The distribution of postgraduates in UK geography departments (original) (raw)
[Ron_Johnston,_James_Sidaway]_Geography_and_Geography_since_1945.pdf
Geography and Geographers provides a survey of the major debates, key thinkers and schools of thought in human geography in the English-speaking world, setting them within the context of economic, social, cultural and political, as well as intellectual, changes. It focuses on the debates among geographers regarding what their discipline should study and how that should be done, and draws on a wide reading of the geographical literature produced during a seventy-year period characterised by both growth in the number of academic geographers and substantial shifts in conceptions of the discipline’s scientific rationale. The pace and volume of change within the discipline show little sign of diminishing; this seventh edition covers new literature and important developments over the past decade. An insightful and reflective examination of the field from within, Geography and Geographers continues to be the most comprehensive and up-to-date single volume overview of the field of human geography. This seventh edition has also been extensively revised and updated to reflect developments in the ways that geography and its history are understood and taught. Providing a thoroughly contemporary perspective, the book maintains its standing as the essential resource for students and researchers across the field.
Assessment criteria and standards of the Geography Dissertation in the UK
Planet, 2010
Undergraduate dissertations may provide up to one third of the weighting of the final year of a degree in Geography and are seen as important indicators of graduates' independent research ability by prospective employers. This project examines the standards, criteria and assessment of the Geography dissertation in the UK. All Geography Departments in the UK were invited to complete a questionnaire survey that explored a range of aspects related to dissertations including format, assessment criteria and marking procedures. Responses were received from 24 Departments. The findings suggest that there is broad consensus in many areas including product format, study period, assessment criteria, and rigour and transparency in marking procedures. However, in other areas, including credit weighting, procedures followed in the event of a disagreement over marks, and interpretation of assessment criteria to students, there is wide variation in practice. Some suggestions are made to enhance equivalence and consistency in dissertation work.
2016
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners' meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes.