GUEST ESSAY: THINKING LIKE A GEOGRAPHER

Compared to the geographic wasteland south of your border, geography appears to have fared well in Canada, both as a formal discipline extending our understanding by illuminating the human and physical worlds, and as a subject taught at all levels to create informed and aware citizens. I known you think much remains to be done, and perhaps things always look a bit greener on the other side of the hill, but I hope you will not mind my somewhat envious gaze. In fact, when I received the five volumes of the 'curriculum guideline' for geography, issued by the Ontario Ministry of Education for the intermediate and senior divisions of your high schools (ome 1988), my feelings were not so much envy as panic, a panic that rapidly induced something close to intellectual paralysis. Because in a moment I can only describe now as utterly weak and foolish, I started to read them, only to learn that your senior students 'analyze, interpret … explain … design and develop networks, systems and simulations that involve six or more variables' (ome 1988, A12).
In retrospect, I still think my panic was justified. After 30 years of hard post-doctoral work I have reached the point where I can think about the interactions of maybe three variables, but hardly the combinatorial possibilities of six. Such ineptness would mean that I might just squeeze into your tenth grade and from there slowly work my way over the next two years towards those Olympian heights of analytical thought where dwell Ontario's high school graduates.     

Cost‐benefit appraisal of the industrial areas programme in Greece: Aims,methodologies and assumptions

The Industrial Areas Programme in Greece aims to promote and propagate industrial activity in targeted regions. The policy mainly provides for the acquisition of industrial land and the development of the public infrastructure and has been operational since 1968. The objectives of this research are to evaluate the cost‐effectiveness of this policy in terms of the stated aims. Cost‐benefit methods are used to compare the likely outcomes of the policy in the light of the resources deployed. The research illustrates the variety in performance levels that individual projects achieve but concludes overall that the programme has been more than worthwhile. This paper deals with the objectives of the study and how they are to be achieved.     

Spatial Diffusion of the HIV/AIDS Epidemic: Modeling Implications and Case Study of AIDS Incidence in Ohio

This paper extends a compartmental epidemiological model for HIV transmission and AIDS incidence to include hierarchical and expansion spatial diffusion. An implication of the resultant model is that hierarchical diffusion causes the large infection growth rates of densely populated areas at the top of the central places hierarchy to “chain” down and dominate small local growth rates during the exponential-growth phase of the epidemic. Also, hierarchical diffusion causes a high transient growth rate in the first few years of a local epidemic. The spatial compartmental model fits observed AIDS incidence spatial diffusion patterns in Ohio reasonably well.     

Book reviews

P. L. Thomas (tr.). Hikayat Panglima Nikosa: The story of Panglima Nikosa, with an introduction and notes by R. H. W. Reece and P. L. Thomas. v, 45, 29 pp. Sarawak: Persatuan Kesusaster‐an Sarawak, [^C1983].

Russell Jones (ed. and tr.). Hikayat Sultan Ibrahim: the short version of the Malay text. [v], 78 pp. Dordrecht: Foris Publications, 1983. (Koninklijk Instituut voor Taal‐, Land‐ en Volkenkunde. Bibliotheca Indonesica, 24.) Guilders 20.     

The changing nature of GIS and the provision of formal GIS education in the UK: a case study

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This paper explores the changing landscape of U.K. degree level GIS education drawing on contemporary information from Higher Education Institution websites and a case study of the first single honours degree in GIS in Europe. The paper identifies a rise and fall in the number of named undergraduate “GIS” degrees since the late 1980s sandwiched between the continuation and development of postgraduate qualifications. In parallel with this trend the teaching and learning of GIS skills has emerged as a core component of undergraduate degree programmes with “Geography” in their title and in national school and degree level benchmarking statements for the discipline.