Redefining high school catchment areas with varying effects of achievement quality
Spatial allocation procedure which aims at improving achievement equality simultaneously with upgrading accessibility to schools. The procedure allows the mutual effect of these two factors to be varied and the measurement of the real-world meaning
of such variations. The advantages of the proposed procedure in comparison with the common linear programming model used in spatial planning of school districts are discussed. Allocation patterns generated for the city of Beer-Sheva illustrate its use. - (DN)
Discussion of strategies for achieving the goal of full implementation of geoghraphy standards in all U.S. states and school districts for use in every school. - (DWG)
Neighbourhood effects on schoolachievement : the mediating effect of parenting and problematic behaviour?
Behaviour ; Children ; Education ; Ethnic composition ; Family ; Neighbourhood ; Neighbourhood effect ; Netherlands (The) ; Schoolachievement ; Urban area
This article analyses neighbourhood effects on schoolachievement through the mediating effect of parenting and problematic behavior in the Netherlands. The results show that the effects of the proportion of immigrant groups and the mean property
The conflict between social policy and regional planning has to be resolved through the approach of social geography. The achievements of scientific schools in the West are evaluated. (DLO).
School, community, and spatial equity : an empirical investigation of access to elementary schools in West Virginia
The A. presents an in-depth case study of school accessibility in three counties in West Virginia. The study utilizes an extensive dataset of distances between students and 84 elementary school locations. It examines whether or not the distribution
of travel cost between resident locations and schools is equitable on the basis of the density of resident populations and the socioeconomic status of resident populations. The article also carries the analysis one step further, investigating the effect
of education in the 1920s) and there still remained some blank spots on the cultural geographic map he drew. On the other hand there were obvious achievements in the field of the development of the elementary school system, which was considered priority
Based on the achievements of the era of dualism (Austro-Hungarian Monarchy), the educational infrastructure of the country expanded further during the Horthy-period, but even so it failed to meet the expectations of Count Kunó Klebelsberg (minister
school level. Despite the effort to use geographic criteria to achieve racial diversity, there may simply be no adequate proxy for racial identity other than racial identity. Such plans hide the political and social activities that maintain racial
Using a formal model, a data set on Texas high school students, and admission figures from Texas AandM University, the A. demonstrates that under such plans, racial diversity at the university level is dependent on racial segregation at the high
This study examines the challenges of achieving sustainable management of the world's largest mangrove forest, the Sundarbans, in Bangladesh through an alternative property rights-regime. It was found that two conflicting groups—forest-dependent
communities and foresters—are responsible for policy failures due to the absence of power-sharing arrangements, nor is it likely a common property-rights regime will be enough to cap degradation and achieve sustainability, while supply-and-demand policy
interventions may well could help achieve sustainable management of the Sundarbans.
[b2] School of Commerce, Faculty of Business, Education, Law and Arts, Univ. of Southern Queensland, Toowoomba, Australie
[b3] School of Accounting, Economics and Finance, Univ. of Southern Queensland, Toowoomba, Australie
Eighteenth Century ; Geographical knowkedge ; Geopolitics ; German school ; History of geography ; Ideology ; Nineteenth Century ; Twentieth Century
This article presents ideas and creative concepts from leading German geographers and economists of the eighteenth and nineteenth centuries. Through their pioneering achievements, these academics contributed to the emergence of geopolitics
in the twentieth century. The presented scientific achievements of German scholars formed the basis for modern anthropogeography (under J.G. Herder, K. Ritter, E. Kapp, E.M. Arndt and A. Kirchhoff), as well as the doctrine of the economy of the great area (under
This article has sought to assess the use of maps in the process by which geography is taught, as well as to ascertain whether maps are in fact essential to the geographical education process if anticipated teaching goals are to be achieved
. In addition, an attempt has been made to determine the identity of the maps junior-high school teachers regard as absent from atlases, as well as to assess whether the maps made use of currently prove suitable. From the teachers’ point of view, a new look
at the uses and role of maps in school would seem to be required. The work reported here arose out of results of questionnaires supplied to the geography teachers at all the junior-high schools in the Polish city of Wrocław. – (BJ)
Geographic school ; Geopolitics ; History of geography ; Ideology ; Lobby;Pressure group ; Political geography ; Spain
Contemporary academic Geography in Spain begins in the 1940s with the educative reform carried out by Franco's regime. However, this geography dit not present any Fascist trend; for instance, German geo-politico did not achieve any relevance
Europe ; Portugal ; School textbook ; Teaching of geography
of the matter and is suited to achieve a thorough understanding by its straightness and great comprehensibility. By means of quantitative analysis, the study examines how often each European area is mentioned, how many illustrations contain an European dimension
The school curricula were revised in Slovenia on the basis of national guidelines of upbringing and education for sustainable development (VITR). The paper presents the interdependence of the VITR agents in the achievement of goals
and the development of students’ competences in the case of geography classes, with a special emphasis on the eleven principles of upbringing and education for sustainable development. We analyzed the revised syllabus for geography in grammar schools with a 210-hour