Relevant bibliographies by topics / Emotional geography

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional geography'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Emotional geography"

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Olson, Elizabeth. "Geography and ethics II." Progress in Human Geography 40, no. 6 (July 11, 2016): 830–38. http://dx.doi.org/10.1177/0309132515601766.

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In this second report, I consider the relationship between emotion and morality from a geographical perspective. Though traditional and contemporary engagements in moral philosophy and psychology offer a diverse range of theories and approaches to emotions and morality, few of these explicitly consider or incorporate the role of space. I consider theories of embodiment and relationality as one means through which emotions become collective and institutionalized, with a focus on emotional geographies and care. I conclude by reflecting on political emotions as conflictive but insightful signals of societal shifts in our moral emotions, and suggest that incorporating emotions may also provide a different way of thinking about the problem of distant care.
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Kearney, Amanda. "Homeland Emotion: An Emotional Geography of Heritage and Homeland." International Journal of Heritage Studies 15, no. 2-3 (March 2009): 209–22. http://dx.doi.org/10.1080/13527250902890746.

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Little, Jo. "Editorial: Emotional geography and Transactions." Transactions of the Institute of British Geographers 44, no. 2 (April 5, 2019): 210–13. http://dx.doi.org/10.1111/tran.12301.

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Astutik, Ninik Tri, and Astri Hapsari. "EMOTIONAL GEOGRAPHY OF A PRE-SERVICE ENGLISH TEACHER IN ONLINE TEACHING PRACTICUM DURING COVID-19 PANDEMIC." Academic Journal Perspective : Education, Language, and Literature 10, no. 1 (May 31, 2022): 13. http://dx.doi.org/10.33603/perspective.v10i1.6842.

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Due to COVID-19 pandemic, online learning has now become a bridge to facilitate teaching practice. Emotion has received little attention in online learning and online teaching practice for a senior high school, particularly for pre-service teachers. The study attempted to investigate a pre-service teacher's emotion during her online teaching practicum by using Hargreaves's (2001) concept of emotional geography. The data were gathered from diary journals and interviews conducted over the course of a month of teaching practice in a senior high school. The narratives were analysed using a descriptive qualitative approach combined with thematic analysis. The findings show that the pre-service English teacher experienced a variety of positive and negative emotions because of understanding and misunderstanding in schools, and that these emotions gradually changed her perceptions of her teaching practice. This research offers a novelty in terms of describing how a pre-service English teacher adapted from offline to online teaching practice utilizing WhatsApp Group and Google Classroom to share materials and deliver assessments at the time of COVID-19 pandemic. Emotional resilience and good communication skills were proven to help the participant in navigating emotional geography in online teaching practice with limited faceto-face interaction and guidance with the teacher supervisor in the school.
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Crewe, Ben, Jason Warr, Peter Bennett, and Alan Smith. "The emotional geography of prison life." Theoretical Criminology 18, no. 1 (September 11, 2013): 56–74. http://dx.doi.org/10.1177/1362480613497778.

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Otrel-Cass, Kathrin. "Towards a geography of emotional analysis." Cultural Studies of Science Education 11, no. 3 (September 30, 2015): 595–602. http://dx.doi.org/10.1007/s11422-015-9693-5.

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박승규. "An Exploration on the Meanings of Emotional Geography in Geography Education - Focusing on aesthetic emotion -." Journal of The Korean Association of Geographic and Environmental Education 24, no. 4 (November 2016): 1–11. http://dx.doi.org/10.17279/jkagee.2016.24.4.1.

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Wooff, Andrew, and Layla Skinns. "The role of emotion, space and place in police custody in England: Towards a geography of police custody." Punishment & Society 20, no. 5 (August 11, 2017): 562–79. http://dx.doi.org/10.1177/1462474517722176.

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Police custody is a complex environment, where police officers, detainees and other staff interact in a number of different emotional, spatial and transformative ways. Utilising ethnographic and interview data collected as part of a five-year study which aims to rigorously examine ‘good’ police custody, this paper analyses the ways that liminality and temporality impact on emotion in police custody. Architecture has previously been noted as an important consideration in relation to social control, with literature linking the built environment with people’s emotional ‘readings’ of space. No work, however, has examined the links between temporality, liminality and emotional performativity in a police custody context. In this environment, power dynamics are linked to past experiences of the police, with emotions being intrinsically embodied, relational, liminal and temporal. Emotion management is therefore an important way of conceptualising the dynamic relationships in custody. The paper concludes by arguing that emotional aftershocks symbolise the liminal experience of detainees’ understanding of the police custody process once released, noting that it is important to understand the microscale, lived experience of police custody in order to develop broader understanding of broader social and policing policy in a police custody context.
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Misdi, Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, and Hendriwanto Hendriwanto. "The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education." Langkawi: Journal of The Association for Arabic and English 7, no. 1 (June 27, 2021): 106. http://dx.doi.org/10.31332/lkw.v7i1.2321.

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Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry. The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media, and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape
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Alves Soares da Silva, Marcia. "PENSAR E SENTIR PARA (RE)EXISTIR:." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 258–83. http://dx.doi.org/10.46789/edugeo.v10i20.775.

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A Geografia das Emoções problematiza as emoções enquanto mediação sócio-espacial, sendo compreendidas como parte da ação dos sujeitos na construção de espacialidades significativas. Com esse interesse, discutimos o tema com foco em temáticas urbanas no contexto do ensino da Geografia no ensino superior. Apresentamos, a partir de uma reflexão teórica e conceitual, as geografias emocionais no/do ensino da Geografia e as experiências urbanas de alunos do curso de Graduação em Geografia, utilizando as fotografias como formas de representação das suas espacialidades emocionais. Apontamos que a inclusão de temáticas subjetivas no ensino da Geografia são caminhos na construção de laços significativos entre os envolvidos — discentes e docentes —, e colocam em pauta uma análise sobre o espaço urbano a partir de uma dimensão sensível, pensando as emoções como fontes de construção do conhecimento. PALAVRA-CHAVE Emoções, Espaço urbano, Geografias emocionais no/do ensino, Geografia das emoções. THINKING AND FEELING TO (RE-)EXIST”: emotional geographies and photobiography of Geography students ABSTRACT The Geography of Emotions problematizes emotions as socio-spatial mediation, being understood as part of the action of the subjects in the construction of significant spatialities. With this interest, we discussed the theme with a focus on urban themes in the context of Geography teaching in higher education. We present, from a theoretical and conceptual reflection, the emotional geographies in / teaching Geography and the urban experiences of undergraduate students in Geography, using photographs as ways of representing their emotional spatialities. We point out that the inclusion of subjective themes in the teaching of Geography is a relevant path of meaningful connections between those involved - students and teachers -, and they focus on an analysis of urban space from a sensitive dimension, thinking emotions as sources of knowledge construction. KEYWORDS Emotions, Urban space, Emotional geographies of teaching, Geography of emotions.
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Dissertations / Theses on the topic "Emotional geography"

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Laws, Ben. "Emotions in prison : an exploration of space, emotion regulation and expression." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/280669.

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Emotions remain notably underexplored in both criminology and prisons research. This thesis sets out to address this problem by centralizing the importance of emotions in prison: especially the way prisoners express and regulate their affective states. To collect the data, 25 male and 25 female prisoners were 'shadowed', observed and interviewed across two prisons (HMP Send and HMP Ranby). Based on these findings, this thesis describes the emotional world of prisoners and their various 'affective' strategies. The three substantive chapters reveal the textured layers and various emotional states experienced by prisoners: first, at the level of the self (psychological); second, as existing between groups (social emotions); and, third, in relation to the physical environment (spatial). An individual substantive chapter is dedicated to each of these three levels of analysis. A primary finding was the prevalence of a wide range of 'emotion management' strategies among prisoners. One such strategy was emotion suppression, which was extremely salient among both men and women. While this emotion suppression was, in part, a product of pre-prison experiences it was also strongly influenced by institutional practices. Importantly, there was a strong correlation between prisoners who suppressed emotions and who were subsequently involved in violence (towards others, or inflicted upon themselves). A second key finding was the wide range of emotions that exist within, and are shaped by, different prison spaces-previous accounts have described prison as emotionally sterile, or characterised by anxiety and fear but this study develops the idea that prisons have an 'emotional geography' or affective 'map'. The study findings have implications for the 'emotional survivability' of our prisons; the need to open legitimate channels for emotional expression; and designing prisoners that are supportive, safe and secure establishments for prisoners to live in.
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Marshall, David J. "A CHILDREN’S GEOGRAPHY OF OCCUPATION: IMAGINARY, EMOTIONAL, AND EVERYDAY SPACES OF PALESTINIAN CHILDHOOD." UKnowledge, 2013. http://uknowledge.uky.edu/geography_etds/13.

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This research examines the political geographies of Palestinian children, and the ways in which their everyday spaces and practices are shaped by broader social and political processes. This research begins with an investigation into the role of the child in the moral geopolitics of humanitarianism and the Palestinian/Israeli conflict. From here, the research explores how the competing discourses of Palestinian nationalism and international humanitarianism, and the legacy of forced migration, have shaped the subjectivity of Palestinian children and the spaces of childhood in a West Bank refugee camp, from homes, to schools, streets, and youth centers. Finally, using participant observation, visual methods and guided tours, this research explores how children reshape the discursive spaces of childhood and child subjectivity through their everyday practices.
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Boyle, Alexandra. "Exploring the emotional geographies of communication technology use among older adults in contemporary London." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25808.

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Geographies of ageing literature recognises the emotional qualities of ageing. However, an historical tendency to overly medicalise ageing means research often focuses on the emotions associated with specific events such as the emotions involved in living with health-related conditions, being a carer, or being cared for in different settings. There remains a paucity of research that attends to the everyday, mundane emotions of being old. This research attends to this lacuna by drawing on theoretical frames emerging from post-humanism and emotional geographies. Specifically, this research engages with the spatial organisation of emotions as it pertains to an increasingly significant element of ageing: the role of communication technology in older people's ability to create and maintain new modes of (techno)sociability. Drawing upon 29 qualitative interviews and 13 cultural probe follow up responses with retired Londoners aged 59 to 89 years, this research examines how technology connects bodies to objects, people to people and (re)connects older adults to place in new and unexpected ways. Among this participant group diverse, highly individualised and complex amalgams of communication technologies were used. Each mode of communication technology was deployed using intricate strategies of selection and implementation, based on varying temporalities and spatialities, enhancing the ability of participants to relate emotionally with others. Technology use in this regard enabled the portability and emotional continuity of social networks, as communication was no longer tied to certain physical spaces. These findings are theoretically significant as emotions are increasingly seen to have a direct impact on the spatial construction of society through shaping human capacities and behaviours, which form the world around us. Work in this domain has been limited with certain emotions and bodies being more readily researched, and affiliated with particular gendered and sexualised bodies, bodily capacities, physical forms and social identities than others. This research is able to offer an understanding not currently present in geographical literatures, and offer new modes of spatial analysis that take into account the pervasive but differentiated use of technology.
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Muirhead, Stuart. "Nature and well-being : building social and emotional capital through environmental volunteering." Thesis, University of Dundee, 2011. https://discovery.dundee.ac.uk/en/studentTheses/5bc07240-734f-4b64-9390-67da018adcf7.

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This thesis explores the interaction between well-being and environmental volunteering. Focusing on five case study groups across Scotland, the emotional, social and physical well-being impacts of active environmental volunteer work are examined. Through an extensive ethnographic approach incorporating in-depth interviewing, participant observation and focus group work the thesis highlights the importance of studying the initial and continuing motivations for individuals to participate in environmental volunteering. This retains a particular focus on emotional and embodied volunteer experiences, exploring the importance of tasks and landscapes on the volunteering encounters. In considering the meaning of volunteering, the thesis also explores linkages of community and citizenship and how individuals frame and understand their volunteering, especially in relation to the environmental aspects of the work. This speaks directly to academic themes of embodiment, human-nature interactions, emotional geographies and social capital. The studentship was an ESRC-CASE funded project, with the CASE partner being Forestry Commission Scotland. The research takes place within a dynamic political context that encompasses current research and work on volunteering and natural environment encounters within Scotland and the UK as a whole. The thesis looks to inform ongoing policy relevant debates on environmental volunteering within both the Forestry Commission Scotland and the Scottish Government.
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Barratt, Robert John. "Special needs children and the environment : exploring the home environmental experience of 7 year old children with emotional and behavioural difficulties." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299952.

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Thomsen, Yasmin Reuben Adler. "Understanding the Emotional Geographies of Migrant Women in Copenhagen using Photo Elicitation." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43833.

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With a tense political landscape with stigmatizing discourse about migrants and so-called migrant ghettos, alongside continuous indications of gender imbalances in public spaces in Copenhagen, a focus on migrant women was chosen. The thesis takes its outset in a photo project conducted in Kringlebakken, an integration house in Copenhagen. Six migrant women participated and were asked to photograph the city through their eyes, meaning taking photos of their everyday lives and places they wanted to show and talk about in the following photo elicitation interviews. With agency and empowerment as key values the women navigated the conversation and shared experiences about their everyday lives. Concepts of intersectionality, the everyday and emotional geographies were applied through a feminist lens, highlighting the role emotions play in shaping our perception of spaces. From an inductive approach two themes were found: 1) green spaces and 2) everyday practices and challenges. The women shared peaceful moments and embodied experiences in nature both with themselves, with their children and their family. The green spaces evoked gratitude, appreciation and peace and had a general restorative effect in their everyday life. Their appreciation mainly stems from previous experiences in their home countries where urban green areas are not as accessible. Furthermore green spaces become a space where the women can get a break from the everyday chores. In contrast, the experiences shared about the everyday spaces and practices included language barriers, discrimination and feelings of exclusion. The added hindrances to urban life brings a level of discomfort in their everyday lives and it is here that Kringlebakken plays an essential role as an inclusive space in the women’s lives. Highlighting these embodied experiences adds nuances to a heterogeneous group that is often depicted as a homogeneous group.
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Brown, Keri Aroha Michelle. "Upsetting Geographies: Sacred Spaces of Matata." The University of Waikato, 2008. http://hdl.handle.net/10289/2290.

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My research focuses on the emotional experience of the unearthing of ancestral bones for local Māori of Matata. The coastal town of Matata in the Eastern Bay of Plenty provides a central case study location as it is a town that is facing the pressure of coastal residential development as well the added strain of dealing with the 2005 flood which has compounded issues over local waahi tapu. Local iwi have continued to actively advocate for the protection of these sites especially with regard to the ongoing discovery of ancestral bones. Cultural and emotional geographies provide the theoretical framework for this research. This framework has been particularly useful as it encourages reflexive commentary and alternative ways of approaching and thinking about, and understanding knowledge. I have incorporated the research paradigm of kaupapa Māori which complements my theoretical framework by producing a research design that is organised and shaped according to tikanga Māori while (in) advertently critiquing and challenging traditional ways of conducting research. The overall aim is to explore the current issues surrounding the discovery of ancestral bones through korero with local iwi members. It is through their perspectives, stories, beliefs and opinions that provide a better understanding of the meanings attributed to waahi tapu and the influence of certain events such as the 2005 flood. I examine, critically the relationship between power, sacred sites, bones and the body. It is from these objectives that I contribute to an area of scholarship that has been largely left out from geographical enquiry. I suggest that the importance of sacredness and spirituality has been relatively overlooked as an influential factor in people's perceptions of the world around them. This thesis is intended to demonstrate the value of indigenous perspectives of bones, the body and sacredness as a way of better understanding some of the complexities that can arise when cross-cultural approaches collide in environmental planning. There are three main themes that have emerged from this research. The first theme has to do with competing knowledges. To Māori, the location and knowledge of ancestral bones is culturally important and is in its self sacred, therefore certain tikanga is applied as a means of a protection mechanism. However this ideologically clashes with traditional scientific western approaches which are privileged over other alternative ways of understanding knowledge, in this case Māori knowledge. The second related theme concerns the process of boundary making and cross-cultural ways of perceiving 'sacred' and 'everyday' spaces. To better understand these perspectives involves acknowledging the embodied and emotional experience of wāhi tapu to Māori, and the active role of kaitiaki in the protection and careful management of these culturally important spaces.
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Watson, Allan. "Sound practice : a relational economic geography of music production in and beyond the recording studio." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10432.

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This thesis develops a relational geography perspective on creative work and practice, with a specific focus on the recording studio sector. Drawing on an extensive social network analysis, a questionnaire survey, and nineteen semi-structured interviews with recording studio engineers and producers in London (UK), the thesis reveals how recording studios are constituted by a number of types of relations. Firstly, studios are spaces that involve a material and technological relationality between studio workers and varied means of production. Studios are material and technological spaces that influence and shape human actions and social inter-actions. Secondly, studios are sites of relationality between social actors, including engineers, musicians and artists. The thesis reveals how the ability to construct and maintain social relations, and perform emotional labour , is of particular importance to the management of the creative process of producing and recording music, and to building the individual social capital of studio workers. Finally, the thesis argues that studios are sites of changing employment relations between studio workers and studio as employer. In the recording studio sector, a complex and changing set of employment practices have re-defined the relationship between employee and employer and resulted in a set of employment relations characterised by constant employment uncertainty for freelance studio workers. It is argued that the three types of relations revealed in this thesis, manifest at a multiplicity of geographical scales, construct recording studios as distinctive social and economic creative spaces. In conclusion, it is argued that a relational perspective is central to progressing geographical accounts of creative work and of project-based industries in general.
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Doria, Ashley N. "Exploring the Existence of Women's Emotional Agency in Climate Change Livelihood Adaptation Strategies: A Case-study of Maasai Women in Northern Tanzania." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438952018.

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Spangler, Ian. "“ONE MORE WAY TO SELL NEW ORLEANS”: AIRBNB AND THE COMMODIFICATION OF AUTHENTICITY THROUGH LOCAL EMOTIONAL LABOR." UKnowledge, 2018. https://uknowledge.uky.edu/geography_etds/57.

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Since 2014, Airbnb has been the poster-child for an impassioned debate over how to best regulate short-term home rentals (STR’s) in New Orleans, Louisiana. As critical perspectives toward on-demand economic practice become increasingly common, it is important to understand how the impacts of STR platforms like Airbnb extend beyond the realm of what is traditionally conceptualized as the economic (i.e., pressure on housing markets). In this thesis, I explore the ways in which Airbnb recalibrates the spatial and temporal rhythms of everyday neighborhood life for people external to the formal trappings of an STR contract. Drawing in particular on theories of authenticity and feminist political economy, I argue that locals’ emotional labor of “playing host” is necessarily enrolled into the creation of value for Airbnb, and is essential to the reproduction of the platform’s business model and marketing rhetoric.
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Books on the topic "Emotional geography"

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Smith, Mick, L. Bondi, and Joyce Davidson. Emotional geographies. Aldershot: Ashgate, 2007.

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Cherished torment: The emotional geography of Lady Mary Wroth's Urania. Pittsburgh: Duquesne University Press, 2001.

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Emotion, place, and culture. Aldershot, England: Ashgate, 2009.

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Sam, Keen, ed. Inward bound: Exploring the geography of your emotions. New York: Bantam Books, 1992.

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Zwischen Emotion und Kalkül: "Heimat" als Argument im Prozess der Moderne. Leipzig: Leipziger Universitätsverlag, 2010.

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The geography of you and me. New York, NY: Scholastic, Inc., 2014.

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The most disgusting places on the planet. Mankato, Minn: Capstone Press, 2012.

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(Editor), Joyce Davidson, Mick Smith (Editor), and Liz Bondi (Editor), eds. Emotional Geographies. Ashgate Pub Co, 2007.

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Davidson, Joyce, and Liz Bondi. Emotional Geographies. Taylor & Francis Group, 2016.

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Davidson, Joyce, and Liz Bondi. Emotional Geographies. Taylor & Francis Group, 2016.

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Book chapters on the topic "Emotional geography"

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Vanin, Fabio. "Luanda’s Emotional Geography." In The Routledge Companion to Art in the Public Realm, 185–95. Names: Cartiere, Cameron, editor. | Tan, Leon, editor. Title: The Routledge companion to art in the public realm / edited by Cameron Cartiere and Leon Tan. Description: New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429450471-17.

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Thien, Deborah. "Emotional Life." In A Companion to Social Geography, 309–25. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395211.ch18.

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Marvell, Alan, and David Simm. "Encountering Emotions During International Fieldwork: Using Innovative Pedagogies to Develop Emotional Intelligence and Resilience." In Experiential Learning in Geography, 57–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9_5.

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Nenko, Aleksandra, and Marina Petrova. "Emotional Geography of St. Petersburg: Detecting Emotional Perception of the City Space." In Communications in Computer and Information Science, 95–110. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02846-6_8.

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Hochschild, Arlie Russell. "The Emotional Geography of Work and Family Life." In Gender Relations in Public and Private, 13–32. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24543-7_2.

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Rowland, Emma. "Case Study I: Hospital-Based Multidisciplinary Work—Institutional Emotional Geographies." In Global Perspectives on Health Geography, 69–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64179-5_3.

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Shan, Mei, Weidong Shi, and Guiju Liu. "Analysis of Emotional Education in Middle School Geography Teaching." In Advances in Intelligent Systems and Computing, 173–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_23.

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Rowland, Emma. "Case Study II: Care on the Move—The Emotional Geographies of Ambulance Crews." In Global Perspectives on Health Geography, 93–114. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64179-5_4.

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Valaskivi, Katja, Anna Rantasila, Mikihito Tanaka, and Risto Kunelius. "Towards a Geography of Mediated Affect: Discursive Spaces and Emotional Dynamics." In Traces of Fukushima, 61–79. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6864-6_4.

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Wilson, R. Scott. "Sensory Worlds: Emotional Geography and Human-Centered Design in 360° VR Ethnographic Videos." In Educational Media and Technology Yearbook, 81–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27986-8_8.

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Conference papers on the topic "Emotional geography"

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Trahorsch, Petr, and Roman Kroufek. "Environmental visualization of selected Czech regions: analysis of geography textbooks." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-16.

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The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.
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Finlayson Harris, Elizabeth. ""Is That Your Dog?" The Emotional Geography of an Online Critical Multicultural Education Course." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882505.

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Li, Baorong, and Huimin Bao. "Construction of Urban Commercial Fitness and Leisure Space from the Perspective of Emotional Geography." In 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.001.

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Yang, Xiaojun, Yiyi Wang, Ziqi Kong, and Xiuyuan Li. "Local Research on Urban Leisure From the Perspective of Emotional Geography: Taking Cricket Fighting in Xi’an as an example." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.170.

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Gallegos, Luciano, Kristina Lerman, Arhur Huang, and David Garcia. "Geography of Emotion." In the 25th International Conference Companion. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2872518.2890084.

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Rala, Silvia, and Ana Paula Gaspar. "The Design Process, from Individual Thinking to Collective Social." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001398.

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In contemporary society, Social Design practices are crucial for the operability of aggregative solutions. Developing efficient and effective solutions that meet and enhance social needs and responsibilities, combining a greater number of values shared by different sets of individuals. In this way, the creative community must reflect on the behavioral patterns and the way to create and manage solutions able to perspective the agglutination of contexts, for this, different methods and options may be considered in the search for knowledge of experiences and ways of acting, according to social and cultural trends.This article aims to understand how the creation process influences and interconnects individual and collective thinking, in which the context of individuality and diversity is present in the analysis of the problem and, consequently, should be present in the elaboration of the design solution directed to social groups, sometimes also multicultural.These groups of people connected by a common interest, according to Godin (2013), can be considered tribes. Aware or not, the individual is part of many tribes. Tribes without unitary leader identification but create value and effects in society and in the market. In the past, one of the main factors influencing the constitution of tribes was geography. However, the globalization process has expanded and accelerated the number of tribes, which can have relevant power, but often an ephemeral character. Given the constant adaptation of ways of being, thinking, and feeling, the thought process must integrate and identify behavioral and relational models. In this sense, the development and experimentation of design must be associated with an awareness of culture and group unification. The analysis process from individual to collective must develop an exploration and critical evaluation in the face of the groups and multiculturalism. This fact encourages the applicability of Social Design, in order to guide reflection and the development of solutions framed in the multigroup problem.Creating products and services with a cultural link and with symbolic and emotional connections, according to Krucken (2009), is a challenge, considering that the final configuration of the product is a combination between essence and personality, defined consciously or not.In this framework, function (the essence) and form (the personality) play a crucial role in visualizing and strategically anticipating decision-making and design choices.Thus, considering the group individuality and group immensity, our goal is to identify models, to assess weaknesses and/or potential for success or failure, in the applicability of the process and the framing of the result in collective nuclei with identity particularities, as well as, the role that Social Design can play as a synergy binder in the thought process and the final result. The methodology will be based on a case study and literature review.
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Danilova, Anastasia N. "LOCAL LORE AS A FACTOR IN THE FORMATION OF REGIONAL IDENTITY OF TEENAGERS." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-107-109.

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The article considers the role of local lore as the main condition for the formation of local identity; provides a complete analysis for the structural components of the studied phenosmene: cognitive (cognitive), emotional-value (axiological), activity (behavioral); offers an example and analysis of the questionnaire for students, which allows to determine the level of formation of local identity.
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Rojas, Juan-Carlos, Juan Luis Higuera-Trujillo, Roberto Mora-Salinas, Jessica Galindo, and Susana Iñarra Abad. "Printed and 360 Head-Mounted Display Rendering: A Cross-Cultural Study Comparing Utility, Spatial Representation and Emotional Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87163.

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Environmental simulations through rendering has an important role to play in the design process of and communication regarding the built environment. Technological advances allow for widely used printed renders with 360° panoramic representations to be displayed through head-mounted devices (HMD). However, the adoption of this technology should be done with caution, due to the possible effects of the user’s context relative to his or her expertise and geographic–cultural level. This study compared printed and 360° HMD-render setup capacities for experts and nonexperts in Architecture, from different geographic–cultural contexts of Mexico and Spain. To tackle this, a broad spectrum of 15 components addressing aspects of utility, spatial representation, and the emotional and general capabilities of environmental simulations were assessed using bipolar scales by a total of 120 participants. Analyses showed differences in all aspects for all contexts of the study. The greatest differences were general, with non-experts of an indistinct geographic–cultural context showing the least perception of the capabilities. This indicates a strong conditioning, generated by experience acquired in different geographical–cultural contexts, supporting the idea of incorporating context–aware reasoning into the representation of novel rendering. Hence, our results will have interest for both professionals and instructors.
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Novianti, Leni, Indra Griha Tofik Isa, Indri Ariyanti, Rika Sadariawati, Anitawati Mohd Lokman, Azhar Bin Abd Aziz, and Afiza Binti Ismail. "Evaluating Users’ Emotion in Web-Based Geographic Information System." In 5th FIRST T1 T2 2021 International Conference (FIRST-T1-T2 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahe.k.220205.056.

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Doytsher, Yerach, Ben Galon, and Yaron Kanza. "Emotion Maps based on Geotagged Posts in the Social Media." In SIGSPATIAL'17: 25th ACM SIGSPATIAL International Conference on Advances in Geographic Information Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3149858.3149862.

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Reports on the topic "Emotional geography"

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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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