Evidence gathered by student surveys in Flint, Michigan, indicates that residents are deficient in their knowledge of local natural hazards and not familiar enough with the K-12 curriculum to have an opinion on the adequacy of hazard education in the city's schools. Needed are adult and K-12 hazard educational programs. (RM)

How social influences have affected ideas current in the teaching of geography and recent developments in the field is examined. A case is made for change in the content and objectives of geography instruction. (RM)

Secondary students learn about history and geography through five stamp activities: (1) Who is this person and why is he/she important?; (2) How is inflation illustrated by stamps?; (3) How have stamps served to disseminate information?; (4) How have science and technology changed?; and (5) Where are these countries? (RM)

Approaches to teaching the dynamics of development at South Africa's National University of Lesotho are criticized. Teaching development geography, which focuses on articulation and class formation and which rejects the spatial approach, is detrimental to the geography department. The objective should be to provide technical skills unavailable…

Secondary students can study time and the motions of the sun by plotting an analemma, a graphic representation of the declination of the sun and the equation of time for every day of the year. They can collect data by measuring a dowel stick's shadow in the noon sun. (KC)

Describes a college level geography project which focused on land use identification from aerial photographs, land use mapping, and the identification and analysis of land use changes in the field. The project was intended to help students apply geographic skills to real world problems. (AM)

Describes ways to teach about the role of geography on politics in high school social studies. Students study the influence of waterways and other topographical features on politics. The influence of geopolitical theory on American and Soviet foreign policies is examined. (AM)

A field trip and simulation exercise for a fourth-year "O"-level geography group in England are described. The activity focused on waste disposal problems at a coal plant and related local issues. (DC)

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Describes the game ORAM (Optional Resource Allocation Management), and its five basic components: interest groups, resource sets, development strategies, payoff matrices, and feedback mechanism. With its relatively simplistic fivefold frame, it can be easily adapted to a variety of geographical settings. (Author/CK)

Examines some attempts to define and implement Utopia, considering reasons why a literature on Utopia has developed and the utility of the concept within the context of a geography curriculum. Journal available from Faculty of Education, 3700 McTavish Street, Montreal, H3A 1Y2 Quebec, Canada. (Author/CK)

Describes and evaluates an independent travel-study program at Western Illinois University and examines ways in which travel-study programs can benefit students in college level geography programs. In addition, presents suggestions for improving college level geography programs, including renewing the commitment to a world-oriented regional…

Suggests how to use remote sensing techniques and data in geography courses in high school and college as well as in geography research. Tips are presented on using techniques such as topographic maps, vertical aerial photographs in stereo pairs, satellite images, and SLAR images (which are particularly useful in teaching landforms and…