可靠性空间分析初探

从工程和生命科学的可靠性概念出发,结合地理信息科学的自身特点,强调空间数据及分析的全过程质量和分析结果的决策可用性。首次给出了可靠性空间分析的概念,分析了可靠性空间分析的特点、面临的主要问题和研究方法,探讨了可靠性空间分析的主要理论、研究方向和应用领域,促进了空间分析从不确定性研究向可靠性空间分析方向的发展。     

基于ArcGIS的地理信息系统软件实验教学模式初探

地理信息系统是20世纪60～70年代发展起来的一门融计算机技术、测绘学、遥感、应用数学、信息科学等于一体的综合且集成的信息技术,它的教学模式尚处在探索之中,根据多年的教学实践与社会对地理信息系统专业的用人需求,提出了基于ArcGIS平台的地理信息系统软件课程教学模式。通过这种模式在实践中的应用,切实提高了教学效率以及学生的实际应用能力;并对其他相关学科的教育培养模式革新有一定的借鉴意义。     

基于城市竞争力的资源型城市空间布局研究

在总结已有的界定原则基础上,对中国资源型城市进行了界定和划分,确定了51个地级市及以上资源型城市,并从地理空间和城市竞争力的角度分析了这些城市的在空间位置上的分布规律。研究发现,我国资源型城市大多分布在中西部和偏北地区,而城市竞争力排名靠前的城市,无论在资源类型还是地理区位条件上都有着很明显的共性。可见地理区位因素隐藏在资源禀赋背后,对城市发展有着显著的影响。     

The Domestication of Ginseng

Many students enter classes with a very Orientalist mental map of the region usually called the Middle East. This is understandable considering the information and images of the region that pervade our media landscape. In an effort to teach student how to critically examine media sources themselves, the author utilizes a blog format for student participation and discussion. The article describes how the geographic imaginations of the students involved became more nuanced through the process of finding, analyzing, and critiquing various media sources in a small online community.     

A Glimpse of Steel Manufacture

Abstract

Abstract

This article explores the relationship between the values that teachers bring to the classroom and their performance. The insights are drawn from the National Science Foundation-funded Finding A Way project that was undertaken by the National Council for Geographic Education. I argue here that without understanding the values and beliefs of classroom teachers, professional development initiatives might, in the end, make little difference in what goes on in the classroom.     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

THE LEGENDARY “REDISCOVERY” OF GEORGE PERKINS MARSH

The conventional narrative regarding the American reception of George Perkins Marsh, author of Man and Nature (1864), is that his work and ideas were “lost,”“forgotten,” or “neglected” until Lewis Mumford “rediscovered” him and introduced him to geographers at the University of California‐Berkeley through The Brown Decades (Mumford [1931] 1955) and until Carl Sauer made him known to the profession at large beginning in 1938. This article upends the conventional narrative by looking at earlier references to Marsh's later versions of Man and Nature, which were published as The Earth as Modified by Human Action from 1874 to 1907. Analysis reveals that a number of geographers and historians cited these editions between 1875 and the early 1950s. Examining the legend of loss and rediscovery suggests the value of methods utilized in reception studies for research on the history of geography.     

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.     

River Views of Beginning Pre-service Teachers: Content Knowledge Use

Abstract

How beginning teachers organize themselves to teach new or unfamiliar topics is an important issue for research. This paper discusses information about rivers in pre-service teachers' lessons taught to fourth grade students. Lessons were videotaped and transcribed for analysis. The data consisted of all information about rivers found in the lessons. Lesson content was analyzed for accuracy, coherence, centrality, over-simplification, and undue emphasis.

Seven kinds of problems with lesson content occurred because the beginning teachers lacked sufficient knowledge about rivers. Inaccurate information was either presented or allowed to stand unchallenged in the lessons. The lessons lacked coherence, because the beginning teachers tended to make passing references to concepts. About twice as many of the lesson concepts were peripheral to the study of rivers, the problem of centrality. The relationships between some river-related ideas were misunderstood or ignored. Both physical and human geography concepts were consistently over-simplified. The recreational use of rivers was consistently over-emphasized.