This paper makes a critical assessment of problem-based learning (PBL) in geography.It assesses what PBL is, in terms ofthe range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies some 'best practices in PBL', as well as some useful sources for those seeking to adopt PBL in geography. It concludes that PBL is not a teaching and learning method to be adopted lightly, and that if the chances of successful implementation are to be maximized, careful attention to course preparation and scenario design is essential. More needs to be known about the circumstances in which applications of PBL have not worked well and also about the nature of the inputs needed from students, teachers and others to reap its benefits.
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognieed within those curricula. They discuss issues afecting teaching and learning about ethics in geography, and through identifcation of a range of examples identify ways to enhance the integration of ethical issues into university geography curricula.
HALFORD-MAW, R EVANS AbstractA five-year follow-up study of the effects of treating patients with both mild and moderate hypertension was performed. The patients were identified during a hospital-based community survey of hypertension. A total of 961 patients were divided into four groups. The first group, the controls, were age-and sex-matched normotensive subjects selected sequentiallyfrom the same survey. The second group were patients defined as wellcontrolled hypertensives; the third group were patients whose blood pressures were less well-controlled; and the fourth group consisted of patients who, for various reasons, were not treated and as such acted as an untreated control group. Both mortality and morbidity were considerably greater in the untreated patients than in the normal subjects. The well-controlled hypertensive patients showed no difference in either morbidity or mortality from normal subjects. The less well-controlled patients had a significantly greater cardiovascular morbidity but no excess mortality over groups 1 and 2. This was true for both mild and moderate hypertension and for women as well as men.These findings therefore confirm the conclusions of other recent studies that good control of hypertension at all levels and in both sexes is justified by the reduction in morbidity and that even less than excellent control is of considerable benefit.
IntroductionThe treatment of moderate to severe hypertension reduces morbidity and mortality,l 2 and recent studies3-5 have suggested that the same is true for mild hypertension. A weakness of the
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