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This paper focuses on Vietnamese PhD students' imaginative geographies of their destination countries. Using the data collected from in-depth semi-structured interviews with 18 Vietnamese PhD students, the study examines the participants' preparation for their sojourn before their departure, as well as their first multi-sensory experiences of the study countries on the first days of arrival, which then revealed how their imaginative geographies had been constructed and how they perceived the contrast between their imaginative geographies and reality. The findings of the study suggest that when the students chose to study overseas, they had diverse imaginations of the destinations that had been constructed over long periods of time thanks to the influences of movies, newspapers, media, and experiences of those in their social networks. Furthermore, the paper also highlights the collective imagination about countries in the West and the imagination of the collective West among Vietnamese students.

Abstract: This article examines the history of the Outdoor Recreation Resource Review Commission (ORRRC) in the United States between 1955 and 1963 and efforts to make recreational resources legible for federal governance. By drawing on insights from Critical Resource Geography, I highlight the ways that the ORRRC systematically accounted for and categorized recreational resources, creating a “patchwork landscape” that zoned outdoor recreational resources and promoted efficient use and rational resource conservation. I argue that these efforts required a negotiation between abstraction and an awareness of the situated nature of recreational landscapes. [Copyright &y& Elsevier]

As the COVID-19 pandemic unfolds, every aspect of daily life is being altered in response to the virus. The pandemic has altered secondary education. Classes online, teachers struggling to learn Zoom and make lessons meaningful and relevant to students. Students struggling to make sense of this moment, struggling with mental health issues due to the loss of routine and in many cases contact with adult role models. Unfortunately, in times of crisis such as these some of the most disenfranchized people in society are completely overlooked and forgotten, such as refugees. However, if more teachers were to leverage the social studies potential of current events such as the Coronavirus, greater empathy would be felt for marginalized people more starkly impacted by the pandemic, leading ultimately to a heightened sense of civic engagement among the next generation. The purpose of this paper is to assist teachers in guiding their students through analyzing current events, such as COVID-19's impact on refugees, toward developing civic mindedness. In addition to this, the paper will discuss some of the broader societal impacts the virus is having within the United States, as well as ways in which this event may be viewed as a historical subject in the future. The paper will begin by building the content knowledge of high school social studies teachers through addressing the following question: "What is the difference between a refugee entering the United States now versus one year ago before the COVID-19 pandemic?" Following this, the authors will present an inquiry-based learning segment designed to teach the History correlated to the COVID-19 pandemic to a classroom of secondary education students. The inquiry template follows the standard C3 format utilized by the State of Connecticut.

This paper enriches the existing set of global trade negotiation simulations by incorporating explicit, country-specific domestic political consequences incurred from trade concessions. Several semesters of testing with undergraduate students in the U.S. and master's students in Argentina demonstrate that the simulation statistically significantly enhances students' understanding of the role that domestic political pressures play in preventing negotiators from reaching the first-best trade regime. Students learn-by-doing that conflicting country philosophies regarding free trade vary substantially not only between developed and developing countries, but also depending on the geography and key industries of each country. The simulation also provides students with current, realistic economic values for the country and the world from freeing trade. Seventeen country tables provide instructors with tremendous flexibility in structuring the negotiation framework. A complete instructor's manual with a detailed description of how to use the simulation, all student handouts and an Excel file that automatically calculates point totals is available via e-mail from the corresponding author.

Regional differences in personality are associated with a range of consequential outcomes. But which factors are responsible for these differences? Frontier settlement theory suggests that physical topography is a crucial factor shaping the psychological landscape of regions. Hence, we investigated whether topography is associated with regional variation in personality across the United States (n = 3,387,014). Consistent with frontier settlement theory, results from multilevel modelling revealed that mountainous areas were lower on agreeableness, extraversion, neuroticism and conscientiousness but higher on openness to experience. Conditional random forest algorithms confirmed mountainousness as a meaningful predictor of personality when tested against a conservative set of controls. East-west comparisons highlighted potential differences between ecological (driven by physical features) and sociocultural (driven by social norms) effects of mountainous terrain.

Background: Medical care overuse is a significant source of patient harm and wasteful spending. Understanding the drivers of overuse is essential to the design of effective interventions., Objective: We tested the association between structural factors of the health care delivery system and regional differences systemic overuse., Research Design: We conducted a retrospective analysis of deidentified claims for 18- to 64-year-old adults from the IBM MarketScan Commercial Claims and Encounters Database. We calculated a semiannual Johns Hopkins Overuse Index for each of the 375 Metropolitan Statistical Areas in the United States, from January 2011 to June 2015. We fit an ordinary least squares regression to model the Johns Hopkins Overuse Index as a function of regional characteristics of the health care system, adjusted for confounders and time., Results: The supply of regional health care resources was associated with systemic overuse in commercially insured beneficiaries. Regional characteristics associated with systemic overuse included number of physicians per 1000 residents (P=0.001) and higher Medicare malpractice geographic price cost index (P<0.001). Regions with a higher density of primary care physicians (P=0.008) and a higher proportion of hospital-based providers (P=0.016) had less systemic overuse. Differences in hospital and insurer market power were inversely associated with systemic overuse., Conclusions: Systemic overuse is associated with observable, structural characteristics of the regional health care system. These findings suggest that interventions that aim to improve care efficiency via reductions in overuse should focus on the structural drivers of this phenomenon, rather than on the eradication of individual overused procedures.

The article discusses the use of paper relief sculpture to teach topographic map skills in the U.S. The enforcement of paper models in creating unique sculptures was influenced by the need to help students visualize in three dimensions. The activity presented in this article requires students to photocopy a topographic map section that they plan to sculpt. This activity opens opportunities for enrichment for students who wish to extend the application to a more complicated structure based on real topographic maps.

The article focuses on four papers by the geographer, Ralph H. Brown. The writings of Brown in historical geography of the U.S. are among the notable contributions to American geography. His many articles, as well as his two major works, "Mirror for Americans," and "Historical Geography of the United States," demonstrate his concept of historical geography with eminent clarity and with scholarly regard for the origins of that concept. He observed existing geographic facts and he searched historical records.

Presents abstracts of papers presented at the Association of American Geographers' 1942 meeting in New York City. "Rural-Urban Population Ratios," by Alford Archer; "Land Classification in the Matanuska Valley," by Meredith F. Burrill; "Siberian Resources for Soviet Warfare," by George B. Cressey; "Geographical distribution of human productivity," by Ellsworth Huntington. [ABSTRACT FROM AUTHOR]

Studies the abstracts of several research papers on geography in the U.S. in 1925. Beet sugar industry of Nebraska as a response to geographic environment; Physiographic stages in the evolution of the San Juan Mountain region in Colorado; Urban development in the Kentucky mountains.

Presents a list of titles and abstracts of papers regarding geography presented to the Association of American Geographers from 1904 to 1910.

It is a decade since the last review of the geographical understandings of pre-service primary teachers. Examining the range of research about novice primary teachers' geographical and environmental knowledge and understanding, it is clear there have been limited follow up studies, and there remain important gaps in the research. Research relevant to this topic was identified through journal, research book and conference proceedings searches, where these were accessible. It is evident that more research now exists into pre-service primary teachers' senses of geography, geographical and environmental knowledge and environmental attitudes. For instance, it appears that they have an information oriented view of geography but are not clear about the meaning of the term "environment", that there are misunderstandings in such aspects of their geographical knowledge as climate change, that they may not adapt their behaviors though they appreciate a need for care for the environment, and that they have limited experience in planning for and teaching geography in primary schools. Furthermore, studies are lacking into their understanding of such aspects of geographical learning as fieldwork, map work, geographical enquiry and a wide range of topics in physical and human geography. While there is some information, little is known really about their teaching of geography to younger children. In view of the increased focus globally on geographical knowledge in the school curriculum, this raises serious questions about geography teacher educators' understanding of their trainee primary teachers, in part because tutors seem rarely to undertake such research. This appears to be an embedded situation, resulting in negligible evidence to challenge the status quo and improve pre-service primary teachers' geographical knowledge. Is it really a concern? Four responses are presented, but the paper concludes that more needs to be known.

This paper explores how Geography's position in British Columbia (BC), Canada's school social studies curricula has been affected by changes in educational cycles over the twentieth century. The amount of instructional time, the importance assigned to the subject and the content of the subject have varied in accordance with the pre-eminence given to particular philosophies of education, particularly that of progressivism. The alterations described are presented in a chronological narrative and contextualised within historical frames that describe relevant international, national and local educational events. Trends in BC illustrate significant correlations with educational trends in the United States. The paper includes a general theoretical framework through which findings were interpreted. It illustrates how international trends played out in one context that has been open both to reform and to new educational philosophies of international significance. (Contains 2 notes and 1 figure.)

Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that has been developed, used and evaluated over a period of three years. The online tool that embodies this model was not originally intended to produce runtime executable code such as IMS-LD, but rather focussed on assisting teachers in the thought processes involved in selecting appropriate methods, tools, student activities and assessments to suit the required learning objectives. Subsequently, we have modified the RELOAD editor such that the output from our tool can be translated into IMS-LD. The contribution of this paper is the comparison of our data model with that of IMS-LD, and the analysis of how each can inform the other. (Contains 2 figures.)

This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies of academic content. They present examples of content-rich education in which they hope P21 will use as models to revise its current skills maps. (Contains 11 endnotes.)

The article presents abstracts of papers presented at the 47th annual meeting of the Association of American Geographers, held at Chicago, Illinois between march 19, 1951 and march 22, 1951. Lewis M. Alexander presents the paper Survey of Commercial Rivalry between the North Sea Ports of Belgium and the Netherlands. Homer Aschmann presents the paper Consumer-oriented Classification of the Products of Tropical Agriculture. Tracy B. Augur presented the paper on Regional-Urban Relationships. George Beishlag presented the paper on What Cartography Can Do for Geography Students.

The article presents titles and abstracts of papers related to geography. In the paper Outlines of Some Foreign Settlements in Nebraska the author holds that Nebraska was settled principally by people form groups called settlements. latter tended to form groups called settlements. The paper shows for a few of these the origin, development and changes in form. Careful mapping shows this to be somewhat in error. In the article The Place of Geodesy in Scientific Geography the article holds that Geodesy is one of the important branches of geography and is essential in the determination of the shape and size of the earth, a knowledge of which is necessary in geographic research and investigations.

Presents abstracts of papers presented at the 51st annual meeting of the Association of American Geographers on April 11-14, 1955 in Memphis, Tennessee. Research in the design and use of geography teaching materials; Influence of underlying rock structures on valley profiles in the Georgia Piedmont; Review of the users of public land survey records as descriptive resources.

Presents an abstract of papers presented at the 53rd annual meeting of the Association of American Geographers in Cincinnati, Ohio. "The Marine Terraces," by Charles S. Alexander; "Conflicting Claims to Sovereignty Over Sea Areas," by Lewis M. Alexander; "Some Regional Aspects of Agricultural Land Use and Development in the U.S.," by James R. Anderson.

Presents abstracts of geography-related papers, as of March 1926. "The Status of Zoogeography in North America," by Chas. C. Adams; "Settlement and Economic Development of the San Juan Region of Colorado," by Wallace W. Atwood; "Culture and Landscape at Madison, Wisconsin," by V.C. Finch.

Presents abstracts of papers presented during the 44th annual meeting of the Association of Americal Geographers, held in Charlottesville, Virginia. Statistical cartography; Progressive grading of communities for maps and statistics; Some problems relating to the accumulation of geographical statistical information.

Medication abortion with pills (mifepristone and misoprostol) challenges the spatiality of abortion provision because it creates the possibility for safe, self‐managed abortion outside of clinical infrastructure. This possibility has been contested by pro‐ and anti‐abortion actors for as long as medication abortion has been in existence. In this paper, I offer a legal geography account of medication abortion technology that examines how medication abortion has been regulated in the United States. Conceptually, the paper uses a legal geography methodology to probe the social spatialities that abortion laws construct. Empirically, the paper analyses trends in legislation to restrict medication abortion and two significant court challenges where abortion providers brought suit against medication abortion restrictions. Drawing on legislation and litigation over mifepristone, I demonstrate that restrictions on it function by anchoring mifepristone inside the clinical spaces and regulatory frameworks established for surgical abortion. In this way, mifepristone regulations circumscribe its availability in order to prevent the creation of alternative models for abortion provision that could re‐arrange its geography and expand abortion access. Medication abortion pills challenge the spatiality of abortion provision because they create the possibility for safe, self‐managed abortion outside of clinical infrastructures. This paper offers a legal geography account of medication abortion technology that examines how medication abortion has been regulated in the United States. The paper analyses trends in legislation to restrict medication abortion and two significant court challenges where abortion providers brought suit against medication abortion restrictions. [ABSTRACT FROM AUTHOR]

"This paper presents suggested matches for the geographical coding (geocoding) of metropolitan areas in the 1970, 1980, and 1990 Censuses. The Census Bureau used different definitions and taxonomies to describe the geography of metropolitan areas in these three Census years. As a result, the geographical areas referred to by the standard Census Bureau definitions differ among the three Census data sets. The geographic matching scheme explained in this paper attempts to maximize consistency over time for metropolitan areas in the U.S.", (excerpt)

This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the building of global teaching content in collaborative teams as a useful way to connect geography teachers across institutional contexts. Based on a survey of workshop participants, it also highlights some of the issues that need to be addressed for further strengthening of high school-university linkages within national and across international contexts.

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This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.

This paper presents the results of an online survey administered to chairs of American departments of geography to ascertain current trends and perceived value of international faculty-led field courses within their departments. The majority of reporting chairs indicated increased field course offerings over the past decade most often resulting from increased faculty interest in teaching these courses. Chairs attached a high value to such courses in enhancing students' academic and personal growth. Despite the value placed on these courses, few departments require them for a geography degree or have an instrument to assess course learning outcomes. (Contains 1 figure and 2 tables.)

Gender has long been implicated in geographic education, though generally implicitly until the late twentieth century. Emphasizing British and American examples, this paper examines gender representation among geographic educators, in student participation, and in learning. It then turns to pedagogical issues that arise as content and strategies relevant to gender themes are addressed in different temporal and place contexts. It concludes by identifying questions for further exploration. (Contains 2 notes.)

We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of "supercomplexity". Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so focuses mainly upon Anglo-American geographical traditions. We highlight the need to provide generic and employability skills as part of the rapidly changing requirements into which geographical skills and knowledge need to be integrated. The knowledge base may well change according to circumstances (for example, adaptation to environmental change) that will require geographers to be able to contribute to the community and thereby enhance the overall stature of geography. A geographical outlook, reflecting space and change, remains at the heart of geography and can provide a unique selling point for its study. Graduates will need to promote their geographical knowledge and skills in order to cope with employment possibilities, so instructors will need to diversify their teaching methods to embrace active learning and problem-orientated approaches to the delivery of geographical curricula. (Contains 1 figure and 1 table.)

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research. (Contains 5 notes.)

Postgraduate education in geography, especially at the Master's level, is undergoing significant changes in the developed world. There is an expansion of vocationally oriented degree programmes, increasing recruitment of international students, integration of workplace skills, and the engagement of non-traditional postgraduate students as departments respond to policies for a more "inclusive" higher education. This paper sets the context by outlining some programmatic changes in selected countries (Australia, the UK, and the USA). The authors briefly reflect on how postgraduate "bars" or "levels" are defined and explore in detail what "diversity" or "heterogeneity" means in these new postgraduate settings. They then explore some practice examples drawn from their own experiences, recognizing that relevance will vary in other contexts. Finally they consider how diversity can be harnessed as a strength that has potential to enhance taught elements of contemporary postgraduate education in and beyond the discipline. (Contains 4 tables and 3 notes.)

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human-environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception. (Contains 2 figures.)

At the beginning of the twentieth century, English-Canadian schools have attempted to create citizens of good character who were loyal to a Canadian nation defined by its role in the British Empire. Because of the country's experience in World War I, Canadians refined their identity in the 1920s, keeping it distinct from its relationship with Britain. Schools introduced citizenship courses for the first time, which encouraged students to develop skills appropriate for life in a Canadian democracy. On the other hand, English-Canadians have long defined themselves in contrast to the very large English-speaking community to their south: the United States. Indeed, Canadian historian J. L. Granatstein insists "Canadian anti-Americanism...has for two centuries been a central buttress of the national identity." An examination of English-Canadian school curricula and textbooks, however, reveals an understanding of the United States more complex than antipathy. As the schools' understanding of Canadian citizenship and English-Canadian identity changed from 1900 to 1965, so did their images of the United States. This paper is a historical examination of the treatment of the United States in English-Canadian school texts from 1900 to 1965. It relies on a content analysis of curriculum documents and seventy-five textbooks used in history, geography, civics, and social studies courses in English-Canadian elementary and secondary schools during these years. This analysis also reveals change and continuity in the images of the United States taught to several generations of English-Canadian school children. Sometimes, the image was simply negative: it provided a convenient contrast for the myth of the steady, loyal, and law-abiding Canadian. Sometimes, it was very positive: seeing in America a model of freedom and democracy for the world, a model worth emulating. (Contains 112 footnotes.)

Presents abstracts of articles related to geography. "Tornado Frequencies in the United States and Their Relation to Storm Tracks"; "Notes on thePhysiography of the Southern Maracaibo Lowland of Venezuela".

Many Muslims truly believe that the United States is leading a new "Crusade" (to use President Bush's term) against all Islamic peoples. Many European citizens, including those in Britain, America's closest ally, believe that U.S. unilateral actions in the Middle East and elsewhere have made the world less safe than it was prior to September 11, 2001. The author of this article asserts that opening this nation's students' minds to ideas, attitudes, and opinions of other nations and their citizens gives students an opportunity to view our own society and our actions on the world stage from different points of view. The technology related to this topic is rapidly advancing. Many classroom teachers may have to rely on their students to keep them up-to-date. Teachers can now download various formats for accessing internet-based radio from numerous websites. In this article, the author lists and briefly describes websites, encompassing a range of perspectives, that will give teachers an idea of some of the national broadcasts and points of view available on the internet. Educators who are eager to help students identify and understand multiple points of view about history, government, and contemporary issues, may want to explore the opportunities that internet-based radio provides.

In this discussion piece, eight scholars in geography, urban planning, and agri-food studies from the United States (US) and France engage in a bi-national comparison to deepen our collective understanding of food and land justice. We specifically contextualize land justice as a critical component of food justice in both the US and France in three key areas: access to land for cultivation, urban agriculture, and non-agricultural forms of food provisioning. The US and France are interesting cases to compare, considering the differences and similarities in their colonial and agricultural histories, persistent and systemic race and class-based inequities in land access, and the roles of public bodies and social movements. In this paper, we synthesize literature, share reflections, and offer directions for future scholarship, including a broader comparative research agenda. An important difference we found is in the degree of scholarly attention to race and how it mediates access to land. We also observe that few scholars articulate a clear definition of justice in their work, nor do they share a common justice framework. We hope that this paper contributes to a more robust food and land justice framework for the use of scholars, practitioners and activists. [ABSTRACT FROM AUTHOR]

Focuses on the benchmark statements of the Quality Assurance Agency for Higher Education in the United Kingdom. Addresses the document "Geography for Life: The National Geography Standards" created within the United States. Believes that the benchmark statement is useful for geographers within the United States. (CMK)

This paper is a case-study analysis of the geography of practice as it functions in American studies. Focusing on the Japanese Association for American Studies fortieth anniversary symposium, 'American Studies in Trans-Pacific Perspective,' it shows how the event affords two complementary ways of thinking about the geography of scholarly identity, topics, and practices in American studies, one emphasizing positionality and physical location, the other emphasizing interactions and relational contexts. The paper focuses on the second (and less common) spatialization of Americanist practice, arguing that comparative American studies cannot be adequately understood solely in terms of nationally or regionally defined perspectives. The paper draws attention to the significance of other kinds of scholarly interactions across distance by showing how the apparently specific and located perspective performed at the JAAS symposium depended upon, emerged out of, and is still unfolding within complex, long-term exchanges and networks that stretch far beyond the transpacific. [ABSTRACT FROM AUTHOR]

The article presents information on the 58th meeting conducted by the Southeastern Division of the Association of American Geographers in North Carolina. The annual meeting of the Southeastern Division of the Association of American Geographers (SEDAAG) was held in North Carolina on November 23-25, 2003. A series of New Voices of the Southeast sessions, an innovation conceived by SEDAAG President Ron Mitchelson, was implemented this year. These sessions showcased new geography professionals in the region. Three New Voices sessions with twelve papers were organized by Allan James and Kavita Pandit.