(Re)creating places and spaces in two countries: Brazilian transnational migration processes

Brazilian immigration to the United States is a relatively recent phenomenon that gained momentum in the 1980s in unprecedented numbers. Today an estimated 1.2 million Brazilians live in the United States. Brazilians (re)create transnational places and spaces through social, cultural, and economic practices, within the immigrant receiving communities of Marietta, Georgia, and Framingham, Massachusetts, in the United States. They also incorporate and add new elements to their livelihoods in the respective sending communities of Piracanjuba, in the state of Goiás, and Governador Valadares, in the state of Minas Gerais, in Brazil. How are these Portuguese-speaking Brazilian immigrants shaping and (re)creating new places and spaces? In what ways and spheres do transnational exchanges affect two places of destination in the United States and two places of origin in Brazil after migration occurs? Using multiple methods, which include in-depth interviews and participant observation, this paper addresses these questions by evaluating the changes incurred by migration. I use a framework perspective that is largely from outside the Latino/Hispanic context. Migration processes are just as much about those who leave Brazil for the United States as it is about those who return to Brazil (i.e. returnees) and what happens to those respective receiving and sending communities in both countries.     

论汉藏人文地理分界线——以河洮岷地区为中心的分析

历史时期汉藏人文地理分界线在青藏高原东北缘曾有三次较大的变动。文章论述了三次汉藏人文地理分界线的形成、摆动与稳定及其环境意义。认为,雪山(祁连山)—黄河分界线是唐蕃依据地理条件最有利原则下的一种势力范围划分;六盘山—陇山分界线是地理条件决定下的唐蕃分界线;唐蕃以后汉藏人文地理分界线的缓慢西移并最终稳定在河洮岷一线,汉藏民族的经济理性行为是其重要的影响因素。     

Doctoral dissertations in human geography from Swedish universities 1884–2015: demographics,formats and productivity

The doctoral dissertation is a key component of postgraduate education that plays an important role for knowledge production and hence the development of a discipline. Swedish human geography currently lacks an overview of dissertations. This article fills this knowledge gap by reporting findings from a unique database covering all doctoral dissertations between 1884 and 2015. The paper focuses on the demographics of the authors (age, gender), the format of the dissertation and explores productivity variations for authors of compilation dissertations. The findings show a notable increase in the number of doctoral dissertations since the late 1960s but a decreasing share of doctoral dissertations in the social sciences since the 1970s. In terms of demographics, we show that while the age of the authors remains relatively stable, the gender-balance has improved considerably. In terms of format, the monograph has rapidly given way to compilation dissertations, which now account for half the number of dissertations. More than 70% of all dissertations are now published in English. Statistical results suggest that the likelihood of completing a compilation dissertation is greater if the doctoral candidate is young and if attending Umeå University. But individual author productivity for compilation dissertations is mainly influenced by unobservables.     

新世纪国际人文地理学发展格局与多样性:基于2000-2017年SSCI期刊的文献计量分析

本文以2000-2017年人文地理学的SSCI论文为基础数据,通过文献计量法分析了国际人文地理学的发展格局、地区差异和多样性。结果显示：①国际人文地理学存在着高度极化的发展格局,其中英美占据绝对的优势,欧洲国家构成了第二圈层,中国是唯一进入世界人文地理大国的发展中国家。②根据不同国家的学科结构,全球人文地理学大国大致可以分成四大阵营——盎格鲁国家、亚太国家、中南欧国家和北欧国家,这些国家的学科分异表现出了很强的地域性和历史传承性。③最后,本文发现人文地理学学科的多样性与单位研发投入的SSCI论文之间存在着较为显著的正相关关系,即学科结构越均衡越有利于学科的创新和高水平论文的产出。     

高速铁路对成渝城市群区域可达性和城市相互作用格局的影响

利用加权平均出行时间、日常可达性指数、经济潜力指数与可达性系数四项指标，分析高铁对成渝城市群县域可达性的影响。同时，基于引力模型测算高铁开通前后城市间经济联系强度，分析高铁对城市相互作用格局的影响。结果显示：高铁建设极大地提高了成渝城市群的区域整体可达性水平，并表现出显著的“廊道效应”；区域内部交通基础设施布局差异显著，高铁建设在显著改善部分城市可达性水平的同时扩大了相对可达性水平的差距；高铁建设强化了重庆主城区和成都市区的核心地位，且后者获得了更大的发展潜力；区域中心城市经济辐射能力得到提升，但仍与双核心保持着极大的差距；城市轴带在高铁推动下发育成型，但成渝一小时交通圈并未有效衔接，中部地区呈现“塌陷”的局面。     

The social and economic fall of the salmon/brander clan of tahiti

Between the 1840s and 1880s, the Salmon and Brander families, of mixed British and Tahitian origins, dominated the social, commercial and, to some extent, also the political scene in Tahiti. One member married a Tahitian princess, and both families were connected through marriage and business to one another. Another member was married for a short time to the last king of Tahiti and, since she survived him for many years, was called ‘the last Queen of Tahiti’. That, for a time, also added to the prestige of what can truly be called a ‘clan’. Since each of the families had nine children, there were sufficient descendants who could have held the group together, although the progenitors died when many of their offspring were still minors. But commercial inability, distrust of one another, faulty personnel decisions and fighting for a share of the inheritance was responsible for the disappearance of the clan within a generation.     

Practice What You Teach: Facilitating Anarchism In and Out of the Classroom

Abstract: In recent years, human geographers have criticized the increasing corporatization, commodification, and objectification of knowledge production, and have looked to critical pedagogical frameworks that seek to counteract these forces. Anarchism, as a body of theories and practices, has a long history of engagement with radical pedagogical experimentation. Anarchism and geography have much to contribute to one another: anarchism, through its support for creative, non‐coercive, practical learning spaces, and geography, for its critical examination of the spaces of education. In this paper, I evaluate the prospects for anarchist‐geographic pedagogies theoretically, as well as through my own experiences teaching and learning about anarchism over the past decade in a liberal arts, higher education US environment. I argue for a combined critical anarchist‐geographic pedagogical approach that appreciates the challenges of building alternative learning models within existing neoliberalizing institutions, provides the necessary tools for finding uniquely situated opportunities for educational change, and emplaces a grounded, liberating, student‐led critical pedagogy.     

The fear of downward social mobility in late medieval England

ABSTRACT

Studies of medieval social mobility have tended to focus upon the success of socially ambitious, generally male, careerists. Alongside this tendency to use social mobility as a synonym for upward mobility has been a tradition of assigning the most agency in creating economic change to ambitious entrepreneurs. This article redresses these imbalances by exploring status anxiety and the fear of downward mobility in late medieval England. Using the surviving letter collections of the fifteenth century together with medieval literature, this article explores not only the importance of gender and the life cycle in shaping these fears but also the subtle distinctions between status anxiety, which often accompanied positions of authority, and a fear of imminent social decline, generally precipitated by financial difficulties. Through a reconsideration of demesne lessees and fraternities and guilds, it also shows how such anxieties and fears could affect both rural and urban economic developments.     

Female representation in the higher education of geography in Hungary

This paper charts the changing female representation in the higher education of geography, connecting it with the faltering development of feminist geography in Hungary. The transition from socialism to capitalism has compounded gender inequalities while many of the relevant statistical data display gender blindness. Gender issues fail to form a coherent part of national political debates while women's opportunities in Hungarian higher education and research have only recently been examined. Constraints on issues of equal opportunities within Hungarian geography are discussed.     

Exploring youth socio-spatial perceptions of higher education landscapes through sketch maps

Previous research on broadening participation in higher education and Science Technology Engineering and Math has inadequately examined the role of place. This article explores the socio-spatial perceptions of youth of a college campus and changes in perceptions youth experience during their transition from being a university neighbor to becoming part of a university community. This study uses sketch maps and qualitative Geographic Information Systems to document the changing perceptions of 43 youth aged 14–18 during their participation in a university program. The results suggest that some students started to identify with campus spaces as a university student or employee rather than as a neighbor of the university.