HISTORICAL GEOGRAPHY IN JAPAN∗

A regret frequently expressed at International Geographical Congresses concerns the lack of summary information about the nature of geographic research in the host country. During a discussion of this point with members of the Association of Japanese Geographers, the idea of publishing a series of reports on various aspects of Japanese research surfaced. The concept was later enthusiastically supported by the United States National Committee for the International Geographical Union. This first report, “Historical Geography in Japan,” has been modified for the benefit of the English-speaking readers of THE PROFESSIONAL GEOGRAPHER. Although the reports will be of particular interest to those planning to attend the 1980 IGC in Tokyo, they should prove of general interest as well.—H. Jesse Walker, Member, U.S. National Committee, IGU.     

The Photographic Essay in Geographic Instruction

Abstract

Among the many instructional media techniques available for use in geographic education, slides are probably more frequently utilized than most other visual aids. Unfortunately, all too often not enough attention is given to establishing objectives and, then, organizing the slides accordingly for effective learning. In this paper a media technique which has not been generally exploited in geographic instruction, the photograpihc essay, is examined. The procedures for planning and executing a photo essay are explained along with a discussion of some basic principles of photo composition. It is proposed that both students and teachers at the elementary and secondary level will find this learning activity stimulating and fun.     

PLACING KANGWANE IN THE NEW SOUTH AFRICA*

ABSTRACT. The South African homelands were central to the apartheid ideology of racial segregation and separate development and as a result became the location for large segments of the African population. Apartheid‐era theorizations of the homelands tended to emphasize their importance to the state, with less attention directed to the divergent and unique social formations that often existed within them. Recent geographical research has been intent on evaluating the spatial imprint of these geographies for resident populations, as well as the varied class, gendered, and institutional formations that accompanied the democratic transition. Using a case study from the former KaNgwane homeland, this article examines the diverse ways in which rural households access environmental and economic resources to produce livelihoods. It is argued that a focus on community variation is needed to interrogate the differential encounters of these places with the local politics and development processes that are emerging in the new South Africa.     

Physical Geography and Environmental Problems: Relevance in a Course Content and Structure

Abstract

This paper explores the concept of relevancy in the context of an introductory physical geography course. The concern is with a relevant content and structure. Both are introduced through a problem-orientation. Current societal problems related to the physical environment are used to introduce students to conditions and processes involving environmental elements such as atmosphere, water, soil, vegetation, and topography. Because they are societal problems, the additional element, man, is included. The structure assumes a priori that the student has some prior knowledge of environmental problems. With a relatively high level of individual involvement, the student is asked to utilize this knowledge in learning about environmental processes and physical geographic concepts. Feedback from student to instructors is maximized through greater reliance on discussion groups, exercises, papers, and a problem-solving examination. In transmitting subject matter and environmental problems information, greater reliance is placed on readings and less on lectures.     

Geographical Publications

Abstract

The purpose of this paper is to examine the geography of poverty in the state of Illinois and to use these empirical results as a basis for classroom discussions and exercises intended to involve students in the current debate on poverty. Although poverty is generally associated with inner city locations, our results indicate that poverty levels are higher in rural areas, particularly those that are not adjacent to metropolitan locations. The prevalence of low-wage employment and the growing number of single-parent families in rural areas are closely linked to increased poverty. Student surveys and the presentation of data were successful in generating discussion among undergraduate students at Western Illinois University. Student comments revealed a high degree of concern about poverty and sensitivity to the circumstances of the poor.     

Fuzziness in Geographical Information Systems: contributions from the analytic hierarchy process†

Abstract

Recent developments in geographical information systems have drawn upon concepts of fuzzy set theory and multi-criteria methodology. In this paper we argue that there is a method, Saaty’s Analytic Hierarchy Process (AHP), that is compatible with both these research directions. The contributions of the AHP are highlighted in the light of recent developments in GIS, with particular attention to the concept of fuzzy set theory. An example of a GIS application is provided to show how the AHP can deal operationally with fuzziness, factor diversity and complexity in problems of land evaluation involving the location of a public facility.     

Gender vs. Sex Differences: Factors Affecting Performance in Geographic Education

Abstract

Much has been written about sex differences in learning, but less attention has been paid to the impacts of gender—which is socially constructed—on learning geography. This article investigates whether differences in gender influence performance on a standardized test of geography knowledge. Undergraduate students in two large clases completed a standardized inventory of gender differences and then completed a standardized test of geography knowledge. The results of our analysis of the correlation between gender traits and geographic learning resulted in somewhat unexpected results, as well as a set of complex questions for further research on learning styles in geographic education.     

Topographic solar radiation models for GIS

Abstract

Incident solar radiation at the Earth's surface is the result of a complex interaction of energy between the atmosphere and the surface. Recently much progress has been made towards the creation of accurate, physically-based solar radiation formulations that can model this interaction over topographic and other surfaces (such as plant canopies) for a large range of spatial and temporal scales. In this paper we summarize our current work on solar radiation models and their implementation within both GIS and image processing systems. An overview of the effects of topography and plant canopies on solar radiation is presented along with a discussion of various options for obtaining the data necessary to drive specific solar radiation models. Examples are given from our own work using two models, ATM (Atmospheric and Topographic Model), a model based within an image processing framework, and SOLARFLUX, a GIS-based model. We consider issues of design, including GIS implementation and interface, computational problems, and error propagation.     

Notes

Abstract

The concept of correlation is becoming increasingly important to students of all ages as the use of electronic data base technology becomes more common. Data maps offer a significant and new format for secondary students to use along with tables of values and scatter plots as they learn and apply the correlation concept. Data maps are particularly effective in promoting the interdisciplinary treatment of important content by allowing students to interpret social or physical relationships within the geographic context in which they arise.     

Leimavo Revisited: Agrarian Land-Use Change in the Highlands of Madagascar

Describing and explaining land-use change is of critical concern in Madagascar, where land transformations such as deforestation and resulting environmental degradation currently capture widespread attention. While the eastern rain forest recedes in the face of swidden cultivators, the highlands demonstrate more constructive transformations. In this paper I present a case study of land-use change in Leimavo, a small village near Ambositra studied in the 1960s by Jean-Pierre Raison. Here, the twentieth century has seen a gradual reduction in irrigated rice cultivation and cattle husbandry, and a boom in market-oriented orange, vegetable, and grain production. In the long term, a historical landscape of grassy hills has been transformed into a productive cultural landscape with woodlots, anti-erosion benching, rice terraces, fruit groves, and diverse crops. Critical factors determining the trajectory of land-use change include regional population pressure, state policies, market incentives, climate variations, and access to land and water resources. These critical factors, or explanations, are linked in the discussion by the use of a simple heuristic device—the range of choice—as a theoretical framework.     

Transformative Geography: Ethics and Action in Elementary and Secondary Geography Education

Abstract

Geographic ethics are profoundly important if students are expected to be stewards of the earth and responsible citizens whose decisions about the environment will affect our planet's future. The proposed framework, founded in geography but applicable to other subject areas, guides students to moral decisions for the well-being of the planet and its people so that geographic skills will be applied for beneficial purposes. It is in the tradition of Kropotkin, Dewey, and Freire and introduces Nel Noddings' concept of caring to geography education. This proposed framework for the elementary and secondary levels is called transformative geography.     

Metropolitan Chicago's Regional Cultural Park: Assessing the Development of the Illinois & Michigan Canal National Heritage Corridor

Abstract

The United States is undergoing rapid demographic change leading to growing racial, ethnic, religious and economic diversity in our classrooms. Our students can be sensitized to this growing diversity through exposure to the concept of social justice. The purpose of this article is to provide examples of how social justice issues can be included in classroom discussions of the American system of political representation. For this purpose, it examines selected aspects of the redistricting process. It points out that our historic reliance upon the winner-take-all single-member district system of electing representatives to legislative bodies limits the opportunity for minority groups to be fairly represented. It also provides an overview of the impact of the criminal justice system upon fair political representation. The article concludes with an example of a classroom exercise to demonstrate its major points.     

Constructing Risk: multi-scale change,livelihoods and vulnerability in the Mekong Delta,Vietnam

ABSTRACT

Change has been at the heart of the livelihoods concept since its inception, allowing for a clear focus on how people perceive, respond to and experience risk. The ardent focus on ‘the local’ within livelihoods work, both in research and programmatic terms, has to some extent overshadowed attention on the role of wider-scale political economic and environmental processes in generating change and determining responses to change. Livelihoods in the Mekong Delta have never been ‘local’, having long been historically embedded in international, regional and national economic, political and environmental transformations. Drivers of change at these wider scales have intensified, complicating local responses to change, whether through economic, social or political means. A more nuanced appreciation of how scaled relations can be supported is required to better anticipate and respond to the political ecology of risk.     

Care-full commoning at the Old Church on the Hill,Bendigo

ABSTRACT

Increasingly, the notion of the commons has been mobilised as a way to articulate the possibility of other ways of doing/being/thinking life which are at odds with the logics of enclosure. Whilst practices of care have been identified as central in sustaining commons, there remains a need for more detailed conceptualisations of how commons are maintained through everyday practices of care. In this paper we draw on research conducted at The Old Church on the Hill in Bendigo, Victoria, Australia, to provide an account of the role, complexities and constraints of care in constituting a commons. Throughout the paper we develop the concept of care-full commoning which encapsulates the phases of care identified by Tronto (1993. Moral Boundaries, A Political Argument for an Ethic of Care. New York and London: Routledge, 2013. Caring Democracy: Markets, Equality, and Justice. New York: NYU Press) and is a term we use to describe the multiple ways that care is practiced through, in, and by human and non-human others that comprise commoning collectives. We discuss the everyday practices of care that have sustained this commons over time, arguing that paying attention to the work of care in maintaining commons is an important political task.     

Concept Learning through Writing for Learning: Using Journals in an Introductory Geography Course

Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.     

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.     

THE ARCHIVES OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

Geographic EducationResearch and the Changing Institutional Structure of American Education

Professional geographers are paying increasing attention to the development of a research agenda concerning geographic education. In doing so, it is essential that geographers pay close attention to fundamental changes in the structure of education itself. Traditional educational methods and procedures associated with industrial society are being replaced by new and innovative modes of education that are linked to post-industrial social organization. This article explores the implications of these changes for understanding the teaching and learning of geography in the future.     

GIS in local government: some findings from Great Britain

Abstract

Local government is one of the most important groups of users of geographical information systems (GIS). The significant interest amongst users and the varied demands to be made of GIS have stimulated discussion in many countries. This article presents some of the findings of a research project which is currently exploring the impact of GIS on British local government. The discussion examines the results of a comprehensive survey of all 514 local authorities in Great Britain. These findings provide an overview of GIS adoption in relation to type of local authority and geographical location. Particular attention is focused on the type of systems which have been adopted, the take-up of GIS over time, the software and hardware being utilized and the perceived benefits and problems associated with GIS. The results demonstrate that take-up has been most pronounced in the larger authorities, particularly in the southern part of Great Britain, with the most popular combination of equipment being Arc/Info software and workstations. For those authorities presently implementing a GIS, the technology is expected to improve existing capabilities for information processing rather than enhance decision-making or help achieve savings. In seeking these benefits authorities are encountering considerable problems which include basic technical difficulties in getting the equipment to work, data-related issues surrounding the collection, standardization and maintenance of geographical information, and profound organizational considerations associated with the introduction of information technology into complex environments. There is an urgent need for in-depth case studies which evaluate the experiences of users in relation to the vital process of implementation.