The new stage of restructuring of school geography in the USSR

Reforms are not new to school geography in the Soviet Union, having occurred in the 1930s, 1960s, and two times during the 1980s. During each reform there were two dominant concerns. First, there was the relationship of school geography to the social order and second, the relationship between school geography and the scientific discipline of geography as it was developing. The most recent reform, that of the late 1980s, promises to have far reaching implications for the teaching of geography. This is partly the result of perestroika, but also the recognition that geography is a significant field of scientific study in developing the student's fundamental knowledge of the world and related global issues. The combination of scientific approaches with the examination of social, environmental and other problem issues is recognized as a major objective of geography in the pre-collegiate education of Soviet students.     

The role of geography in education in England and Wales

Geography within England and Wales has undergone several important changes since its development as a school and university subject during the 19th century. The 1960s were an especially important period of major change with the introduction of scientific, conceptual elements to the field. Those changes were accompanied by several curriculum projects of national scope that brought the new geography to the classroom. In the 1980s, geography was recognized as a foundation subject, giving it renewed importance within the curriculum of the secondary schools. Government intervention has increased within most aspects of education, especially with regard to examinations and training for employment, thus placing greater strains upon the teaching force. Within the general framework of education, geography provides a unique perspective. As a discipline, it infuses a global dimension at the macro-level and a sense of place at the micro-level. That perspective is important since it bridges general knowledge of the discipline to social and environmental issues at various scales.     

‘Public intellectuals’, geography, its representations and its publics

Recent years have seen academic geographers engaged in a series of debates over the current state of the discipline, its ‘relevance’ to others in the social sciences, to policy-makers, and to those studying geography at school age. This short critical review builds upon an issue raised in this journal [Thrift, N., 2002. The future of geography. Geoforum 33, 291–298], namely the role of geographers as public intellectuals. After reviewing the different ways in which the notion of public intellectuals has been understood, the paper turns to geography’s representations and to its publics. The paper concludes by arguing for an appreciation of the full range of ways in which geographers call forth publics through a range of representational strategies. It suggests that regardless of how geographers perform publicly and intellectually, two things are perhaps worth remembering: it is in the interest of geographers to name what they do as geography and to name themselves as geographers.     

冰冻圈科学常见误用专业术语解析

冰冻圈科学作为新兴学科,由于学科交叉、快速融合发展以及外来词翻译等,极易造成学者、媒体工作者在撰写稿件中误用部分专业术语。准确使用和正确理解冰冻圈科学专业术语是学科发展的基础,更是学科科学普及的前提。作者在长期审阅稿件、阅读相关科技新闻中,经常发现错误使用冰冻圈科学专业术语的现象。近期,冰冻圈科学专业术语准确使用再次成为中国冰冻圈科学学会（筹）微信群内的热点话题,作为一名冰冻圈科学的期刊编辑,有责任和义务为冰冻圈科学术语推广、准确使用与普及做一些力所能及的工作。因此,作者分析了冰冻圈科学专业术语易误用原因,并依据冰冻圈科学权威工具书——《冰冻圈科学辞典》（修订版）、《英汉冰冻圈科学词汇》（修订版）,以及相关权威学者专家的解读,给出冰冻圈科学易误用专业术语的正确名称、英文翻译并作解析,以期全面提升相关人员的学术专业素养,推动学科快速发展。     

Geography's role in general education in the United States

In the United States, geography is taught most frequently in the junior secondary schools, is somewhat more limited as a regular course in the senior secondary schools, and is a prominent discipline within many college and university programs of instruction. At the secondary school level, geography is usually integrated within the broader based social studies, while at the college and university level it has an important function both within general education as well as specialized training. At the pre-collegiate and collegiate levels geography has developed quite independently at times, and at other times there has been a close relationship that has benefitted both levels of education. At the end of the 1980s decade, considerable cooperation was underway in the United States between teachers of secondary school and tertiary level geography in order to upgrade and enhance the discipline. In the first part of this paper, a general history of geography within American education is presented. The second part of the paper discusses geography's role within general education at the secondary and tertiary levels, including the academic backgrounds for teachers. The way in which geographic education in the United States provides students with the opportunity to study holistic relationships between people and the environment and its importance to informed citizenship are discussed in the final section of the paper.     

The status of geography in Saudi universities with special reference to King Saud University

Although there are several departments and subdepartments of geography in Saudi universities and other institutions, these departments have so far failed to produce professionals who are capable of filling the posts offered by the employers in both the public and private sectors. This paper suggests that since the demand for geography graduates with general training is rather low at presents, it is time for geography departments to turn to professionalism in the field so that geography graduates can compete favourably for the available posts. This calls for a new look into the geography curriculum, particularly at university level with a view of improving the skills and aptitude of geographers to assume a more positive role in the process of development. The paper also calls for the regional specialisation of geography departments in Saudi Arabia as a step forward towards solving the existing job problem for geography graduates, as well aas underlining the involvement and commitment of geographers to issues of development at the local, regional and national scales.     

Geography and general system theory,philosophical homologies and current practice

General system science, like geography, is an integrative discipline that spans the divide between the physical and social sciences. Geography, like general system science, seeks to examine the universe of observation as a functioning whole and attempts to study together the things other disciplines study separately. However, within both geography and the system sciences at large, there are many different philosophies and methodologies. A special attribute of the general system approach is an explicit adoption of an organismic rather than a mechanistic world view. This has caused general system practitioners to develop theory in more bioscientific areas of concern such as growth, hierarchical organisation and the theory of evolution. To date, much of the systems science in geography has preferred the static, mechanistic ethos of systems analysis and systems engineering. However, general system science's concern with historic processes and the dynamic self-determined relationships between systems structure, functioning and selfcreation may be more appropriate to geographical research. A search is made for general system methodologies in current geographical research and for particular applications of aspects of the new general systems theory of evolution and theory of systems attractors as defined by Ilya Prigogine and Erich Jantsch to geography.Today, we seem to be at the tip of an iceberg of scientific change... Every discipline is in the midst of a revolution... What is exciting about this theoretical chaos is not that each discipline will emerge with a new paradigm to guide future investigations but that a new grand paradigm may be forming, one that will integrate all structure and processes from the farthest reaches of the Universe to the reasonances of subatomic particles. The Grand Paradigm is somewhere in the future and we may live to see it THEISEN, (1981, p. 758).     

The future of geography

This paper is an attempt to assess the current state and future prospects of Geography especially but not only in Britain. It is quasi-polemical and should be read in that spirit. The paper looks first at the notable successes of physical and human geography. It then considers how these successes are being buttressed by current events taking place in the world. Next, the paper considers the main problems that beset geography. Finally, however, the paper ends on another positive note by considering some of the exciting new developments that are now taking place in the discipline which will allow it to relate to more of the many worlds that make up geography's vocation.     

The study of tourism in Britain — a geographical perspective

Conclusion This review must be seen alongside others which have attempted to explore the relationship between geography (and geographers) and the study of leisure and recreation (Coppock 1980, 1982a). It serves to confirm the wide-ranging and diverse contribution that geographers have made in this field and the ways in which the study of tourism has reflected developments in the wider discipline. It also confirms the very close and intimate connection between studies of tourism and social and economic policy in Britain and indicates the way in which geographers have attempted to shape policy and have in turn been influenced by the needs and demands of policymakers. The rewards of such interaction are clear and yet costs have also been incurred by the academic geographic community. Not the least of these costs is that tourism studies have been predominantly of an empirical nature and conceptual and theoretical advance has inevitably tended to lag behind these empirical investigations. It is to be hoped that the study of the geography of tourism, having now demonstrated its credentials to policymakers and decision-makers alike, can secure for itself a more central place within geographic teaching and research so that these lacunae can be remedied.     

Geography in interdisciplinarity: Towards a third conversation

The ‘era of interdisciplinarity’ heralds collaborative inquiry as effective for addressing complex issues at the nexus of disciplinary interests. Geographers have long argued that they are particularly well-suited to contribute to interdisciplinary endeavors because of the breadth and depth that the discipline enfolds. However, within the literature about geography and interdisciplinarity, we find only two rather limiting conversations. The first conversation is concerned with the role(s) and position of geography within academia and focuses on what geographers can do to distinguish themselves while also improving their interactions with scholars from other disciplines. The second conversation largely revolves around how best to conduct interdisciplinarity ‘in the lab and classroom’ and focuses on practical issues associated with making collaborative research operate smoothly for multiple, disciplinary participants. We propose opening up intellectual space for a third conversation about the benefits, challenges and contributions of individual disciplines in interdisciplinary environments. Using survey data, we analyze how geography was perceived by collaborators from various disciplines in an interdisciplinary Urban Ecology program at the University of Washington. We offer this pilot study as a heuristic for others wishing to perform similar small-scale reflexive exercises and advance this “third conversation”.     

Teaching GIS in the Gulf Co-operation Council Universities – With a case study of the geography department, University of the United Arab Emirates

Within universities there has developed a clear theoretical convergence between Geographical Information Systems (GIS) and geography (Antenuccl, 1991). Studies have revealed that one of the qualified departments to teach GIS within universities is the geography department. This study focuses on: the importance of establishing GIS as a major curriculum element within universities. In geography departments, economic geography students require a strong statistical/mathematical background to allow them to work with major databases. They should know how to design a specific database for economic activities, such as agriculture and manufacturing, and tertiary industry and how to relate this database to a map, so that changes can be monitored more accurately. In any aspect of geography spatial location is a key factor and GIS allows spatial patterns to be interpreted with great facility. Therefore it is important that students have a good knowledge not only of computers and related software on economic geography, but also on GIS systems (Burrough, 1993). The work of geography students from the United Arab Emirates (UAE) and other Gulf Co-operation Council (GCC) geography departments is examined to evaluate the importance of training in GIS technology. This paper evaluates the effects of implementing GIS as a tool in teaching economic geography. At present there are 15 geography departments in the GCC which offer economic geography. Of those 15 departments, only 3 provide GIS courses within their curriculum, and 4 have basic equipment, although 6 additional departments are to introduce GIS in the near future. This revised version was published online in July 2006 with corrections to the Cover Date.     

工程地质学发展趋势刍议

环境工程地质学是工程地质学发展的新阶段,它囊括并发展了工程地质学的所有问题。作为研究工程建设与地质环境相互作用的环境工程地质学,有待于进一步发展为工程环境灾害学──一方面,由于各种自然环境恶化和灾害间的相关性和因果性（环境恶化链、灾害链）,研究似宜不限于地质环境和灾害（当然后者仍是重点）,而适当扩大至土地环境、水环境和社会环境。作为一门应用地质学的环境工程地质学及其母学科工程环境灾害学将具有力学、地理、经济三大支柱,首先力求地质学与地理学的相互渗透和融合。另一方面,由于各种人类活动间的相关性和因果性（活动链）,所研究的人类活动似宜不限于工程建设和运行,而适当扩大至采矿和水事活动,包括开采地下水和排污。后者引起的环境恶化和灾害尤为严重,正酿成危机。其根本出路不仅在于科技进步,而且在于文化调节,力求科技与文化的相互渗透和融合。     

徐州市岩溶地下水运移规律的研究

通过对徐州市岩溶地下水资源及补排关系的研究分析,揭示了该区岩溶地下水在不同的自然地理及地质条件下的循环规律。整个岩溶地下水的运移既有畅流型,又有汇流型和散流型。岩溶地下水的储存、运移及富水规律既受自然地理、地层岩性的控制,同时又受地质构造的控制。搞清本区岩溶地下水的运移规律对于合理的开采地下水,有效利用地下水资源及减少因过量开采地下水所引起的各种地质灾害具有重大的现实意义。     

工程地质学发展趋势刍议

环境工程地质学是工程地质学发展的新阶段，它囊括并发展了工程地质学的所有问题。作为研究工程建设与地质环境相互作用的环境工程地质学，有待于进一步发展为工程环境灾害学──一方面，由于各种自然环境恶化和灾害间的相关性和因果性（环境恶化链、灾害链），研究似宜不限于地质环境和灾害（当然后者仍是重点），而适当扩大至土地环境、水环境和社会环境。作为一门应用地质学的环境工程地质学及其母学科工程环境灾害学将具有力学、地理、经济三大支柱，首先力求地质学与地理学的相互渗透和融合。另一方面，由于各种人类活动间的相关性和因果性（活动链），所研究的人类活动似宜不限于工程建设和运行，而适当扩大至采矿和水事活动，包括开采地下水和排污。后者引起的环境恶化和灾害尤为严重，正酿成危机。其根本出路不仅在于科技进步，而且在于文化调节，力求科技与文化的相互渗透和融合。     

Geography in general education in the Federal Republic of Germany

The professional formation of German geography teachers is advanced both at university level and for all types of schools. There is a long tradition of teaching geography as a separate independent subject in classes 5–13, whereas it is an integrated subject in classes 1–4 and only in some states, on the secondary level. Speaking for all schools and all ten federal states, it can be maintained that there is a minimum of one geography hour per week, sometimes up to two hours. However a certain decline of classroom hours has occurred during the last 30 years (which most other subjects suffered as well). As most geography teachers have another subject (or two), they have a tendency to identify as a maths teacher, for example, because of the higher general esteem the second subject may have. Still, public opinion considers geography to be of general importance for an educated citizen. This has effectively influenced the curricula, emphasizing cognitive insight in geographical aspects, topography and general understanding of man-land relationship. A higher level of critical insight, planning issues and higher intellectual objectives can be reached with geographical topics.     

A century and counting: Geographical research on Guatemala in historical perspective

In his recent book Putting Science in its Place: Geographies of Scientific Knowledge (2004), David Livingstone challenges historians of geography to locate that history in space and places, as well as time. Using the national/cultural space that is Guatemala, this paper plots some of the co-ordinates, contours, and questions that such a geographic history might entail. Particular emphasis is placed on providing a first approximation of the contours the history of geographic research in, and on, Guatemala. The main focus is on the work of self-identified geographers, though many scholars in cognate fields, especially historians, archaeologists, and anthropologists have made important contributions to this history. Clear phases in this history are evident, starting in the late 19th century with the work of the German geographer Karl Sapper. North American geographers came to dominate the record in the post-WWII period. The current phase promises not only a new generation of researchers, but also new directions as well as some continuities with topics and questions with a century-old time-depth. This paper seeks to contribute to the largely inchoate project of producing histories of geography at the regional, national, and continental scales for Latin America.     

Numerical modeling of stress effects on solute transport in fractured rocks

The effects of stress/deformation on fluid flow and contaminant transport in fractured rocks is one of the major concerns for performance and safety assessments of many subsurface engineering problems, especially radioactive waste disposal and oil/gas reservoir fields. However, very little progress has been made to study this issue due to difficulties in both experiments and numerical modeling. The objective of this study is to systematically investigate the influence of stress on solute transport in fractured rocks for the first time, considering different stress and hydraulic pressure conditions. A hybrid approach combining discrete element method (DEM) for stress-flow simulations and a particle tracking algorithm is developed. The impact of matrix diffusion (diffusion of molecular size solutes in and out of the rock matrix, and sorption onto the surface of micropores in rock matrix) is also included. The numerical results show that stress not only significantly changes the solute residence time through the fracture networks, but also changes the solute travel paths. Matrix diffusion plays a dominant role in solute transport when the hydraulic gradient is small, which is often encountered in practice.     

成矿元素的气相迁移与实验研究

越来越多的野外观测和实验数据表明,气相对成矿元素的迁移和富集具有不可忽视的作用。由高温火山气体形成的升华壳和凝结水中富集多种岩浆组分和成矿金属;中低温的地热田水蒸气中也检测到成矿元素;某些斑岩型铜-金矿床的富气体包裹体比共存的盐水包裹体更富集Cu和Au。金属呈简单氯化物或氟化物、硫化物、含氧酸及原子迁移的理论假设低估了400℃以下气体搬运成矿金属的能力,而必须考虑溶剂化作用(水合作用),有关银、金、铜、锡、钼、钨在水热气相中的溶解度实验证实了这一点,基于实验数据的热力学模拟计算表明,水热气相可运移足够的成矿金属以形成具有经济价值的浅成热液型和斑岩型矿床。此外,实验也证实砷和硼从液相分配至气相中也与水合作用有关,其气液相间的分配系数随温度和水蒸气的压力增大而增强。无疑地,成矿金属被水热气相搬运的理论对理解金属矿床的形成机理和发展诸如深穿透地球化学的地球气找矿方法具有重要意义。     

网络信息空间的地理学研究回顾与展望

网络信息空间（以下简称网络空间）的地理学是当前地理学研究的重点方向之一。1991年万维网诞生并向大众普及后网络空间开始得到广泛认可，同时其作为一种新的空间与事物也吸引了地理学界的高度关注。以多种期刊数据库和搜索引擎为检索源，考察国内外网络空间的地理学研究成果。依据研究内容将国外研究归纳为网络空间地理内涵、虚拟社区、虚拟化身与认知、网络空间的经济地理学，网络空间制图和互联网6个重点研究领域，将国内研究归纳为互联网的区域作用、网站和虚拟地理环境3个热点领域，并分别进行了梳理回顾。最后对国内外研究进行了简要评述，从网络空间的外部层面、内部层面和作用层面提出了若干研究议题。     

Numerical investigation of salinity in controlling ore-forming fluid transport in sedimentary basins: example of the HYC deposit, Northern Australia

This paper presents the first hydrogeological model that fully couples transient fluid flow, heat and solute transport associated with the formation of the HYC SEDEX deposit in the McArthur Basin, northern Australia. Numerical results reveal that salinity plays an important role in controlling hydrothermal fluid migration. In particular, it appears that it is the distribution of evaporitic units within a given basin, rather than their absolute abundance, that controls the development of free convection. Relatively saline conditions at the seafloor strengthen the thermally-induced buoyancy force and hence promote free convection of basinal solutions; whereas high salinities at the bottom counteract the thermal function of natural geothermal gradient and suppress the development of convective hydrothermal fluid circulation. In the latter case, higher thermal gradients are required to initiate substantial free convective fluid flow.Numerical experiments also suggest the position of an ore body with respect to its vent system may be controlled by the spatial and temporal salinity distributions in the basin. Vent-distal ore formation, a result of exhalation of brines that are denser than seawater and hence can flow away from the vent region, is promoted by moderate salinity at the seafloor and higher salinity in the aquifer. Vent-proximal ore accumulation, a result of pluming upon exhalation of brines less dense than seawater, is favored by the highest salinity conditions occurring near the level of the seafloor.Editorial Handling: G. Beaudoin