Restructuring physical geography

The tripartite division of physical geography into geomorphology, climatology and biogeography is still often quoted, but developments in the last two decades have resulted in restructuring of the discipline. Significant publications by physical geographers now occur dominantly in multidisciplinary rather than in core geography journals. Analysis of the contents of ten journals and of the submissions to the 1996 UK Research Assessment Exercise (RAE) demonstrate the current pre-eminence of two sub-disciplines: geomorphology with hydrology, and Quaternary environmental change. Complementing research in the sub-disciplines, six trends towards a more integrated physical geography are identified as indicators of restructuring that has already occurred. Three futures are suggested for physical geography. The first, the status quo, is thought to be unlikely. The second, the disappearance of physical geography into other disciplinary areas would leave holistic investigations to other disciplines and so is undesirable. Thus, the third alternative, a renaissance of a more integrated physical geography, provides the most likely future. It is supported by existing integrative trends, provides a natural sequel to reductionist specialization, reflects the strong identity for the geographical approach to the earth and environmental sciences and the spatio-analytical approach integrating deductive and inductive studies, and it focuses on human–environmental interactions that could have implications for geography as a whole.     

The physical geography and geology of Australia

The aim of this paper is to review the availability, development and use of water resources in Scotland. Particular attention is paid to the consequences of recent deficiencies in rainfall and to the changing priorities which have influenced water management strategies through time. The need for a new approach to meet future requirements is outlined.     

The Effectiveness of Internet-based Instruction: An experiment in physical geography

Geographers increasingly use the Internet as an instructional tool in higher education. The effect of Internet-based instruction on learning, however, is essentially unknown. This research involves a matched-pairs experiment that assesses the differences in student performance between a group of students taking an Internet-based lesson in introductory physical geography, and another group learning the same material via traditional classroom methods. Both groups were subject to the same knowledge assessment post-test, and scores were statistically analysed to determine whether one instructional method led to better student performance over the other. Results show that the Internet can be a viable alternative instructional tool compared with traditional classroom methods.     

The sky is the limit: reconstructing physical geography from an aerial perspective

In an era of rapid geographical data acquisition, interpretations of remote sensing products are an integral part of many undergraduate geography degree schemes but there are fewer opportunities for collection and processing of primary remote sensing data. Unmanned Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the principles and practice of airborne remote sensing into field courses, enabling students to learn about image acquisition, data processing and interpretation of derived products. Two case studies illustrate how a low-cost “DJI Phantom Vision+” UAV can be used by students to acquire images that can be processed using Structure-from-Motion photogrammetry software. Results from a student questionnaire and analysis of assessed student reports showed that using UAVs enhanced student engagement and equipped them with data processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has the potential to provide students with opportunities to gain insight into various remote sensing data quality issues, although additional training is required to maximize this potential. Recognition of the successes and limitations of this teaching intervention provides scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how we measure the Earth’s surface and a reconstruction of how students do fieldwork.     

Mind and nature the physical geography of Alexander Von Humboldt

PHYSICAL GEOGRAPHY

Foundations of Climatology. By E. T. Stringer, xiii+586 pp., 194 illustrations. Techniques of Climatology. By E. T. Stringer, xiii+539 pp. 124 illustrations. Both books 10 1/4×7 3/4: W. H. Freeman, Reading, 1972. £6.30.

ECONOMIC GEOGRAPHY

Land, work and resources: an introduction to economic geography. By J. H. Paterson. 15 × 22.75 cms: xiv + 266 pp. 43 maps and diagrams. Edward Arnold, London, 1972. £3.60 (boards), £1.80 (paper).

A Geography of Trade and Development in Malaya. By P. P. Courtenay. 7 1/2 × 5 1/4, xii+286 pp., 28 maps, and 52 tables. Bell's Advanced Economic Geographies, London, 1972. £3.

SOCIAL GEOGRAPHY

Population Geography and the Developing Countries. By John I. Clarke. 8 1/4 × 5 3/4, xiii+282 pp., 43 ilust. Pergamon, Oxford, 1971. £1.75.

Cities and Immigrants. By David Ward, 9 1/4×6 1/4, xv+164 pp., 24 figures, 27 photographs, 17 tables, Bibliography, index. Oxford University Press, London 1971. £3.

REGIONAL

The Greeks how they live and work. By T. R. B. Dicks. 8 3/4 × 5 3/4, 175 pp., 16 illust. David &; Charles. Newton Abbot, 1972. £2.25.

Melanesia: a geographical interpretation of an island world. By H. C. Brookfield with Doreen Hart. 9 1/2×6 1/2, lx+463 pp., 76 figures, 46 tables, 24 plates, indexes. Methuen, London, 1971. £6.25.

Africa and Its Explorers. Edited by Robert I. Rotberg. 9 1/2×6 1/2, 351pp. London, Oxford University Press, 1971. £3.75.

Scandinavia. By B. Fullerton and A. F. Williams. 9×6, xiv+374 pp., 64 maps and diagrams 34 tables. Chatto &; Windus, London, 1972. £3.

EDUCATIONAL

Geography in Secondary Education. By N. J. Graves. 9 3/4 × 7 1/2 125 pp. 41 figs., References. Bibliographies. Geographical Association. Sheffield, 1971. 85p.     

The Training Of Geographers (on the curriculum of a college department of physical geography)

A Leningrad University physical geographer proposes reforms in the curriculum of his department in an effort to focus required courses more clearly on the needs of physical-geography students. He suggests the elimination of teacher-oriented courses since Soviet universities are designed to train research geographers. Although the required courses on Marxism are viewed as essential to the Soviet educational process, separate courses on atheism and on labor legislation strike the author as superfluous. The 300 class-hours thus saved might then be allotted to special-purpose courses with a direct bearing on physical-geography training. Revisions in several courses are suggested, with greater emphasis on seminar work to train students in independent research.     

The human geography of Lewis

The search for and early exploitation of oil and gas in Scottish waters have occurred over a brief time span. Considerable environmental problems have had to be overcome offshore and large servicing and engineering developments have been established onshore. The latter have generated particular pressures locally on labour supply and on the economic infrastructure of certain regions. The economic potential of oil has raised hopes for Scotland's future prosperity.     

From the Holiday to the Academy: Implications for physical geography in higher education arising from 'popular' field-based geography in Dorset

The popularity of physical geography at all levels of formal education is declining. This paper argues that a key factor in the decline may be the disparity between geographies studied within formal education and the popular geographies encountered during leisure pursuit. Through the example of the Jurassic Coast Project, an initiative for the interpretation of Dorset's coastal landscape, approaches towards the integration of popular and academic geographies are explored. Drawing explicit links between popular experiences and academic knowledge may benefit physical geography, improving its status amongst public and student audiences, and addressing the concerns that surround its decline within higher education.     

The challenge facing population geography

The current status of the study of population geography is examined, with some reference to the situation in the United Kingdom. The authors note that whereas the volume of studies in this area indicate its healthy growth, the subdiscipline has become increasingly distant from mainstream geography and runs the risk of being absorbed into general demography. The authors suggest that "population geographers, while taking a serious interest in the methods and philosophy of the neighbouring discipline of demography, should look elsewhere to find direction for their subdiscipline."