Pub Date : 2024-07-15DOI: 10.48088/ejg.a.bot.15.2.147.153
Adrian Botello-Mares
Society is a human construct in a continuous historical process, hence, also geographical. The Social is always composed of a temporal and spatial dimension and, therefore, necessarily endowed with historicity and geographicity. According to Dardel (2022), geographicity is the existential connection of the human being with the earth, that is, the spatial experience obtained by the subjective apprehension of the objective world. This article aims to establish a revaluation of the concept of geographicity in the social sciences debate, discerning it as a social construct by considering theoretical foundations from humanistic geography, phenomenology, and the sociology of knowledge, linked as a proposal for an epistemological alternative in the field of theoretical geography itself. The concepts of space, landscape, place, perception of space, material space, conceived space, and lived space are the key concepts that interlace the dialectical relationship between the objective and subjective manifestations of reality, as a way of socially constructing geography. The result is, therefore, the evident epistemic fertility of humanistic geography, presented in this work through the theoretical review regarding a social construction of geographicity.
{"title":"Social construction of geographicity: A vision from humanistic geography","authors":"Adrian Botello-Mares","doi":"10.48088/ejg.a.bot.15.2.147.153","DOIUrl":"https://doi.org/10.48088/ejg.a.bot.15.2.147.153","url":null,"abstract":"Society is a human construct in a continuous historical process, hence, also geographical. The Social is always composed of a temporal and spatial dimension and, therefore, necessarily endowed with historicity and geographicity. According to Dardel (2022), geographicity is the existential connection of the human being with the earth, that is, the spatial experience obtained by the subjective apprehension of the objective world. This article aims to establish a revaluation of the concept of geographicity in the social sciences debate, discerning it as a social construct by considering theoretical foundations from humanistic geography, phenomenology, and the sociology of knowledge, linked as a proposal for an epistemological alternative in the field of theoretical geography itself. The concepts of space, landscape, place, perception of space, material space, conceived space, and lived space are the key concepts that interlace the dialectical relationship between the objective and subjective manifestations of reality, as a way of socially constructing geography. The result is, therefore, the evident epistemic fertility of humanistic geography, presented in this work through the theoretical review regarding a social construction of geographicity.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648720","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 : 2024-07-13DOI: 10.48088/ejg.m.mor.15.2.135.146
Michael Morawski, Panagiota Georgakaki
Developing language-aware teaching materials is increasingly recognized as essential for enhancing both language proficiency and content acquisition in diverse classroom settings. However, understanding which materials students find most beneficial for effectively preparing for A Level exams remains a crucial inquiry. This study addresses this gap through a mixed-methods approach that integrates the creation of language-aware teaching materials, pre- and post-test surveys, and ethnographic observations conducted in two German high school geography classrooms. Students were provided with a range of language-aware materials and empowered to select those they deemed useful for composing localizations within the geography curriculum. The findings reveal that students predominantly utilized checklists, while showing the least engagement with definitions. Moreover, students identified checklists, formulation support, and model texts as particularly helpful for writing localizations in geography, contrasting with perceptions of definitions as less beneficial. Additionally, the study identifies four distinct student typologies characterized by varied approaches and motivations in utilizing language-aware materials. In summary, this research provides insights into developing more inclusive materials tailored to heterogeneous classrooms, offering effective strategies to enhance both language development and content learning in geography education.
越来越多的人认识到，在不同的课堂环境中，开发具有语言意识的教材对于提高语言能力和掌握教学内容至关重要。然而，了解哪些教材对学生有效备考 A 级考试最有帮助，仍然是一项至关重要的研究。本研究采用混合方法，在两个德国高中地理课堂上综合运用语言感知教学材料的制作、考试前后的调查和人种学观察等方法，弥补了这一不足。学生们获得了一系列语言感知材料，并有权选择他们认为有用的材料，以便在地理课程中进行本地化创作。研究结果表明，学生主要使用核对表，而对定义的使用最少。此外，学生认为核对表、表述支持和范文对地理本地化写作特别有帮助，而认为定义的帮助较小。此外，研究还发现了四种不同的学生类型，他们在使用语言感知材料时具有不同的方法和动机。总之，这项研究为开发适合异质课堂的更具包容性的材料提供了见解，为在地理教育中促进语言发展和内容学习提供了有效的策略。
{"title":"Exploring Student Perspectives and Practices with Language-Aware Materials in Geography Education: An Exploratory Case Study in a German High School Classroom","authors":"Michael Morawski, Panagiota Georgakaki","doi":"10.48088/ejg.m.mor.15.2.135.146","DOIUrl":"https://doi.org/10.48088/ejg.m.mor.15.2.135.146","url":null,"abstract":"Developing language-aware teaching materials is increasingly recognized as essential for enhancing both language proficiency and content acquisition in diverse classroom settings. However, understanding which materials students find most beneficial for effectively preparing for A Level exams remains a crucial inquiry. This study addresses this gap through a mixed-methods approach that integrates the creation of language-aware teaching materials, pre- and post-test surveys, and ethnographic observations conducted in two German high school geography classrooms. Students were provided with a range of language-aware materials and empowered to select those they deemed useful for composing localizations within the geography curriculum. The findings reveal that students predominantly utilized checklists, while showing the least engagement with definitions. Moreover, students identified checklists, formulation support, and model texts as particularly helpful for writing localizations in geography, contrasting with perceptions of definitions as less beneficial. Additionally, the study identifies four distinct student typologies characterized by varied approaches and motivations in utilizing language-aware materials. In summary, this research provides insights into developing more inclusive materials tailored to heterogeneous classrooms, offering effective strategies to enhance both language development and content learning in geography education.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650960","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 : 2024-07-02DOI: 10.48088/ejg.p.ben.15.2.120.134
Phillip T. Bengel, C. Peter
Virtual field trips in combination with digital game-based learning offer great potential for creating new learning environments, especially for geography education. Those approaches are not only needed to transfer knowledge but also to contribute to creating a more technologically literate society. For the future design of learning spaces and the corresponding professional development of teachers, it is indispensable to learn what the pedagogical advantages and limitations of fully virtual game-based approaches are. For this, it is necessary to know whether purely virtual concepts differ in knowledge transfer from those applied in technology-supported field trips on site. When it comes to promoting technological literacy, additional relevant questions are whether there are influences on participants’ attitudes toward modern technologies and whether there are implied gender effects in this regard. An empirical comparative study of a total of n=110 German high school students was conducted using a survey to answer these questions. Key results are that actual and virtual designs using technology-supported game-based learning approaches can be equally effective in knowledge transfer. Further certain technology-averse attitudes could be identified, which were more prevalent among females than males. This gender gap could be leveled out by the effects of the virtual game-based field trip. Across genders, the levels of aversion were reduced, as well, while affirmative attitudes toward modern technology rose.
{"title":"Promoting technological literacy through virtual game-based field trips: Effects on knowledge, attitudes, and gender","authors":"Phillip T. Bengel, C. Peter","doi":"10.48088/ejg.p.ben.15.2.120.134","DOIUrl":"https://doi.org/10.48088/ejg.p.ben.15.2.120.134","url":null,"abstract":"Virtual field trips in combination with digital game-based learning offer great potential for creating new learning environments, especially for geography education. Those approaches are not only needed to transfer knowledge but also to contribute to creating a more technologically literate society. For the future design of learning spaces and the corresponding professional development of teachers, it is indispensable to learn what the pedagogical advantages and limitations of fully virtual game-based approaches are. For this, it is necessary to know whether purely virtual concepts differ in knowledge transfer from those applied in technology-supported field trips on site. When it comes to promoting technological literacy, additional relevant questions are whether there are influences on participants’ attitudes toward modern technologies and whether there are implied gender effects in this regard. An empirical comparative study of a total of n=110 German high school students was conducted using a survey to answer these questions. Key results are that actual and virtual designs using technology-supported game-based learning approaches can be equally effective in knowledge transfer. Further certain technology-averse attitudes could be identified, which were more prevalent among females than males. This gender gap could be leveled out by the effects of the virtual game-based field trip. Across genders, the levels of aversion were reduced, as well, while affirmative attitudes toward modern technology rose.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"51 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688179","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 : 2024-03-11DOI: 10.48088/ejg.e.psa.15.1.026.041
Eva Psatha
The current article presents the findings of a comparative evaluation of selected, already developed or developing cave tourism destinations in Greece, with the purpose of recognizing, highlighting, and disseminating good practices regarding the management and capitalization of caves. Cave tourism is a promising special form of tourism that attracts people with a variety of interests. This is because caves are both impressive sights and valuable sources of scientific knowledge, combining naturalistic, geological, archaeological, and environmental interest. Thus, show caves are valuable resources, potential tourist attractions, and axes of tourist development for their wider areas. The challenge of balancing the different needs entailed by conservation, on the one hand, and by exploitation, on the other, of an attraction of such ecological and cultural importance, dictates the need for research and exchange of knowledge, experience, and good practices. To locate and diffuse good practices, the method of benchmarking was selected. The design of the methodology according to benchmarking principles led to the selection of the destinations assessed, the definition of the evaluation criteria, and the way of gathering and comparing data. The research process highlighted specific features of the caves as determining factors for attractiveness and recognition, some of which are modifiable and can form suggestions for tourist capitalization. The interpretation of the findings results in policy recommendations for better management and successful promotion of cave destinations.
{"title":"Benchmarking of Cave Tourism Destinations in Greece","authors":"Eva Psatha","doi":"10.48088/ejg.e.psa.15.1.026.041","DOIUrl":"https://doi.org/10.48088/ejg.e.psa.15.1.026.041","url":null,"abstract":"The current article presents the findings of a comparative evaluation of selected, already developed or developing cave tourism destinations in Greece, with the purpose of recognizing, highlighting, and disseminating good practices regarding the management and capitalization of caves. Cave tourism is a promising special form of tourism that attracts people with a variety of interests. This is because caves are both impressive sights and valuable sources of scientific knowledge, combining naturalistic, geological, archaeological, and environmental interest. Thus, show caves are valuable resources, potential tourist attractions, and axes of tourist development for their wider areas. The challenge of balancing the different needs entailed by conservation, on the one hand, and by exploitation, on the other, of an attraction of such ecological and cultural importance, dictates the need for research and exchange of knowledge, experience, and good practices. To locate and diffuse good practices, the method of benchmarking was selected. The design of the methodology according to benchmarking principles led to the selection of the destinations assessed, the definition of the evaluation criteria, and the way of gathering and comparing data. The research process highlighted specific features of the caves as determining factors for attractiveness and recognition, some of which are modifiable and can form suggestions for tourist capitalization. The interpretation of the findings results in policy recommendations for better management and successful promotion of cave destinations.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"48 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252338","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 : 2024-02-14DOI: 10.48088/ejg.a.sal.15.1.006.010
Ashraf M. Salama, Madhavi P. Patil
This article introduces the YouWalk-UOS mobile application that evaluates urban open spaces (UOS) using functional, social, and perceptual dimensions. This app uses the Likert scale for user feedback, allowing for a more nuanced study of user perspectives and interactions. Allowing users to add images to evaluations and providing visual evidence, the app generates quantitative data and enrich future decision-making. It helps decision-makers analyse UOS for adaptive, inclusive, and sustainable urban planning by combining data visualisation tools. The article highlights the significance of YouWalk-UOS in bridging urban design and environmental psychology to promote collaborative urban space assessment and design that meets community needs and perspectives.
{"title":"Integrating Technology into Urban Open Space Assessment: The ‘YouWalk-UOS’ Approach","authors":"Ashraf M. Salama, Madhavi P. Patil","doi":"10.48088/ejg.a.sal.15.1.006.010","DOIUrl":"https://doi.org/10.48088/ejg.a.sal.15.1.006.010","url":null,"abstract":"This article introduces the YouWalk-UOS mobile application that evaluates urban open spaces (UOS) using functional, social, and perceptual dimensions. This app uses the Likert scale for user feedback, allowing for a more nuanced study of user perspectives and interactions. Allowing users to add images to evaluations and providing visual evidence, the app generates quantitative data and enrich future decision-making. It helps decision-makers analyse UOS for adaptive, inclusive, and sustainable urban planning by combining data visualisation tools. The article highlights the significance of YouWalk-UOS in bridging urban design and environmental psychology to promote collaborative urban space assessment and design that meets community needs and perspectives.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"110 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139838171","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 : 2024-02-14DOI: 10.48088/ejg.a.sal.15.1.006.010
Ashraf M. Salama, Madhavi P. Patil
This article introduces the YouWalk-UOS mobile application that evaluates urban open spaces (UOS) using functional, social, and perceptual dimensions. This app uses the Likert scale for user feedback, allowing for a more nuanced study of user perspectives and interactions. Allowing users to add images to evaluations and providing visual evidence, the app generates quantitative data and enrich future decision-making. It helps decision-makers analyse UOS for adaptive, inclusive, and sustainable urban planning by combining data visualisation tools. The article highlights the significance of YouWalk-UOS in bridging urban design and environmental psychology to promote collaborative urban space assessment and design that meets community needs and perspectives.
{"title":"Integrating Technology into Urban Open Space Assessment: The ‘YouWalk-UOS’ Approach","authors":"Ashraf M. Salama, Madhavi P. Patil","doi":"10.48088/ejg.a.sal.15.1.006.010","DOIUrl":"https://doi.org/10.48088/ejg.a.sal.15.1.006.010","url":null,"abstract":"This article introduces the YouWalk-UOS mobile application that evaluates urban open spaces (UOS) using functional, social, and perceptual dimensions. This app uses the Likert scale for user feedback, allowing for a more nuanced study of user perspectives and interactions. Allowing users to add images to evaluations and providing visual evidence, the app generates quantitative data and enrich future decision-making. It helps decision-makers analyse UOS for adaptive, inclusive, and sustainable urban planning by combining data visualisation tools. The article highlights the significance of YouWalk-UOS in bridging urban design and environmental psychology to promote collaborative urban space assessment and design that meets community needs and perspectives.","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":"32 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139778363","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 : 2024-01-17DOI: 10.48088/ejg.a.bar.15.1.001.005
Alexandros Bartzokas-Tsiompras, Kostis C. Koutsopoulos, Panos Manetos
Dear Readers, As we begin a new year full of potential and opportunity, we wish each of you much joy and success. As we embark on this journey, we al-so celebrate a significant milestone – the fifteenth anniversary of the European Journal of Geography. Over the past decade and a half, our journal has become a beacon of excellence in the field of geography and the social sciences. This journey has been characterised by unwavering commitment and tireless dedication, a collective endeavour led by the dedicated members of our editorial team and the European Association of Geographers (EUROGEO). Their diligence and passion have been instrumental in making our journal the respected publication it is today. Looking back on our shared history, we are proud to have published over 310 articles dealing with key topics in geography, planning and development. These scholarly contributions have not only explored and analysed important topics, but have also introduced new ideas (Kout-sopoulos, 2022; Manetos et al., 2022), methods (Cramer-Greenbaum, 2023; Krevs et al., 2023; Morawski & Wolff-Seidel, 2023) and data (Hojati & Mokarram, 2016) that will inspire future generations of geographers to transcend conventional disciplinary boundaries. The richness of our content encompasses numerous facets and includes the fields of geography education (Fraile-Jurado & Periáñez-Cuevas, 2023; Humble, 2023; Martínez-Hernández et al., 2023; Mašterová, 2023; Puertas-Aguilar et al., 2023), physical geography (Sánchez-Martínez & Cabrera, 2015), sustainability (Leininger-Frézal et al., 2023; Mally, 2021), tourism (Bandt et al., 2022; Jovanovic et al., 2022), geoin-formatics (Batsaris et al., 2023; Vestena et al., 2023), spatial analysis (Agourogiannis et al., 2021; Bartzokas-Tsiompras & Photis, 2020b; Wieland, 2022), remote sensing (Younes et al., 2023), maps (Nedkov et al., 2018; Papaioannou et al., 2020), geoinformation (Bartha & Kocsis, 2011; Bart-zokas-Tsiompras, 2022), economic (Doukissas et al., 2020; Mikhaylova, 2018), social (Mei & Liempt, 2022; Roșu et al., 2015), political (Kevicky, 2023; Tsitsaraki & Petracou, 2023) and cultural (Gusman & Otero-Varela, 2023) geography, geopolitics (Morgado, 2023) as well as environmental (Burić et al., 2023; Prodanova & Varadzhakova, 2022), urban (Chondrogianni & Stephanedes, 2021; Lagarias et al., 2022) and transport (Garrido, 2013; Kellerman, 2023; Koktavá & Horák, 2023) geography/planning (González, 2017). Each article, a testament to the diversity and depth of knowledge within our community, has played a crucial role in energising discourse in our academic environment. Several EJG articles addressed current global crises and challenges such as climate change, COVID-19, wars and economic recession. They show how important geography is when it comes to finding solutions and new insights to the many problems that threaten our world. This interconnected approach underlines the journal's commitment to engaging with both the specialised
Leininger-Frezal Caroline，法国巴黎大学 14.Margaritis Efstathios，英国南安普敦大学 15.Specht Doug，英国威斯敏斯特大学 16.Strobl Josef，奥地利萨尔茨堡大学 17.Theobald Rebecca，美国科罗拉多大学科罗拉多斯普林斯分校 18.土耳其 Bandirma Onyedi Eylul 大学的 Yilmaz Ari 2023 年，我们共收到 116 篇投稿。其中，24 篇优秀论文在线发表（2023 年的录用率为 21%），92 篇论文虽然值得称赞，但未能发表。值得注意的是，这些投稿包括来自 20 个国家的 63 位作者的稿件。文章的第一轮平均审稿速度约为 7-9 周，第二轮约为 4-6 周。审稿人来自 31 个国家，体现了全球合作：英国、美国、奥地利、比利时、法国、德国、希腊、挪威、波兰、葡萄牙、爱尔兰、西班牙、荷兰、日本、匈牙利、冰岛、克罗地亚、捷克共和国、芬兰、斯洛伐克、斯洛文尼亚、土耳其、罗马尼亚等。感谢您一直以来对本刊的支持和贡献。期待在《欧洲地理学报》的版面上开启一段激动人心的探索和创新之旅。请加入我们的行列，我们将继续塑造不断发展的地理探索和知识画卷。2023 年审稿人名单： 1.Alessandro Del Ponte，美国阿拉巴马大学 2. Ali Enes Dingil，捷克布拉格技术大学 3.Alvanides Seraphim，英国诺桑比亚大学 4. András J. Molnár，德国基尔克里斯蒂安-阿尔布雷希特大学 5.Anja du Plessis，南非约翰内斯堡南非大学 6.Anqi Huang，中国南京信息工程大学 7.Apostolia Galani，希腊雅典国立和卡波迪斯特里安大学 8.Ari Yilmaz，土耳其 Bandirma Onyedi Eylül Üniversitesi 9.Audur Palsdottir，冰岛大学，冰岛 10.Barbara Szejgiec-Kolenda，波兰，波兰科学院 11.Beth Schlemper，美国托莱多大学 12.Blaž Repe，斯洛文尼亚卢布尔雅那大学 13. Bob Kolvoord，美国詹姆斯-麦迪逊大学 14.Carina Peter，德国马尔堡菲利普斯大学 15.西班牙萨拉戈萨大学 Carlos Lopez Escolano 16.Caroline Leininger，法国巴黎大学 17.荷兰阿姆斯特丹大学 Charalampos Tsavdaroglou 18.Christian Weismayer，奥地利维也纳 Modul 大学有限公司 19.Darra Athanasia，希腊雅典国立技术大学 20.Denise Blanchard，美国德克萨斯州立大学 21.Dimitris Kavroudakis，希腊爱琴海大学 22.Don MacKeen，英国格拉斯哥城市学院 23.英国威斯敏斯特大学 Doug Specht 24.Dragan Burić，黑山大学，黑山 25.Eeva-Kaisa Prokkola，芬兰奥卢大学 26.Efstathios Margaritis，英国南安普敦大学 27.Emmanuel Eze，尼日利亚大学，尼日利亚 28.Eva Psatha，希腊塞萨利大学 29.Evangelos Rasvanis，希腊塞萨利大学 30.Femke van Esch，荷兰乌特勒支大学 31.František Petrovič，斯洛伐克君士坦丁哲学家大学 32.英国开放大学 George Revill 33.匈牙利米什科尔茨大学 Géza Tóth 34.美国南卡罗来纳大学 Grayson R. Morgan 35.Hristina Prodanova，保加利亚，保加利亚科学院国家地球物理、大地测量和地理研究所 36.Huda Jamal Jumaah，伊拉克北方技术大学 37.İlkay Südas，土耳其埃格大学 38.Ilse van liempt，荷兰乌特勒支大学 39.Isabel María Gómez-Trigueros，西班牙阿利坎特大学 40.爱尔兰都柏林大学学院 Italo Sousa de Sena 41.Iva Miranda Pires，葡萄牙里斯本 NOVA 大学 42.Iwona Anna Jażdżewska，波兰罗兹大学 43.西班牙拉古纳大学 Jaime Diaz Pacheco 44.Jan Christoph Schubert, Friedrich-Alexander-University Erlangen-Nuremberg, Germany 45.Jens Dangschat , TU Wien, Austria 46.Jernej Zupančič，斯洛文尼亚卢布尔雅那大学 47.Jerry T. Mitchell，美国南卡罗来纳大学 48.Joan Rossello，西班牙巴利阿里群岛大学 49.Joseph J. Kerski，美国 ESRI 50.Karina Standal，CICERO 国际气候研究中心，挪威奥斯陆 51.Karl Donert，EUROGEO，比利时 52.Koshiro Suzuki，日本富山大学 53.Kristine Juul，丹麦罗斯基勒大学 54.Lauren Hammond，英国伦敦大学学院 55.Mahmood Shoorcheh，伊朗伊斯法罕大学 56.Maria Angeles Rodriguez-Domenech, Universidad Castilla La Mancha, Spain 57.María Lois , Universidad Complutense de Madrid, Spain 58.María-Luisa de Lázaro-Torres, Universidad Nacional de Educación a Distancia, Spain 59.Marko Krevs, University of Ljubljana, Slovenia 60.Marta Gallardo，西班牙国立远程教育大学 61.Md Galal Uddin，爱尔兰戈尔韦大学 62.Md.Kausar Alam，孟加拉国布拉克大学 63.
{"title":"European Journal of Geography (Year 2023): Reviewer Appreciation & Publication Recap","authors":"Alexandros Bartzokas-Tsiompras, Kostis C. Koutsopoulos, Panos Manetos","doi":"10.48088/ejg.a.bar.15.1.001.005","DOIUrl":"https://doi.org/10.48088/ejg.a.bar.15.1.001.005","url":null,"abstract":"Dear Readers, As we begin a new year full of potential and opportunity, we wish each of you much joy and success. As we embark on this journey, we al-so celebrate a significant milestone – the fifteenth anniversary of the European Journal of Geography. Over the past decade and a half, our journal has become a beacon of excellence in the field of geography and the social sciences. This journey has been characterised by unwavering commitment and tireless dedication, a collective endeavour led by the dedicated members of our editorial team and the European Association of Geographers (EUROGEO). Their diligence and passion have been instrumental in making our journal the respected publication it is today. Looking back on our shared history, we are proud to have published over 310 articles dealing with key topics in geography, planning and development. These scholarly contributions have not only explored and analysed important topics, but have also introduced new ideas (Kout-sopoulos, 2022; Manetos et al., 2022), methods (Cramer-Greenbaum, 2023; Krevs et al., 2023; Morawski & Wolff-Seidel, 2023) and data (Hojati & Mokarram, 2016) that will inspire future generations of geographers to transcend conventional disciplinary boundaries. The richness of our content encompasses numerous facets and includes the fields of geography education (Fraile-Jurado & Periáñez-Cuevas, 2023; Humble, 2023; Martínez-Hernández et al., 2023; Mašterová, 2023; Puertas-Aguilar et al., 2023), physical geography (Sánchez-Martínez & Cabrera, 2015), sustainability (Leininger-Frézal et al., 2023; Mally, 2021), tourism (Bandt et al., 2022; Jovanovic et al., 2022), geoin-formatics (Batsaris et al., 2023; Vestena et al., 2023), spatial analysis (Agourogiannis et al., 2021; Bartzokas-Tsiompras & Photis, 2020b; Wieland, 2022), remote sensing (Younes et al., 2023), maps (Nedkov et al., 2018; Papaioannou et al., 2020), geoinformation (Bartha & Kocsis, 2011; Bart-zokas-Tsiompras, 2022), economic (Doukissas et al., 2020; Mikhaylova, 2018), social (Mei & Liempt, 2022; Roșu et al., 2015), political (Kevicky, 2023; Tsitsaraki & Petracou, 2023) and cultural (Gusman & Otero-Varela, 2023) geography, geopolitics (Morgado, 2023) as well as environmental (Burić et al., 2023; Prodanova & Varadzhakova, 2022), urban (Chondrogianni & Stephanedes, 2021; Lagarias et al., 2022) and transport (Garrido, 2013; Kellerman, 2023; Koktavá & Horák, 2023) geography/planning (González, 2017). Each article, a testament to the diversity and depth of knowledge within our community, has played a crucial role in energising discourse in our academic environment. Several EJG articles addressed current global crises and challenges such as climate change, COVID-19, wars and economic recession. They show how important geography is when it comes to finding solutions and new insights to the many problems that threaten our world. This interconnected approach underlines the journal's commitment to engaging with both the specialised ","PeriodicalId":505021,"journal":{"name":"European Journal of Geography","volume":" April","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617906","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}
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：