This article evaluates a project with an inquiry-based methodology in which high school students experience and attempt to solve the same type of urban problems faced by professional geographers. (SM)

The domain of research is considerably limited. The majority of societal goals for education are not completely known nor can they be explicitly enough stated for there to be sufficiently rigorous evaluation and research. (Author)

The Munificent Hexagon is an oral gaming-examination that generates avid participation on the part of the student and stimulates intense interaction between instructor and student. This is seen to be an important antidote to the anonymity threatening academia. The gaming examination proves useful for course evaluation and testing. (Author)

Reviews the life and career of sixteenth century cartographer Gerardus Mercator and, through samples of his work, isolates characteristics of his personal script to give calligraphic evidence of his authorship. (MB)

Special issue devoted to study of the whistling language of Kuskoy, Turkey. Study was prompted by study of whistling language in Aas, France. (DS)

Describes four elementary school earth science activities. Each student experience is designed to help children answer questions about the ocean floor, continental drift, volcanism and mountain chains. Includes a bibliography of related articles, books, and maps. (JM)

Demonstrates how urban-socio-political geographers may use findings from research in political science, sociology, and education to analyze a city's voting patterns on school levies. (JM)

A study showed that students using programed material completed their units of work faster and had a higher achievement rate than students taught conventionally. (DR)

Describes student urban geography project, focusing on environmental inequality in housing in St. Helier (Great Britain). Includes techniques used by students, evaluation of the project, project results, and implications for teaching. (JN)

Many secondary-level geography courses in Great Britain have adopted a welfare focus; students explore the key differences between the developed and developing worlds. The starting point is commonly the mapping of income, diet, and health levels on a global scale. This trend and problems encountered are discussed. (RM)