Ben Bradshaw is an Associate Professor in Geography. His main strand of research focuses on relations between Aboriginal communities and mining firms in Canada, and especially their use of negotiated agreements – typically called Impact and Benefit Agreements (IBAs) - to settle their differences. This research has been aggressively oriented towards the needs of IBA signatories, which has been achieved, in part, through the creation of the popular IBA research network. Related work has sought to assist communities to develop a meaningful but systematic means of tracking change in their well-being in light of mining. For more information about Ben Bradshaw's research, please go to his website at https://www.uoguelph.ca/geography/people/faculty/bradshaw.shtml Noella Gray is an Assistant Professor in Geography. Broadly, she is interested in the politics of conservation and environmental governance – in how access to natural resources is defined, contested and legitimated by resource users, experts, civil society and the state. More specifically, she considers how science is incorporated into environmental policy, the politics of scale in marine conservation, and how resource management policies are negotiated under co-management arrangements. For more information about Noella Gray's research, please go to her website at https://www.uoguelph.ca/geography/people/faculty/gray.shtml ; Ben Bradshaw assists Aboriginal communities in Canada to track health outcomes related to mining; works to support relations with mining companies.Noella Gray informs marine conservation policy across scales, from global negotiations to local participation and tourism in marine protected areas.
Military geography in Australia is being revived. Under the Institute of Australian Geographers a Strategic and Military Geography Study Group has been formed to contribute some new thinking on military geography. Current themes are: strategic security geography, strategic military geography and military landscape ecology. The initial work of the group is framed by four key tenets: thinking "big picture" and taking a holistic view; using systems thinking; taking a participatory approach and engaging broadly; and using a multi-level learning process that maps across tactical, operational and strategic military domains. These concepts are applied through methodologies such as Systemic Action Research (Burns 2009) and are described in Holloway et al (2015) as an analytical framework that includes physical geography, human geography and cyber-geography. These explorations are firmly based on existing theories and practices in military geography and integrative geography, and seek to consider inter-linked fields such as post-conflict activities and humanitarian aid. The outcomes of the group's inaugural meeting included consideration of climate change impacts on the military and on security, Defence land management and military ecology, Defence-civilian information sharing and joint operations, teaching and using geography within Defence. Problem based and mission based research, integrated researchThe paper outlines this new thinking, some results and discusses potential opportunities for collaborations with other researchers interested in strategic and military geography.
The author would like to discuss the state of the geographic education and the neo-geographical practices in Japan. Most of the geography education in universities are still old-fashioned and aimed for educating professionals, the new type of mapping practices like neo-geography are dissociated from it (Dodge and Perkins, 2008) In recent years, such neo-geographical practices also became popular in Japanese society. People come to recognize the importance of geospatial data especially when they facing at the several heavy disaster situations in Japan. For example, Japanese registered users of OpenStreetMap are over 3,700 in September 2013 (http://wiki.openstreetmap.org/wiki/User:Techstrom/JapanData) and the users still increasing now. Open data/government policies also interested Japanese ordinary people in the neo-geographical practices, because they need the geographic viewpoints and analysis using such open data/government for solving the local issues. Such neo-geographical practices could be related to Japanese Neo-liberalism. Recent Japanese 'New Public Commons' could be associated with these practices. The openness, transparency and participatory natures of these practices attract attention by the Japanese local/national government. On the other hand, geography education in most of Japanese universities remains conservative style. The GIS education is biased toward the methods of using desktop, proprietary software like ArcGIS desktop. Although Japanese GIScience BoK(Body of Knowledge) has small mention about neo-geography, public participatory GIS(PPGIS) and internet GIS in the chapter of GIS and society, there is no mention related to these words in the chapter of GISc education(http://curricula.csis.u-tokyo.ac.jp). However, such situation is now changing. The student have new chance to using various different open source softwares, web based platforms, and data collection initiatives (Cowan and Hinton 2014). The several universities in Japan now hire the new curriculum for learning GIS by neo-geographical tools. The students also learn the possibility and the limitation of neo-geographical mapping. Some university students now doing crisis mapping by OpenStreetMap and making the disaster map by FOSS4G software. There are some issues for excersize the new type of curriculum. The first problem is about keeping student's motivation at neo-geographical practices. Some times the data conflict caused by collaborative mapping would lose the motivation of student. At longer time scale, Sustainable neo-geographical practices will face difficulty because most of students did neogeographical practices when only they take the class. The new type of geography education needs the collaborative process with local neo-geographers for materialize sustainable practices.
For reasons of analytical tractability, new economic geography (NEG) models treat geography in a very simple way: attention is either confined to a simple 2-region or to an equidistant multi-region world. As a result, the main predictions regarding the impact of e.g. diminishing trade costs are based on these simple models. When doing empirical or policy work these simplifying assumptions become problematic and it may very well be that the conclusions from the simple models do not carry over to the heterogeneous geographical setting faced by the empirical researcher or policy maker. This paper tries to fill this gap by adding more realistic geography structures to the Puga (1999) model that encompasses several benchmark NEG models. By using extensive simulations we show that many, although not all, conclusions from the simple models do carry over to our multi-region setting with more realistic geography structures. Given these results, we then simulate the impact of increased EU integration on the spatial distribution of regional economic activity for a sample of 194-NUTSII regions and find that further integration will most likely be accompanied by higher levels of agglomeration.
Political Geography is the leading journal for political geography and research on spatial dimensions of politics. Themes in the journal also include quantitative methodologies and spatial analyses based on GIS. ; Political Geography je vodeći časopis za političku geografiju i istraživanja o prostornim dimenzijama politike. Među temama koje se u časopisu objavljuju navedene su i kvantitativne metodologije i prostorne analize temeljene na GIS-u.
Behavioral geography encompasses a broad field of human geography that became influential during the 1960s and 1970s. It emerged in reaction to the "quantitative turn" associated with the spatial sciences paradigm of the 1950s and 1960s. A fundamental goal of behavioral geography is to understand how and why people perceive environments in the way they do, and how these perceptions influence actual spatial behavior. Behavioral geography, which was largely responsible for introducing behavioralism to human geography, is best thought of as an approach rather than as a separate subdiscipline, given the breadth of philosophical perspectives, research foci, and methodologies that it fostered. Behavioral approaches in human geography were applied to a range of topics, including natural hazards, urban and rural residents' cognition of their built and natural environments, and people's affective belonging to place. Although segments of the approach were criticized for their, inter alia, positivism, lack of scientific rigor, and failure to challenge the status quo of society, the behavioral approach to human geography facilitated a greater engagement with philosophical and epistemological issues, forged productive interactions and relationships with cognate disciplines, and helped lay the conceptual and methodological groundwork for human geographers to engage with contemporary social, environmental, and political issues of public policy relevance.
Includes index. ; Includes bibliography. ; pt. 1. Physical geography.--pt. 2. Commercial geography.--pt. 3. Political geography. ; Mode of access: Internet.
Contemporary world is changing at an incredibly fast pace. IT revolution and globalization processes have led to a deep transformation of our social life and the change of relations between human activity and space in which this activity takes place. Growing correlation on a global scale, mutual conditioning of what is global (external) and what is local (internal), high mobility of people, capital, ideas flowing freely on a global scale affect the increasing permeability of borders, which to a lesser extent perform their functions. Political geography, which as a scientific discipline focusing on the spatial aspects of human activity, must find an answer to the question how to analyze spatial systems in their relation to power in the world where majority of processes assumes global character, spatial distances in their current meaning lose their importance, and human activity is often separated and independent from a specific location in space. In the submitted article the author argues that political geography has undergone deep changes that create a "new political geography". ; Tomasz Wiskulski
Students will use geography to understand how people and the environment can work together. We have different local, state, and national governments that have authority over our lives. Specific academic vocabulary helps us communicate in science, social studies, and math.
Full title: Modern School Geography, on the Plan of Comparison and Classification; with an Atlas, Exhibiting, on a New Plan, the Physical and Political Characteristics of Countries, and the Comparative Size of Countries, Towns, Rivers, and Mountains. 350 pages: illustrations, maps ; https://digitalcommons.usm.maine.edu/oml_collections/1016/thumbnail.jpg
Electoral Geography, the analysis of spatial patterns of voting, is undergoing a renaissance with new methodological advances, theoretical shifts and changes in the political landscape. Integrating new conceptual approaches with a broad array of case studies from the USA, Europe and Asia, this volume examines key questions in electoral geography: How has electoral geography changed since the 1980s when the last wave of works in this sub discipline appeared? In what ways does contemporary scholarship in social theory inform the analysis of elections and their spatial patterns? How has electoral geography been reconfigured by social and technological changes and those that shape the voting process itself? How can the comparative analysis of elections inform the field? In addressing these issues, the volume moves electoral geography beyond its traditional, empiricist focus on the United States to engage with contemporary theoretical developments and to outline the myriad theoretical, conceptual and methodological perspectives and applications that together are ushering in electoral geography's revitalization. The result is a broader, comparative analysis of how elections reflect and in turn shape social and spatial relations. [From Amazon.com] ; https://digitalcommons.odu.edu/politicalscience_geography_books/1010/thumbnail.jpg
Aquest article analitza l'estat actual de l'ensenyament de la geografia, i ho fa a partir de l'experiència de l'autor com a professor d'aquesta matèria, com a formador de futurs professors de geografia i com a investigador d'aquest camp científic. L'escrit mostra la preocupació envers els darrers debats sobre la qualitat del professorat, que incideixen en la manera com cal ensenyar i no pas a tenir un bon coneixement disciplinari. Davant d'aquesta tendència, ens hem de preguntar què és el que provoca que un professor de geografia perseveri per voler ser-ho. Perquè, per abordar temes geogràfics complexos amb solvència, com ara el Brèxit, cal un coneixement geogràfic conceptual específic i d'una certa profunditat. En canvi, l'anàlisi de la formació inicial que ha rebut el professorat al llarg de les darreres tres dècades mostra un abandonament progressiu de l'atenció vers el contingut acadèmic i les complexitats del coneixement. L'article acaba amb una reflexió sobre les aportacions del realisme social i sobre què pot significar retornar el coneixement disciplinari als programes de formació del professorat. ; This paper offers an analysis of the current state of geography education, based on the author's experience as a geography teacher, teacher educator and researcher. It starts from a concern that recent discussions of 'teacher quality' have tended to downplay (or at least simply assume) the importance of subject and disciplinary knowledge in favour of more generic teaching skills. This raises the question of why anyone would persevere as a geography teacher? Using the example of the UK's decision to leave the European Union, the paper suggests the depth and knowledge of geographical concepts that a teacher would need to teach this topic well, before going on to explain how the trajectory of geography teacher education over the past three decades has moved away from a focus on geographical content and the complexities of knowledge. The final section of the paper refers to some recent developments linked to the work of 'social realist' perspectives, and suggests what 'bringing knowledge back in' might entail in teacher education programmes. ; Este artículo analiza el estado actual de la enseñanza de la geografía y, para ello, se basa en la experiencia del autor como profesor de esta materia, como formador de futuros profesores de geografía y como investigador en este campo científico. El texto parte de la preocupación acerca de los debates actuales sobre calidad del profesorado que priman las habilidades de enseñanza de los docentes por encima del conocimiento disciplinario. Ante esta tendencia, nos cabe preguntar qué provoca que un profesor de geografía persevere en la voluntad de serlo. Porque, para explicar temas geográficos complejos de forma solvente, como por ejemplo la decisión del Reino Unido de abandonar la Unión Europea, el profesorado necesita tener un conocimiento geográfico conceptual profundo. En cambio, el análisis de la formación del profesorado de geografía en las tres últimas décadas muestra que esta ha ido abandonando progresivamente la atención sobre el contenido académico y las complejidades del conocimiento. El texto acaba con una reflexión sobre las aportaciones del realismo social y sobre qué puede significar traer de vuelta el conocimiento disciplinario a los programas de formación del profesorado. ; Cet article propose une analyse de l'état actuel de l'éducation en géographie, à partir de l'expérience de l'auteur en tant que professeur de géographie, formateur de formateurs et chercheur. Cela part d'une préoccupation selon laquelle les discussions récentes sur la «qualité des enseignants» ont tendance à minimiser (ou tout simplement à supposer) l'importance des connaissances disciplinaires en faveur de compétences d'enseignement plus génériques. Ceci soulève la question de savoir pourquoi un professeur de géographie persévère en tant que tel. En utilisant l'exemple de la décision du Royaume-Uni de quitter l'Union européenne, le document évoque la profondeur et la connaissance des concepts géographiques dont l'enseignant aurait besoin pour bien enseigner cette matière. L'article explique ensuite comment au cours des trois dernières décennies la trajectoire de formation des enseignants en géographie s'est éloignée de l'accent mis sur le contenu géographique et la complexité de la connaissance. La dernière section de l'article se réfère à certains développements récents liés au travail de perspectives «réalistes sociales», et suggère ce que «récupérer les connaissances disciplinaires » pourrait impliquer dans les programmes de formation des enseignants.
The paper combines an economic-geography model of agglomeration and periphery with a model of species diversity and looks at optimal policies of biodiversity conservation. The subject of the paper is 'natural' biodiversity, which is inevitably impaired by anthropogenic impact. Thus, the economic and the ecological system compete for space and the question arises as to how this conflict should be resolved. The decisive parameters of the model are related to biological diversity (endemism vs. redundancy of species) and the patterns of economic geography (centrifugal and centripetal forces). As regards the choice of environmental-policy instruments, it is shown that Pigouvian taxes do not always establish the optimal allocation.
Legal geography is experiencing a "practice turn." Understanding the material, spatial, and embodied characteristics of law is illuminating hitherto obscured experiences of justice, injustice, and political practice. It is contributions from scholars at the forefront of these concerns, from geography and cognate disciplines, that comprise the papers in the Practising Legal Geography special section. Across seven papers we are seeking to explore the ways in which a focus on practice can deepen our understanding of the methods and praxis of legal geography. Following an outline of its conceptual underpinnings and origins of the research, we give a short account of each of the papers and point to areas of future research for which they provide provocation. Practice emerges as much more than empirical detail – it is a perspective through which we can trace the operation of power and struggle in the making of law.
The paper combines an economic-geography model of agglomeration and periphery with a model of species diversity and looks at optimal policies of biodiversity conservation. The subject of the paper is natural biodiversity, which is inevitably impaired by anthropogenic impact. Thus, the economic and the ecological system compete for space and the question arises as to how this conflict should be resolved. The decisive parameters of the model are related to biological diversity (endemism vs. redundancy of species) and the patterns of economic geography (centrifugal and centripetal forces). As regards the choice of environmental-policy instruments, it is shown that Pigouvian taxes do not always establish the optimal allocation.
