Pub Date : 2023-10-25DOI: 10.48088/ejg.m.bat.14.4.022.036
Marios Batsaris, Sofia Zafeirelli, Michail Vaitis, Dimitris Kavroudakis
Population data are commonly sourced from censuses, and to meet confidentiality requirements, they are spatially aggregated into standardized enumeration units. However, the need often arises to transform such datasets into user-defined spatial scales, a process known as areal interpolation. Areal interpolation is the process of data transformation across spatial zones and is particularly suitable for aggregated data such as census data. While numerous areal interpolation methods exist, a lack of implementation tools have been witnessed. In this article, we introduce PoD, a web-based solution that encompasses four downscaling schemes. To illustrate the utility of the proposed tool, we conducted a case study using actual data from the city of Mytilini, Greece. We compared the results obtained through PoD with existing R-based implementations, in addition to evaluating their performance using a reference dataset. The outcomes of this evaluation affirm the effectivenes of the proposed PoD tool over alternative implementations.
{"title":"PoD: A Web Tool for Population Downscaling Using Areal Interpolation and Volunteered Geographic Information","authors":"Marios Batsaris, Sofia Zafeirelli, Michail Vaitis, Dimitris Kavroudakis","doi":"10.48088/ejg.m.bat.14.4.022.036","DOIUrl":"https://doi.org/10.48088/ejg.m.bat.14.4.022.036","url":null,"abstract":"Population data are commonly sourced from censuses, and to meet confidentiality requirements, they are spatially aggregated into standardized enumeration units. However, the need often arises to transform such datasets into user-defined spatial scales, a process known as areal interpolation. Areal interpolation is the process of data transformation across spatial zones and is particularly suitable for aggregated data such as census data. While numerous areal interpolation methods exist, a lack of implementation tools have been witnessed. In this article, we introduce PoD, a web-based solution that encompasses four downscaling schemes. To illustrate the utility of the proposed tool, we conducted a case study using actual data from the city of Mytilini, Greece. We compared the results obtained through PoD with existing R-based implementations, in addition to evaluating their performance using a reference dataset. The outcomes of this evaluation affirm the effectivenes of the proposed PoD tool over alternative implementations.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":"33 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.48088/ejg.n.mor.14.4.013.021
Nuno Morgado
This paper offers a conceptual and theoretical alternative to geopolitical reasoning. It accepts certain concepts, factors, and variables from classical geopolitics with tested scientific validity and adds to them the awareness and focus on agents contributed, to some extent, by critical geopolitics. Without leaving a soft positivist sphere in which the procedures of the scientific method prevail, the innovative model of neoclassical geopolitics presented here constitutes a two-level approach in which the structural variable of systemic stimuli runs through the dual intervening variable of the geopolitical agent’s perceptions and capacities, shaping the state’s behavior as the dependent variable. In other words, it is innovatively claimed that examining geopolitical agents’ perceptions and capacities often provides valuable input for explaining political out-comes as an object of study in geopolitical research. Through both systemic stimuli and geopolitical agents’ perceptions and capacities, geography remains omnipresent with its concepts and approaches. Hence, one of the main objectives of the article is to contribute to the thriving of geopolitical culture and the literacy of decision-makers and the general public.
{"title":"Modelling neoclassical geopolitics: An alternative theoretical tradition for geopolitical culture and literacy","authors":"Nuno Morgado","doi":"10.48088/ejg.n.mor.14.4.013.021","DOIUrl":"https://doi.org/10.48088/ejg.n.mor.14.4.013.021","url":null,"abstract":"This paper offers a conceptual and theoretical alternative to geopolitical reasoning. It accepts certain concepts, factors, and variables from classical geopolitics with tested scientific validity and adds to them the awareness and focus on agents contributed, to some extent, by critical geopolitics. Without leaving a soft positivist sphere in which the procedures of the scientific method prevail, the innovative model of neoclassical geopolitics presented here constitutes a two-level approach in which the structural variable of systemic stimuli runs through the dual intervening variable of the geopolitical agent’s perceptions and capacities, shaping the state’s behavior as the dependent variable. In other words, it is innovatively claimed that examining geopolitical agents’ perceptions and capacities often provides valuable input for explaining political out-comes as an object of study in geopolitical research. Through both systemic stimuli and geopolitical agents’ perceptions and capacities, geography remains omnipresent with its concepts and approaches. Hence, one of the main objectives of the article is to contribute to the thriving of geopolitical culture and the literacy of decision-makers and the general public.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":"68 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.48088/ejg.i.gus.14.4.001.012
Inês Gusman, Alejandro Otero-Varela
In this article we explore the interaction between the spatialities of the state and the spatial imaginaries by investigating the manifestation of territories beyond institutional practices. We want to understand the relevance of territories that, despite not being integrated into the political-administrative structure of the state, refuse to fade away. We examine deactivated supra-municipal divisions of two neighborhood states: the províncias of the Northern Portugal and the comarcas of Galicia (Spain). Both cases are examined through a combination of geohistorical analysis of the administrative organization of the states, alongside a revision of tangible and intangible practices of local stakeholders in which these territories persist. The exploration of geographical naming is a significant aspect of the analysis. The results indicate that both províncias and comarcas are currently mobilized by stakeholders with many purposes and assumed varied shapes to assert their existence from the bottom up. These are claimed as the suitable divisions of territory and used to contest the spatialities imposed by the state. The inclusion of the imaginaries associated with these territories on formal regional planning practices would lead to a future where the territorial diversity of the countries is acknowledged, and the endogenous characteristics embraced.
{"title":"Territories that refuse to fade away: Insights from the Províncias of Northern Portugal and the Comarcas of Galicia (Spain)","authors":"Inês Gusman, Alejandro Otero-Varela","doi":"10.48088/ejg.i.gus.14.4.001.012","DOIUrl":"https://doi.org/10.48088/ejg.i.gus.14.4.001.012","url":null,"abstract":"In this article we explore the interaction between the spatialities of the state and the spatial imaginaries by investigating the manifestation of territories beyond institutional practices. We want to understand the relevance of territories that, despite not being integrated into the political-administrative structure of the state, refuse to fade away. We examine deactivated supra-municipal divisions of two neighborhood states: the províncias of the Northern Portugal and the comarcas of Galicia (Spain). Both cases are examined through a combination of geohistorical analysis of the administrative organization of the states, alongside a revision of tangible and intangible practices of local stakeholders in which these territories persist. The exploration of geographical naming is a significant aspect of the analysis. The results indicate that both províncias and comarcas are currently mobilized by stakeholders with many purposes and assumed varied shapes to assert their existence from the bottom up. These are claimed as the suitable divisions of territory and used to contest the spatialities imposed by the state. The inclusion of the imaginaries associated with these territories on formal regional planning practices would lead to a future where the territorial diversity of the countries is acknowledged, and the endogenous characteristics embraced.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.48088/ejg.a.kel.14.3.089.096
A. Kellerman
This article attempts to point to emerging future trends for personal mobilities, focusing on the current and upcoming uses of autonomous technologies for both physical and virtual mobilities. These uses will be based on electricity and the Internet, which also constitute mobility modes. The article presents first each of the four emerging mobility technologies: electric vehicles (EVs), mobile Internet, autonomous vehicles (AVs), and artificial intelligence (AI) via chatbots. This is followed by a discussion of habit changes in the adoption of the four new mobility technologies. The article then moves to discussions of individual, societal, and spatial implications of the two mobility autonomous technologies of AV and AI. For individuals, autonomous physical and virtual mobilities will both be typified by rather restricted roles and activities by users, such as passengers and text users respectively. At the social level autonomous mobility will have a major impact on education, both generally, requiring students to analyze texts rather than to author them, and professionally, with growing needs for computer experts rather than traditional garage workers. It is too early to assess some possible spatial impacts of chatbots, but AVs will imply several spatial implications, notably regarding the structure of urban streets and parking facilities.
{"title":"Autonomous technologies for daily personal mobilities","authors":"A. Kellerman","doi":"10.48088/ejg.a.kel.14.3.089.096","DOIUrl":"https://doi.org/10.48088/ejg.a.kel.14.3.089.096","url":null,"abstract":"This article attempts to point to emerging future trends for personal mobilities, focusing on the current and upcoming uses of autonomous technologies for both physical and virtual mobilities. These uses will be based on electricity and the Internet, which also constitute mobility modes. The article presents first each of the four emerging mobility technologies: electric vehicles (EVs), mobile Internet, autonomous vehicles (AVs), and artificial intelligence (AI) via chatbots. This is followed by a discussion of habit changes in the adoption of the four new mobility technologies. The article then moves to discussions of individual, societal, and spatial implications of the two mobility autonomous technologies of AV and AI. For individuals, autonomous physical and virtual mobilities will both be typified by rather restricted roles and activities by users, such as passengers and text users respectively. At the social level autonomous mobility will have a major impact on education, both generally, requiring students to analyze texts rather than to author them, and professionally, with growing needs for computer experts rather than traditional garage workers. It is too early to assess some possible spatial impacts of chatbots, but AVs will imply several spatial implications, notably regarding the structure of urban streets and parking facilities.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48441148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.48088/ejg.n.hum.14.3.079.088
Niklas Humble
Geographic information systems (GIS) have been highlighted as essential future knowledge and are increasingly integrated in people’s everyday lives through applications, tracking, and global positioning systems (GPS). Still, applications and re-search of GIS technology for teaching and learning in kindergarten to grade 12 (K-12) education are limited. Through a scoping review of contemporary literature, this study identifies and discuss possibilities and constraints for GIS in K-12 education. Data were collected and analyzed with directed content analysis, using affordances as a theoretical lens, to identify possibilities and constraints of GIS for K-12 education. The study highlight themes of possibilities and constraints for further investigation. The possibilities of GIS for K-12 education include accessibility, transdisciplinary, and beyond classroom; and the constraints include skills and attitude, higher education and support, and teachers’ knowledge. The theoretical contribution of the study is a conceptual model for how possibilities and constraints of GIS for K-12 education relates to reaching educational goals. Findings of the study have practical implications for teachers and other stakeholders on the use of GIS in K-12 classrooms. The study also provides several suggestions for future research on GIS in K-12 education.
{"title":"Future paths for GIS in K-12 education: A review of possibilities and constraints","authors":"Niklas Humble","doi":"10.48088/ejg.n.hum.14.3.079.088","DOIUrl":"https://doi.org/10.48088/ejg.n.hum.14.3.079.088","url":null,"abstract":"Geographic information systems (GIS) have been highlighted as essential future knowledge and are increasingly integrated in people’s everyday lives through applications, tracking, and global positioning systems (GPS). Still, applications and re-search of GIS technology for teaching and learning in kindergarten to grade 12 (K-12) education are limited. Through a scoping review of contemporary literature, this study identifies and discuss possibilities and constraints for GIS in K-12 education. Data were collected and analyzed with directed content analysis, using affordances as a theoretical lens, to identify possibilities and constraints of GIS for K-12 education. The study highlight themes of possibilities and constraints for further investigation. The possibilities of GIS for K-12 education include accessibility, transdisciplinary, and beyond classroom; and the constraints include skills and attitude, higher education and support, and teachers’ knowledge. The theoretical contribution of the study is a conceptual model for how possibilities and constraints of GIS for K-12 education relates to reaching educational goals. Findings of the study have practical implications for teachers and other stakeholders on the use of GIS in K-12 classrooms. The study also provides several suggestions for future research on GIS in K-12 education.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42067996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.48088/ejg.c.mar.14.3.068.078
Carlos Martínez-Hernández, Radosław Piskorski, Arie Stoffelen
In a context of online and blended-learning education, widely applied during the COVID-19 pandemic and retained after-wards, geography education found great support in Geographic Information Systems (GIS). Already long before the pandem-ic, GIS were one of the most used research tools by geographers. Since a few years, educative curricula have increasingly started to include GIS. However, people without a background in geography such as future teachers may struggle to manage these technologies, both technically and in terms of the required spatial reasoning. The purpose of this paper is to reflect on the design characteristics of online workshops with teacher trainees that should allow to deal with these struggles. The workshops used web GIS story maps and focused on local and foreign urban heritage in Madrid and Krakow, cities that both host a UNESCO World Heritage Site. The teacher trainees had to create digital didactic routes to allow prima-ry school pu-pils to become familiar with urban heritage processes. Fulfilling this task required the development of digital and didactic competencies, geographical reasoning, and critical thinking on familiar and unfamiliar urban heritage. In the Anthropocene epoch, accurate teaching projects like these workshops are needed to raise the spatial awareness of people, above all basic education teachers, who contribute to the making of future digital and global citizens. In conclusion, this paper could be-come a good-practice workshop design aimed at teacher trainees who at present show a lack of geographical and digital knowledge but will have to teach about this knowledge in the future.
{"title":"Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps","authors":"Carlos Martínez-Hernández, Radosław Piskorski, Arie Stoffelen","doi":"10.48088/ejg.c.mar.14.3.068.078","DOIUrl":"https://doi.org/10.48088/ejg.c.mar.14.3.068.078","url":null,"abstract":"In a context of online and blended-learning education, widely applied during the COVID-19 pandemic and retained after-wards, geography education found great support in Geographic Information Systems (GIS). Already long before the pandem-ic, GIS were one of the most used research tools by geographers. Since a few years, educative curricula have increasingly started to include GIS. However, people without a background in geography such as future teachers may struggle to manage these technologies, both technically and in terms of the required spatial reasoning. The purpose of this paper is to reflect on the design characteristics of online workshops with teacher trainees that should allow to deal with these struggles. The workshops used web GIS story maps and focused on local and foreign urban heritage in Madrid and Krakow, cities that both host a UNESCO World Heritage Site. The teacher trainees had to create digital didactic routes to allow prima-ry school pu-pils to become familiar with urban heritage processes. Fulfilling this task required the development of digital and didactic competencies, geographical reasoning, and critical thinking on familiar and unfamiliar urban heritage. In the Anthropocene epoch, accurate teaching projects like these workshops are needed to raise the spatial awareness of people, above all basic education teachers, who contribute to the making of future digital and global citizens. In conclusion, this paper could be-come a good-practice workshop design aimed at teacher trainees who at present show a lack of geographical and digital knowledge but will have to teach about this knowledge in the future.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70558981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.48088/ejg.k.hin.14.3.055.067
Kimberley Hindmarsh, Alexandra Budke
The competence to argue is fundamental for participation in social discourse and for responsible action, as different actions can be evaluated, weighed and justified through argumentation. Such argumentation skills should be acquired in geography lessons. These lessons often deal with societal debates such as migration, climate change and sustainability, which are char-acterised by a certain multi-perspectivity. Since different types of materials are often used in geography lessons, this study is dedicated to material-based, multi-perspective written argumentation. First, a model is presented in which a set of didactic requirements for material-based, multi-perspectival argumentation on space use conflicts in geography lessons is presented. Then the results of a small study are presented in which seventeen 8th grade students wrote argumentative texts about a space use conflict. The results show that the students incorporated correct, but limited information from the material into their arguments. The arguments were mostly thematically appropriate, but imprecise. They found it easier to use the con-tinuous text materials than the discontinuous text materials. Students also had difficulty presenting their argumentation in a multi-perspective way, but were able to express their own opinions about the conflict. These results can help to under-stand where teachers can better support their students in writing such arguments.
{"title":"What are the competences & difficulties of school students in writing material-based & multi-perspective argumentations in geography classrooms?","authors":"Kimberley Hindmarsh, Alexandra Budke","doi":"10.48088/ejg.k.hin.14.3.055.067","DOIUrl":"https://doi.org/10.48088/ejg.k.hin.14.3.055.067","url":null,"abstract":"The competence to argue is fundamental for participation in social discourse and for responsible action, as different actions can be evaluated, weighed and justified through argumentation. Such argumentation skills should be acquired in geography lessons. These lessons often deal with societal debates such as migration, climate change and sustainability, which are char-acterised by a certain multi-perspectivity. Since different types of materials are often used in geography lessons, this study is dedicated to material-based, multi-perspective written argumentation. First, a model is presented in which a set of didactic requirements for material-based, multi-perspectival argumentation on space use conflicts in geography lessons is presented. Then the results of a small study are presented in which seventeen 8th grade students wrote argumentative texts about a space use conflict. The results show that the students incorporated correct, but limited information from the material into their arguments. The arguments were mostly thematically appropriate, but imprecise. They found it easier to use the con-tinuous text materials than the discontinuous text materials. Students also had difficulty presenting their argumentation in a multi-perspective way, but were able to express their own opinions about the conflict. These results can help to under-stand where teachers can better support their students in writing such arguments.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.48088/ejg.v.mas.14.3.042.054
V. Mašterová
The development of digital skills among pupils at the lowest levels is already a common part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through an inquiry approach. This paper aims to identify the knowledge gaps on the issue of linking GST and inquiry in primary and secondary school learning and teaching. This article presents findings from 36 English-language empirical research studies published up to 2020 in the Web of Science and Scopus databases. The systematic review focuses mainly on the methods used and the results of the studies. The analysis of the studies shows that the methods used in them are strongly heterogeneous and qualitative and quantitative methods have similar representation. The results of the studies indicate that in this type of learning and teaching, prior teacher preparation is necessary, and students develop digital competencies and knowledge related to GST and the topic of the learning task that is addressed using these technologies. This systematic review presents recommendations and pitfalls for learning and teaching through inquiry with GST, but also recommendations for future research.
在最低水平的学生中发展数字技能已经成为教育的一个普遍组成部分。实施地理空间技术(GST)是在中小学建立和深化这些技能的方法之一。这些技术的使用可以通过查询方法实现。本文旨在确定在中小学学习和教学中链接GST和探究问题的知识差距。本文介绍了截至2020年在Web of Science和Scopus数据库中发表的36篇英语实证研究的结果。系统综述的重点是所采用的方法和研究结果。分析表明，这些研究使用的方法具有很强的异质性，定性和定量方法具有相似的代表性。研究结果表明，在这种类型的学习和教学中，教师事先的准备是必要的，学生培养与GST和使用这些技术解决的学习任务主题相关的数字能力和知识。这篇系统的综述提出了通过GST探究学习和教学的建议和陷阱，以及对未来研究的建议。
{"title":"Learning and teaching through inquiry with geospatial technologies: a systematic review","authors":"V. Mašterová","doi":"10.48088/ejg.v.mas.14.3.042.054","DOIUrl":"https://doi.org/10.48088/ejg.v.mas.14.3.042.054","url":null,"abstract":"The development of digital skills among pupils at the lowest levels is already a common part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through an inquiry approach. This paper aims to identify the knowledge gaps on the issue of linking GST and inquiry in primary and secondary school learning and teaching. This article presents findings from 36 English-language empirical research studies published up to 2020 in the Web of Science and Scopus databases. The systematic review focuses mainly on the methods used and the results of the studies. The analysis of the studies shows that the methods used in them are strongly heterogeneous and qualitative and quantitative methods have similar representation. The results of the studies indicate that in this type of learning and teaching, prior teacher preparation is necessary, and students develop digital competencies and knowledge related to GST and the topic of the learning task that is addressed using these technologies. This systematic review presents recommendations and pitfalls for learning and teaching through inquiry with GST, but also recommendations for future research.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45180669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.48088/ejg.a.you.14.3.020.041
A. Younes, Adnan Ahmad, Ashok D. Hanjag, A. Nair
Although Tartous governorate accounts for only 1% of the total land area of Syria, it recorded the highest burden of Internally Displaced Persons (IDPs) during the Syrian crisis, with nearly half a million IDPs seeking refuge there in 2014. The sim-ultaneous population growth and economic recession exacerbated the exploitation of natural resources and led to environmental degradation. The study aims to understand the dynamics of land use and land cover change (LULCC) in Tartous from 1987 to 2019 by comparing two periods, be-fore and during the crisis, through the integration of remote sensing and GIS using the change detection-based post-classification comparison technique. The results showed significant LULCC that revealed significant changes during the crisis compared to before. However, most of the changes have negative environmental impacts, especially near built-up areas and in the northeast, where natural vegetation decreased by 40% by 2019, of which about 60% is due to agricultural expansion. Conversely, built-up areas have doubled, from 18 km2 in 1987 to 34 km2 in 2019, mainly at the expense of agricultural land. Meanwhile, agricultural land remained the predominant land use, with almost 74% of the study area reflecting primary economic activity. Nevertheless, a particular expansion was recorded during the crisis compared to before. The study highlights the impact of anthropogenic pressures on the environment, especially during wars. The findings provide important insights for policymakers and researchers concerned with sustainable land management and environmental conservation in war-affected regions. It also recommends developing comprehensive, multi-level plans to address the complex challenges in similar contexts.
{"title":"Understanding Dynamics of Land Use & Land Cover Change Using GIS & Change Detection Techniques in Tartous, Syria","authors":"A. Younes, Adnan Ahmad, Ashok D. Hanjag, A. Nair","doi":"10.48088/ejg.a.you.14.3.020.041","DOIUrl":"https://doi.org/10.48088/ejg.a.you.14.3.020.041","url":null,"abstract":"Although Tartous governorate accounts for only 1% of the total land area of Syria, it recorded the highest burden of Internally Displaced Persons (IDPs) during the Syrian crisis, with nearly half a million IDPs seeking refuge there in 2014. The sim-ultaneous population growth and economic recession exacerbated the exploitation of natural resources and led to environmental degradation. The study aims to understand the dynamics of land use and land cover change (LULCC) in Tartous from 1987 to 2019 by comparing two periods, be-fore and during the crisis, through the integration of remote sensing and GIS using the change detection-based post-classification comparison technique. The results showed significant LULCC that revealed significant changes during the crisis compared to before. However, most of the changes have negative environmental impacts, especially near built-up areas and in the northeast, where natural vegetation decreased by 40% by 2019, of which about 60% is due to agricultural expansion. Conversely, built-up areas have doubled, from 18 km2 in 1987 to 34 km2 in 2019, mainly at the expense of agricultural land. Meanwhile, agricultural land remained the predominant land use, with almost 74% of the study area reflecting primary economic activity. Nevertheless, a particular expansion was recorded during the crisis compared to before. The study highlights the impact of anthropogenic pressures on the environment, especially during wars. The findings provide important insights for policymakers and researchers concerned with sustainable land management and environmental conservation in war-affected regions. It also recommends developing comprehensive, multi-level plans to address the complex challenges in similar contexts.","PeriodicalId":38156,"journal":{"name":"European Journal of Geography","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.48088/ejg.m.mor.14.3.001.019
Michael Morawski, Sebastian Wolff-Seidel
Since philosophical turns such as the spatial turn etc., geography has been dealing more intensively with the subjective per-ception and construction of space. Video games, and especially the vast digital spaces therein, are developed by teams of programmers, developers, and designers who make creative spatial construction decisions based on different worldviews, experiences, values, and skills. These processes result in a specific intended spatial experience for players to traverse. How-ever, these players also approach the games with certain worldviews, prior experiences, values, etc., and the question arises to what extent spatial experiences can be intentionally passed through and what consequences the perception has for the (young) players we address with geography instruction. Thus, there is undoubtedly communication be-tween both sides about digital space in video games. Furthermore, the question arises what role the creation of digital spaces in the games plays for the experience, understanding and reception of real analog spaces as well as for the further competences of stu-dents like, exemplary, in the field of sustainability or decision reflections. Thus, it cannot be dismissed that an engagement with video games should play a stronger role in the context of addressing the reflection of spatial perceptions and construc-tions in geography education. Yet, they are still largely underrepresented in studies of geography education and many stud-ies lack sufficient empirical proof and orientation for teacher professionalization. In the paper, results from the research pro-ject "Gaming & Geography" will be presented, which attempts to create further legitimizing foundations for the integration of video games as a medium in the didactic discourse of geography via a mixed method a-proach and transfer services for teachers. Based on the research in the project, a model for reflexive analysis of digital space and action in video games will also be presented, which should facilitate a stronger and more serious didactic integration of video games in geographic education. The results of the study provide a significant contribution to take the medium of video games as a geographical medium more seriously and the study provides further establishment measures to use the presented model didactically, be-cause they show that students actively engage in geographic contexts in games, they reflect on the contexts presented and the experts encourage the necessity of the presented model.
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