This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module states that human health is a product of complex interactions among…

An earlier version of this paper was presented at the annual meeting of the American Anthropological Association, New York, 1971. (FF)

A geographical exercise becomes more meaningful and more fun if we feel we can contribute to it in some way. Three map exercises that get college students to participate in a beginning human geography course are presented. (SR)

Describes a college urban geography class project studying factors which determine the spacial distribution of the elderly in Baltimore, Maryland, and attributes of desirable housing sites for them. Students discussed problems and needs of the elderly, mapped their population distribution, and did field studies evaluating the adequacy of existing…

Recounts how to use discussion groups to reinforce and expand upon lectures and how to link successive weekly topics by using thematic and role playing methods and a single theme. Theme used is perceptions of place and their ramifications in a decision making process. Journal availability: see SO 507 262. (Author/CK)

Described is a simulation game concerned with the expeditious location of a sewage plant in a hypothetical urban area. Over 15 college or high school students can play the game, which involves government bargaining, citizen reaction, and side payments. (Author/AV)

Presents an overview of the development of outdoor education in Scotland, including geophysical, historical, political, and social influences on attitudes toward outdoor recreation and education; Scottish theoretical perspectives on outdoor education; and the changing pattern of provision, from public provision in schools to greater involvement of…

Introduces this special issue of "Journal of Geography" focusing on the teaching of Advanced Placement (AP) human geography. States that essays were developed by members of the AP Human Geography Development Committee focusing on areas in the human geography course outline which are included in the appendix. (CMK)

Explores the concept of culture focusing on how to demonstrate the complexity of cultural patterns and processes in the Advanced Placement human geography course. Describes key concepts and approaches such as cultural differences, environmental impact of cultural attitudes, cultural landscapes, and cultural identity. (CMK)

Explores the political geography aspect of the Advanced Placement (AP) human geography course that provides students with an understanding of the nature and significance of political organization of territory. Focuses on issues such as the nature and significance of political boundaries and the evolution of the contemporary political pattern. (CMK)

Discusses the cities and urban land use section of the Advanced Placement (AP) human geography course, focusing on the: (1) definitions of urbanism; (2) origin and evolution of cities; (3) functional character of contemporary cities; (4) built environment and social space; and (5) responses to urban growth. (CMK)

Criticizes the Deep Ecology Movement as a new ecological world view. Discusses the limits of this philosophy including its views of destiny, evolution and cosmology. Concludes that although its intentions are admirable, Deep Ecology leaves too much unanswered. (CW)

Presented is support for the basic tenets of the Deep Ecology Movement. Answers several criticisms concerning mysticism, nuclear war, and destiny. Provides a platform and two models for the philosophy of Deep Ecology. (CW)

Contrasted are the philosophies of Deep Ecology and ancient Chinese. Discusses the cosmology, morality, lifestyle, views of power, politics, and environmental philosophies of each. Concludes that Deep Ecology could gain much from Taoism. (CW)

Presents a study which identifies experienced classroom teachers' beliefs about what should be included in the geography curriculum. Tables show how questionnaire respondents ranked the importance of specific items in three categories: geographic skills, human geography, and physical geography. Concludes that teacher perceptions must be considered…