Institutional Geography Research Articles

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.

Geospatial Representations of COVID-19: Evidential Relevance of Medical Geography for Health and Wellness

The significant role of geospatial techniques in the evaluation of COVID-19 dynamics in the last year is reviewed in this work. The application of geographical concepts, quantitative techniques and geographical methods is not a new approach but a well-established branch of geography called medical geography. This contribution presents how implementation of geospatial representation and geographical analysis has been used to understand the spread and patterns of COVID-19. It emphasises the need for the relevance of this branch of geography in our society and argues for the rejuvenation or introduction of medical geography in countries or institutions where the discipline is lacking. The principles and concepts of medical geography have served the medical field and society well during this pandemic. While there may have been limited interest among researchers and academia in geography on this area of specialisation, recent attention given to its principles in addressing the issue of COVID-19 should serve as strong motivation to revitalise this sub-field where needed. Development of medical and/or health geography has the potential to contribute to a healthy society and nation.

EFFECT OF ONLINE LEARNING PLATFORMS ONTHE STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN HIGHER INSTITUTIONS IN RWANDA,A CASE GASABO DISTRICT

Background: The purpose of this study was to examine the effects of online learning platforms on academic performance in geography at higher institutions in Rwanda. The specific objectives are to determine the effect of online learning resource availability on the students academic performance in geography in Gasabo Districts higher institutions, Rwanda, to examine the effect of online learning resource accessibility on students academic performance in geography in Gasabo Districts higher institutions, Rwanda, and to evaluate the effect of usage of online resources on students academic performance in geography in Gasabo Districts higher institutions, Rwanda and to establish the relationship between the effect of online learning platforms and the students academic performance in geography in higher institutions in Rwanda. The targeted population was the University of Kigali (UK), with 100 students located in the Kimihurura sector the University of Rwanda and the College of Education, located in the Remera sector, with 120 students administrators from UR 15 and 9 administrators from the UK. This study selected respondents and key informants purposefully and randomly. A study sample was obtained by using Taro Yamanes 1967 formula. Materials and Methods: Information was analyzed using statistical product and service solution version 21.0 for descriptive statistics in terms of frequency, percentage, and mean and standard deviation. Moreover, inferential statistics were produced in terms of correlation and regression coefficients to determine the size of the effect between variables. Results: Results on the effect of online learning resource availability indicated that 93.8% either strongly agreed or agreed that the online learning platform resources are well organized and effectively engage students within the geography studies, and 78.1% either strongly agreed or agreed that the resources are available to support the effective use of online learning platforms in geography. 82.6% either strongly agreed or agreed that the teaching staff in our institution is highly trained and prepared to use the available online learning platform resources. Results on the effect of online learning resource accessibility indicated that 94.4% either strongly agreed or agreed that the academic performance of students in the institution has improved because of the accessibility of online learning resources. 93.5% strongly agreed or agreed that the accessibility of online learning platform resources has positively affected students performance in the classroom in geography, and 89.7% either strongly agreed or agreed that the accessibility of online learning resources on platforms has increased students enrollment rates in higher learning institutions in geography. The result on the usage of online resources indicated that 91.4% either strongly agreed or agreed that resources accessed by students 87.6% either strongly agreed or agreed that participation in online collaborative activities 91.5% either strongly agreed or agreed that increased time spent on online resources 87.0% either strongly agreed or agreed that digital library usage increases the number of students and finally, 96.1% either strongly agreed or agreed that students increased time spent on online resources affects geography performance. The results of the correlation between participation in online collaborative activities, increased time spent on online resources, and digital library usage also contribute to this effect. The completion of assignments was also positively correlated with increased academic performance, with a p-value of less than 0.05. Conclusion: Overall, the study suggests that online learning resources, time spent on online resources, and academic performance are all positively related factors. It was proposed that The text emphasizes the need for affordable internet access, engaging online geography courses, comprehensive instructor training, and blended learning approaches to ensure equitable access to online learning. Therefore, there is a need to carry out research on the impact of e-learning strategies on students academic performance at universities in Rwanda.

Entrepreneurship as conditionality: New geographies of work(fare) in mental health services under austerity

This paper investigates work undertaken by clients of voluntary sector mental health services in the context of austerity. While mental health geographers have often interrogated ‘work cures’, little attention has been paid to client work within traditional care-oriented services. Drawing on interviews and fieldwork in a mental health day centre threatened with closure, I demonstrate that client fundraising can become a crucial source of income when marketised services face budget cuts. Clients are incentivised to act as entrepreneurs, developing creative strategies to secure funding. I conceptualise this as a novel form of conditionality, as access to services comes to depend on entrepreneurial activities. Existing theories offer a narrow conception of conditionality, as behavioural standards imposed through rules. Entrepreneurship appears more flexible, autonomous and voluntary than such rule-based conditionalities. Yet in practice clients face the same choice: work or lose access to welfare provision. I argue that entrepreneurship transforms the institutional geographies of services, directing them towards economic productivity. This can undermine longstanding practices of care, leading some clients to withdraw from services. By focussing on client responses to austerity, this paper makes a crucial contribution to geographical research into voluntary sector precarity, which has tended to focus on staff. More broadly, it advances understandings of the institutional geographies which embed the politics and economics of austerity within everyday experiences of care provision.

The Belgrade ‘Campscape’: Refugee Spatialities, Mobilities and Migration Corridor Geographies

ABSTRACT This article examines the institutional and makeshift refugee geographies of Belgrade, using Diana Martin’s concept of ‘campscape’. It argues for the importance of this concept as a lens through which the complex relationship between the presence of refugees, camps and the city may be analysed. Accordingly, it takes into consideration key refugee spaces related to the role played by Belgrade as a migration hub along the so-called Balkan Route: institutional and makeshift camps, together with spaces associated with civil society and humanitarian support. After reviewing the key literature, the paper presents three sections that explore Belgrade’s distinctive campscape by analysing its (1) spatialities, (2) mobilities and (3) institutional geographies. The article concludes by claiming that the concept of campscape, when applied to a refugee mobility hub like the one developed in Belgrade since 2015, may be useful for illustrating the endlessly morphing refugee geographies of a well-established informal migration corridor.

The science of urban regions: Public-science-community partnerships as a new mode of regional governance?

Abstract This article offers a discussion on the opportunity of collaborative, multi-actor (public, private, science, social, and civic actors) partnerships as experimental policymaking and governance solutions for climate mitigation and adaptation plans geographically localized at the urban, metropolitan, and regional level. It sets out considerations as regards the need to design newly conceived permanent or temporary institutional geographies by building on the analysis of examples of policies implementing this kind of partnerships in Italy (e.g., river contracts; river foundations; neighborhood agreements; pacts of collaboration; city science offices; urban sustainable development and innovation partnerships, etc.). Finally, the article draws attention to the challenges entailed by these partnerships including ethics, accountability, and climate justice concerns.

Interdisciplinary research in hazards and disaster risk

This Progress Report reviews the geographical literature concerning environmental hazards and risk focussing particularly on areas that require and enhance interdisciplinary working between human and physical geographers. Although there are still substantial gaps between disciplinary siloes, there is a growing recognition that critical interdisciplinary work is vital. Key areas include early warning, urban planning, hazard and risk mapping, scientific advisory processes, risk communication and institutional geographies. We review some of this work, examine emerging theory and consider the opportunities for greater knowledge exchange between disciplines using critical physical geography and cognate approaches.

Institutional geography: effects of physical distance on agency autonomy

Establishing government agencies outside ministerial departments is frequently justified by a need to safeguard agency autonomy. In addition to ‘formal agencification’, that is, erecting formal barriers between agencies and ministries, agencies are also frequently (re)located physically distant from ministries to both signal and strengthen agency autonomy. However, we know little of the effects of physical location and distance on agency autonomy. Using two large surveys from 2006 and 2016, this study examines how geographical location and distance affect agency autonomy. Our study establishes that agency autonomy is only weakly associated with physical location and distance, and is much less important than political salience. Whereas a conventional claim is that agency autonomy may be strengthened by physically (re)locating agencies at arm's length distance from the core executive, our study suggests that physical (re)location represents an ineffective administrative policy design-tool when applied to agency autonomy. Points for practitioners Physical distance between agencies and parent ministries is only remotely associated with agency autonomy. Physical location thus represents an ineffective design-tool if the purpose is to increase agency autonomy

ЗАСТОСУВАННЯ ТЕХНОЛОГІЇ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ ЯК ЗАСІБ МОДЕРНІЗАЦІЇ ПРОЦЕСУ НАВЧАННЯ ГЕОГРАФІЇ

The article highlights the methodical aspects of using technology for the development of students' critical thinking in lessons as a means of modernizing the process of teaching geography in general secondary education institutions. Emphasis is placed on the importance of critical thinking to prevent threats and risks of the information society. The presence of critical thinking is defined as the main condition for countering attempts to manipulate consciousness, disinformation, information attacks and wars, which are not uncommon in the modern information space. The history of the emergence of technology for the development of critical thinking, the development of its conceptual foundations by US scientists is briefly analyzed, as well as the state of research on the problem in Ukraine is outlined. The essence, characteristic features and parameters of critical thinking, its meaning, as well as the features of a person who possesses critical thinking are revealed. It is noted that the development of students' critical thinking is a priority task of the modern education system, which is reflected in the State Standard of Basic Secondary Education in terms of key competencies and comprehensive skills. The main attention is paid to the methodology of applying various methods and techniques for the development of critical thinking in the process of teaching geography. It is emphasized that the method of development of critical thinking involves the formation of students' ability to analyze information, formulate conclusions, express their own position, present arguments, solve problems, and make decisions. The main stages of a geography lesson with the use of technology for the development of critical thinking are outlined: challenge, comprehension, reflection. The didactic possibilities of debates and discussions, problem tasks, interactive methods of discussing debatable issues and situational modeling in the process of developing students' critical thinking in geography lessons are considered. It was concluded that the application of technologies for the development of critical thinking in the process of teaching geography will allow students to better understand the essence of geographical phenomena and processes, learn geographical laws, understand the problems of the modern world and realize the practical significance of geographical knowledge.

The 30th Anniversary of the Russian Journal Public Health and Life Environment: Milestones, Strategy and Prospects

Introduction: New challenges of technological development and political turbulence in the world predetermine the increasing importance of science and its achievements for strengthening the sovereignty of the Russian statehood, ensuring national security and economic development, and improving the welfare of the population. Objective: To examine the development of the Russian peer-reviewed journal Public Health and Life Environment and its milestones, to identify the role of the title as a mass medium for presentation of results of scientific research in the field of preventive medicine, and to determine its perspectives based on the analysis of scientometric indicators. Materials and methods: Using descriptive method, methods of analysis, synthesis, comparison, as well as elements of content analysis and quantitative methods the process of formation and development of the journal Public Health and Life Environment from 1993 to 2023. It outlines the role of the journal in popularizing achievements in the field of healthcare management and preventive medicine over this period. It sets out the work done, consisting of a complex of interrelated activities aimed at increasing the quality of the content, improving the performance of the editorial board, strengthening communication and recognition of the journal in the academic community. The paper also defines trends of development based on the analysis of scientometric indicators of 60 issues of the journal published in 2018–2022 and substantiates strategic steps of the editorial policy, i.e. acceptance of the title for Scopus. Results: Over the past thirty years, the periodical has grown from a newsletter to a scientific and practical journal and has successfully established itself as a scientific peer-reviewed publication that complies with the requirements of the Higher Attestation Commission. By means of thematic profiling and a series of organizational activities, the journal has proven itself as an authoritative scientific publication popularizing current achievements in the field of public health, sociology of medicine, hygiene, epidemiology, and occupational health, and was included in several science abstract and citation databases, including Scopus. Conclusion: In order to further optimize scientific communication, meet the requirements set forth for the titles included in bibliometric databases of scientific citation, and improve the efficiency of the publisher and the editorial board, it is essential to update bibliometric indicators of the journal and expand the geography of authors and affiliated institutions, which will predetermine its future scientific growth and its comprehensive development.

Важливість географії в сучасній освіті в Україні

Geography is a science that studies the relationships between nature and society. The article examines the issue of the need to study geography in institutions of general secondary education. The importance of geographical knowledge as the basis of patriotism is analyzed in detail and the place of geography in the structure of related sciences is substantiated. A significant place in the work is devoted to consideration of the importance of geographical knowledge after a full-scale invasion, when it became especially necessary. The essence of the terms "external independent assessment" and "national multi-subject test", the importance of these elements in the education system for the selection of entrants to higher educational institutions and the role of geography in them are revealed. The relevance of this science is proven based on the analysis of the total number of registered participants for entrance exams in Ukraine.

ОСОБЛИВОСТІ ВИВЧЕННЯ ГЕОГРАФІЇ АДМІНІСТРАТИВНОГО РАЙОНУ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ (НА ПРИКЛАДІ ЖИТОМИРСЬКОГО РАЙОНУ ЖИТОМИРСЬКОЇ ОБЛАСТІ)

The purpose of the work. The purpose of the study is to develop a methodology for using materials that describe the geography of administrative districts in general educational institutions (on the example of the Zhytomyr district of the Zhytomyr region). The method of work. The research methodology is based on an integrated approach to scientific research, which involves the interaction of several scientific areas: geographical and historical, landscape-constructive, socio-economic, environmental and statistical. At the same time, the dialectical method was used, which makes it possible to analyze and interpret scientific data. The method of synthesis of the available material made it possible to study it in the physical-geographical, socio-economic and methodological directions, thereby revealing the problem in a comprehensive manner. As a result, it is possible to deepen and expand students' knowledge of the nature, population and economy of the region, to make them more accurate and complete. Scientific novelty Local history materials can be used in school geography curricula and there are a number of relevant lessons. Local folklore materials are the best visual aids for studying the curriculum in geography, their use allows you to consolidate the cognitive activity of students and develop a commitment to their native land. The use of local history materials is especially important when studying topics in physical geography, since they can show complex natural patterns, relationships and interdependencies between the components of the natural complex. This paper proposes a new research method and approach that takes into account the geographical features of the administrative districts of the Zhytomyr region. Practical meaning. The author of the study suggested using innovative teaching methods in teaching geography in secondary schools and studying local history. The practical significance of the study lies in the fact that the material and results can be used for further development of didactic means of using local history material in geography lessons in educational institutions, for students to comprehend the physical-geographical and socio-economic features of the territory of the Zhytomyr region, for the further development of theory and methodology Teaching Geography in General Educational Institutions.

Education at a distance: retrospective analysis of dissertations on the topic "Distance education"

The article carries out a bibliometric study of the dissertations of Ukrainian scientists with the aim of publicizing the state of development of pedagogical science in Ukraine. A retrospective analysis of dissertations defended on the topic "Distance education" or education at a distance was carried out. The study provides statistical data on dissertations defended by domestic scientists-pedagogues on the specified topic in terms of specialties of the Attestation Board of the Ministry of Education and Science of Ukraine (AC of the Ministry of Education and Science of Ukraine), Chapter "Pedagogy", academic degrees and dissertation activity of dissertation organizations on the survey of the investigated topic. It was established that the geography of higher education institutions (HEIs) of the country, which paid attention to the subject of distance education, is quite wide. At the same time, it was found that in recent years, and, above all, in 2019—2021, Ukrainian scientists in their dissertations did not research the topic of distance education, which became precisely the most relevant in these years, including 2022 (introduction of quarantine measures and other uncertain situations on the territory of Ukraine). The recommendations of the Ministry of Education and Science of Ukraine regarding a high-quality and, at the same time, gentle mode of conducting remote educational classes for students of secondary education institutions in order to preserve the health and normal psychological state of children are presented. The list of useful resources for adults and children regarding psychological support, training and information, collected by the Ministry of Education and Science of Ukraine, is presented. In connection with the unpredictable destruction of the educational infrastructure by the Russian aggressor and, as a result, the continuation of distance learning, the need for the development of new high-quality recommendation materials and teaching methods to help teachers in order to simplify distance learning. It has been proven that the topic of distance education needs further development and improvement. The research was carried out in the process of working on the scientific auxiliary bibliographic index "Dissertations on Education 1991—2021".

Pedagogical Conditions for Training Future Geography Teachers for Continuous Professional Development

The article defines and characterizes the pedagogical conditions for training future geography teachers for continuous professional development. It is about ensuring the positive motivation of students, creating an environment in higher education institutions conducive to continuous professional development, innovative direction the content of education, forms, methods and means of training for the preparation of future geography teachers for continuous professional development, the implementation of individual scientific research of future geography teachers in the subject specialty. The purpose of the article is to define and substantiate the pedagogical conditions of the system of training future geography teachers for continuous professional development. Among the research methods the following are used: description, synthesis, systematization, comparison and generalization of the analyzed data, methods of pedagogical modeling and forecasting. Results. Providing positive motivation of future geography teachers for continuous professional development can be seen through a combination of factors and processes that encourage future teachers to study and assimilate subject geographic knowledge and form the professional competencies of a geography teacher. The creation of an environment conducive to continuous professional development of future geography teachers is characterized by a comfortable moral and psychological climate at the university; growth of the culture of academic integrity and responsibility of all participants in the educational process; implementation of pedagogical facilitation and tutoring in the training of future geography teachers; stimulating future teachers of geography to self-education and self-development, considering the individual characteristics. Conclusions. The innovative direction of the content of education, forms, methods and means of training for the preparation of future geography teachers for continuous professional development is determined through the introduction of an innovative educational environment by combining both traditional forms of education and using of innovative methods, technologies, learning tools (introduction of case technology, use electronic geographic maps and atlases, digital excursions and virtual tours, geoinformation systems and technologies, etc.). Individual scientific research in the system of training future teachers of geography for continuous professional development is determined by the individuality, continuity and consistency of research work through the study of theoretical and methodological features of teaching geography in institutions of general secondary education.

Institutional Characteristics Influencing Medical Student Selection of Primary Care Careers: A Narrative Review and Synthesis.

There is an ongoing shortage of primary care physicians in the United States. Medical schools are under pressure to address this threat to the nation's health by producing more primary care graduates, including family physicians. Our objective was to identify institutional characteristics associated with more medical students choosing primary care. We conducted a systematic literature review with narrative synthesis to identify medical school characteristics associated with increased numbers or proportions of primary care graduates. We included peer-reviewed, published research from the United States, Canada, Australia, and New Zealand. The existing literature on characteristics, including institutional geography, funding and governance, mission, and research emphasis, was analyzed and synthesized into summary statements. Ensuring a strong standing of the specialty of family medicine and creating an atmosphere of acceptance of the pursuit of primary care as a career are likely to increase an institution's percentage of medical students entering primary care. Training on regional campuses or providing primary care experiences in rural settings also correlates with a larger percentage of graduates entering primary care. A research-intensive culture is inversely correlated with primary care physician production among private, but not public, institutions. The literature on institutional financial incentives is not of high enough quality to make a firm statement about influence on specialty choice. To produce more primary care providers, medical schools must create an environment where primary care is supported as a career choice. Medical schools should also consider educational models that incorporate regional campuses or rural educational settings.

INSTITUTIONAL GEOGRAPHY ONCE MORE? DEVOLUTION ECONOMICS NORTHERN IRELAND STYLE

AbstractIn this paper, we investigate devolution in the Northern Irish context. The role of institutional geography is highlighted. Both contemporary and historical (c. 1921–1972) devolution models are discussed. It is argued that institutional factors provide explanations for economic weaknesses found under both devolution models. The evidence presented suggests that the institutional geography has both changed and exhibited continuities and we discuss these features in relation to contemporary issues. In particular, it is argued that institutional geography considerations have shaped the creation of the current review of tax devolution as well as the creation of an independent fiscal council.

PRACTICAL ASPECTS OF TRAINING FUTURE TEACHERS OF GEOGRAPHY AND ECONOMICS FOR PROFESSIONAL ACTIVITIES IN NEW UKRAINIAN SCHOOL

The article considers the importance of the practical component in the training of future teachers of geography and economics in higher education institutions. It was established that in the conditions of general secondary education reform, it is necessary to take into account the conceptual provisions of the National Academy of Sciences and the legislative and regulatory framework in the content of educational and professional programs for the training of teaching staff, especially the practically oriented aspect of teaching technologies. It is emphasized that it is important to project the learning outcomes of higher pedagogical education graduates for future professional activity in the conditions of the New Ukrainian School, to ensure the formation of the technological component of professional competence in order to implement the competence approach when teaching school courses in geography and economics at the National Academy of Sciences. The purpose of the proposed study is to substantiate the practically oriented aspect of training future teachers of geography and economics of the basic school at Lesya Ukrainka Volyn National University. To solve this problem, the author of the article analyzed the regulatory and legal framework, revealed the content of the educational and professional program for the training of future teachers of geography and economics at the I (bachelor) level of higher education at Lesya Ukrainka Volyn National University, presented the results of the study of the level of satisfaction of students with the organization and content of the practical oriented aspect of OP. The scientific novelty of the material lies in the fact that the author presents proven experience of the content and organization of practice according to an educational program that has no analogues in the environment of higher education. The proposed material can be used to train future teachers of geography and economics in other institutions of higher education. Conclusions are made about the importance of reviewing and improving the practice-oriented aspect of training in view of the stages of reforming school education within the conceptual foundations of the New Ukrainian School. The article summarizes the work experience of the Department of Economic and Social Geography of the Volyn National University named after Lesia Ukrainka, offers the author’s vision of ways to improve, the results of a sociological survey of higher education students regarding the problem.

Geographies of the public library: Institutions, architectures, interactions

AbstractPublic libraries are increasingly recognised in popular discourse as key sites within urban space. They are implicated in encompassing projects of civic investment and abandonment, education and memorial, as well as providing specific settings for the unfolding of everyday life. However, despite their clear geographical dimensions, geographers have only taken a sporadic interest in public libraries. By taking stock of existing geographical research and extending into allied literatures, the paper proposes three interconnected directions of enquiry, through which geographies of the public library might be considered. First, institutional geographies of the public library involve political‐economic projects and processes, and the changing practices of an institution. Second, architectural geographies of the public library involve aesthetics, arrangement and naming of libraries, focusing on transformation at a branch scale. Third, interactional geographies of the public library involve relations between individuals in the physical library, and the increasing work of care for librarians and other library staff. In the face of digitisation, austerity and other forces that appear intent on assigning the physical presence of the public library to history, this paper highlights some key reasons for their continuing endurance in place, and suggests an agenda for emerging scholarship.

The Moderating Role of Geographical Diversification among the Nexus of Institutional, Power and Space Factor on Economic Geography

The present paper aims to explore the relationships among the institutional factor, power factor, space factor and economic geography in Poland. The goal of the study also consists of the examination of the moderating role of geographical diversification among the nexus of institutional factor, power factor, space factor and economic geography in Poland. The data has been gathered by using primary data collection methods and used survey questionnaires for data collection along with simple random sampling to select the respondents and PLS-SEM for data analysis. The results revealed that institutional factor, power factor, space factor have a positive association with economic geography in Poland. The outcomes also concluded that the geographical diversification is moderating among the nexus of institutional factor, power factor, space factor and economic geography in Poland. These findings are suitable for the regulators that they should focus on institutional power and space factor that would improve the economic geography in Poland.

Disciplinary geopolitics and the rise of international development studies in China

There has been a growing political and scholarly interest in the re-emergence of Chinese development cooperation and this work explores the construction of South-South spatial matrix of knowledge, power and imagination. The paper examines the critical geopolitics of producing international development studies in China as an intellectual project over the last 5–10 years, in close relation to the Belt and Road Initiative (BRI). Drawing on eight months' fieldwork in Beijing, it develops a political economic geography of individuals, institutions and ideologies that have shaped the geographically and politically situated processes of inventing Chinese international development studies. The paper traces the spatial genealogy of the disciplinary regime, making visible the rise of a division of social scientific labour at a complicated moment of geopolitical flux, especially against the backdrop of intensifying US-China rivalry. It also maps out the tensions and nuances in an uneven field of knowledge and power. The future of the nascent state-disciplinary apparatus is uncertain, not least dependent on China's ongoing reinterpretation of its national identity and national mission.