Defining Appalachia: Public Policy and Regional Dynamics in Appalachia's Low-income Counties, 1965-2000

Abstract

The extant literature on place location learning resolves in varying degrees that place location knowledge (PLK) is deficient in the United States and abroad. This is particularly true for younger school-attending age groups. This study has three main aims: to investigate the validity of that claim in regard to secondary-level students in Dublin by testing their PLK; to assess what characteristics of tested place locations render some sites more visible in students' eyes than others; and to investigate statistically what traits of the respondents shape their PLK. The implications of these findings on geographic education and future research are also discussed.     

Mental Mapping: A Lesson That Creates Itself

Abstract

Mental image and place-preference maps of college students in Florida were created through a two-part lesson. The patterns revealed by these maps were linked to students' life experiences, census data on migration and income, and similar studies conducted in other states. Students prefer states with established migration links to Florida and better income/job opportunities. Because the maps could not be created without their input, students were wholly engaged in a lesson that uses concepts in population geography and cartography to fulfill several national geography standards.     

Books,Places, Regions—A Natural Blend

Abstract

Children love books, and through carefully chosen ones geographic concepts can be conveyed. Books are good resources—great background material for describing a place, emphasizing the culture of a region, highlighting a geographical issue, or clarifying where a place is in the world. This article explains how literature encourages geographic thinking, builds geographic skills, and develops lasting mental maps of places and regions.     

Using grounded theory to study the difference of place attachment between festival ＆ special event venue and convention ＆ exhibition complex： Cases of venue of International Horticultural Exposition 2011 Xi＇an China and China Import and Export Fair Complex

通过两个典型案例的对比,以2011西安世界园艺博览会园区和广州琶洲国际会展中心为研究区域,采用深度访谈和参与观察等手段获取研究资料,运用扎根理论分别对节事场所和会展场所的场所依赖的维度进行挖掘和提炼,归纳出个体、社会、场所和事件四个主要范畴,在此基础上比较研究节事场所和会展场馆场所依赖的差异。研究发现：观众在节事场所当中把个人视为“游憩者”,节事场所被看作是一个“游憩空间”,具有“根基性场所”的特点,观众在与节事场所的互动中倾向于情感性的依赖;观众在会展场馆当中把个人视为“消费者”,会展场馆被看作是一个“消费空间”,具有“工具性场所”的特点,观众在与会展场所的互动中倾向于功能性的依赖。     

基于扎根理论的节事场所依赖维度探索性研究——以2011西安世界园艺博览会为例

场所依赖(place attachment)探讨的是个人对充满意义的特定场所产生的某种认知或感情的联系。作为一项探索性研究,以2011西安世界园艺博览会为案例,采用质性研究方法,通过参与观察和深度访谈等手段获取研究资料,运用扎根理论深入分析游客的活动特征和情感态度,研究游客的节事场所依赖特征。在此基础上挖掘和提炼节事场所依赖的维度,最终构建一个由个体、社会、场所和节事4个维度构成的节事场所依赖PSPE概念模型,为节事场所依赖的定量研究打下基础。     

Making Space for the Citizen in Geographic Education

Abstract

This article argues that we need to reconsider the connection between citizenship and geography. Although geographic education purports to prepare citizens, the possibilities for this relationship have been addressed by few scholars. The study shows that citizenship is situated in places and students’ actions as citizens reinscribe the meaning of these places. Because of this intersection, educators must be attentive to how they teach about places, particularly the ongoing interconnection between place and identity. One of the identities common in the teaching of places is citizenship. Geography instructors need to be thoughtful about their role as citizenship educators.     

Use of Business-Naming Practices to Delineate Vernacular Regions: A Michigan Example

This article provides a history of efforts to map vernacular regions as context for offering readers a way of using business directories in order to construct a GIS-based map of vernacular regions. With Michigan as a case study, the article discusses regional-naming conventions, boundaries, and inclusions and omissions of areas from regional labels in order to offer educators ideas that can enhance classroom content on regions. This article concludes by providing suggestions for classroom activities collecting, analyzing, and discussing vernacular region patterns and processes in accordance with National Geography Standard Five at the eighth-grade level.     

The Elementary Social Studies: Sense and Nonsense in Integration

Abstract

The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991.     

我国岩石地层单位“段”的命名及问题

段是重要的岩石地层单位。段的划分和命名在大比例尺区域地质填图、油气勘查和精细地层划分对比等方面有重要意义。"地层指南"中规定段的名称可采用正式名称或非正式名称。正式段名的建立方法必须符合"地层指南"的要求,是相对规范和稳定的命名方法;非正式命名法使用比较方便,但命名方法多种多样,将其归纳为岩性命名、"地理专名+岩性"命名、位置命名、数字命名和字母命名五种。不论正式名称还是非正式名称,使用时均会由于文献或使用者的原因而产生问题。段名使用中的可能存在如下4个问题:1)能清楚地划分对比、具正式名称的段被非正式名称所代替; 2)在相邻省标准剖面距离较远的情况下,位于省界的剖面组内各段的命名问题; 3)同一组段的划分方法基本相同,但采用不同的非正式名称; 4)使用段的数字名称时不了解或未注意数字顺序的差异而产生错误。针对这些问题,除加强"地层规范"的制定和推广外,还要注意名称溯源的严谨性,使段名成为能够规范地追溯和合理应用的地层名称。     

节点-场所模型及其应用的研究进展与展望

系统梳理了节点-场所模型及其应用的相关研究成果,发现已有研究主要集中在利用模型分析枢纽地区节点与场所发展特点、探究枢纽地区类型特点、预测枢纽地区发展潜力等方面。基于高速交通网和互联网的快速发展,提出未来节点-场所模型应用研究的重点方向：开展不同类型交通枢纽地区节点功能和场所功能的协同作用研究,探索旅游地空间节点功能和场所功能的平衡发展路径,探究不同要素流网络中节点城市的节点和场所协同发展,揭示节点-场所模型视域下地域空间演化的特征与规律,构建跨学科多元化的研究方法体系。通过加强节点-场所模型的应用研究,有利于优化地域空间结构,提升地域空间功能,丰富地域空间发展的理论研究,对制定地域空间发展规划具有重要启示。