兰州市主城区房价分异及驱动因素研究

以2021年兰州市主城区678个居住小区房价数据为基础,引入地理场模型量化影响房价的外部因素,通过空间自相关分析、多尺度地理加权回归等模型对房价分异的空间格局及驱动因素的作用机理、带宽差异展开研究,以期为推动河谷型城市房产市场的公平发展提供参考。结果表明:(1)兰州市主城区平均房价为13739元·m^-2,空间上呈现“一主三副”的带状多中心组团式分布格局,房价由多中心向四周递减,价格相似的小区在地理空间上邻近分布,具有“小集中、大分散”的局部空间特征。(2)房价分异是多种驱动因素共同作用的结果,区位特征中的主商圈对房价的影响居于首位,建筑特征中的房龄、容积率和邻里特征中的中学数量、绿化率等对房价的影响较大,城市地理特征对房价具有显著影响,愈靠近黄河的小区、房价越高。(3)各驱动因素的带宽差异明显,主商圈、医院等小尺度变量存在高度空间异质性,而容积率、黄河等全局变量基本不存在空间异质性。     

Artificial neural networks and geostatistical models for housing valuations in urban residential areas

Property valuation studies often use classical statistics techniques. Among these techniques, the Artificial Neural Networks are the most applied, overcoming the inflexibility and the linearity of the hedonic models. Other researchers have used Geostatistics techniques, specifically the Kriging Method, for interpreting spatial-temporal variability and to predict housing unit prices. The innovation of this study is to highlight how the Kriging Method can help to better understand the urban environment, improving the results obtained by classical statistics. This study presents two different methods that share the general objective of extracting information regarding a city’s housing from datasets. The procedures applied are Ordinary Kriging (Geostatistics) and Multi-Layer Perceptron algorithm (Artificial Neural Networks). These methods were used to predict housing unit prices in the municipality of Pozuelo de Alarcon (Madrid). The implementation of both methods provides us with the urban characteristics of the study area and the most significant variables related to price. The main conclusion is that the Ordinary Kriging models and the Neural Networks models, applied to predicting housing unit prices are necessary methodologies to improve the information obtained in classical statistical techniques.

Abbreviations: ANN: Artificial Neural Networks; OK: ordinary Kriging; MLP: multi-layer perceptron     

Vacation Field Work for Pupils

Abstract

A Magic Carpet Trip to Learning Geography provides successful hands on, student-tested activities for teaching elementary school students about continents and oceans. From the introductory “Magic Carpet” poem to the finale, Geography Pizza, students are activiely involved in learning: (1) why our earth is the “Blue Planet”; (2) the continent names, shapes, and locations; (3) about continental drift. In the article an evaluation tool is discussed that can be used to assess the growth of geography awareness in the classroom. Through the use of poetry, music, games, science, math, cooking, and student writing, geogrpahy comes alive in the elementary classroom.     

Changing Ideas About The Use Of Vegetation As An Indicator Of Soil Quality: Example Of New York And Michigan

Abstract

In Colonial America soil was commonly evaluated by the vegetation it produced: heavy timber and lush undergrowth indicated fertile soil—a thin covering of trees, barrenness. Settlers in the “Genesee Country” of New York developed new understandings about the relationship between soil quality and vegetation. Here was encountered a thinly-timbered landscape which they called “oak openings.” Although at first suspicious of the fertility of this thinly-timbered land, it was found to produce fine wheat crops. Thus, a new concept of landscape appraisal entered the culture of these people — thinly-timbered land may be fertile. By the time the agricultural frontier reached Inner Michigan, the old concepts about soil fertility and vegetation had been largely overturned. There, it was the open land (oak openings and prairie) that attracted the immigrants, not the heavy timber. The typical settlement sequence in Inner Michigan was to take up the prairies first, the oak openings next, and the heavy timber last.     

Fire In The Management Of Vegetation

Abstract

Fire, either natural or man-caused, has influenced the pattern of vegetation in numerous areas over the earth. Factors that contribute to potential damage to either the vegetation and/or environment are examined. Since the extent of damage varies, a fire can be destructive or useful. The use of “prescribed” fire in land management accomplishes several desired objectives, one of which is the perpetuation of certain fire-climax vegetation types, such as pines and some grasses. In those pine-forested areas where fire is regularly used in management, a related benefit is the reduction of hazardous natural fuels, which results in fewer catastrophic wildfires. Air pollution due to forest burning is also considered.     

Man and his Exvironnent in Germany

Abstract

The American city is almost universally described as being made up of a series of zones decreasing in age and density outward from the center. The most popular model for generalizing about the structure and organization of the American city remains the concentric zone model in which the nature of each ring is more specifically denned. The purpose of this paper is to discuss some reasons for the “popularly perceived zonation” of the American city as opposed to, say, the European city, through a study of cultural attitudes toward the architectural environment. More specifically, the urban housetype and attitudes toward the urban housetype are used to illustrate the concentric zone model and to shed some light on such “zonal” concepts as the “inner city” and “suburban ring.” In addition, the increasingly negative attitude of Americans toward central cities is explored and related to some major urban problems and American landscape tastes. It is hoped that students will be encouraged to discuss aspects of the “alternate future” presented for the American urban landscape.     

Field Work in Physical Geography

Abstract

During the past few years, the idea of imparting to students a “liberal” education has attracted a great deal of attention. Considerable discussion has arisen over (1) the definition of “liberal” education, (2) its merits, and (3) the mechanism by which it would be imparted. Recently, much of the controversy has been resolved and academicians are now charged with the responsibility of putting the idea into practice. This paper uses the course Geography of Africa as an example of how the liberal education requirements can be fruitfully incorporated. In pursuit of this goal, the term “liberal education” is analyzed, its scope and objective(s) defined, and a model course proposed. The model course draws from ideas contained in a survey administered to the members of the Africa Speciality Group of the Association of American Geographers. Contained in the model course syllabi are suggested topics, key issues/themes, exercises, resource materials (films), outside readings, suggested textbooks, etc.     

Exploring Youth Cultures Geographically Through Active Learning

Abstract

This paper presents strategies for actively involving students in studying cultural geography through a research project on youth cultures. It provides a basic framework to investigate selected “subcultures” focusing on the origin and diffusion of each culture, its material and non-material aspects and the attributes and meanings of spaces used by each cultural group and youth cultures in the context of change. Students used a variety of methodologies to gather data and to describe and analyze the cultures selected. Of the eleven youth cultures investigated by the class, examples from the cultures of raves, skateboarding, and the Boy Scouts of America (BSA) are selectively presented to elucidate their geographic characteristics.     

The Politically Incorrect Mutual Fund: A Web-based Activity Focusing on Transnational and the Environment

Abstract

Geographers are challenged to find tools to enhance students' appreciation of the environmental implications of the development process. This paper discusses a novel method of engaging students in the analysis of the environmental impacts of transnational corporations (TNCs) by having them create a “politically incorrect mutual fund.” The goal is for students to determine whether it is financially rewarding to invest in the stocks of TNCs with poor environmental records in developing countries compared to the returns possible from other types of investments, including socially responsible mutual funds. The project involves intensive student use of the World Wide Web, including creation of their own Web sites.     

Utilizing the Audio-Tutorial Approach

Abstract

Construction of raised-relief maps by students in middle school to high school is a rewarding “hands-on” experience. A major feature of this project is that materials are readily available, inexpensive and manageable by students themselves. Tracing from topographic maps on to inexpensive, easily-carved materials like cardboard or foam-core board involves the student in map interpretation techniques. Concepts such as interpreting elevations from contour lines, recognizing symbolization on a map, seeing raised-relief as representing “the lay of the land,” understanding map scale, and recognition of color in representation of elevations are part of this experience. Carving and construction of the raised-relief map give the student an appreciation of topographic features in 3-D. The finished model can serve as a display and learning tool for the future.     

Pathways and Processes: Reviewing the Role of Young Adults in Urban Structure

Challenges arising from changing demographics, expensive housing, and precarious labor have prompted recent interest in the residential geographies of young adults. Yet, despite attention to young adults' diverse housing pathways, I argue that greater focus is needed on the place-based and spatial underpinnings and effects of particular housing pathways: Connections to urban processes of “youthification”—the concentration of young adults in dense neighborhoods—and “studentification”—whereby an area becomes dominated by university students—remain underdeveloped, as do linkages between these phenomena and gentrification. I explore these connections through a critical review of extant literature to show that the enactment of some pathways is associated with particular urban processes, which might foreclose certain pathways for other individuals. Finally, I identify three crucial areas of inquiry: (1) how youthification, studentification, and gentrification interact; (2) how these processes shape and are shaped by diverging individual housing pathways; and (3) how differences among young adults such as race, ethnicity, and gender intersect with age in the course of these processes.     

Decisions of the U. S. Board of Geographic Names. June 5, 1900, To January 8, 1902 II

ABSTRACT

Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student.     

EXECUTIVE COMMITTEE MEETING,WASHINGTON, D. C. June 8-9, 1973

Abstract

I argue that scientific disciplines are esteemed, supported, and patronized largely to the degree to which they are perceived as providing a “return” on invested societal resources. This “return” takes the form of scholarly products that help answer deep human questions or otherwise materially benefit members of the society whose resources they are. Such a view implies that disciplines exist in a “market” in which members compete for these limited resources by delivering products seen as valuable. In such a market, disciplinary relevance and survival are ultimately tied to decisions individual scholars practicing within the disciplines make about which research they pursue, the greater the perceived “return” the better for the long-term health of the discipline.     

Textbook Errors in the Application of the Kelvin Temperature Scale

Abstract

The units of the Kelvin temperature scale (with an upper case K for the proper noun “Kelvin”) are incorrectly introduced in most undergraduate introductory physical geography textbooks. The internationally recognized unit of the Kelvin temperature scale is the kelvin (lower case k), abbreviated to K (upper case). However, many introductory physical geography textbooks incorrectly use units of “Kelvin,” “degrees Kelvin,” or “^oK.” The errors detract from the prestige of physical geography as a natural science discipline.     

Making the Connections: Infusing the National Geography Standards into the Classroom

Abstract

How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning.     

Active Learning Strategies and Assessment in World Geography Classes

Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.     

Visualizing Alternative Models and their Objective Functions in the Solution of Optimal Location Problems

Abstract

This paper presents an argument for introducing location-allocation theory to advanced undergraduate and beginning graduate students in a simplified continuous space environment that is relatively free of the distorting effects of networks and other aspects of more differentiated “real-world” environments. This approach can enable instructors to reinforce visually the role of different models and their objective functions. In this simplified setting, students can initially concentrate on the link between these mathematical programming techniques and the spatial nature of the problems being solved. In a short time, students can move into more advanced methods in more differentiated environments. A freeware program entitled NEWLAP was developed to facilitate this approach. This software features a variety of spatial allocation models and their associated constraints that can be applied on both the plane and the sphere. This paper outlines how this software can be used to show alternative solutions using different models on the same data set as well as application of the software in a “real world” problem on a global scale.     

Variables Affecting a Geographic Concept-Learning Task for Pre-School Children

Abstract

This study analyzed the relative effects of two categories of variables upon the learning of a basic geographic concept by a pre-school population. Independent variables were variations of irrelevant data and of positive-negative exemplar ratios. S's were 225 kindergarteners randomly drawn from nine schools, that, in turn, were selected randomly from the, total pool of public schools within a metropolitan district, A 3 × 3 factorial design was used, with S's assigned to one of the nine treatment groups. The learning task was the conjunctive concept, “island,” with the rule, “water all around the land.” Slides, tapes, and pictures were used to administer and measure the effects of treatments. S's were tested immediately after the treatments on seven criteria measures, and then retested one week later. Analyses of results sustained the null hypotheses, indicating that irrelevant material and increased negative exemplars were not significant factors in the learning task. Possible significance of the results was discussed.     

Wireless Mapping,GIS, and Learning about the Digital Divide: A Classroom Experience

Abstract

The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations.     

住房价格与城市发展质量耦合协调度分析——以南京都市圈、苏锡常都市圈、徐州都市圈为例

以南京都市圈、苏锡常都市圈和徐州都市圈为例,从城市与区县两个尺度,研究住房价格、城市发展质量及其耦合协调度的空间格局及区域差异。结果表明:(1)3个都市圈的耦合协调度与区域差异均呈现城市尺度大于区县尺度的特征。(2)住房价格与城市发展质量空间分布格局具有相对一致性,“组团式”格局明显,南京都市圈的区域差异均最大。(3)3个都市圈耦合协调度水平整体不高,处于中级及以下协调水平,且分布呈空间依赖性;住房价格与城市系统及其经济、社会、文化、生态4个子系统发展质量的耦合协调度由大到小依次为苏锡常都市圈、南京都市圈、徐州都市圈,且耦合协调度区域差异既表现出共振性又表现出尺度敏感性。(4)根据协调状态及主导低耦合失调的原因,将城市划分为6种类型,区县划分为8种类型。