Relevant bibliographies by topics / Environmental geography

Contents

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

Academic literature on the topic 'Environmental geography'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Environmental geography"

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Reed, Maureen G., and Bruce Mitchell. "Gendering environmental geography." Canadian Geographer/Le G?ographe canadien 47, no. 3 (September 2003): 318–37. http://dx.doi.org/10.1111/1541-0064.00025.

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Hayter, Roger. "Environmental Economic Geography." Geography Compass 2, no. 3 (April 29, 2008): 831–50. http://dx.doi.org/10.1111/j.1749-8198.2008.00115.x.

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Milincic, Miroljub, Lily Souliotis, Ljiljana Mihajlovic, and Tea Pozar. "Geography and environmental science." Zbornik radova - Geografski fakultet Univerziteta u Beogradu, no. 62 (2014): 1–14. http://dx.doi.org/10.5937/zrgfub1462001m.

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ASANO, Toshihisa. "Geography of Environmental Movement." E-journal GEO 3, no. 1 (2008): 1_18–24. http://dx.doi.org/10.4157/ejgeo.3.1_18.

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Warnes, Tony. "Geography and Environmental Factors." Ageing and Society 7, no. 3 (September 1987): 362–68. http://dx.doi.org/10.1017/s0144686x00012873.

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Poštolka, Václav. "Czech Geography and Environmental Issues after 1989." Geografie 107, no. 1 (2002): 50–62. http://dx.doi.org/10.37040/geografie2002107010050.

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The contribution brings the author's personal views and attempts reflecting some of the important events, outcomes and trends in the Czech geography dealing with environmental issues in the first period after the 1989 turnover. The environmental issues permanently provide a large and significant - but after 1989 much more open and challenging - arena to geography. The author illustrates and tries to stress in a critical way based on several selected examples and activities that both geography / geographers activities and geographical studies / aspects / approaches did not effectively use this opportunity nor did they penetrate into the newly evolved and newly forming science and practice policies. On the contrary, the Czech geography's position in terms of environmental issues can be seen as defensive and therefore also weakening, especially in comparison with the development in the former German Democratic Republic, Poland and Slovakia. For instance, the Institute of Geography, Czechoslovak Academy of Science, which prepared and published the unique Atlas of Environment and Population Health of Czechoslovakia (1992) was abolished. Geography, however, must not resign from its role and ambitions to be one of the very important, maybe key disciplines dealing with the environmental issues.
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Islami, Zukya Rona, Fadhil Sidiq, and Rizkei Kurniawan. "Constructing Students Environmental Sensitivity Through Literacy." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 2023): 7731–39. http://dx.doi.org/10.29303/jppipa.v9i9.5146.

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Sensitivity to the environment is an ability that must be possessed by students to be able to find alternative solutions that are right for solving environmental problems. Therefore, the study aims to develop a SETS-based environmental geography textbook using the ADDIE development model and environmental geography course students as respondents. Data was collected using validation sheets and FGD narratives by experts to maintain textbook quality and descriptive analysis. Using a geographical approach, environmental geography textbooks were developed on the basis of SETS. The textbook contains topic sub-chapters, illustrations in tables and graphs, assignments, and activity-based exercises. Based on SETS, practical steps are used to develop environmental geography textbooks, including presenting contextual science materials; presenting local, national, and international environmental issues; presenting examples of the use of technology in overcoming environmental problems; describing the impact of technology use on the environment and society; and designing evaluations of problem-based textbooks with student activities including SETS elements and involving a geographic approach. This textbook is intended to be used by lecturers of Indonesian environmental geography and subsequent studies as reference material.
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WithamBednarz, Sarah. "Geographic Information Systems: A Tool to Support Geography and Environmental Education?" GeoJournal 60, no. 2 (2004): 191–99. http://dx.doi.org/10.1023/b:gejo.0000033574.44345.c9.

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Thornbush, Mary. "Physical Geography and Environmental Sustainability." Sustainability 9, no. 12 (November 28, 2017): 2195. http://dx.doi.org/10.3390/su9122195.

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Frenkel, Stephen. "Geography, Empire, and Environmental Determinism." Geographical Review 82, no. 2 (April 1992): 143. http://dx.doi.org/10.2307/215428.

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Dissertations / Theses on the topic "Environmental geography"

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Mysak, Mark. "The Environmental is Political: Exploring the Geography of Environmental Justice." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30497/.

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The dissertation is a philosophical approach to politicizing place and space, or environments broadly construed, that is motivated by three questions. How can geography be employed to analyze the spatialities of environmental justice? How do spatial concepts inform understandings of environmentalism? And, how can geography help overcome social/political philosophy's redistribution-recognition debate in a way that accounts for the multiscalar dimensions of environmental justice? Accordingly, the dissertation's objective is threefold. First, I develop a critical geography framework that explores the spatialities of environmental injustices as they pertain to economic marginalization across spaces of inequitable distribution, cultural subordination in places of misrecognition, and political exclusion from public places of deliberation and policy. Place and space are relationally constituted by intricate networks of social relations, cultural practices, socioecological flows, and political-economic processes, and I contend that urban and natural environments are best represented as "places-in-space." Second, I argue that spatial frameworks and environmental discourses interlock because conceptualizations of place and space affect how environments are perceived, serve as framing devices to identify environmental issues, and entail different solutions to problems. In the midst of demonstrating how the racialization of place upholds inequitable distributions of pollution burdens, I introduce notions of "social location" and "white privilege" to account for the conflicting agendas of the mainstream environmental movement and the environmental justice movement, and consequent accusations of discriminatory environmentalism. Third, I outline a bivalent environmental justice theory that deals with the spatialities of environmental injustices. The theory synergizes distributive justice and the politics of social equality with recognition justice and the politics of identity and difference, therefore connecting cultural issues to a broader materialist analysis concerned with economic issues that extend across space. In doing so, I provide a justice framework that assesses critically the particularities of place and concurrently identifies commonalities to diverse social struggles, thus spatializing the geography of place-based political praxis.
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Coe, Michelle Autumn. "Influential Environments: School Gardens Impacting Arizona Children's Environmental Perspectives." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595817.

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Manzo Elementary is located in Barrio Hollywood, a low-income neighborhood of Tucson, Arizona. Despite the school's low testing scores and small enrollment, Manzo was recognized as the Best Green School in the nation for 2012 by the U.S. Green Building Council and continues to receive positive media attention. This is because Manzo is thriving in areas of experiential learning and ecological initiatives through the use of its school garden. The school has built sustainability into the core of its curriculum and physical environment, integrating chickens, composting piles, rainwater cisterns, and desert biomes within its courtyards, classrooms and playgrounds. Literature on school gardens suggests that gardens heighten children's sense of place, time spent in the environment, and perceptions of natural areas. However, there is a large gap in the literature which focuses on the use of school gardens as an environmental learning tool, and the ways in which it can appeal and connect children and community partnerships from the perspective of those children involved. The research presented here is an attempt to close that gap by bringing Manzo students into the conversation on school gardens and experiential learning. This study looks at how students perceive their environment, how they are learning and acquiring new environmental knowledge, how they share that knowledge, and the actions and behaviors—both individually and collaboratively—that ensue.
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Lewandowski, Albert J. "Environmental sensitivity : a case study of environmental learning through nature appreciation /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486572165276547.

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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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MARTINS, LEONARDO ALVES. "ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem como objetivo compreender a Educação Ambiental como eixo de articulação com o ensino de Geografia. Para isto, optou-se por dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980, que iniciaram a discussão sobre as condições de degradação ambiental e qualidade de vida da população mundial que, após o levantamento confeccionado pelo relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No segundo momento da pesquisa destacou-se a contextualização da E.A no currículo escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste contexto, tendo em vista que os Temas Transversais que compõem este documento apontam para a necessidade do diálogo entre as disciplinas e, notadamente, a importância de uma E.A trabalhada de forma plural, integrando o indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão suporte à formação do aluno.
The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.
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Laituri, Melinda Jean. "Risk, equity and environment: A methodology for conducting an Environmental Equity Assessment." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186147.

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This dissertation examines the relationship between risk and equity as manifested in the environment--in particular, what is the relationship of risk to social, political and economic processes. To accomplish this, I have developed a methodology, an Environmental Equity Assessment (EEA), by which to examine disproportionate impacts of environmental stress. This research acknowledges the fact that problems of environmental pollution are linked not only to business and industry practices but to issues of social justice. This dissertation is designed to contribute to a better understanding of the relationships between risk and equity, environmental philosophy and social justice, and to devise alternative methods to define and analyze risk, and help create equitable policy options and considerations. The methodology is applied to a case study related to water quality in Tucson, Arizona. The case study is primarily illustrative; it brings into focus the relationship between risk, equity and environment, providing a venue for the implementation of an Environmental Equity Assessment (EEA).
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Hodson, Cody Brian. "Vegetation in student environments and school-level academic achievement: associations at multiple extents and in various social and environmental contexts." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6764.

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Contact with nature confers numerous benefits to mental and physical well-being, including enhanced recovery from stress and mental fatigue. Given that stress and mental fatigue likely interfere with performance in school, vegetation in student environments, an element of nature, could support academic achievement and greater educational attainment, a critical component of social mobility and therefore well-being. However, such benefits may be reduced for urban populations, as living in cities often entails reduced access to environments with vegetation, access which may be even lower for minority urban populations. The distribution of vegetation in urban areas therefore has serious implications for well-being and justice in the distribution of environmental amenities, particularly given the increasing majority of humans in cities. Several studies have identified positive relationships between vegetation and various indicators of school-level achievement. However, findings are inconsistent across studies, and in some cases suggest that vegetation may be detrimental to student progress. This research aimed to assess relationships between vegetation and school-level academic achievement and how they vary with vegetation type and social and environmental context, and in so doing, addressed inconsistencies in the literature. This dissertation consists of three studies. The first study identified positive relationships between tree canopy coverage and third-grade reading proficiency at a metropolitan extent. Spatial autoregressive models were applied to account for residual spatial autocorrelation when necessary. The second study examined relationships between vegetation and high school graduation and reading and mathematics rates using a sample of high schools from across the continental US. However, negative binomial mixed-effects models were unable to provide sufficient evidence to suggest academic benefits of vegetation at a national extent, although negative relationships between tree cover and graduation rate were observed for schools serving low-socioeconomic status (SES) attendance areas with greater proportions of African-American students. The third study applied a K-means statistical learning algorithm and mixed-effects beta regression models to a dataset covering the same sample of high schools from the second study to investigate the implications of social and environmental context for academic benefits of vegetation in more detail. Positive relationships between tree cover and agricultural vegetation and graduation rate were identified. The positive association with tree cover was stronger for high-SES populations and low-SES Latino/a populations. A negative association between non-forest vegetation and graduation rate was observed for low-SES, African-American populations. These findings suggest academic benefits of vegetation in student environments at both a metropolitan and national extent, and that those benefits vary according to social and environmental context. Thus, landscape design and management approaches that incorporate vegetation as a resource to support academic achievement should carefully consider the social characteristics of the populations such approaches intend to benefit, as well as the environmental contexts within which those populations live. This work has revealed several opportunities for future research. Those opportunities include investigating which age-groups might benefit most from urban greening with the intent of supporting academic achievement, and investigating the mechanisms behind social and environmental variation in the academic benefits of vegetation.
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Reid, Alan. "How does the geography teacher contribute to pupils environmental education?" Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266469.

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Foster, Alec. "EVERYDAY IDENTITIES, EVERYDAY ENVIRONMENTS: URBAN ENVIRONMENTAL GEOGRAPHIES OF PHILADELPHIA." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/396150.

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Geography
Ph.D.
This study examines the environmental identity processes of Philadelphians involved in volunteer local everyday urban environmental stewardship through tree plantings and prunings, urban gardening, and neighborhood cleanups. A hybrid theoretical framework for environmental identities that simultaneously incorporates structural, discursive, and material concerns through the ground of everyday life was adapted from the political ecology of the body developed by Hayes-Conroy and Hayes-Conroy (2013). Three qualitative methodological techniques were performed: in depth interviews, participatory observation, and neighborhood walking tours. Results highlight the emotional and affective connections that participants held with their neighborhoods, neighbors and other participants, and trees and other nonhuman others.
Temple University--Theses
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Yeung, Pui-ming Stephen. "Geography teaching and environmental consciousness among Hong Kong secondary school students /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.

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Books on the topic "Environmental geography"

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Singh, Savindra. Environmental geography. Allahabad, India: Prayag Pustak Bhawan, 1991.

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Grimwade, Keith. Discover physical & environmental geography. London: Hodder & Stoughton, 1995.

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Education, Council for Environmental, ed. Environmental education through geography. Reading: Council for Environmental Education, 1995.

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Grimwade, Keith. Discover physical & environmental geography. 2nd ed. London: Hodder & Stoughton, 1994.

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Potter, Gary R., Angus Nurse, and Matthew Hall, eds. The Geography of Environmental Crime. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53843-7.

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He, Canfei, and Xiyan Mao. Environmental Economic Geography in China. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8991-1.

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Singh, R. B., and Pawel Prokop, eds. Environmental Geography of South Asia. Tokyo: Springer Japan, 2016. http://dx.doi.org/10.1007/978-4-431-55741-8.

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Pan, Subrata. Environmental geography and sustainable society. New Delhi: Concept Publishing Company Pvt. Ltd., 2018.

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1968-, Castree Noel, ed. A companion to environmental geography. Malden, MA: Wiley-Blackwell, 2009.

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Brown, Kerry, Qiang Zha, and Linsun Cheng. Geography and environment in China. Great Barrington, MA: Berkshire Publishing Group LLC, 2015.

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Book chapters on the topic "Environmental geography"

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Leng, Shuying, Chunye Lin, Yi Yang, Zhonglu Guo, Yuanming Zheng, Linsheng Yang, and Bengang Li. "Environmental Geography." In Springer Geography, 167–202. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1884-8_7.

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Schmid, Rolf, and Xin Xiong. "Geography." In China’s Environmental Solutions, 1–7. New York: Jenny Stanford Publishing, 2023. http://dx.doi.org/10.1201/9781003456803-1.

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Vespremeanu, Emil, and Mariana Golumbeanu. "Environmental Protection Issues." In Springer Geography, 99–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70855-3_8.

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Bayliss-Smith, Tim, and Susan Owens. "The Environmental Challenge." In Human Geography, 113–45. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23638-1_5.

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Mizgajski, Andrzej, and Małgorzata Stępniewska. "Environmental Change and Management." In Economic Geography, 359–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06108-0_15.

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Boquet, Yves. "Environmental Challenges in the Philippines." In Springer Geography, 779–829. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51926-5_22.

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He, Canfei, and Xiyan Mao. "Developing Environmental Economic Geography." In Environmental Economic Geography in China, 17–55. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8991-1_2.

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Olcina Cantos, Jorge. "Geography and Environmental Issues." In A Geographical Century, 211–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05419-8_15.

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Hilton, Keith. "Geography and environmental science." In Satellite Technology in Education, 79–90. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032629810-6.

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Sati, Vishwambhar Prasad. "The Environmental Issues in Ganges Basin." In Springer Geography, 137–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79117-9_9.

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Conference papers on the topic "Environmental geography"

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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." 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.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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HAMDI, Researcher Abdellaziz, and Researcher Mohammed GALLAD. "ENVIRONMENTAL EDUCATION IS A MEANS TO MANAGE THE ENVIRONMENT AND ADDRESS SUSTAINABLE DEVELOPMENT ISSUE." In I. International Century Congress for Social Sciences. Rimar Academy, 2024. http://dx.doi.org/10.47832/soci.con1-23.

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This research aims to find out the load of environmental components provided to the geography student of the 3rd years of university in regard to the concepts of environmental education, and the extent to which this cognetive load leads the student to develop an environmental awareness and deal oproperly with the field and achieve a sustainaible development within it. The study was conducted on an intentional sample of 120 female and male students distributed Between 3 class "the second, the fourth and the sixth" of the Geography Department of the interdisciplinary Faculty of Safi. To collect the necessary data, the form was used as a tool. As for the results obtained, the adoption was made On the program statistical packages of Social Sciences "SPSS" .The field study resulted in the following: The presence of a knowledge load of environmental education at the level of environmental components of Geography in the 3rd year of university despite the Lack of progressivity. The weak pedagogical role of environmental components in solidifying adequate environmental awareness of the geographical student. The shortness of geographical environmental curriculum to provide the student methods, skills and directions to deal Positively with the field and achieve sustainable development within it. In the light of these results, the student suggested some alternative scenarios and proposals to enhance the role of environmental components In order to play the correct role assigned to it on reality ground, especially with achieving education on Sustainable Development..
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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.

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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.
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Hilman, Iman, and Nedi Sunaedi. "Revitalization of Local Wisdom in Environmental Education." In lst International Cohference on Geography and Education (ICGE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icge-16.2017.74.

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Vo, Hoa Thi, and Peter Huesemann. "Understanding Spatial Perception via Virtual Reality and Interaction Geography." In 54th Annual Conference of The Environmental Design Research Association. Washington, DC, USA: Environmental Design Research Association (EDRA), 2024. http://dx.doi.org/10.52202/074123-0019.

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Jesus, Edilza Laray de, Vilma Terezinha de Araújo Lima, Karla Karoline Sousa de Oliveira, and Lael Martins Queiroz. "Environmental issues in geography teaching in a public state school in Manaus - AM." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-048.

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Abstract This article presents contributions of Geography to the understanding and engagement of students in environmental issues. It results from research conducted in partnership between the University of Amazonas State and the State Public School and aimed to investigate the contribution of Geography to the knowledge of environmental problems in Manaus. The qualitative approach guided the bibliographic research and the construction of themethodological design proposed in the pedagogical trail: presentation of the research plan and the diagnosis of the environmental knowledge of the students, a lecture on the environmental issue, workshop to produce amateur video, production of the videos and socialization of learning at school. The arguments were constructed from the analysis of the diagnosis about the perception of students about environmental issues and the content of the videos produced by them. The results present data that allow convergent reflections: i) the social isolation of the pandemic period and some gaps in learning about the environmental issues of Manaus; ii) the importance of environmental experiences and links provided by geography in school; iii) the didactic video contributes to the work of the geography teacher. The research gave students a greater understanding of their reality from the point of view of their spatiality.
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Cief, Rastislav. "THE CONCEPTUAL BASE OF ENVIRONMENTAL EDUCATION OF FUTURE GEOGRAPHY TEACHERS." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.131.

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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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Suasti, Yurni, Rahmanelli Rahmanelli, Bigharta Susetyo, and Bayu Wijayanto. "Insert Value of Religious and Environmental Care in Geography Learning." In Proceedings of the 2nd International Conference of Geography, ICGEO 2022, 19-20 November 2022, Padang, West Sumatera, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-11-2022.2332163.

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Yogafanny, E., S. S. Wardoyo, and J. Susanto. "Water Environmental Carrying Capacity in Urban Agglomeration of Yogyakarta City." In lst International Cohference on Geography and Education (ICGE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icge-16.2017.19.

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Reports on the topic "Environmental geography"

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Hollingsworth, Alex, Taylor Jaworski, Carl Kitchens, and Ivan Rudik. Economic Geography and the Efficiency of Environmental Regulation. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29845.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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Peek, Dennis W., Donald Alan Helfrich, and Susan Gorman. Environmental geographic information system. Office of Scientific and Technical Information (OSTI), August 2010. http://dx.doi.org/10.2172/1097199.

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Birchall, Jenny. Intersectionality and Responses to Covid-19. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/cc.2021.003.

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There is a small but growing body of literature that discusses the benefits, challenges and opportunities of intersectional responses to the socioeconomic impacts of the Covid-19 pandemic. There is a strong body of evidence pointing to the disproportionate impact of Covid-19 borne by women, who have suffered record job losses, been expected to take on even greater unpaid care burdens and home schooling responsibilities, and faced a “shadow pandemic” of violence against women and girls. However, gender inequalities cannot be discussed in isolation from other inequalities. Emerging literature stresses the importance of a Covid-19 recovery plan that addresses how gender intersects with class, race, disability, age, sexual orientation, geography, immigration status and religion or belief, and other factors such as employment, housing (and homelessness) and environmental and political stressors.
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Tzemos, S., and E. S. Overton. The Geographic Information System component of the Hanford Environmental Information System. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/5878150.

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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.

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Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3261.

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The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Hutchinson, M. L., J. E. L. Corry, and R. H. Madden. A review of the impact of food processing on antimicrobial-resistant bacteria in secondary processed meats and meat products. Food Standards Agency, October 2020. http://dx.doi.org/10.46756/sci.fsa.bxn990.

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For meat and meat products, secondary processes are those that relate to the downstream of the primary chilling of carcasses. Secondary processes include maturation chilling, deboning, portioning, mincing and other operations such as thermal processing (cooking) that create fresh meat, meat preparations and ready-to-eat meat products. This review systematically identified and summarised information relating to antimicrobial resistance (AMR) during the manufacture of secondary processed meatand meat products (SPMMP). Systematic searching of eight literature databases was undertaken and the resultantpapers were appraised for relevance to AMR and SPMMP. Consideration was made that the appraisal scores, undertaken by different reviewers, were consistent. Appraisal reduced the 11,000 initially identified documents to 74, which indicated that literature relating to AMR and SPMMP was not plentiful. A wide range of laboratory methods and breakpoint values (i.e. the concentration of antimicrobial used to assess sensitivity, tolerance or resistance) were used for the isolation of AMR bacteria.The identified papers provided evidence that AMR bacteria could be routinely isolated from SPMMP. There was no evidence that either confirmed or refuted that genetic materials capable of increasing AMR in non-AMR bacteria were present unprotected (i.e. outside of a cell or a capsid) in SPMMP. Statistical analyses were not straightforward because different authors used different laboratory methodologies.However, analyses using antibiotic organised into broadly-related groups indicated that Enterobacteriaceaeresistant to third generation cephalosporins might be an area of upcoming concern in SPMMP. The effective treatment of patients infected with Enterobacteriaceaeresistant to cephalosporins are a known clinical issue. No AMR associations with geography were observed and most of the publications identified tended to be from Europe and the far east.AMR Listeria monocytogenes and lactic acid bacteria could be tolerant to cleaning and disinfection in secondary processing environments. The basis of the tolerance could be genetic (e.g. efflux pumps) or environmental (e.g. biofilm growth). Persistent, plant resident, AMR L. monocytogenes were shown by one study to be the source of final product contamination. 4 AMR genes can be present in bacterial cultures used for the manufacture of fermented SPMMP. Furthermore, there was broad evidence that AMR loci could be transferred during meat fermentation, with refrigeration temperatures curtailing transfer rates. Given the potential for AMR transfer, it may be prudent to advise food business operators (FBOs) to use fermentation starter cultures that are AMR-free or not contained within easily mobilisable genetic elements. Thermal processing was seen to be the only secondary processing stage that served as a critical control point for numbers of AMR bacteria. There were significant linkages between some AMR genes in Salmonella. Quaternary ammonium compound (QAC) resistance genes were associated with copper, tetracycline and sulphonamide resistance by virtue of co-location on the same plasmid. No evidence was found that either supported or refuted that there was any association between AMR genes and genes that encoded an altered stress response or enhanced the survival of AMR bacteria exposed to harmful environmental conditions.
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