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Exam Board: SQA Level: Higher Subject: Geography First Teaching: September 2014 First Exam: June 2015 The only textbook to concentrate on the three most popular options in Unit 3 of the CfE Higher Geography course, fully endorsed by SQA. This book is a complete guide to the most popular options in the Global Issues Unit of the Higher Geography course, which accounts for 30% of the marks in the external examination. - Blends theoretical content and processes with detailed guidance on practical aspects - Offers geographical perspectives on environmental and social issues and their significance - Encourages students to interact with their environment and develop an interest in, understanding of, and concern for the environment and sustainable development - Provides exam style questions in every chapter and new, contemporary case studies and exemplars for a fresh and inspirational examination of well-known geographical themes The three topics covered are River Basin Management, Development and Health and Global Climate Change. A companion volume, Higher Geography for CfE: Physical and Human Environments, provides material for Units 1 and 2 of the course.
This book examines the intersections between children, education and geography. With a particular focus on children’s geographies and geographies of education, the book draws upon cutting-edge research to consider how geographical education can be enhanced through increased engagement with these fields. The book is underpinned by the position that the lives of children and young people are inherently geographical, as are educational institutions, systems and processes. The volume explores the ways in which the diverse relationships between children, education and geography can enrich research and work with, and for, children and young people. Chapters in this book consider how in/justices are (re)produced through education. Chapters also explore how insights generated by thinking in, and across, geography and education can be used to support and empower young people in both formal education and in their everyday lives. Ultimately, this book is written for children and young people. Not as the readership, but as people, often marginalised in decision making at a variety of scales in education, and who, we contend should be at the heart of all educational thinking. The book is of value to undergraduate and post graduate students interested in geography education and children’s geographies, as well as teachers of geography, both new and experienced.
Drawing connections between the findings of a research project following young graduates from the Scottish islands of Orkney and Shetland, current international evidence, and theoretical literature, this book argues that understanding rural and island student transitions can expose the wider dynamics of place and mobility at play during student and early career experiences. Highlighting the importance of a career perspective, Rosie Alexander encourages readers to consider how career pathways develop across time and across transition points, unsettling the notion of a straightforward transition through university into the workplace. The book uncovers how student trajectories are developed through interweaving dynamics of relationships, place, and career routes and unpacks the implications for policymakers and practitioners. It contends that a much greater spatial awareness is necessary to understand and support the educational and career pathways of higher education students. This is a crucial read for higher education researchers, policymakers, and students interested in rurality as well as access to and transition from higher education.
This book offers a moral rather than instrumental notion of university education whilst locating the university within society. It reflects a balancing of the instrumentalization of higher education as a mode of employment training and enhances the notion of the students’ well-being being at the core of the university mission. Compassion is examined in this volume as a weaving of diverse cultures and beliefs into a way of recognizing that diversity through a common good offers a way of preparing students and staff for a complex and anxious world. This book provides theoretical and practical discussions of compassion in higher education, it draws contributors from around the world and offers illustrations of compassion in action through a number of international cases studies..
·Scholars with an interest in island studies and education o Examples of relevant networks: International Small Islands Studies Association (ISISA), Society for Research into Higher Education, Journal of Vocational Education and Training. ·Senior Higher Education staff in Island-based institutions involved in curriculum design and islands-based policy makers. o Examples of relevant networks: Reseau d’Excellence de Territoires Insulaires (RETI), Islands Education Network, Edge Foundation
Interrogates the rise of national philosophies and their impact on cosmopolitanism and nationalism.
International Education and Foreign Languages reviews the Department of Education's Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs. This book offers a timely look at issues that are increasingly important in an interconnected world. It discusses the effect of the nation's lack of expertise in foreign languages and cultural knowledge on national security and global competitiveness and it describes the challenges faced by the U.S. educational system and the federal government in trying to address those needs. The book also examines the federal government's recent proposal to create a new National Security Language Initiative, the role of the Department of Education, and current efforts to hold higher education programs accountable. This book provides information and recommendations that can help universities, educators, and policy makers establish a system of foreign language and international education that is ready to respond to new and unanticipated challenges around the world.
Syllabus: CfE (Curriculum for Excellence, from Education Scotland) and SQA Level: BGE S1-S3: Third and Fourth Level Subject: Geography Take your pupils on a journey where they will think, question and explore like geographers, developing their geographical skills, knowledge and understanding throughout S1-S3. Covering all CfE Third and Fourth Level Benchmarks for Social Studies: People, Place and Environment, this ready-made and fully differentiated BGE Geography course puts progression for every pupil at the heart of your curriculum. - Build understanding of geographical ideas, issues and processes: Clear explanations, diagrams and definitions of key words make the content accessible and engaging for all pupils - Interpret, analyse and evaluate geographical data: Pupils will practise and improve their geographical skills by completing a range of activities that involve maps, photos, graphs and case studies - with answers provided at the back of the book - Meet the needs of each pupil in your class: The content and activities are designed to ensure accessibility for those with low prior attainment, while extension tasks will stretch and challenge higher ability pupils - Effectively check and assess progress: All activities support formative assessment, helping you monitor progression against the Experiences & Outcomes and Benchmarks (with additional assessments and worksheets in the separate Planning & Assessment Pack) - Lay firm foundations for National qualifications: The skills, knowledge and understanding established through the course will set pupils up for success at National 5 and beyond - Deliver the 'responsibility for all' Es and Os: Plenty of activities that address literacy, numeracy and health and wellbeing skills are threaded through the book