Geographical Knowledge Research Articles

Mapping cognitive place associations within the United Kingdom through online discussion on Reddit

AbstractThis paper explores cognitive place associations; conceptualised as a place‐based mental model that derives subconscious links between geographic locations. Utilising a large corpus of online discussion data from the social media website Reddit, we experiment on the extraction of such geographic knowledge from unstructured text. First we construct a system to identify place names found in Reddit comments, disambiguating each to a set of coordinates where possible. Following this, we build a collective picture of cognitive place associations in the United Kingdom, linking locations that co‐occur in user comments and evaluating the effect of distance on the strength of these associations. Exploring these geographies nationally, associations were shown to be typically weaker over greater distances. This distance decay is also highly regional, rural areas typically have greater levels of distance decay, particularly in Wales and Scotland. When comparing major cities across the UK, we observe distinct distance decay patterns, influenced primarily by proximity to other cities.

A knowledge-guided visualization framework of disaster scenes for helping the public cognize risk information

As an important application of virtual geographic environments (VGEs), virtual disaster scenes are essential in enhancing the public’s risk awareness. However, existing virtual disaster scene visualization methods lack expert guidance and fail to meet the public’s requirements, resulting in an ineffective public understanding. Therefore, this paper proposes a knowledge-guided disaster scene 3D visualization framework. First, the public’s demand for disaster scene visualization is analyzed, and a geographic knowledge graph of disaster scenes is constructed. Second, through the guidance of the knowledge graph, the virtual disaster scenes are fusion modeled and suitability represented. Third, a diverse organization and adaptive scheduling method of disaster scene data for multi-computing devices is established. Finally, we developed a prototype system for disaster scene visualization, selected a typical disaster, and conducted cognitive experiments with eye-tracking technology. The results show that the proposed method can effectively support the adaptive visualization of virtual disaster scenes for four computing devices and maintain an efficient frame rate. In addition, compared with other disaster scene visualization methods, our framework incorporates semantic knowledge of scene, user, demand, and space. It can effectively convey disaster information and help the public cognize disaster risks and has significant advantages in modeling standardization, personalization, and adaptability.

Investigating the Impacts of Inquiry-Based Learning on Students' Understanding of Geographical Concepts

The inherent complexity of geography is encapsulated within the comprehensive curriculum frameworks that guide instructional methodologies in senior high schools. This exploration delineates the pedagogical trajectory within a distinct context, namely Class X-1 Sosial Science at Madrasah Aliyah Negeri (MAN) 20 Jakarta, encompassing a diverse cohort of 36 students, comprised of 16 males and 20 females. The Kemmis McTaggart action research model was utilized to examine the effectiveness of an inquiry-based learning approach in augmenting students' conceptual grasp of the dynamics of the hydrosphere. Preliminary observations from cycles I and II indicate a noticeable enhancement in students' geographical conceptualization, particularly with respect to hydrospheric phenomena. Initial reticence observed during the initial exposure to inquiry-based modalities transitioned into increased engagement in subsequent iterations. This shift was significantly influenced by the gradual integration of argumentative discourse in the learning process, indicating a critical interplay between methodological familiarity and student activation. This investigation highlights the crucial role of customized pedagogical strategies in unravelling the intricate tapestry of geographical knowledge, thereby fostering an enriched educational environment conducive to both cognitive and experiential learning in the field of geography.

Critical Review of Geographic Illiteracy in the United States: A Multifaceted Analysis

This paper explores the concept of geographic illiteracy in general, and specifically in the United States over the last several decades. The researcher sets out by placing geographic literacy concerns and challenges within the context of the broader literacy challenges raised in the United States in the last quarter of the previous century via the 1983 published landmark education report, A Nation At Risk. Geography illiteracy, also called ‘geo-illiteracy’ is demonstrated from reports and statistics comparing geographic achievements internationally among nations in certain cohorts, and the state of geographic education nationally, is examined. The importance of geography education-literacy is highlighted, and the researcher explores several authoritative sources including organizations, scholars, and writers on the subject, and then from an analysis of the extant literature, devises “Five Theses” as to the causes of geographic illiteracy (culture value thesis, curricular thesis, corporate-economic value thesis, and perceptions of geography thesis). The consequences of geographic illiteracy are then examined under “Five Themes” referred to as ‘challenges’ (environmental-sustainability challenge, economic challenge, national competitiveness challenge, threat to national security challenge, and well-being and happiness challenge). Finally, the researcher presents several recommendations for improving geographic literacy across the United States, noting that a public policy effort by the federal and state governments must ultimately be the most viable solution to improving the geographic knowledge and skills of American citizens.

‘We find our way!’ Preschool children express their mapping skills

ABSTRACT Raising consciousness about the concept of the physical environment and learning ways to find a street or targeted destination in early childhood are important in developing children’s cognitive skills. Map skills and spatial thinking can help children to solve a wide variety of problems in their daily lives (Gökçe, 2015). This study aimed to explore how preschool (five-year-old) children understand and use geographic knowledge in practice. A case study using the Mosaic approach was run to collect data from a series of seven carefully planned sessions, conducted in a rural public preschool in a city of southern Turkey. Pre- and post-activity tests were used to gauge children’s knowledge of maps and mapping, and observations were made as to how children reacted to mapping skills activities. Utilisation of mapping tools was taught and children’s knowledge about mapping skills was increased.

Географія та спортивне орієнтування в закладах освіти

Studying geography in school helps students develop a comprehensive understanding of the geography of the planet, including the study of their home country and territory, as well as the study of global laws and processes. By mastering geographic knowledge, schoolchildren can realize the role of geographic knowledge in solving various economic and social problems. Geography also has a significant impact on student development. Orienteering is a recreational sport in which participants must overcome a certain number of control points located on the terrain as quickly as possible. In addition, sports orienteering is a recreational activity that strengthens health, promotes the development of physical activity and improves mental activity. Combining orienteering with geography learning is a method that uses the practical application of geographic knowledge to improve a variety of skills.

How Do Highways Enable Firm Productivity? The Role of Innovation

Transport infrastructure has been found to shape various outcomes of economic organizations by lowering travel costs and improving market access. In this article, we examine the spillover effect of highways on firm-level productivity and introduce innovation as a potential underlying mechanism. We argue that connection to national highways overcomes the localization of knowledge spillover by connecting ideas, information, knowledge, and talent across regions, which further improves firm productivity. Using a manufacturing sample from 1998 to 2007 in the context of China, we find a positive relationship between connection to the highways and firm productivity, and this relationship is mediated by innovation performance. Our results also suggest that such a mediating effect is strengthened when a firm is located in a region with greater market liberalization or intermediary development. Our findings add to the knowledge of economic geography by providing new insights into the interplay between infrastructure and organizational outcomes.

«В Историко-архивном институте историческая география еще не совсем исчезла»: письма О.М. Медушевской В.К. Яцунскому (1956—1966 гг.)

The publication includes the letters by O. M. Medushevskaya to V. K. Yatsunskiy written in 1956–1966. They are of interest to the study of the beginning of O. М. Medushevskaya’s research path, which is associated with historical geography and the history of geographical knowledge. The letters’ main themes are — the work of O. M. Medushevskaya at the Department of Auxiliary Historical Disciplines of the Moscow State Institute for History and Archives, preparation for publication of the lectures on the 17th—19th centuries maps, consultation of E. G. Istomina (Gelman) on the topic of the candidate dissertation (about the historical geography of the Novgorod province in the 18th century). These published sources are of particular interest for studying intergenerational communication between V. K. Yatsunskiy and O. M. Medushevskaya, the relationship between the teacher and the student. The letters were found in the personal fund of V. K. Yatsunskiy in the Archive of the Russian Academy of Sciences.

Kartiranje na osnovu otvorenih izvora podataka u digitalnom obliku

Mapping based on open data sources in digital form represents a revolution in geoinformatics science and practice. Traditionally, the mapping approach required significant material resources and expertise to create accurate and up-to-date maps. With the development of geographic information systems (GIS) and an increasing number of websites that provide free access to a huge volume of geospatial information, this way of mapping is becoming more and more present. Open data sources, often free or at low cost, support the download or use of global geospatial data. This enabled the spread of geographical knowledge and skills at a much higher level, including individuals, organizations and social communities. Open data sources provide new mapping opportunities, enabling better understanding and solving complex problems in different fields. The paper systematizes knowledge and techniques from this area and, on the example of the Military Geographical Institute, shows the need for both the use and sharing of such data.

17-ՐԴ ԴԱՐԻ ՀԱՅԵՐԵՆ ՏՊԱԳԻՐ ՈՒՍՈՒՄՆԱԿԱՆ ՁԵՌՆԱՐԿՆԵՐԸ / ARMENIAN PRINTED STUDY MANUALS OF THE 17TH CENTURY

The purpose of this article is to present and analyze printed Armenian or Armenian-language manuals and textbooks of the 17th century. The task of the given article is to highlight the types of these manuals and textbooks, justify their functionality, and present their functions. In the 17th century, the concepts of textbook and manual were relative in some sense, due to the fact that they did not have a specific addressability, for example, related to age, as is in the case of modern textbooks and manuals. The article is written using analytical, historical, and comparative methods. In this article we conclude that the Armenian or Armenian-language textbooks and study guides printed in the 17th century, especially those published in Rome, Milan and Paris, although propaganda in nature, were aimed at specific activities and were designed in such a way that they could be used by anyone who wanted to learn Armenian. The manuals printed by the Armenian church or Armenian printers environment were also intended for adults. Manuals for merchants teach geographical knowledge, calendar calculations and mathematics. In addition to religious-ecclesiastical literature, publications of the 17th century devoted to various fields of science were, in fact, not studies related to these fields, but manuals presenting knowledge in these fields to the Armenian-speaking reader in a generally accessible language which significantly increases the number of educational publications of the 17th century.

GEÓGRAFA FORJADA A PARTIR DAS VIVENCIAS E EXPERIENCIAS NO SERTÃO

The article follows the paths of Mrs. Maria Geralda, a geographer forged from first-hand experiences in the so-called "sertão" (drylands in the Northeast of Brazil). It highlights, mainly, her stay in the state of Ceará, very expressive for the construction of her professional profile. In Ceará, she experienced dividing herself between the institutional academic life and the political militancy based on geographic knowledge. It also focuses on the places of her comings and goings around the world. Maria Geralda sensed, from the sea, the need to better understand the "sertão", her other passion. She used to claim that the construction of the geographic knowledge and the causes of its subjectivity result from a transposition of an image of objects, practices and spatial processes, and consists in the coherent selection of certain elements considered relevant, to the detriment of others. This pathway she didn't tread alone. Each year, those who approached her formulations and guidelines grew in number. More than a homage, the text is the expression of affection, tenderness, and admiration. Keywords: Homage, Trajectory, Geographic Knowledge.

Geographical reflections in the Bhagavad Gita: Lessons for the 21st century

Bhagavad Gita with reference to geographical reflection and environmental education for sustainability of modern world. The study is concentrated to reinterpretation of passages of Bhagavad Gita with reverence to geographical knowledge and insights for ecology, economy and societal sustainability. The method of the study is narrative by using qualitative approaches. The findings of the study clearly reveal that the insights of Bhagavad Gita is essential, important and useful for modern world in order to develop ethical and moral grounds for deep ecology i.e. co-existence of soil (mother earth), soul (spiritual value for connecting human action to universe) and society (equidistance of cultural values and traditions for the principle of live and late live).

PENGEMBANGAN MEDIA PEMBELAJARAN VLOG (VIDEO BLOGGING) PADA MATERI PENGETAHUAN DASAR GEOGRAFI DI KELAS X IPS SMA NEGERI 1 TAPA

A vlog is a video containing opinions, stories or daily activities which are usually written on a blog. Vlogs can be used as learning media because they are easy to create and manage by anyone. This research aims to develop learning media using Vlog (Video Blogging). The method used in the research is development research with the ADDIE model. The results of this research can be concluded that the development of learning media using Vlog (Video Blogging) has passed validity trials by material experts who got a percentage score of 86.66%, the next validator is a product expert validator who got a percentage score of 95.55% and finally by an expert validator learning which obtained a percentage of 88.57%. The results of students' responses to learning media using Vlog (Video Blogging) Basic Geography Knowledge material were carried out twice, namely a limited scale test and a general scale test. The limited test in class X-1 SMAN 1 Tapa got a result of 87.2%, while the general test in class Vlog (Video Blogging) can be used in the learning process in class related to basic Geography Knowledge material. Keywords: Vlog, Video Blogging, Basic Geography Knowledge, ADDIE

The connections between Historic Urban Landscape layers in Jingdezhen, the porcelain capital of China

The Historic Urban Landscape (HUL) approach offers an innovative integrated approach to urban conservation based on layering analysis. However, adapting the HUL layering model to the East Asian context, particularly China, is problematic. This issue can be addressed by incorporating connection analysis into the HUL approach. The current study emphasises the need to consider the interwoven spatial structure of the urban landscape and treat deeper cultural-natural ties as those embodied in the traditional Chinese concept of Fengshui. Taking Jingdezhen, the historic centre of China’s traditional ceramics industry, as a case study, this study demonstrates local knowledge of natural geography and local intelligence regarding settlement location and design. The results indicate that the natural system is at the core of Jingdezhen’s HUL, and the elements of nature, function and spirit form a holistic and interactive system.

All mixed up in the terrain: The geographic knowledge of mamelucos applied by Jesuits in the cartographic production of Paraguayan Backlands (1746-1753)

Cartographic images made by Jesuits in the 18th century turned out to be transnational and locally mixed cognitive experiences, as these missionary agents of a global institution were forced to establish a collaborative relationship with the multicultural spaces where they settled and undertook their activities. One of the cartographic genres developed by the missionaries, the Paraquariae Provinciae, combined information and geographical knowledge of the mamelucos, a mestizo social type of Amerindian with white Portuguese settler which has been widely acknowledged but poorly elucidated by the historiography making process. The present paper aims to address these issues by applying concepts and methods of critical cartography in order to compare maps built by the Jesuits.

Geographic Knowledge Base Question Answering over OpenStreetMap

In recent years, question answering on knowledge bases (KBQA) has emerged as a promising approach for providing unified, user-friendly access to knowledge bases. Nevertheless, existing KBQA systems struggle to answer spatial-related questions, prompting the introduction of geographic knowledge ba se question answering (GeoKBQA) to address such challenges. Current GeoKBQA systems face three primary issues: (1) the limited scale of questions, restricting the effective application of neural networks; (2) reliance on rule-based approaches dependent on predefined templates, resulting in coverage and scalability challenges; and (3) the assumption of the availability of a golden entity, limiting the practicality of GeoKBQA systems. In this work, we aim to address these three critical issues to develop a practical GeoKBQA system. We construct a large-scale, high-quality GeoKBQA dataset and link mentions in the questions to entities in OpenStreetMap using an end-to-end entity-linking method. Additionally, we develop a query generator that translates natural language questions, along with the entities predicted by entity linking into corresponding GeoSPARQL queries. To the best of our knowledge, this work presents the first purely neural-based GeoKBQA system with potential for real-world application.

Diagnosing urban traffic anomalies by integrating geographic knowledge and tensor theory

ABSTRACT Urban traffic anomaly diagnosis is crucial for urban road management and smart city construction. Most existing methods perform anomaly detection from a data-driven perspective and ignore the unique spatiotemporal characteristics of traffic anomalies, resulting in reduced accuracy or incorrect extraction of anomalies. In this study, we integrate geographic methods with high-dimensional tensor theory and develop a comprehensive framework for traffic anomaly diagnosis. The framework is divided into three parts: road traffic status acquisition, traffic anomaly detection, and urban anomaly analysis. First, we perform filtering and map matching on the trajectory data to obtain the traffic states of urban roads and construct them into a tensor. For traffic anomaly detection, a novel Spatio-Temporal constrained Low-Rank Sparse Tensor (ST-LRST) method is constructed to decompose urban traffic data into normal and anomalous components. Specifically, ST-LRST introduces a truncated nuclear norm, as a tighter nonconvex alternative to the tensor low-rank function, to more accurately estimate daily traffic patterns, thus improving the extraction accuracy of the sparse anomaly tensor. The spatiotemporal features of traffic anomalies are embedded into the sparse tensor to reduce the fragmentation and error rate of urban anomaly identification. To analyze anomalies, we study the characteristics of the anomalies detected by ST-LRST, such as duration, impact scope, and impact intensity. Subsequently, combined with crowdsourced geographic information, we comprehensively analyze the anomalous spatiotemporal variations in the road network and explain the factors that induce these urban anomalies. Experiments are performed using traffic data from Xi’an, China, and the results indicate that ST-LRST achieves the most accurate and comprehensive diagnosis of urban anomalies.

Translation urgency in our climate-challenged times: co-producing geographical knowledge on El Niño in Peru

ABSTRACT This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities’ knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times.

AugGKG: a grid-augmented geographic knowledge graph representation and spatio-temporal query model

ABSTRACTAs an emerging knowledge representation model in the domain of knowledge graphs, geographic knowledge graph can take full advantage of semantic, spatial and temporal information to facilitate answering spatio-temporal questions and completing relations. However, the representation of geographic knowledge graphs still has issues such as the difficulty of unified heterogeneous spatio-temporal data modelling, weak ability to answer spatio-temporal queries for dynamic multiobjective problems, and low efficiency of graph querying. This paper presents a grid-augmented geographic knowledge graph (AugGKG) based on the GeoSOT global subdivision grid model and time slice subgraph architecture. AugGKG discretely normalizes the spatio-temporal data of the graph, which involves five types of nodes and two types of relations. By using the geo-hidden layer of the graph and geocoding algebraic operations, the AugGKG can quickly answer complex multiobjective spatio-temporal queries and complete implicit spatio-temporal relations. Compared with existing geographic knowledge graphs (YAGO, GeoKG and GEKG), the comparative experiments verified the obvious advantages of AugGKG in terms of uniformity of accuracy, completeness, and efficiency. Hence, AugGKG is expected to be regarded as an innovative and robust geographic knowledge graph that can perform fast computation and relation completion for complex spatio-temporal queries in future geospatial question answering applications.

Формиране на географска компетентност за устойчиво развитие чрез проектна дейност

The formation of geographical culture among students combines geographical literacy, geographical competence and models of behavior in the geographical space for the achievement of quality geographical education. Geographical competence is made up of geographical knowledge, specific geographical skills, models of reasonable behavior related to a valuable and emotional attitude to the problems of the people on Earth, human activities and the natural environment directly related to sustainable development. Project work is a complex methodological tool aimed at complex educational goals, very suitable for forming geographical competence for sustainable development. The projects give a wide range of practical opportunities for realization, a great „freedom” in the work of the students. The results of the project activity are multiplied in a wide range of activities and events.