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。     

[Without Title]

The paper examines the factors that influence the utilisation of health services by women in the rural and urban areas in Ghana. The systematic sampling procedure was used to draw the sample from women aged 18 and above with diverse backgrounds from Ahafo-Ano South district, representing the rural districts and Kumasi metropolis, representing the urban districts. The research instruments used for data collection were the questionnaire and formal interviews. Multiple regression was the main tool for analysis. The research reveals that the key factors that impact significantly on the utilisation of health services by women in the Ahafo-Ano South district are, distance, income and family size (number of children) while for Kumasi metropolis they are education, distance and marital status. Whereas it is clear that distance is a common problem facing women in both rural and urban areas in Ghana in the utilisation of health services, marital status and number of children have emerged as contrasting factors influencing utilisation of health services by women in rural and urban Ghana. Recommendations to improve utilisation include the location of maternal and child health services within easy reach in the rural areas, intensification of family planning education in the rural areas, the empowerment of women through access to formal education and vocational training for income generation activities and the full implementation of the National Health Insurance Scheme (NHIS). A model of utilisation of health services by women in the rural and urban areas has emerged.