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Journal articles on the topic 'Environmental geography'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Proctor, James D. "Geography, paradox and environmental ethics." Progress in Human Geography 22, no. 2 (April 1998): 234–55. http://dx.doi.org/10.1191/030913298667632852.

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12

Colten, Craig E. "Historical Geography and Environmental History." Geographical Review 88, no. 2 (April 1, 1998): iii—iv. http://dx.doi.org/10.1111/j.1931-0846.1998.tb00103.x.

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13

Chambers, Bill. "Environmental Education and Primary Geography." International Research in Geographical and Environmental Education 8, no. 1 (April 1999): 90–93. http://dx.doi.org/10.1080/10382049908667597.

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14

Carter, Frank. "Historical geography of environmental change." Journal of Historical Geography 16, no. 2 (April 1990): 273. http://dx.doi.org/10.1016/0305-7488(90)90123-s.

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15

Bordessa, Ronald. "GEOGRAPHY, POSTMODERNISM, AND ENVIRONMENTAL CONCERN." Canadian Geographer/Le Géographe canadien 37, no. 2 (June 1993): 147–56. http://dx.doi.org/10.1111/j.1541-0064.1993.tb00291.x.

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16

SMITH, SUZANNE. "ENVIRONMENTAL GEOGRAPHY. By Jack Gillett." New Zealand Journal of Geography 93, no. 1 (May 15, 2008): 23. http://dx.doi.org/10.1111/j.0028-8292.1992.tb00316.x.

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17

Vaz, Eric, Adam Anthony, and Meghan McHenry. "The geography of environmental injustice." Habitat International 59 (January 2017): 118–25. http://dx.doi.org/10.1016/j.habitatint.2016.12.001.

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18

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

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Existing literature on the status of the field of China geography has been focused either on what has been written or on the internal advancement of knowledge in the field, without considering its relationship to the broader social context and academic environment. In this study I adopt a contextual approach to analyzing two interrelated issues: (1) the changing position held by China geography in the grand geographic discipline; and (2) the evolution of discourses formulated by China geographers as a result of interactions with the broader academic environment. A systematic survey of research papers published in leading international journals has placed China geography in a peripheral position, with a volume of research output disproportionate to the size and importance of the nation. Nevertheless, several encouraging trends are observed, including the dramatic growth of research output since the 1990s and the broadening of the field beyond physical geography to encompass human geography and urban studies. A narrative investigation of the professional experience of a leading China geographer reveals a process of discourse (re)construction conditioned by both the changing political economy of China and the shifting emphases in the geographic discipline. Four periods of discourse formation are identified in this case study, namely the conception of the Chinese city as the center of change in the 1970s, interpretation of the uniqueness of Chinese urbanism in the 1980s, modeling of spontaneous town-based urbanization and regional development in the 1990s, and, most recently, the use of the notions of space, place, and transnationalism to construct the Chinese diaspora as a geographic system. Discourse formation in China geography can be understood as the consequence both of the rapidly changing material conditions in China and of discursive practices in the geographic discipline. Much needs to be done by China geographers to go beyond the empirical arena of area studies and become more actively engaged in the ongoing theoretical debates in the mainstream of geography and China studies.
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19

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

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Historical geography and urban historical geography barely exist as sub-disciplinary idioms in geography department curricula across Canada. Yes, historical geography research flourishes, but the teaching of historical and urban historical geography has all but vanished, except in a tiny number of larger departments. This article asks why—especially given historical geography’s sub-disciplinary commitment to social and environmental justice. But it also wonders whether this circumstance is lamentable, or simply more of the same: change over time, which historical and urban historical geographers document ceaselessly.
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20

AL-Kandari, Abdullah R. A. "Environmental problems and Economic Geography Theories." مجلة الآداب والعلوم الإنسانیة 13, no. 4 (August 1, 1994): 23–38. http://dx.doi.org/10.21608/fjhj.1994.133959.

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21

GAUTAM, N. C. "GEOSPATIAL AND ENVIRONMENTAL CHALLENGES BEFORE GEOGRAPHY." Annals of the National Association of Geographers India 39, no. 1 (June 29, 2019): 1–10. http://dx.doi.org/10.32381/atnagi.2019.39.01.1.

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22

Butler, David R. "INTRODUCTION: ENVIRONMENTAL CHANGE AND PHYSICAL GEOGRAPHY." Physical Geography 22, no. 4 (July 2001): 275–76. http://dx.doi.org/10.1080/02723646.2001.10642742.

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23

Goodson, Ivor F. "Curriculum Contests: environmental studies versus geography." Environmental Education Research 2, no. 1 (February 1996): 71–88. http://dx.doi.org/10.1080/1350462960020107.

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24

Cecioni, Ester. "Environmental Education and Geography of Complexity." International Research in Geographical and Environmental Education 14, no. 4 (November 15, 2005): 277–94. http://dx.doi.org/10.1080/10382040508668360.

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25

Huttunen, Suvi, Miikka Salo, Riikka Aro, and Anni Turunen. "Environmental citizenship in geography and beyond." Fennia - International Journal of Geography 198, no. 1-2 (December 4, 2020): 196–209. http://dx.doi.org/10.11143/fennia.90715.

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The need for wider action against environmental problems such as climate change has brought the debate about the role of citizen to the political, practical, and scientific domains. Environmental citizenship provides a useful tool to conceptualize the relation between citizenship and the environment. However, there exists considerable variation in the ways environmental citizenship is understood regarding both the aspect of citizenship and the relationship to the environment. In this article, we review the literature on environmental citizenship and investigate the evolution of the concept. The article is based on a literature search with an emphasis on geographical research. The concept of environmental citizenship has moved relatively far from the Ancient Greek or Marshallian conceptualizations of citizenship as rights and responsibilities bearing membership of a nation state. Environmental citizenship literature has been influenced by the relational approach to space, focus on citizenship as acts and processes rather than a status and the broad spectrum of post-human thinking. However, conceptual clarification between different approaches to environmental citizenship is needed especially in relation to post-human approaches. Geographical thinking can provide fruitful ways to develop the understanding of environmental citizenship towards a more inclusive, less individualized, globally responsible, and plural citizenship.
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26

Bracken, Louise. "Physical and environmental geography and Area." Area 38, no. 2 (June 2006): 125–27. http://dx.doi.org/10.1111/j.1475-4762.2006.00689.x.

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27

Dietz, Ton. "Political Environmental Geography of the Tropics." Development 42, no. 2 (June 1999): 13–19. http://dx.doi.org/10.1057/palgrave.development.1110030.

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28

Bridge, Gavin. "Environmental economic geography: A sympathetic critique." Geoforum 39, no. 1 (January 2008): 76–81. http://dx.doi.org/10.1016/j.geoforum.2007.06.005.

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29

TAMURA, Toshikazu. "University Education of Geography. Social functions of geography. Environmental Problems and Geography in University Education." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 879–82. http://dx.doi.org/10.5026/jgeography.106.6_879.

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30

Elizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili, and Tinatin Nanobashvili. "Integrative geography—Current issues in theory and practice (on the example of the Georgian geographical school)." Journal of Geography and Cartography 7, no. 1 (May 20, 2024): 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.

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The article discusses the essence of integrative geography and its importance for the theory and practice of geographical science. Such areas of integrative geography are characterized, the development of which will further increase the importance of applied geographical science. They include teaching about cultural landscape and historical landscape (part of landscape studies), geoecological expertise and environmental impact assessment (part of geographic ecology), geographic archeology and ecological culture (part of historical geography), landscape management and landscape services (part of landscape planning), tourism—Assessment and planning of recreational resources (part of recreational geography).
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31

Hastuti, Hastuti. "Equality of women in rural household at different environmental geography." Journal of Social Studies (JSS) 12, no. 2 (September 1, 2016): 76–85. http://dx.doi.org/10.21831/jss.v12i2.11640.

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The research aimed to understanding the equality of women in rural households with environmental differences geography. Research location is in Brayut and Kaliadem, village with environmental differences geograhpy. Data were collected by structured interview structured interview data were analyzed descriptively quantitatively by using frequency tables, and descriptive qualitative data analysis in-depth interviews.The results showed, Brayut has a geography conducive environment characteristics, relatively flat, dominated wetland, better accessibility, land use competition tighter and more varied economic activities. Kaliadem geography has less conducive environment, dominated by dry land scattered with steep to very steep slope, accessibility is not good, the whole household livelihood from agriculture, livestock, and utilize the resources around. On the whole household outpouring of women's time for household activities more. Kaliadem outpouring husband's time to work on the most wealthy households and the outpouring of the time most women to work in poorer households. Household decision-making activities both hamlets compared dominant role of women over the role of men. Decision-making on agriculture and livestock in the men's role more prominent Brayut compared women, and in Kaliadem women and men have a balanced role. Investment activity is more prominent in Brayut. The involvement of women in public life does not necessarily affect the role of women in decision making and domestic public domain unless decisions on household activities.
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32

Labosier, Christopher F. "The Integrative Nature of Geography." International Journal of Applied Geospatial Research 10, no. 2 (April 2019): 39–46. http://dx.doi.org/10.4018/ijagr.2019040104.

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A firm definition of geography is often elusive and at times, the field is criticized for borrowing heavily from other disciplines. However, this article argues that the real strength of geography is its integrative nature. The purpose of this article is to discuss geography's integrative nature and how this strength can be integrated into the undergraduate environmental science curriculum. Two brief examples are provided from the author's own teaching and research experiences. Concept mapping in an introductory environmental science class allows students to visualize the complexity and integrative nature of environmental issues. In the atmospheric science classroom, students are introduced not only to the physical processes of weather hazards, but to the social dimensions as well. It is imperative that future scientists, advocates, and decision makers learn to critically integrate across disciplines to solve the world's most pressing environmental issues.
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33

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

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The aim of the paper is to develop a geographical account of creativity by drawing on Arthur Koestler’s work. For Koestler creativity is sparked by the clash of two incompatible frames of meaning, and resolved by a new act of creation. Missing from Koestler’s account is geography, however. To show how geography might be brought into Koestler’s scheme the paper works through a detailed case study within the recent history of geography: the writing and publication of two very different but equally creative books by the well-known American geographer, William Bunge (1928–2013). In the late 1950s at the University of Washington, Seattle, Bunge wrote Theoretical Geography (1962), a meticulously executed hymn to the mathematics of abstract space, and which helped transform the discipline of geography into spatial science. Then during the late 1960s in inner-city Detroit Bunge wrote Fitzgerald: Geography of a Revolution (1971), and quite a different hymn. It was a paean to urban rebellion, to grassroots neighbourhood insurrection. It focussed not on abstract space, but a very concrete place: the one mile square that formed the Detroit inner city neighbourhood of Fitzgerald. In this case, Bunge’s book was a forerunner to radical geography. Catalytic to both of Bunge’s acts of creation, the paper argues, were the marginal spaces in which he wrote, marginal in the sense that they were distant from mainstream American academic geography. Incorporating them provides not only an explanation creativity within geography, but also geography’s own geography.
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34

André, Marie-Françoise. "From physical geography to environmental geography: Bridges and gaps (a French perspective)." Canadian Geographer / Le Géographe canadien 61, no. 1 (January 18, 2017): 136–42. http://dx.doi.org/10.1111/cag.12335.

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35

Тихомиров, Олег Алексеевич. "ENVIRONMENTAL GEOGRAPHY. SUBJECT, OBJECTAND TASKS OF SIENSE." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 1(33) (March 23, 2021): 6–13. http://dx.doi.org/10.26456/2226-7719-2021-1-6-13.

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В статье рассматриваются проблемы экологической географии, объекты, предмет и основные задачи научного направления, предлагается трактовка понятия эколого-географической ситуации. The article discusses the problems of ecological geography, objects, subject and main tasks of the scientific direction, offers an interpretation of the concept of ecological-geographical situation.
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36

Hay, Iain, and David Bass. "Making News in Geography and Environmental Management." Journal of Geography in Higher Education 26, no. 1 (March 2002): 129–42. http://dx.doi.org/10.1080/03098260120110412.

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37

Bednarz, Robert S. "Environmental Research and Education in US Geography." Journal of Geography in Higher Education 30, no. 2 (July 2006): 237–50. http://dx.doi.org/10.1080/03098260600717315.

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38

Dalby, Simon. "Ecopolitical discourse: 'environmental security' and political geography." Progress in Human Geography 16, no. 4 (October 1992): 503–22. http://dx.doi.org/10.1177/030913259201600401.

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39

Zanetti, Oliver. "Environmental Transformations: A Geography of the Anthropocene." Geographical Review 105, no. 4 (October 1, 2015): 625–28. http://dx.doi.org/10.1111/j.1931-0846.2015.12098.x.

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40

Kent, Ashley. "Geography and Environmental Education – Really Useful Knowledge." International Research in Geographical and Environmental Education 9, no. 4 (August 2000): 342–49. http://dx.doi.org/10.1080/10382040008667667.

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41

Struder, Inge. "Enterprising geography, earth and environmental sciences students." Planet 16, no. 1 (July 2006): 26–29. http://dx.doi.org/10.11120/plan.2006.00160026.

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42

Hargrave, Emma. "Why study Geography, Earth and Environmental Sciences?" Planet 22, no. 1 (September 2009): 6–7. http://dx.doi.org/10.11120/plan.2009.00220006.

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43

Shaari, Mohammad Zohir Ahmad, and Shuki Osman. "Malaysian geography teachers’ knowledge about environmental concepts." Procedia - Social and Behavioral Sciences 19 (2011): 434–42. http://dx.doi.org/10.1016/j.sbspro.2011.05.151.

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44

Law, Robin. "Communicating in Geography and the Environmental Sciences." New Zealand Geographer 54, no. 1 (April 1998): 64. http://dx.doi.org/10.1111/j.1745-7939.1998.tb00533.x.

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45

OELOFSE, C., and D. SCOTT. "GEOGRAPHY AND ENVIRONMENTAL MANAGEMENT IN SOUTH AFRICA." South African Geographical Journal 84, no. 1 (March 2002): 38–47. http://dx.doi.org/10.1080/03736245.2002.9713754.

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46

Shu, Tao, Wang Xuejun, Hu Jianying, Xu Fuliu, Liu Wenxin, Li Bengang, and Cao Jun. "Environmental geography in China: retrospect and prospect." Journal of Geographical Sciences 14, no. 1 (July 2004): 74–78. http://dx.doi.org/10.1007/bf02841111.

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47

Suciati, Suciati. "Environmental Conscious Attitudes of Geography Education Students." Journal Evaluation in Education (JEE) 5, no. 1 (January 31, 2024): 17–24. http://dx.doi.org/10.37251/jee.v5i1.841.

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Purpose of the study: The research aims to: 1) determine attitudes towards protecting the campus environment for Geography education students, 2) determine attitudes towards preserving the campus environment for Geography education students, 3) determine attitudes towards utilizing the campus environment for Geography education students. Methodology: The Geography education student population was 197 students, the sampling technique used purposive sampling with the characteristics of the 2006-2010 class of students who had taken PKLH, namely 50 students. The variables in the research are attitudes towards protecting, preserving and utilizing the campus environment for Geography education students. The data analysis technique uses descriptive percentages. Main Findings: The research results showed that as many as 90% of Geography education students were in the good category in being aware of the campus. Students have attitudes towards environmental protection such as views, feelings and efforts to plant trees and to attend seminars in the context of environmental protection on campus. Students have an attitude towards preserving the environment, such as having views, feelings and tendencies to act on waste management, reducing paper use and saving electrical energy on campus. Students have an attitude towards sustainable use of the environment, such as having views, feelings and tendencies towards action towards recycling rubbish, composting, using used goods on campus. Novelty/Originality of this study: Due to the fact that there are still some students who do not have an environmentally conscious attitude, this research examines the Environmental Conscious Attitude of Geography Education Students.
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48

Hiner, Colleen C., Christi G. Townsend, and Brendan L. Lavy. "Harm J. de Blij’s 1983Wine:." Progress in Physical Geography: Earth and Environment 38, no. 5 (July 9, 2014): 674–84. http://dx.doi.org/10.1177/0309133314540691.

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Harm de Blij was one of the most influential scholars in the field of geography. Few modern geographers have accomplished more to advance a public appreciation for the field. He was known primarily for his work in geopolitics, regional geography, and environmental geography, and he published well over 100 articles and books on these subjects. He was also known for his love of fine wine. In 1983, de Blij published Wine: A Geographic Appreciation, a groundbreaking book and bestseller, which, in part, set the stage for the study of the geography of wine and viticulture. This paper examines de Blij’s 1983 tome, including a brief examination of the political, economic, and cultural elements of wine geography followed by a focused discussion of the book’s influence on the physical geography of viticulture. Ultimately, this paper considers the impact and legacy of Wine: A Geographic Appreciation, a classic in physical geography, as the subfield of wine geography continues to develop.
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49

Braun, Boris, Jürgen Oßenbrügge, and Christian Schulz. "Environmental economic geography and environmental inequality: challenges and new research prospects." Zeitschrift für Wirtschaftsgeographie 62, no. 2 (May 25, 2018): 120–34. http://dx.doi.org/10.1515/zfw-2018-0001.

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Abstract The environmental dimension and sustainability-related issues have increasingly gained momentum in Economic Geography. This paper argues that integrating the inequality perspective into Environmental Economic Geography (EEG) and trying to disentangle the manifold interrelationships between economic, social, and environmental disadvantage could be worthwhile efforts. Based on three case studies – the debate on urban environmental justice in German cities, the spread of alternative food systems and food-sharing initiatives in Germany, and the socially selective migration in hazard prone areas in rural coastal Bangladesh – we demonstrate that aspects of social inequality indeed matter for EEG thinking.
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50

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

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