper understanding of the opportunities and threats of standardized testing within geography.     

Working a fraction and making a fraction work: a rough guide for geographers in the academy

Little is known about the issues facing geographers working on fractional appointments in higher education institutions in the UK. This paper draws on a survey of UK geography departments and personal experiences to explore some of that territory for the first time. The purpose is both to set the agenda for institutional policy issues and to provide some immediate points of reflection for staff intending to take up fractional work. We consider the place of fractional working in the dominant discourses around paid work, problems of workload division and the impact on professional standing (including the RAE). We suggest that while personal 'life' reasons for fractional working are often positive, fractional workers in the academy risk professional marginalization.     

Mentoring Early Career Faculty in Geography: Issues and Strategies*

Early career geography faculty in colleges and universities in the United States are positioned at the leading edge of a challenging period of change in higher education. Demands brought on by new technologies, new administrative and research pressures, and an increasingly competitive campus climate, may make it difficult to balance teaching, research, and service while also trying to maintain a personal life. This article argues that many geographers could benefit from the support of mentoring. Using ideas generated by participants in the Association of American Geographers' recent project, the Geography Faculty Development Alliance, I provide both pragmatic and personal suggestions for establishing these all‐important mentoring relationships to help cope with the pressures facing early career faculty.     

“Whither Geography?” Concluded: Is Geography Graduate Education Missing One of Its Targets?*

As geographers working in a professional capacity, many of us engage in scholarly research. Unless it is self‐supporting and the results are kept confidential, this activity requires that we strike relationships with various “third parties,” constituencies who lie outside of the usual two‐party, researcher–subject relationship but are unavoidably drawn in because they help support our work, use our findings, or bear their practical consequences, good or bad. How (and why) should we relate to them? One option is to maximize all (positive) types of third‐party impacts by intentionally pursuing scholarship that benefits the greatest range of constituencies. If this approach is desirable from the perspective of the discipline, science, and society, we have good reason to promote it, but how? Doing so with artificial (extrinsic) incentives or imposed mandates raises questions about academic freedom. Alternatively, recasting questions about which scholarly line to investigate into ethical terms that emphasize such third‐party issues might, in and of itself, promote greater prior reflection and perhaps broader outcomes. Such outcomes seem even more likely when reflection on the objective question of third‐party interests is accompanied by a nurtured compassion for parties who are less well off. The pedagogical implications of these conclusions will be explored.     

A Manifesto on Mobile Computing in Geographic Education*

Mobile, location‐aware computing technology is widely available. In this article we sketch out a manifesto on mobile computing in geographic education (MoGeo) for consideration and debate within the geographic community. At the core of our argument is the idea that emerging mobile computing technologies will allow teachers to bring the classroom and pedagogic materials into the field, and that the resulting in situ educational experience will enhance learning by contextualizing the complex and abstract concepts that we teach. We provide a set of key principles that can guide the development of field experiences for students using these new technologies.     

测绘工程专业本科教育培养模式的思考

在分析测绘工程专业本科教育中存在的问题的基础上，结合测绘专业的培养目标及测绘工程专业人才应有的素质特征，根据测绘工程专业的教学特点，从课程结构、教学方法等多方面探讨测绘工程专业的本科教育培养模式。