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Journal articles on the topic 'Geography'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 October 2024

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1

Dennis, Richard. "History, Geography, and Historical Geography." Social Science History 15, no. 2 (1991): 265–88. http://dx.doi.org/10.1017/s0145553200021118.

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In 1986, 585 out of 5,686 members of the Association of American Geographers declared their allegiance to the Historical Geography Specialty Group; among 50 AAG specialty groups, the historical geographers ranked 7th. Yet one prominent human geographer regards historical geography as “overdetermined,” an “empty concept” conveying “few (if any) significant analytical distinctions” (Dear 1988: 270). Dear’s argument is that, by definition, all geography should be historical, since “the central object in human geography is to understand the simultaneity of time and space in structuring social process.” So the only subdisciplines of human geography which have any intellectual coherence are those focused on distinct processes—political, economic, social. To me, even this distinction is unrealistic and impracticable for research purposes. But Dear does not go so far as to argue that historical geography or other “overdetermined,” “multidimensional,” or “peripheral” subdisciplines are wrong, merely that they are incidental to geography’s “intellectual identity.”

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2

Loy, William G. "Geographic Names in Geography." Yearbook of the Association of Pacific Coast Geographers 51, no. 1 (1989): 7–24. http://dx.doi.org/10.1353/pcg.1989.0006.

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3

Guan, Weihe (Wendy), and Peter K. Bol. "Embracing Geographic Analysis Beyond Geography." International Journal of Applied Geospatial Research 3, no. 2 (April 2012): 63–71. http://dx.doi.org/10.4018/jagr.2012040104.

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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.

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4

van den Broeke, Leon. "Non-Geographic Classes? Reformed Geography." Journal of Reformed Theology 7, no. 1 (2013): 51–68. http://dx.doi.org/10.1163/15697312-12341276.

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Abstract The Reformed Church in America is wrestling with an interesting question in ecclesiology and church order: is there a place within the church for so-called non-geographic classes. Non-geographic classes are classes which are not formed around a geographic regional principal, but by agreement in theological perspective or a peculiar way that a congregation is shaped. The question central to this article is then: is there a place in Reformed churches for non-geographical classes? In answering this question, the following will be considered: a similar proposal from the Gereformeerde Bond in the Netherlands Reformed Church in 1998; the geographic-regional principle; the Walloon Classis; the Classis of Holland; the Reformed Church in America; Flying, diocesan and titular bishops and finally a conclusion.

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Hart, John Fraser. "The Geography of One Geographer." Southeastern Geographer 37, no. 2 (1997): 112–21. http://dx.doi.org/10.1353/sgo.1997.0016.

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6

Ash, James, Rob Kitchin, and Agnieszka Leszczynski. "Digital turn, digital geographies?" Progress in Human Geography 42, no. 1 (August 24, 2016): 25–43. http://dx.doi.org/10.1177/0309132516664800.

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Geography is in the midst of a digital turn. This turn is reflected in both geographic scholarship and praxis across sub-disciplines. We advance a threefold categorization of the intensifying relationship between geography and the digital, documenting geographies produced through, produced by, and of the digital. Instead of promoting a single theoretical framework for making sense of the digital or proclaiming the advent of a separate field of ‘digital geography’, we conclude by suggesting conceptual, methodological and empirical questions and possible paths forward for the ‘digital turn’ across geography’s many sub-disciplines.

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Lavruk, Mariia. "Geographic education in Lviv region." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 193–211. http://dx.doi.org/10.30970/vgg.2015.49.8628.

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In the context of reforming secondary and high school education in Ukraine, the geographic education of the region and the country as a whole should be considered as a system that includes initial, basic, preprofessional and professional level. Currently, there is no overall picture of the status and trends of development of the various segments of geographic education in the Lviv region that are necessary to consider while constructing regional education policy. The article defines quantitative indicators of the subjects of the learning process in geography on various educational levels and in territorial aspect. This study reveals that during next five years, the best prospects regarding quantitative indicators will have basic geographical education, due to relatively favorable situation with the number of pupils in primary schools of the region. The article shows in detail the educational achievements of geography students at regional and national levels; points the centers for optimal development of geographic education such as Lviv, Drohobych, Sambir, Stryi, Chervonograd; and reveals scientific and methodological improvements of teachers of geography in the region. The research analyzes the contradictory trend between quantitative growth of professional sector of geographical education (opening of new regional university departments) and the needs of secondary school in specialists, and between socially conditioned restriction of employment of young professionals because of growing proportion of retired among teachers of geography. It was found that 65% of graduate students of department of geography at Ivan Franko National University of Lviv do not mind working in education and respectively can replace within 5–7 years all teachers of geography at pre-retirement and retirement age in the region. However, the lack of effective educational policies at national and regional levels prevents replenishment of school’s segment of geographical education by young professionals, and thus slows down the process of modernization of education and its real reform. Key words: geographic education, levels of geographic education, the quality of knowledge on geography, age structure of geography’s teachers, teaching achievements of the geography teachers of the region, professional intentions of the graduates of Geography Department.

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8

Greiner, Alyson L., Thomas A. Wikle, and Jennifer M. Spencer. "Geographic Education and Careers in Geography." Journal of Geography 101, no. 4 (July 2002): 153–60. http://dx.doi.org/10.1080/00221340208978491.

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9

Lees, B. G. "Australian Geography and Geographic Information Systems." Australian Geographical Studies 40, no. 1 (March 2002): 33–47. http://dx.doi.org/10.1111/1467-8470.00159.

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10

Hermann, Dan. "Overcoming Geographic Innocence in Geography Education." Journal of Geography 94, no. 5 (September 1995): 527–29. http://dx.doi.org/10.1080/00221349508979359.

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11

Mark, Andrea. "Third National Geographic International Geography Olympiad." New Zealand Journal of Geography 104, no. 1 (May 15, 2008): 1–6. http://dx.doi.org/10.1111/j.0028-8292.1997.tb00015.x.

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12

Laingen, Christopher R. "The Geography of a Midwestern Geographer." Middle West Review 11, no. 1 (September 2024): 1–11. http://dx.doi.org/10.1353/mwr.2024.a937612.

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13

Ruez, Derek, Michael G. Strawser, and Francis T. Hutchins. "Incorporating Geography, Contingently: Geographic Pedagogies in a University Without a Geography Department." Journal of Geography 118, no. 3 (December 20, 2018): 117–29. http://dx.doi.org/10.1080/00221341.2018.1539114.

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14

Lin, George C. S. "Changing Discourses in China Geography: A Narrative Evaluation." Environment and Planning A: Economy and Space 34, no. 10 (October 2002): 1809–31. http://dx.doi.org/10.1068/a3553.

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Existing literature on the status of the field of China geography has been focused either on what has been written or on the internal advancement of knowledge in the field, without considering its relationship to the broader social context and academic environment. In this study I adopt a contextual approach to analyzing two interrelated issues: (1) the changing position held by China geography in the grand geographic discipline; and (2) the evolution of discourses formulated by China geographers as a result of interactions with the broader academic environment. A systematic survey of research papers published in leading international journals has placed China geography in a peripheral position, with a volume of research output disproportionate to the size and importance of the nation. Nevertheless, several encouraging trends are observed, including the dramatic growth of research output since the 1990s and the broadening of the field beyond physical geography to encompass human geography and urban studies. A narrative investigation of the professional experience of a leading China geographer reveals a process of discourse (re)construction conditioned by both the changing political economy of China and the shifting emphases in the geographic discipline. Four periods of discourse formation are identified in this case study, namely the conception of the Chinese city as the center of change in the 1970s, interpretation of the uniqueness of Chinese urbanism in the 1980s, modeling of spontaneous town-based urbanization and regional development in the 1990s, and, most recently, the use of the notions of space, place, and transnationalism to construct the Chinese diaspora as a geographic system. Discourse formation in China geography can be understood as the consequence both of the rapidly changing material conditions in China and of discursive practices in the geographic discipline. Much needs to be done by China geographers to go beyond the empirical arena of area studies and become more actively engaged in the ongoing theoretical debates in the mainstream of geography and China studies.

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Sukmayadi, V., and A. H. Yahya. "Geographic media literacy for indonesian geography education." IOP Conference Series: Earth and Environmental Science 683, no. 1 (March 1, 2021): 012038. http://dx.doi.org/10.1088/1755-1315/683/1/012038.

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16

OKABE, Atsuyuki. "Education for Geographic Information Science and Geography." E-journal GEO 1, no. 1 (2006): 67–74. http://dx.doi.org/10.4157/ejgeo.1.67.

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17

Cox, Kevin R. "Physical Geography and the Geographic Thought Course." Journal of Geography in Higher Education 30, no. 3 (November 2006): 373–88. http://dx.doi.org/10.1080/03098260600927120.

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18

Brookfield, Harold. "American geography and one non-American geographer." GeoJournal 59, no. 1 (2004): 39–41. http://dx.doi.org/10.1023/b:gejo.0000015438.24447.7a.

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19

Bockenhauer, Mark H. "The National Geographic Society's Teaching Geography Project." Journal of Geography 92, no. 3 (May 1993): 121–24. http://dx.doi.org/10.1080/00221349308979635.

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20

Haydukiewicz, Lech. "Historical and geographic regionalization versus electoral geography." Procedia - Social and Behavioral Sciences 19 (2011): 98–111. http://dx.doi.org/10.1016/j.sbspro.2011.05.112.

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21

Eisenberg, Ann University of South Carolina School of Law. "The Geography of Unfreedom." Michigan Law Review, no. 121.6 (2023): 1049. http://dx.doi.org/10.36644/mlr.121.6.geography.

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22

Rutynskyi, Mykhailo. "Geography of Ukrainian lands in scientific heritage of famous German geographer Anton Busching." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 296–312. http://dx.doi.org/10.30970/vgg.2015.49.8647.

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A. Busching is one of the greatest European geographers of second half of the XVIII century. The most fundamental work – Neue Erdbeschreibung oder Universal Geographie (1754) – brought him worldwide fame only during his lifetime was reprinted eight times and has been translated into almost all European languages. A. Busching systematized geographic information is very valuable source of historical geography of Ukraine. Each new reissue of the information (including statistics) A. Busching meticulously update, detailed and changed with the times era. In the 60’s gave a lengthy description of Ukrainian lands Red Ruthenia as part of the Kingdom of Poland. In the 70’s he was first among European geographers who published a geographical description of the Kingdom of Galicia and Lodomeria. In the 80’s A. Busching published a series of statistical-geographical studies of new data on the geography of population, economy, communications and commerce Western, Central and Southern Ukrainian lands. The role and contribution of A. Busching in a geographical study of Ukraine in the second half of the seventeenth century are considered. In 1762–1763 A. Busching introduced to the world geographical community a new generalizing geographical name of the country, which was known from earlier treatises as Kievan Rus, Red Ruthenia, Cossacks’ province. The title of the relevant section of it preserved colonial official name given in 1764 by Catherine II disbanded it Hetman state – Little Russia. But below its geographical characteristics, this definition was begun: “The country of the Cossacks, usually called Ukraine...” A. Busching filed a brief geographical reference of all provinces and major cities of Ukraine. Busching’s books interesting information about her administrative-territorial structure, number cities, geography of trade, state of the river and road transport, formation centres manufactured crafts etc. A. Busching in 1772–1775 was the first systematized scientific community for world geography major geographic information system on the new administrative-territorial unit Europe – the Kingdom of Galicia and Lodomeria – successor of earlier Principality of Galicia-Volyn Rus and Rus country. A. Busching is the author of the first survey maps of Europe that reflect this geographical unit. Content and factual materials of the scientific heritage of geographer were critically analysed and modified. It is shown the value of certain works of the scientist for historical-geographical studios and territorial development of Ukrainian lands that period. Key words: Ukraine, the Ukrainian lands, historical geography, scientific heritage, A. Busching.

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23

Barnes, Trevor J. "A marginal man and his central contributions: The creative spaces of William (‘Wild Bill’) Bunge and American geography." Environment and Planning A: Economy and Space 50, no. 8 (May 8, 2017): 1697–715. http://dx.doi.org/10.1177/0308518x17707524.

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The aim of the paper is to develop a geographical account of creativity by drawing on Arthur Koestler’s work. For Koestler creativity is sparked by the clash of two incompatible frames of meaning, and resolved by a new act of creation. Missing from Koestler’s account is geography, however. To show how geography might be brought into Koestler’s scheme the paper works through a detailed case study within the recent history of geography: the writing and publication of two very different but equally creative books by the well-known American geographer, William Bunge (1928–2013). In the late 1950s at the University of Washington, Seattle, Bunge wrote Theoretical Geography (1962), a meticulously executed hymn to the mathematics of abstract space, and which helped transform the discipline of geography into spatial science. Then during the late 1960s in inner-city Detroit Bunge wrote Fitzgerald: Geography of a Revolution (1971), and quite a different hymn. It was a paean to urban rebellion, to grassroots neighbourhood insurrection. It focussed not on abstract space, but a very concrete place: the one mile square that formed the Detroit inner city neighbourhood of Fitzgerald. In this case, Bunge’s book was a forerunner to radical geography. Catalytic to both of Bunge’s acts of creation, the paper argues, were the marginal spaces in which he wrote, marginal in the sense that they were distant from mainstream American academic geography. Incorporating them provides not only an explanation creativity within geography, but also geography’s own geography.

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24

Ikhsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Bejo Apriyanto, and Elan Artono Nurdin. "GEOGRAPHY SKILLS DOMAIN TAXONOMY." Geosfera Indonesia 2, no. 1 (April 30, 2018): 54. http://dx.doi.org/10.19184/geosi.v2i1.7525.

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This study aims to explain the geography student skills domain. The focus of this research is the domain of geography skills possessed by students. The research method with the a qualitative approach. Subjects were students of Jember University geography education consisting of 2 men and 2 women with indicators of academic ability value of the national geography exam results. Data collection techniques by observation and interview. Data were analyzed using the processing unit, categorization and interpretation of data. The findings show that the skills of geography for prospective teachers of geography and geographers to be possessed composed as follows: 1st level thinking skills geography (space, phenomena, location and place, region, environment, coordinate, and humans), level 2 skills of analysis geography (scale, distribution, patterns of interaction, interrelation, connectivity, corologi, descriptions, and agglomeration), and level 3 skills of geographic applications (mapping/cartography, remote sensing, geographic information systems, surveying and mapping of the area, and Global Position systems (GPS). This level difference is used to distinguish the use of knowledge and application of the science of geography. Keywords: Students of geography education, geography Skills

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25

van Hoven, B. ""Doing" cultural geography/"being" a cultural geographer – reflections by an "accidental geographer" on practising cultural geography in the Netherlands." Social Geography Discussions 6, no. 1 (August 12, 2010): 165–85. http://dx.doi.org/10.5194/sgd-6-165-2010.

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26

Lee, Jeong-Min, and Young-Hoon Kim. "Exploration of the Practice and Effectiveness of Teaching Geography Using Statistical Geographic Information Service(SGIS)." Convergence Education Research Institute, Korea National University of Education 10, no. 2 (September 30, 2024): 121–44. http://dx.doi.org/10.69742/cer.2024.10.2.121.

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This research paper investigates the use of the Statistical Geographic Information Service (SGIS) within the context of a digital geospatial platform in high school geography classes in Korea. The platform supports creative thinking and competency development in the 2015 revised national curriculum. The study proposes SGIS-integrated teaching modules and evaluates their effectiveness in enhancing geography education. Our findings indicate that SGIS serves as a valuable pedagogical tool, promoting student-centered learning and motivation while improving geographical knowledge. The research highlights SGIS's interdisciplinary relevance in visualising geospatial data and its broad applicability in geography instruction. Additionally, it suggests further research on SGIS's role in enhancing teacher competencies and its alignment with the 2022 revised curriculum's emphasis on digital literacy and critical thinking. Overall, the paper concludes that the integration of SGIS into geography classes has been successful and indicates a promising future for incorporating digital tools in social scientific education.

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Komušanac, Monika, and Stjepan Šterc. "Historical Geography - the Basic Identity of the Geography Discipline." Hrvatski geografski glasnik/Croatian Geographical Bulletin 72, no. 02 (February 1, 2011): 123–39. http://dx.doi.org/10.21861/hgg.2010.72.02.06.

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28

Baldwin, Roger. "Geography On-Line:Virtual Geography v Real Geography." New Zealand Journal of Geography 111, no. 1 (May 15, 2008): 31–32. http://dx.doi.org/10.1111/j.0028-8292.2001.tb00780.x.

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29

TERAMOTO, Kiyoshi. "University Education of Geography. Social functions of geography. Understanding of Foreign Culture through Geographic Education." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 869–74. http://dx.doi.org/10.5026/jgeography.106.6_869.

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30

Vasileva, Maya. "The map - "evergreen" in geography education." Journal of the Bulgarian Geographical Society 41 (August 22, 2019): 94–100. http://dx.doi.org/10.3897/jbgs.2019.41.17.

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The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographic map? The current paper will try to find the answers of these difficult questions. It will be presented an up-to-date interpretation and the most general didactical and methodological characterization of the geographic map as a "special source" of information in geography education. Also the author explores map essence, its meaning and peculiarities, and the place of map in regard to the goals, content and methodology of geography training. In the paper is presented an open for discussion model of cartographic competence achieved by pupils in the training process. Consequently, the stages of cultivation of cartographic competence are explored: reading the map - decoding the graphic images and map description; map interpretation – reading and evaluation of the map.

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31

Akatiff, Clark, Deborah Che, Robert Gill, Bill Helmer, David Kaplan, David J. Nemeth, Marilyn O'Brien, Joseph Palis, Michael Pretes, and Jörn Seemann. "Dr. Ack Rides Again: Adventures in Radical Geography, Many Small Stories, and a Banjo." Yearbook of the Association of Pacific Coast Geographers 85, no. 1 (2023): 93–120. http://dx.doi.org/10.1353/pcg.2023.a913572.

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ABSTRACT: This paper aims to tell episodes of the geographical trajectory of radical geographer Clark Akatiff based on his own reflections and statements by people who know him as friend, colleague, or teacher. The authors make a plea to pay more attention to "small stories" and "minor geographies" in studies on the history of geography and to employ unconventional narratives that provide insights into how geographers engage with the world, express their political and philosophical standpoints, inspire others, and lead an essentially geographical life. Personal accounts like Akatiff's do not oppose the dominant discourse of key thinkers in the discipline as it is told in textbooks, but enrich geography's history by revealing grassroots stories that are frequently overlooked in academia and downplayed as ephemeral, in this case the origins of radical geography in the United States and the legacy of geographer William Bunge. The authors argue that research must follow a more inclusive, multivocal approach that consists of listening to stories and recording narratives.

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Richardson, Douglas, and Patricia Solis. "Confronted by Insurmountable Opportunities: Geography in Society at the AAG's Centennial^*." Professional Geographer 56, no. 1 (February 2004): 4–11. http://dx.doi.org/10.1111/j.0033-0124.2004.05601002.x.

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Geographers at the AAG's centennial are challenged with exceptional opportunities to create a more central place for geography in society and in the university. Realizing these opportunities requires identifying and leveraging key emerging trends in the formation and uses of geographic knowledge. Better integration of geography's profound technological innovations with its core traditions also is necessary to strengthen the discipline's research capacity, and to more effectively engage with and contribute to the needs of society. Trends toward multidisciplinary research and integrative science, and the heightened need for geographic understanding in today's world, hold further promise for advancing the discipline while sustaining its historic strengths and diversity.

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Chen, Min, Guonian Lv, Chenghu Zhou, Hui Lin, Zaiyang Ma, Songshan Yue, Yongning Wen, et al. "Geographic modeling and simulation systems for geographic research in the new era: Some thoughts on their development and construction." Science China Earth Sciences 64, no. 8 (June 29, 2021): 1207–23. http://dx.doi.org/10.1007/s11430-020-9759-0.

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AbstractRegionality, comprehensiveness, and complexity are regarded as the basic characteristics of geography. The exploration of their core connotations is an essential way to achieve breakthroughs in geography in the new era. This paper focuses on the important method in geographic research: Geographic modeling and simulation. First, we clarify the research requirements of the said three characteristics of geography and its potential to address geo-problems in the new era. Then, the supporting capabilities of the existing geographic modeling and simulation systems for geographic research are summarized from three perspectives: Model resources, modeling processes, and operational architecture. Finally, we discern avenues for future research of geographic modeling and simulation systems for the study of regional, comprehensive and complex characteristics of geography. Based on these analyses, we propose implementation architecture of geographic modeling and simulation systems and discuss the module composition and functional realization, which could provide theoretical and technical support for geographic modeling and simulation systems to better serve the development of geography in the new era.

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34

Grentzer, Martin. "Economic-geographic Aspects of a Geography of Telecommunications." Netcom 13, no. 3 (1999): 211–24. http://dx.doi.org/10.3406/netco.1999.1441.

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SAYADYAN, Hamik, and Ashot A. GEVORGYAN. "Military Geography in the Context of Geographic Determinism." WISDOM 16, no. 3 (December 28, 2020): 136–41. http://dx.doi.org/10.24234/wisdom.v16i3.384.

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The influence of geographic factors on the society as well as on different social realities had special importance within the whole history of social-philosophical thought. From this perspective, the theory of geographic determinism has emerged as the most essential conception. The supporters of this theory paid special attention to the geographic factors demonstrating and underlining the importance of their place and role in the process of formation and development of various social phenomena. This article mainly focuses on the place and role of military geography in the study, organization, and modeling of social processes.

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Hudson, Brian. "A Geographer in Planning; a Planner in Geography." Caribbean Quarterly 65, no. 1 (January 2, 2019): 113–22. http://dx.doi.org/10.1080/00086495.2019.1565224.

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Goodchild, Michael F. "Geography and geographic information science: An evolving relationship." Canadian Geographer / Le Géographe canadien 63, no. 4 (July 12, 2019): 530–39. http://dx.doi.org/10.1111/cag.12554.

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38

Wise, M. J., Ronald F. Abler, Melvin G. Marcus, and Judy M. Olson. "Geography's Inner Worlds: Pervasive Themes in American Geography." Geographical Journal 159, no. 2 (July 1993): 242. http://dx.doi.org/10.2307/3451436.

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39

Bowlick, Forrest J., and Dawn J. Wright. "Digital Data-Centric Geography: Implications for Geography's Frontier." Professional Geographer 70, no. 4 (April 23, 2018): 687–94. http://dx.doi.org/10.1080/00330124.2018.1443478.

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40

Switzer, Anna, Kathleen Schwille, Eric Russell, and Daniel Edelson. "National Geographic FieldScope: a platform for community geography." Frontiers in Ecology and the Environment 10, no. 6 (August 2012): 334–35. http://dx.doi.org/10.1890/110276.

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41

Thomas-Brown, Karen A. "Teaching for Geographic Literacy: Our Afterschool Geography Club." Social Studies 102, no. 5 (September 2011): 181–89. http://dx.doi.org/10.1080/00377996.2010.509373.

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42

Tomasoni, Marco Antonio, and Sônia Marise Tomasoni. "FINDIND OUT GEOGRAPHIC PATHWAYS: REFLECTIONS IN MAKING GEOGRAPHY." International Journal of Human Sciences Research 3, no. 43 (November 8, 2023): 2–9. http://dx.doi.org/10.22533/at.ed.5583432308113.

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43

Hulias, T., and O. Gryniuk. "Geography and orienteering in educational institutions." Constructive geography and rational use of natural resources, no. 4 (2024): 99–103. http://dx.doi.org/10.17721/2786-4561.2024.4.special-15/19.

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Studying geography in school helps students develop a comprehensive understanding of the geography of the planet, including the study of their home country and territory, as well as the study of global laws and processes. By mastering geographic knowledge, schoolchildren can realize the role of geographic knowledge in solving various economic and social problems. Geography also has a significant impact on student development. Orienteering is a recreational sport in which participants must overcome a certain number of control points located on the terrain as quickly as possible. In addition, sports orienteering is a recreational activity that strengthens health, promotes the development of physical activity and improves mental activity. Combining orienteering with geography learning is a method that uses the practical application of geographic knowledge to improve a variety of skills.

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44

Zyrianov, A. I. "Conceptual geography and tourism." Regional nye issledovaniya 72, no. 2 (2021): 24–31. http://dx.doi.org/10.5922/1994-5280-2021-2-3.

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Geographical descriptions and geographical comparisons provide a basis for understanding the key features of a place. These classical approaches, revealing the typical and the unique, make it possible to discover the «formula of the place», to understand the rational directions of the development of the territory. Often, territorial development projects are based not on marketing and technical calculations, but on a geographic idea. In this case, we are dealing with conceptual geography, which can significantly change the priorities of society’s development in the future. Conceptual geography is seen as an applied approach, expressed in the practical, economic design of geographical thought. The tourism sector demonstrates a special geographical conceptuality. Tourism is one of the areas of interest for people where the importance of geography is recognized. The most promising planning of tourist routes based on geographical creativity. The tourist industry is especially «genetically» territorial. Objects of tourism and recreation are inherently geographic, organically integrated into the territory, reflecting its features. The article shows the movement from descriptive and comparative geography to conceptual geography on the example of the development of one of the towns of the Perm region. Geographic technologies are actively used in tourism design. The development of conceptual geography through tourism testifies to its special sensitivity, to the ability to show new guidelines for social development.

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Agnew, John A., Eric Sheppard, and Susan J. Smith. "Geography past, geography future." Progress in Human Geography 30, no. 1 (February 2006): 115–27. http://dx.doi.org/10.1191/0309132506ph598xx.

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Martell, Charles. "Human geography/cyber geography." Journal of Academic Librarianship 25, no. 1 (January 1999): 50–51. http://dx.doi.org/10.1016/s0099-1333(99)80177-3.

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Wood, Patricia K. "Geography unbound: French geographic science from Cassini to Humboldt; Geography militant: Cultures of exploration and empire." Journal of the History of the Behavioral Sciences 39, no. 1 (2003): 85–87. http://dx.doi.org/10.1002/jhbs.10059.

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Le Heron, Richard. "Placing Geography's Institutions into Geographic Pedagogy: Colearning and Coproduction of Knowledge as Strategy to Do Geography Differently." Professional Geographer 65, no. 3 (August 2013): 378–83. http://dx.doi.org/10.1080/00330124.2012.693874.

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Mackintosh, Phillip Gordon. "On the Excising of (Urban) Historical Geography from Canadian Geography Departments: A Reflection." Urban History Review 50, no. 1-2 (October 1, 2022): 16–29. http://dx.doi.org/10.3138/uhr-2022-0006.

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Historical geography and urban historical geography barely exist as sub-disciplinary idioms in geography department curricula across Canada. Yes, historical geography research flourishes, but the teaching of historical and urban historical geography has all but vanished, except in a tiny number of larger departments. This article asks why—especially given historical geography’s sub-disciplinary commitment to social and environmental justice. But it also wonders whether this circumstance is lamentable, or simply more of the same: change over time, which historical and urban historical geographers document ceaselessly.

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Kovalchuk, I. "Development of geography in Ukraine since independence: structure, schools, achievements, challenges." Visnyk of the Lviv University. Series Geography, no. 46 (December 26, 2013): 172–85. http://dx.doi.org/10.30970/vgg.2013.46.1469.

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The paper describes the background of Lviv geography at the end of XX–beginning of XXI century and the structure of geographical research Lviv scientists of this period. It is shown that the trajectory of development is determined by several factors: 1) the tradition of Lviv geography in which the main areas of research are natural-geographic, social, geographic and cartographic; 2) the influence of global geography of innovation in the development of Lviv geography; 3) existing scientific potential; 4) changes in society, his requests to geography, and changes in the research system and explore the world of technology and so on. Within the geographical research, three areas of blocks were identified: 1) general, social and geographical research; 2) natural-geographical studies; 3) tourism and recreation and environmental studies. Each of these blocks in turn are allocated between four and eight research groups finding that further differentiated on 8–15 branches. The achievements and prospects of the four academic schools are described. Problem and promising areas of geographic research under the Lviv University geography are outlined. Key words: Lviv geography, scientific schools, the structure of geographical research, the problem of Lviv geography

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