Pub Date : 2023-05-04DOI: 10.1080/00167487.2023.2217630
Rawaz Rostam Hamadamin, Luqman Waso Omer
ABSTRACT This study aims to demonstrate the extent of forest cover at high altitudes in Sulaymaniyah Governorate (Province) in the Kurdistan Region in northern Iraq, from 1984 to 2021 and discuss and explain the changes. The forest data were collected from the satellite digital images of the Landsat Thematic Mapper (TM) from 1984 to 2008 and Landsat Operational Land Imager (OLI) from 2014 to 2021. Data preprocessing preparation included employing a radiometric calibration to convert the images from radiance to Top Atmospheric Reflectance (TOA) in order to remove the cosine effect of different solar zenith angles. Next, a quick atmospheric correction (QUAC) was applied to remove atmospheric noise, particles, molecules and vapor from the data; then the basic equation of Normalized Difference Vegetation Index (NDVI) was applied to extract the forest data for 98 samples taken from across the study area. The study shows that forest cover more than doubled during the survey period: in 1984, 9.1% of the study area was covered by forest, but by 2021 forest cover had increased to 18.4%. We discuss how this increase in forest cover is related to better forest management and preservation by the government and by improving the population’s environmental awareness.
{"title":"NDVI forest cover changes at high altitudes of the Sulaymaniyah Governorate of Kurdistan Region, northern Iraq, 1984−2021","authors":"Rawaz Rostam Hamadamin, Luqman Waso Omer","doi":"10.1080/00167487.2023.2217630","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217630","url":null,"abstract":"ABSTRACT This study aims to demonstrate the extent of forest cover at high altitudes in Sulaymaniyah Governorate (Province) in the Kurdistan Region in northern Iraq, from 1984 to 2021 and discuss and explain the changes. The forest data were collected from the satellite digital images of the Landsat Thematic Mapper (TM) from 1984 to 2008 and Landsat Operational Land Imager (OLI) from 2014 to 2021. Data preprocessing preparation included employing a radiometric calibration to convert the images from radiance to Top Atmospheric Reflectance (TOA) in order to remove the cosine effect of different solar zenith angles. Next, a quick atmospheric correction (QUAC) was applied to remove atmospheric noise, particles, molecules and vapor from the data; then the basic equation of Normalized Difference Vegetation Index (NDVI) was applied to extract the forest data for 98 samples taken from across the study area. The study shows that forest cover more than doubled during the survey period: in 1984, 9.1% of the study area was covered by forest, but by 2021 forest cover had increased to 18.4%. We discuss how this increase in forest cover is related to better forest management and preservation by the government and by improving the population’s environmental awareness.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"74 - 85"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087823","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 : 2023-05-04DOI: 10.1080/00167487.2023.2217632
Travis T. Fuchs
ABSTRACT Unlocking the potential of climate change education to achieve a more just, democratic and sustainable future is a goal of critical geography education. This article presents a compelling argument for using Sjöström et al.’s (2017) Vision III Scientific Literacy Heuristic (3-VSL) in critical geography and climate change education. Through classroom examples, the article shows how the 3-VSL framework can help explore two broad aims. First, the scientific, societal and justice-focused aspects of climate change education can all be captured within the 3-VSL. Second, the plurality of goals inside critical geography can also be considered, ranging from recognising climate change-related harms to engaging in socio-political action. The 3-VSL is argued to be a flexible and robust framework, aiding teachers and students in working for a more sustainable future.
{"title":"A framework for climate change education in critical geography","authors":"Travis T. Fuchs","doi":"10.1080/00167487.2023.2217632","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217632","url":null,"abstract":"ABSTRACT Unlocking the potential of climate change education to achieve a more just, democratic and sustainable future is a goal of critical geography education. This article presents a compelling argument for using Sjöström et al.’s (2017) Vision III Scientific Literacy Heuristic (3-VSL) in critical geography and climate change education. Through classroom examples, the article shows how the 3-VSL framework can help explore two broad aims. First, the scientific, societal and justice-focused aspects of climate change education can all be captured within the 3-VSL. Second, the plurality of goals inside critical geography can also be considered, ranging from recognising climate change-related harms to engaging in socio-political action. The 3-VSL is argued to be a flexible and robust framework, aiding teachers and students in working for a more sustainable future.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"95 - 100"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43846109","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 : 2023-05-04DOI: 10.1080/00167487.2023.2217629
G. Healy, N. Laurie, Jessica Hope
ABSTRACT This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in this case Bolivia and Peru) in relation to sustainable development agendas via a focus on the co-production of geographical knowledge. Through engaging with research pursued by geographers, this article sheds light on the relationship between environmental justice and sustainable development, which can play an important role in shaping geography teachers’ curricular decision-making. It also recasts expertise where Indigenous leaders and others with first-hand experience of their local environment are at the forefront of complex decisions and conflicts to determine trajectories of sustainability.
{"title":"Creating stories of educational change in and for geography: what can we learn from Bolivia and Peru?","authors":"G. Healy, N. Laurie, Jessica Hope","doi":"10.1080/00167487.2023.2217629","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217629","url":null,"abstract":"ABSTRACT This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in this case Bolivia and Peru) in relation to sustainable development agendas via a focus on the co-production of geographical knowledge. Through engaging with research pursued by geographers, this article sheds light on the relationship between environmental justice and sustainable development, which can play an important role in shaping geography teachers’ curricular decision-making. It also recasts expertise where Indigenous leaders and others with first-hand experience of their local environment are at the forefront of complex decisions and conflicts to determine trajectories of sustainability.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"64 - 73"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44344741","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 : 2023-05-04DOI: 10.1080/00167487.2023.2217633
A. Kinder, E. Rawling
ABSTRACT The Geographical Association (GA) has produced A framework for the school geography curriculum (GA, 2022), which sets out the nature of the school subject, its disciplinary foundations and the significant features of geography that should underlie any geography curriculum or set of curriculum requirements at national level. The framework was produced in response to observed failings in the processes of national curriculum and qualification production, which have created professional and educational issues in several UK nations over a significant period of time. The framework responds to these issues by identifying curriculum development responsibilities at various levels of the education system and setting out how these can work together in support of high-quality school geography curricula. The initiative may be understood as part of a wider movement by a number of subject organisations to rebalance the influence exerted on the curriculum by subject specialist communities rather than the state.
{"title":"The GA’s Framework for the school geography curriculum","authors":"A. Kinder, E. Rawling","doi":"10.1080/00167487.2023.2217633","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217633","url":null,"abstract":"ABSTRACT The Geographical Association (GA) has produced A framework for the school geography curriculum (GA, 2022), which sets out the nature of the school subject, its disciplinary foundations and the significant features of geography that should underlie any geography curriculum or set of curriculum requirements at national level. The framework was produced in response to observed failings in the processes of national curriculum and qualification production, which have created professional and educational issues in several UK nations over a significant period of time. The framework responds to these issues by identifying curriculum development responsibilities at various levels of the education system and setting out how these can work together in support of high-quality school geography curricula. The initiative may be understood as part of a wider movement by a number of subject organisations to rebalance the influence exerted on the curriculum by subject specialist communities rather than the state.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"101 - 106"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330155","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 : 2023-05-04DOI: 10.1080/00167487.2023.2217631
E. Lewis, Reace Edwards, J. Howe
ABSTRACT The UK Government has identified six industrial locations with the highest concentrations of carbon dioxide (CO2) production to be part of the Industrial Decarbonisation Challenge (IDC) and labelled them ‘Industrial Clusters’. To achieve net zero by 2050, heavy industry across the UK must move away from fossil fuels as a power source. Carbon capture and storage (CCS) and low-carbon hydrogen in the UK have the prospect of removing upwards of 40MtCO2 per year and producing more than 25GW of hydrogen power. This article introduces the IDC and Industrial Clusters. It then explores the geographical sense of place, place attachment and acceptance considerations that the clusters should be making on their energy transitions as a means to understanding the geography of sustainability transitions.
{"title":"Delivering the Industrial Decarbonisation Challenge: geographical considerations for decarbonisation","authors":"E. Lewis, Reace Edwards, J. Howe","doi":"10.1080/00167487.2023.2217631","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217631","url":null,"abstract":"ABSTRACT The UK Government has identified six industrial locations with the highest concentrations of carbon dioxide (CO2) production to be part of the Industrial Decarbonisation Challenge (IDC) and labelled them ‘Industrial Clusters’. To achieve net zero by 2050, heavy industry across the UK must move away from fossil fuels as a power source. Carbon capture and storage (CCS) and low-carbon hydrogen in the UK have the prospect of removing upwards of 40MtCO2 per year and producing more than 25GW of hydrogen power. This article introduces the IDC and Industrial Clusters. It then explores the geographical sense of place, place attachment and acceptance considerations that the clusters should be making on their energy transitions as a means to understanding the geography of sustainability transitions.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"86 - 94"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310296","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 : 2023-01-02DOI: 10.1080/00167487.2023.2167335
R. Yarwood
ABSTRACT National Parks are more than landscape designations. They reflect dominant but contested ideals about what kinds of landscapes are valued, what kind of activities are allowed in them and who they are aimed at. Drawing on the Glover Review, as well as a case study of the Lake District, this article examines the formation of British National Parks and questions their inclusivity. The examples of London National Park City and Plymouth National Marine Park are used to discuss whether different, more inclusive ‘national parks’ can be established in new spaces.
{"title":"Rethinking British National Parks: country, coasts and cities for all?","authors":"R. Yarwood","doi":"10.1080/00167487.2023.2167335","DOIUrl":"https://doi.org/10.1080/00167487.2023.2167335","url":null,"abstract":"ABSTRACT National Parks are more than landscape designations. They reflect dominant but contested ideals about what kinds of landscapes are valued, what kind of activities are allowed in them and who they are aimed at. Drawing on the Glover Review, as well as a case study of the Lake District, this article examines the formation of British National Parks and questions their inclusivity. The examples of London National Park City and Plymouth National Marine Park are used to discuss whether different, more inclusive ‘national parks’ can be established in new spaces.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"6 - 16"},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098335","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 : 2023-01-02DOI: 10.1080/00167487.2023.2167359
Hina Robinson
ABSTRACT: This review of Africa Is Not A Country, the book that has been written to break stereotypes of modern Africa, looks at the importance of narrative and suggests how geography teachers can use the content of Dipo Faloyin’s book to develop their own subject knowledge and enhance their teaching about the continent of Africa.
{"title":"Africa Is Not A Country by Dipo Faloyin","authors":"Hina Robinson","doi":"10.1080/00167487.2023.2167359","DOIUrl":"https://doi.org/10.1080/00167487.2023.2167359","url":null,"abstract":"ABSTRACT: This review of Africa Is Not A Country, the book that has been written to break stereotypes of modern Africa, looks at the importance of narrative and suggests how geography teachers can use the content of Dipo Faloyin’s book to develop their own subject knowledge and enhance their teaching about the continent of Africa.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"29 - 32"},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47523986","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 : 2023-01-02DOI: 10.1080/00167487.2023.2167367
Ingrid A. Medby
ABSTRACT: The Arctic region is often presented as a space either of future conflict or of exceptional co- operation. While Arctic experts have long argued for more nuanced understandings of the region, Russia’s invasion of Ukraine in 2022 once more brought these questions to the fore. This article challenges the assumption that the Arctic is either one or the other. Instead, it highlights how a diverse Arctic region is one of equally diverse relations, peoples, places and events – and of multiple imaginaries all at once. It argues that appreciating the complexities of socio-political relations is now more important than ever – and that Arctic conflict or co-operation, neither or both, is not pre- determined.
{"title":"Arctic conflict and co-operation","authors":"Ingrid A. Medby","doi":"10.1080/00167487.2023.2167367","DOIUrl":"https://doi.org/10.1080/00167487.2023.2167367","url":null,"abstract":"ABSTRACT: The Arctic region is often presented as a space either of future conflict or of exceptional co- operation. While Arctic experts have long argued for more nuanced understandings of the region, Russia’s invasion of Ukraine in 2022 once more brought these questions to the fore. This article challenges the assumption that the Arctic is either one or the other. Instead, it highlights how a diverse Arctic region is one of equally diverse relations, peoples, places and events – and of multiple imaginaries all at once. It argues that appreciating the complexities of socio-political relations is now more important than ever – and that Arctic conflict or co-operation, neither or both, is not pre- determined.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"38 - 43"},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43621823","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 : 2023-01-02DOI: 10.1080/00167487.2023.2167338
Showkat A. Ganaie, Jahangeer A. Parry, M. S. Bhat
ABSTRACT Rapid urbanisation puts significant pressure on the quality of life for urban residents, creating major challenges for urban planners. Access to accurate and timely data to inform municipal planning decisions adds to these challenges. This article investigates the potential of an Urban Landscape Quality Index (ULQI) model, which is based on visual assessments of the urban environment. The article compares the results of the ULQI with those from a more resource-intensive data collection process using landscape quality perception surveys with city inhabitants. The results from the study in Srinagar city, India, suggest that there is a high level of similarity between the results from the ULQI approach and residents’ surveys. This indicates that visual assessment of landscape to calculate ULQI is an efficient approach and can be used by urban planners to prioritise those areas that need immediate attention.
{"title":"Evaluating the urban environment to improve quality of life in Srinagar, India: the use of the Urban Landscape Quality Index","authors":"Showkat A. Ganaie, Jahangeer A. Parry, M. S. Bhat","doi":"10.1080/00167487.2023.2167338","DOIUrl":"https://doi.org/10.1080/00167487.2023.2167338","url":null,"abstract":"ABSTRACT Rapid urbanisation puts significant pressure on the quality of life for urban residents, creating major challenges for urban planners. Access to accurate and timely data to inform municipal planning decisions adds to these challenges. This article investigates the potential of an Urban Landscape Quality Index (ULQI) model, which is based on visual assessments of the urban environment. The article compares the results of the ULQI with those from a more resource-intensive data collection process using landscape quality perception surveys with city inhabitants. The results from the study in Srinagar city, India, suggest that there is a high level of similarity between the results from the ULQI approach and residents’ surveys. This indicates that visual assessment of landscape to calculate ULQI is an efficient approach and can be used by urban planners to prioritise those areas that need immediate attention.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"17 - 24"},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41418013","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}
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