Exploring Chile: Identities and Their Relation with the Environment through the Film Football Stories

Cinema can be considered a useful tool for understanding different geographic concepts, showing physical and human factors and the interactions between them. Andres Wood's film Football Stories explores the Chilean territory allowing the observation of the differences between the north and south of the country. Geographic components such as landscapes, architectures, the impact of anthropogenic activities, social inequalities, ways of life, and city and countryside differences are analyzed, as well as the importance of location, the spatial environment, and cinematic narration. The study of geography through films could contribute to understanding of our world and to spatial knowledge.     

The nation-state and the city: introduction to a debate

In recent years, the urban political landscape has become infused with a potent and incendiary mixture of popular-democratic, anti-globalisation, and separatist rhetoric. One central process driving this has been the problematic relations between the nation-state and the city. This Debates and Interventions forum aims to prompt a debate about where the city should be situated intellectually in respect of the nation-state. Four questions are addressed: (1) How do contemporary processes of urban development reflect changing national geopolitical priorities? (2) To what extent are struggles around immigration, citizenship and recognition conducted within cities rather than around the nation-state? (3) To what degree does the city (as e.g. a physical form, social environment or discourse) help to mobilise, propel and/or contest this new urban politics? And (4) Is the concept of a “post-national” global order appropriate for understanding the city and urban politics today?     

Geostatistical Algorithm Selection for Mineral Resources Assessment and its Impact on Open-pit Production Planning Considering Metal Grade Boundary Effect

Mine planning is influenced by many sources of uncertainty. Significant sources of geological uncertainty in mine planning include uncertainty in layout of geological domains and uncertainty in metal grades. These two sources of uncertainty cannot be modeled separately because the distribution of the grade is controlled usually by geological domains. Two approaches exist for combining these two sources of uncertainty: the joint simulation approach and the cascade approach. In this paper, these two approaches were compared using a real case study. To this end, uncertainty in iron grade (quantitative variable) and ore zones (qualitative variable) was modeled using both approaches. There were some considerable differences in the results obtained by each approach, which confirm the importance of choosing the most appropriate approach with consideration of the dominate features of a deposit.

     

Practising geographical knowledge: fields, bodies and dissemination

In this article we make a case for a renewed emphasis upon some of the generic, albeit often tacit, spaces of practice that we share across our sub–disciplinary boundaries. In this we seek to emphasize the ways in which everyday actions make up the grander facades of institutional agendas, empirical projects and disciplinary schools of thought. To achieve this we trace the performance of disciplinary contours and identities across three important sites: the field, the body and the act of dissemination. There are, we will argue, significant commonalities that bind us as disciplinary practitioners in terms of how we perform within and across these sites, and indeed, how we join them up through our practices.     

THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATION

ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public‐school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership.