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.     

港珠澳大桥沉管隧道基槽异常回淤分析与数值模拟

港珠澳大桥沉管隧道E15管节基槽发生异常回淤,海底隧道沉管安装被迫中止。为查明E15管节基槽发生异常回淤的原因,先后开展了现场水文泥沙观测、遥感影像资料分析和数值模拟等多种技术手段。采用水沙数学模型反演了内伶仃岛上游采砂活动形成的浑水团在潮流作用下的扩散输移过程,沙源在数学模型中以面源形式模拟。模拟结果表明,采砂活动形成的浑水团在一个大潮期间的落潮过程中可输移扩散至基槽水域,其中E15—E27管节基槽日淤厚在采砂活动影响下将增加43.8%。数值模拟结果为查明E15管节基槽异常回淤的泥沙来源提供了佐证。E15管节以东基槽水域水沙环境复杂,天然淤积已经接近临界回淤允许值,基槽上游水域的采砂活动对沉管基槽回淤将带来不可控因素,采砂活动对周边水域产生的泥沙回淤影响应引起足够重视。     

Late Jurassic to Early Cretaceous volcanism of Hong Kong: Insights from the Ping Chau Formation

The vast expanse of Mesozoic igneous rocks in Hong Kong contain important geological records of late Mesozoic magmatic events and tectonic processes from the coastal region of Southeast China. Of these,the Ping Chau Formation in the northwestern New Territories is the youngest known stratum. We perform a detailed study of the volcanic rocks of the Ping Chau Formation utilizing zircon U-Pb dating,with major and trace elements geochemistry. LA-ICP-MS zircon U-Pb data reveal Early Cretaceous age from two volcanic rock samples, with zircon crystallization from magmas at 140.3 ± 0.8 Ma and 139.3 ± 0.9 Ma,respectively. These rocks have high contents of total alkalis(Na_2O + K_2O = 5.58-9.45 wt.%), high-field-strength elements and light rare earth elements, conspicuous negative Eu anomalies, and depletions in Nb, Ta, Ti, Sr, Ba and P. Using this data, in combination with previous studies on the late Mesozoic volcanic belt in Southeast China, we propose that the volcanic rocks of the Ping Chau Formation probably originated from deep melting of the crust in a back-arc extensional setting induced by the subduction of the paleo-Pacific Plate. This formation represents the final stages of Early Cretaceous volcanic activity in Hong Kong, as associated with large-scale lithospheric extension, thinning and magmatism. Our results provide new information that can be used in evaluating the significance of Early Cretaceous volcanism and tectonics in Southeast China.