{"title":"Ethnic diversity is increasing: does this mean the UK is becoming more segregated?","authors":"G. Catney","doi":"10.1080/00167487.2020.12094086","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094086","url":null,"abstract":"(2020). Ethnic diversity is increasing: does this mean the UK is becoming more segregated? Geography: Vol. 105, No. 1, pp. 34-38.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"34-38"},"PeriodicalIF":1.4,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44885287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.1093/obo/9780199874002-0219
Yingkui Li
Geomorphology is the science of studying landforms, landscapes, and their related processes, including the description, materials, classification, origin, evolution, and history of earth/planetary surfaces. Geographic information system (GIS) is a computer-based system used for collection, maintenance, storage, retrieval, analysis, and distribution of geographic data and information. A closely related technique to GIS is remote sensing (RS), the noncontact recording of electromagnetic spectrum of earth/planetary surfaces based on satellite-, aircraft-, or ground-based sensors to measure, detect, and classify ground objects. GIS and remote sensing have been integrated in many geomorphological studies to quantify surface processes and landforms. GIS/RS has been strongly linked with the methodology and concepts in geomorphology since its initial development. With the continual development of GIS and RS techniques, GIS/RS has been widely used to classify landform and landscape units, extract specific landform features, quantify process-landform relationships, and detect geomorphic changes. In particular, the combination of GIS/RS with digital elevation models (DEMs) has become one of the most common approaches for geomorphological research, especially with the early-21st-century progress in using LiDAR (light detection and ranging) and UAS (unmanned aircraft systems) to obtain high-resolution DEMs. A new discipline, geomorphometry, have been developed to quantify landforms and topography at various spatial scales on the basis of mathematical, statistical, and image-processing techniques. This article first includes a section focusing on the use of GIS/RS in general landform and landscape classification and then categorizes literature into a variety of subfields of geomorphology in which GIS/RS has been applied to solve geomorphological issues. These subfields include Glacial Geomorphology, Watershed and Fluvial Geomorphology, Hillslope Processes and Landslides, Coastal Geomorphology, Karst Geomorphology, Aeolian Geomorphology, and Tectonic Geomorphology. Some subfields, such as volcanic geomorphology and planetary geomorphology, are not included, but the methods and principles summarized in this article can be applied to these subfields.
{"title":"GIS and Remote Sensing Applications in Geomorphology","authors":"Yingkui Li","doi":"10.1093/obo/9780199874002-0219","DOIUrl":"https://doi.org/10.1093/obo/9780199874002-0219","url":null,"abstract":"Geomorphology is the science of studying landforms, landscapes, and their related processes, including the description, materials, classification, origin, evolution, and history of earth/planetary surfaces. Geographic information system (GIS) is a computer-based system used for collection, maintenance, storage, retrieval, analysis, and distribution of geographic data and information. A closely related technique to GIS is remote sensing (RS), the noncontact recording of electromagnetic spectrum of earth/planetary surfaces based on satellite-, aircraft-, or ground-based sensors to measure, detect, and classify ground objects. GIS and remote sensing have been integrated in many geomorphological studies to quantify surface processes and landforms. GIS/RS has been strongly linked with the methodology and concepts in geomorphology since its initial development. With the continual development of GIS and RS techniques, GIS/RS has been widely used to classify landform and landscape units, extract specific landform features, quantify process-landform relationships, and detect geomorphic changes. In particular, the combination of GIS/RS with digital elevation models (DEMs) has become one of the most common approaches for geomorphological research, especially with the early-21st-century progress in using LiDAR (light detection and ranging) and UAS (unmanned aircraft systems) to obtain high-resolution DEMs. A new discipline, geomorphometry, have been developed to quantify landforms and topography at various spatial scales on the basis of mathematical, statistical, and image-processing techniques. This article first includes a section focusing on the use of GIS/RS in general landform and landscape classification and then categorizes literature into a variety of subfields of geomorphology in which GIS/RS has been applied to solve geomorphological issues. These subfields include Glacial Geomorphology, Watershed and Fluvial Geomorphology, Hillslope Processes and Landslides, Coastal Geomorphology, Karst Geomorphology, Aeolian Geomorphology, and Tectonic Geomorphology. Some subfields, such as volcanic geomorphology and planetary geomorphology, are not included, but the methods and principles summarized in this article can be applied to these subfields.","PeriodicalId":46568,"journal":{"name":"Geography","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43583447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1080/00167487.2020.12094090
A. Barford, Rachel Coombe, Rachel Proefke
The global population is extraordinarily youthful. This creates great opportunities, and significant challenges. With an estimated 1 billion young people entering the labour market between 2015 and 2025, only 40% are likely to find jobs under present conditions. Ensuring decent work for all is of pressing importance, so much so that it forms a major part of the United Nations Sustainable Development Goal 8, set to be achieved between 2015 and 2030. It is an immense challenge to secure decent work for all within the next decade, given that at present much of the work available to young people is poorly paid, dangerous, insecure, or in short supply. Drawing upon a survey of young people in lower and middle income countries, we offer insight into young people’s lived experiences of what the International Labour Organisation calls the “decent work deficit”. We document the struggle of getting by on low wages, and the resulting tendency towards multiple overlapping forms of ‘portfolio’ employment. We report insufficient demand for young people’s labour and the insecurity of the work which is available. Furthermore, we share young people’s reports of having too little money to kick start their education or business ventures, and their lack of connections to people who could help them secure work. This paper offers insights into young people’s lived experiences of the decent work deficit, complementing a wealth of international statistical data. We highlight the rich insights offered by young people who are struggling to make a life for themselves and their families; these are some of the lived realities of insufficient decent. We argue that young people’s accounts of their working lives are critical to designing effective interventions to deliver decent work for all.
{"title":"Youth experiences of the decent work deficit","authors":"A. Barford, Rachel Coombe, Rachel Proefke","doi":"10.1080/00167487.2020.12094090","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094090","url":null,"abstract":"The global population is extraordinarily youthful. This creates great opportunities, and significant challenges. With an estimated 1 billion young people entering the labour market between 2015 and 2025, only 40% are likely to find jobs under present conditions. Ensuring decent work for all is of pressing importance, so much so that it forms a major part of the United Nations Sustainable Development Goal 8, set to be achieved between 2015 and 2030. It is an immense challenge to secure decent work for all within the next decade, given that at present much of the work available to young people is poorly paid, dangerous, insecure, or in short supply. Drawing upon a survey of young people in lower and middle income countries, we offer insight into young people’s lived experiences of what the International Labour Organisation calls the “decent work deficit”. We document the struggle of getting by on low wages, and the resulting tendency towards multiple overlapping forms of ‘portfolio’ employment. We report insufficient demand for young people’s labour and the insecurity of the work which is available. Furthermore, we share young people’s reports of having too little money to kick start their education or business ventures, and their lack of connections to people who could help them secure work. This paper offers insights into young people’s lived experiences of the decent work deficit, complementing a wealth of international statistical data. We highlight the rich insights offered by young people who are struggling to make a life for themselves and their families; these are some of the lived realities of insufficient decent. We argue that young people’s accounts of their working lives are critical to designing effective interventions to deliver decent work for all.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"60-68"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46963118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1080/00167487.2020.12094091
E. Rawling
Morgan (2017) suggests that our failure to identify a core of geographical knowledge that should be taught in schools is leading to ‘the making of geographical ignorance’. At a time of centralised ...
{"title":"How and why national curriculum frameworks are failing geography","authors":"E. Rawling","doi":"10.1080/00167487.2020.12094091","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094091","url":null,"abstract":"Morgan (2017) suggests that our failure to identify a core of geographical knowledge that should be taught in schools is leading to ‘the making of geographical ignorance’. At a time of centralised ...","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"69-77"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1080/00167487.2020.12094089
S. Puttick
Questions about what it means to have - in the language of Sustainable Development Goal 8 - 'decent work' have run throughout the debates and policy responses to COVID-19, with many commentaries in the UK highlighting the contradiction of those now celebrated as 'key workers' having been recently been labelled as 'unskilled labour' by the Home Office Drawing on comparisons across the examples of England and Wales, Rawling argues that high level curriculum planning could and should play a key role in reviewing and updating geographical education in the context of global issues including climate change and COVID-19, rather than, she argues, relying on teachers: 'countering geographical ignorance, at a time when this has never been more important to humanity, demands no less' (p 76) A global issue of the previous decade - the global financial crisis of 2007-9 - is the focus of Cecile Coundrin's fascinating analysis within the middlesized Greek city of Larissa, set amid disruptions in global flows of capital and the spatial dimensions of financial vulnerabilities
{"title":"Geography amid COVID-19 — inequality, decent work, and curriculum","authors":"S. Puttick","doi":"10.1080/00167487.2020.12094089","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094089","url":null,"abstract":"Questions about what it means to have - in the language of Sustainable Development Goal 8 - 'decent work' have run throughout the debates and policy responses to COVID-19, with many commentaries in the UK highlighting the contradiction of those now celebrated as 'key workers' having been recently been labelled as 'unskilled labour' by the Home Office Drawing on comparisons across the examples of England and Wales, Rawling argues that high level curriculum planning could and should play a key role in reviewing and updating geographical education in the context of global issues including climate change and COVID-19, rather than, she argues, relying on teachers: 'countering geographical ignorance, at a time when this has never been more important to humanity, demands no less' (p 76) A global issue of the previous decade - the global financial crisis of 2007-9 - is the focus of Cecile Coundrin's fascinating analysis within the middlesized Greek city of Larissa, set amid disruptions in global flows of capital and the spatial dimensions of financial vulnerabilities","PeriodicalId":46568,"journal":{"name":"Geography","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42135940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1080/00167487.2020.12094094
K. Ontong, Koketso Khule
{"title":"The need for a stronger integration of technology with school-based map work","authors":"K. Ontong, Koketso Khule","doi":"10.1080/00167487.2020.12094094","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094094","url":null,"abstract":"","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"94-100"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.1080/00167487.2020.12094095
M. Biddulph, A. Kinder
{"title":"Training and retaining geography specialists for schools in England","authors":"M. Biddulph, A. Kinder","doi":"10.1080/00167487.2020.12094095","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094095","url":null,"abstract":"","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"101-107"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-19DOI: 10.1080/00167487.2020.12094093
Lauren Hammond, J. McKendrick
While many have extolled the benefits of incorporating children’s geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children’s geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In doing so, it draws on research conducted by the authors during the 2019 Geography Teacher Educator conference held in Bristol, England. Participants engaged in a reflective discussion about children’s geographies, which was framed by Castree et al.’s (2007) notion of ‘borders’ existing between academic and school geography. It transpires that while many geography teacher educators perceive that children’s geographies is fundamental to teaching geography, they identify gaps in their knowledge of the sub-discipline that compromise their ability to utilise it. Furthermore, geography teacher educators opined that the wider context of accountability and performativity that pervades schooling in England today renders it challenging both to explore children’s geographies in the classroom and to develop their knowledge of the field.
虽然许多人赞扬将儿童地理纳入学校地理的好处(Biddulph, 2012;Yarwood and Tyrell, 2012;Roberts, 2017)，它在课堂上的地位是不确定的(Catling, 2011;哈蒙德,2020)。为了更细致地了解儿童地理是如何以及为什么被学校地理所吸引和参与的，本文考察了地理教师教育者的哲学和经验。在此过程中，它借鉴了作者在英国布里斯托尔举行的2019年地理教师教育会议上进行的研究。参与者参与了关于儿童地理的反思性讨论，该讨论是由Castree等人(2007)的学术和学校地理之间存在“边界”的概念所框定的。结果表明，虽然许多地理教师教育工作者认为儿童地理是地理教学的基础，但他们发现自己在这一分支学科的知识上存在差距，从而影响了他们利用地理知识的能力。此外，地理教师教育家认为，当今英国学校教育中普遍存在的问责制和绩效的更广泛背景，使得在课堂上探索儿童的地理知识和发展他们的地理知识都具有挑战性。
{"title":"Geography teacher educators' perspectives on the place of children's geographies in the classroom","authors":"Lauren Hammond, J. McKendrick","doi":"10.1080/00167487.2020.12094093","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094093","url":null,"abstract":"While many have extolled the benefits of incorporating children’s geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children’s geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In doing so, it draws on research conducted by the authors during the 2019 Geography Teacher Educator conference held in Bristol, England. Participants engaged in a reflective discussion about children’s geographies, which was framed by Castree et al.’s (2007) notion of ‘borders’ existing between academic and school geography. It transpires that while many geography teacher educators perceive that children’s geographies is fundamental to teaching geography, they identify gaps in their knowledge of the sub-discipline that compromise their ability to utilise it. Furthermore, geography teacher educators opined that the wider context of accountability and performativity that pervades schooling in England today renders it challenging both to explore children’s geographies in the classroom and to develop their knowledge of the field.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"105 1","pages":"86-93"},"PeriodicalIF":1.4,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-01DOI: 10.1080/00167487.2020.12094082
{"title":"GA Award for Excellence in Leading Geography","authors":"","doi":"10.1080/00167487.2020.12094082","DOIUrl":"https://doi.org/10.1080/00167487.2020.12094082","url":null,"abstract":"","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"4 - 5"},"PeriodicalIF":1.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00167487.2020.12094082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49045845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：