At the turn of the twentieth century, the modern epistemological framework of science superseded indigenous Chinese knowledge categories as the organizing unit for empirical knowledge about space. By the 1920s, pioneering Chinese intellectuals housed spatial knowledge under the new category of modern geography. While this framework for modern knowledge was rooted in the West, Chinese scholars innovated the discipline in ways that enabled them to consistently attend to fluctuating nation-building imperatives. Using autobiography, memoir, and periodicals produced by early Chinese geographers, this study explores how the intellectual shift toward spatial epistemological modernity facilitated modern China's entrance into the global nation-state system. Modern geographic knowledge ushered in new geopolitical claims and notions of citizenship that would define the new Chinese nation and its position in the world until today. / 2016-10-17

To succeed in today'­s globalized world, it is important to understand the places and cultures outside our own. Yet despite the acknowledged need for and importance of a greater understanding of the world, various surveys assessing geographic knowledge have demonstrated the geographic ignorance of people in the U.S. The purpose of this study is to assess the level of geographic literacy among undergraduate college students and to investigate factors that may influence geographic literacy. An on-line survey, adapted from the National Geographic/Roper 2002 Global Geographic Literacy Survey, was administered to a sample of undergraduate students at Virginia Tech. The survey included a geography "quiz" to assess knowledge of geography and world events and a background section to collect information about various factors that may influence the participants' geographic literacy. Over 400 students participated in the study. The data were statistically analyzed using the Mann-Whitney U and Kruskal-Wallis tests for differences in means. Contrary to much of the previous research, the participants in this survey demonstrated a good level of geographic knowledge. The mean score of the geography "quiz" was 81 percent. Some of the factors found to have influence on the scores were gender, international travel, major, fulfillment of Virginia Tech's Area 7 requirement, frequency of news media access, and type of news accessed. Age, academic class, GPA, residency status, junior/high school geography classes, international friends, and knowledge of foreign languages were found to have little or no influence." / Master of Science

Conventionally geographic data produced and disseminated by the national mapping agencies are used for studying various urban issues. These data are not commonly available or accessible, but also are criticized for being expensive. However, this trend is changing along with the rise of Volunteered Geographic Information (VGI). VGI, known as user generated content, is the geographic data collected and disseminated by individuals at a voluntary basis. So far, a huge amount of geographic data has been collected due to the increasing number of contributors and volunteers. More importantly, they are free and accessible to anyone.   There are many formats of VGI such as Wikimapia, Flickr, GeoNames and OpenStreetMap (OSM). OSM is a new mapping project contributed by volunteers via a wiki-like collaboration, which is aimed to create free, editable map of the entire world. This thesis adopts OSM as the main data source to uncover the hidden patterns around the urban systems. We investigated some fundamental issues such as city rank size law and the measurement of urban sprawl. These issues were conventionally studied using Census or satellite imagery data.   We define the concept of natural cities in order to assess city size distribution. Natural cities are generated in a bottom up manner via the agglomeration of individual street nodes. This clustering process is dependent on one parameter called clustering resolution. Different clustering resolutions could derive different levels of natural cities. In this respect, they show little bias compared to city boundaries imposed by Census bureau or extracted from satellite imagery. Based on the investigation, we made two findings about rank size distributions. The first one is that all the natural cities in US follow strictly Zipf’s law regardless of the clustering resolutions, which is different from other studies only investigating a few largest cities. The second one is that Zipf’s law is not universal at the state level, e.g., Zipf’s law for natural cities within individual states does not hold valid.   This thesis continues to detect the sprawling based on natural cities. Urban sprawl devours large amount of open space each year and subsequently leads to many environmental problems. To curb urban sprawl with proper policies, a major problem is how to objectively measure it. In this thesis, a new approach is proposed to measure urban sprawl based on street nodes. This approach is based on the fact that street nodes are significantly correlated with population in cities. Specifically, it is reported that street nodes have a linear relationship with city sizes with correlation coefficient up to 0.97. This linear regression line, known as sprawl ruler, can partition all cities into the sprawling, compact and normal cities. This study verifies this approach with some US census data and US natural cities. Based on the verification, this thesis further applies it to three European countries: France, Germany and UK, and consequently categorizes all natural cities into three classes: sprawling, compact and normal. This categorization provides a new insight into the sprawling detection and sets a uniform standard for cross comparing sprawling level across an entire country. / QC 20101206

O objetivo deste estudo é investigar possibilidades de construção de um saber geográfico na escola em processos de ensino e aprendizagem que consideram as experiências dos sujeitos envolvidos no processo. Saber este, que está para além do conhecimento científico acadêmico. Na relação entre os diversos conhecimentos que compõem a geografia escolar e na diversidade de práxis pedagógica, a construção de cada acontecer é singular, pois o universo escolar é composto de diversas possibilidades existentes a partir dos conhecimentos científicos, populares e das experiências. No caso da Geografia, a construção de um saber na escola, passa necessariamente pela compreensão das principais categorias de análise da Geografia, sobretudo o espaço geográfico e o lugar, com as quais os estudantes possam entender as relações espaciais existentes no espaço-tempo em que vivem. Assim, a perspectiva desta pesquisa é de uma ontologia no processo de ensino aprendizagem da Geografia, que destaca as experiências de cada um dos envolvidos neste processo. Os relatos de experiências que compõem esta dissertação surgem como possibilidades de se dar voz e vez às experiências vividas na construção de um saber geográfico na escola, sem perder o rigor na pesquisa e na docência ao contrapor, criticar, estimular e principalmente, possibilitar condições para que professores e estudantes sintam-se de fato, protagonistas no processo de ensino aprendizagem com as suas experiências vividas. / This study aims at investigating possible ways to acieve a geographical knowledge at ashcool through processes of teaching and learning which take in consideraton the experiences of the individuals involed the process. Such knowledge goes beyond the academic-scientific knowledge. In the relations involving the existing geographic knowledges in the school and the various possible pedagogical praxis, the construction of every event is unique for the school’s universe is made up by several possibilities such as popular and scientific knowledge as well as personal experiences. In the case of Geography, the construction of a given knowledge at school is necessarily linked with the understanding of the main categories of analysis of this discipline, especially the geographic space and the place with which the students ay become able to understand the existing spacial relations with in the timespace where they live. Therefore the perspective of this research is an ontology on the teaching-learning process of Geography which highlights the experiences lived by each individual involved. The reports of the experiences described in this article are a possibility to give voice to the experiences lived in the construction of the geographic knowledge at school but still focusing on the scientific method and on the research method by subjecting to the critique, stimulating and making possible to students and teachers feel like the real protagonists of the teaching-learning process with their own experiences.

106 f. / Submitted by PPGE PPGE (pgedu@ufba.br) on 2013-09-12T16:03:42Z No. of bitstreams: 1 Dissertação Fabio Final.pdf: 2902684 bytes, checksum: 13d4211afb963beee0c1d3c63db56452 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-09-17T20:17:25Z (GMT) No. of bitstreams: 1 Dissertação Fabio Final.pdf: 2902684 bytes, checksum: 13d4211afb963beee0c1d3c63db56452 (MD5) / Made available in DSpace on 2013-09-17T20:17:25Z (GMT). No. of bitstreams: 1 Dissertação Fabio Final.pdf: 2902684 bytes, checksum: 13d4211afb963beee0c1d3c63db56452 (MD5) Previous issue date: 2013 / CAPES / O objetivo deste estudo é investigar possibilidades de construção de um saber geográfico na escola em processos de ensino e aprendizagem que consideram as experiências dos sujeitos envolvidos no processo. Saber este, que está para além do conhecimento científico acadêmico. Na relação entre os diversos conhecimentos que compõem a geografia escolar e na diversidade de práxis pedagógica, a construção de cada acontecer é singular, pois o universo escolar é composto de diversas possibilidades existentes a partir dos conhecimentos científicos, populares e das experiências. No caso da Geografia, a construção de um saber na escola, passa necessariamente pela compreensão das principais categorias de análise da Geografia, sobretudo o espaço geográfico e o lugar, com as quais os estudantes possam entender as relações espaciais existentes no espaço-tempo em que vivem. Assim, a perspectiva desta pesquisa é de uma ontologia no processo de ensino aprendizagem da Geografia, que destaca as experiências de cada um dos envolvidos neste processo. Os relatos de experiências que compõem esta dissertação surgem como possibilidades de se dar voz e vez às experiências vividas na construção de um saber geográfico na escola, sem perder o rigor na pesquisa e na docência ao contrapor, criticar, estimular e principalmente, possibilitar condições para que professores e estudantes sintam-se de fato, protagonistas no processo de ensino aprendizagem com as suas experiências vividas. / Salvador

Dans le contexte latinoaméricain de l’entre-deux guerres caractérisé par la reconfiguration des champs d’intervention des États libéraux, cette recherche interroge la restructuration de l’appareil étatique au Pérou à la lumière du double discours de la rupture et de la régénération porté par le régime de la Patrie Nouvelle du président Augusto B. Leguía (1919-1930). La profonde crise qui caractérise l’après Première Guerre mondiale rend nécessaire l’appel à des formes d’expertise censées apporter des réponses pragmatiques et efficaces aux nouveaux défis socio-économiques. Le projet léguiiste se traduit dans l’émergence d’une nouvelle rationalité politique et administrative concernant la gestion des populations, du territoire et des ressources naturelles. La thèse entend montrer comment se déploient les logiques d’action et de connaissance de l’État centralisé dans les marges du territoire national. En se penchant sur les formes d’exploration de l’Amazonie péruvienne, ainsi que sur les activités des ingénieurs (civils et militaires) qui s’y déroulent, cette recherche éclaire le lien étroit entre formation d’élites techniques, production des savoirs géographiques et construction de l’État. / This research focuses on the restructuring of the Peruvian state, in the light of the double discourse of rupture and regeneration promoted by the New Homeland (Patria Nueva) regime of President Augusto B. Leguía (1919-1930), during an inter-war period characterised by the reconfiguration of Latin-American liberal states’ fields of intervention. The profound crisis which marked the period after the First World War rendered necessary those forms of expertise which were supposed to bring pragmatic and effective answers to new socio-economic challenges. Leguía’s project leads to the formation of a new political and administrative rationality concerning the management of populations, territory and natural resources. This thesis seeks to examine how the centralised State’s logics of action and knowledge are deployed at the margins of the national territory. By focusing on the forms of exploration of the Peruvian Amazon, as well as on the activities of civil and military engineers which take place there, this research sheds light on the close relationship between the formation of technical elites, the production of geographic knowledge and construction of the State.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-03T17:48:28Z No. of bitstreams: 1 2015 - Giovanildo Francisco de Farias.pdf: 5832810 bytes, checksum: 475047fc45efa14362cee1f5508e80d9 (MD5) / Made available in DSpace on 2017-08-03T17:48:28Z (GMT). No. of bitstreams: 1 2015 - Giovanildo Francisco de Farias.pdf: 5832810 bytes, checksum: 475047fc45efa14362cee1f5508e80d9 (MD5) Previous issue date: 2015-12-16 / If basing on the reflection on the contribution of Geography in the positivity as the corn, especially, knowledge of these two strands to graduating students Course Agricultural Technician, this study was aimed to understand the teaching of geography through experiment cultivation density of plants. So that contribute reports related to environmental issues, adaptability and productivity, thereby linking, the introductory teaching content and the technical area. To achieve this objectification, related to theoretical substantiation made in various research sources, comprising the scientific knowledge base for a study of the results obtained from experiments (maize growing hybrid variety BR 206 and the hybrid variety AG 1051), with direct participation from a technical and twenty students of the 2nd period of the Technical Course in Agriculture Agricultural College Dom Augustine Ikas - Codai, located in Sao Lourenco da Mata, PE. Where through a structured questionnaire with technical and students, adding to the results in graphs and photographs (figures) where you can check for new perspectives involving assumption that the geographical and technical knowledge of students in the level of technical agricultural training medium to work in the fields of corn crops, is necessary for the transmission of knowledge where teaching high school said subjects should be directly integrated into the technical area, but also make them sensitive to environmental issues, so that if form technicians with critical insight and knowledge to satisfactory thus transform his surroundings, from the perspective of sustainable development, ensuring the formation of "citizens", connoisseurs of the general problems of Brazilian society in its many aspects, social, economic, cultural and political environmental. Recognizing as a contribution to academic and social area positivity seen in search results, both theoretically and in practice developed, which for comments and information collections led him to conclude first that the Geography teaching is in line with the formation of agricultural technician, and concepts such as nature, environmental issues are directly linked to the understanding of society's relationship with nature, a fact that contributes to the student understand the earth not as a bargaining chip for capital accumulation, but rather as a economic development element to sustainability. / Embasando-se na reflex?o sobre a contribui??o da Geografia na positividade quanto ao cultivo de milho, sobretudo, ao conhecimento dessas duas vertentes aos alunos formandos do Curso T?cnico de Agropecu?ria, o presente trabalho tem como objetivo central, compreender o ensino da Geografia por meio de experimento cultivo em adensamento de plantas. De forma que, contribua com informes relacionados a quest?es ambientais, adaptabilidade e produtividade, relacionando assim, conte?dos do ensino proped?utico e a ?rea t?cnica. Para o alcance dessa objetiva??o, relacionou-se embasamentos te?ricos constitu?dos em diversas fontes de pesquisa, comportando a base de conhecimentos cient?ficos para um estudo envolvendo os resultados obtidos a partir de experimentos (cultivo de milho de variedade h?brida BR 206 e da variedade h?brida AG 1051), tendo participa??o direta de um t?cnico e vinte alunos do 1? per?odo do Curso T?cnico em Agropecu?ria do Col?gio Agr?cola Dom Agostinho Ikas ? Codai, situado na cidade de S?o Louren?o da Mata, PE. Onde por meio de um question?rio estruturado com o t?cnico e os estudantes, somando-se aos resultados em gr?ficos e fotografias (figuras) onde se pode verificar novas perspectivas envolvendo pressuposto de que os conhecimentos geogr?ficos e t?cnicos dos alunos na forma??o agr?cola t?cnicos de n?vel m?dio, para trabalharem nas ?reas de cultivos de milho, ? necess?rio ? transmiss?o deconhecimentos onde o ensino de disciplinas ditas do Ensino M?dio devem estar diretamente integrado a ?rea t?cnica, como tamb?m torn?-los sens?veis ?s quest?es ambientais, a fim deque, se formem t?cnicos com vis?o cr?tica e conhecimentos satisfat?rios para assim,transformarem o seu entorno, dentro da perspectiva do Desenvolvimento Sustent?vel,garantindo a forma??o de "cidad?os", conhecedores dos problemas gerais da sociedade brasileira em seus m?ltiplos aspectos, sociais, econ?micos, pol?ticos culturais e ambientais.Reconhecendo como contribui??o a ?rea acad?mica e social a positividade vista nos resultados da pesquisa, tanto teoricamente, quanto na pr?tica desenvolvida, que durante as observa??es e coletas de informa??es levou a concluir em primeiro lugar que o ensino de Geografia est? em conson?ncia com a forma??o do t?cnico agr?cola, e que conceitos como natureza, quest?o ambiental, est?o diretamente vinculados ao entendimento da rela??o da sociedade com a natureza, fato que colabora para que o estudante entenda a terra n?o como moeda de troca para acumula??o de capital, mas sim, como um elemento de desenvolvimento econ?mico com sustentabilidade.

Orientador: Eliseu Savério Sposito / Resumo: Processos diversos diferenciaram a trajetória do conhecimento/pensamento que hoje concebemos como geográfico. A história humana revela que, em diversos períodos, o humano – e seu meio subjetivo e material – alicerçou elementos para a efetivação de características que, unidas, dão substância a saberes; e o geográfico não foge à regra. De maneiras distintas e caminhos os mais diversos, geógrafos de diferentes instituições ocuparam-se do exercício de compreensão do saber geográfico. A materialização dessa ocupação cristalizou-se, entre outros resultados, em dissertações e teses. O propósito desta tese, assim, é compreender os estudos, na pós-graduação brasileira, que se voltaram ao pensamento e conhecimento geográfico como objetos de investigação, os quais entendo, contudo, como estudos de saberes. Julgo, portanto, que o saber é uma síntese do conhecer e do pensar. Nesse estado de coisas, identifico que o estudo do saber, na condição de objeto na Geografia brasileira, é investigado por meio de duas dimensões de análise: uma é histórica e outra é teórica-conceitual e propositiva. No interior dessas duas dimensões, concentra-se um conjunto de outros temas de pesquisa. As dissertações e teses foram detalhadamente distribuídas entre essas dimensões e outros subeixos, revelando autores, objetos de pesquisa, instituições onde foram realizadas e datas de quando foram concluídas. Com efeito, os autores e seus respectivos objetos de análise não estão fora do tempo e do espaço, uma vez qu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Diverse processes have differentiated the trajectory of the knowledge/thought that we conceive today as geographic. Human history reveals that, in different periods, the human – and their subjective and material milieu – has underpinned elements for the effectuation of characteristics that, united, give substance to knowledge; and geographic knowledge is no exception. In different manners and in the most diverse paths, geographers from various institutions did engage in the exercise of understanding geographic knowledge. Such occupation came into materialization and crystallized, inter alia, in the form of master's theses and doctoral dissertations. The present doctoral dissertation, therefore, aims to understand the studies, in Brazilian graduate programs, that turned to geographic thought and knowledge as objects of investigation, which I however understand as studies of knowing. I therefore think that knowing is a synthesis of knowledge and thought. In this state of affairs, I identify that the study of knowing, as an object in Brazilian Geography, takes place under two dimensions of analysis: one is historical, and the other is theoretical-conceptual-propositional. A set of other research themes concentrates within these two dimensions. The dissertations and theses were distributed in detail into these dimensions and other sub-axes, revealing authors, research objects, institutions of origin, and dates of conclusion. In effect, the authors and their respective objects of ... (Complete abstract click electronic access below) / Résumé: Divers processus ont différencié la trajectoire de la connaissance/pensée que nous concevons aujourd'hui comme géographique. L'histoire humaine révèle que, à différentes époques, l'humain – et son milieu subjectif et matériel – a soutenu des éléments pour la réalisation de caractéristiques qui, unies, donnent corps aux savoirs; et la géographique ne fait pas exception. De plusieurs manières et dans les voies les plus diverses, les géographes de différentes institutions se sont engagés dans l'exercice de la compréhension du savoir géographique. Cette occupation s'est matérialisée et s'est cristallisée, entre autres, sous la forme de mémoires de master et de thèses de doctorat. La présente thèse vise donc à comprendre les études, dans les programmes d'études supérieures brésiliennes, qui se sont tournées vers la pensée et la connaissance géographiques comme objets d'investigation, ce que je comprends cependant comme des études de connaissances. Je considère donc que le savoir est une synthèse de la connaissance et de la pensée. Dans cet état de fait, j'identifie que l'étude du savoir, en tant qu'objet de la géographie brésilienne, se déroule sous deux dimensions d'analyse: l'une historique, l'autre théorique-conceptuelle-propositionnelle. Un ensemble d'autres thèmes de recherche se concentre dans ces deux dimensions. Les thèses ont été répartis en détail dans ces dimensions et d'autres sous-axes, révélant des auteurs, des objets de recherche, des institutions d'origine et des d... (Résumé complet accès életronique ci-dessous) / Doutor