On climate change and cultural geography: farming on the Lizard Peninsula, Cornwall, UK

Climate change as a global problem has moved relatively swiftly into high profile political debates over the last 20 years or so, with a concomitant diffusion from the natural sciences into the social sciences. The study of the human dimensions of climate change has been growing in momentum through research which attempts to describe, evaluate, quantify and model perceptions of climate change, understand more about risk and assess the construction of policy. Cultural geographers’ concerns with the construction of knowledge, the workings of social relations in space and the politics and poetics of place-based identities provide a lens through which personal, collective and institutional responses to climate change can be evaluated using critical and interpretative methodologies. Adopting a cultural geography approach, this paper examines how climate change as a particular environmental discourse is constructed through memory, observation and conversation, as well as materialised in farming practices on the Lizard Peninsula, Cornwall, UK

Museum geography: exploring museums, collections and museum practice in the UK

In the UK alone there are more than 2500 museums of interest to international and home audiences. Despite their prevalence and a strong museological culture in the UK and beyond, the geographic study of museums is relatively under-developed. To date there has been no systematic overview of this field either in the UK or internationally. This review article is intended as a contribution towards an emerging ‘museum geography’. Beginning with an exploration of research on museums, collections and museum practice, the author then considers the recent ‘spatial turn’ in museum studies and discusses how geographers have variously encountered museums, collections and museum practice to date. The article then reviews the potential for the future study of museums by geographers. In so doing, the author suggests that the study of museums offers some exciting opportunities for geographical research and teaching.

Mid-Holocene and glacial-maximum vegetation geography of the northern continents and Africa.

BIOME 6000 is an international project to map vegetation globally at mid-Holocene (6000 14C yr bp) and last glacial maximum (LGM, 18,000 14C yr bp), with a view to evaluating coupled climate-biosphere model results. Primary palaeoecological data are assigned to biomes using an explicit algorithm based on plant functional types. This paper introduces the second Special Feature on BIOME 6000. Site-based global biome maps are shown with data from North America, Eurasia (except South and Southeast Asia) and Africa at both time periods. A map based on surface samples shows the method’s skill in reconstructing present-day biomes. Cold and dry conditions at LGM favoured extensive tundra and steppe. These biomes intergraded in northern Eurasia. Northern hemisphere forest biomes were displaced southward. Boreal evergreen forests (taiga) and temperate deciduous forests were fragmented, while European and East Asian steppes were greatly extended. Tropical moist forests (i.e. tropical rain forest and tropical seasonal forest) in Africa were reduced. In south-western North America, desert and steppe were replaced by open conifer woodland, opposite to the general arid trend but consistent with modelled southward displacement of the jet stream. The Arctic forest limit was shifted slighly north at 6000 14C yr bp in some sectors, but not in all. Northern temperate forest zones were generally shifted greater distances north. Warmer winters as well as summers in several regions are required to explain these shifts. Temperate deciduous forests in Europe were greatly extended, into the Mediterranean region as well as to the north. Steppe encroached on forest biomes in interior North America, but not in central Asia. Enhanced monsoons extended forest biomes in China inland and Sahelian vegetation into the Sahara while the African tropical rain forest was also reduced, consistent with a modelled northward shift of the ITCZ and a more seasonal climate in the equatorial zone. Palaeobiome maps show the outcome of separate, independent migrations of plant taxa in response to climate change. The average composition of biomes at LGM was often markedly different from today. Refugia for the temperate deciduous and tropical rain forest biomes may have existed offshore at LGM, but their characteristic taxa also persisted as components of other biomes. Examples include temperate deciduous trees that survived in cool mixed forest in eastern Europe, and tropical evergreen trees that survived in tropical seasonal forest in Africa. The sequence of biome shifts during a glacial-interglacial cycle may help account for some disjunct distributions of plant taxa. For example, the now-arid Saharan mountains may have linked Mediterranean and African tropical montane floras during enhanced monsoon regimes. Major changes in physical land-surface conditions, shown by the palaeobiome data, have implications for the global climate. The data can be used directly to evaluate the output of coupled atmosphere-biosphere models. The data could also be objectively generalized to yield realistic gridded land-surface maps, for use in sensitivity experiments with atmospheric models. Recent analyses of vegetation-climate feedbacks have focused on the hypothesized positive feedback effects of climate-induced vegetation changes in the Sahara/Sahel region and the Arctic during the mid-Holocene. However, a far wider spectrum of interactions potentially exists and could be investigated, using these data, both for 6000 14C yr bp and for the LGM.

Cultural geography and enchantment: the affirmative constitution of geographical research

Thrift [2008. Non-representational theory: space, politics, affect, 65. Abingdon: Routledge] has identified disenchantment as “[o]ne of the most damaging ideas” within social scientific and humanities research. As we have argued elsewhere, “[m]etanarratives of disenchantment and their concomitant preoccupation with destructive power go some way toward accounting for the overwhelmingly ‘critical’ character of geographical theory over the last 40 years” [Woodyer, T. and Geoghegan, H., 2013. (Re)enchanting geography? The nature of being critical and the character of critique in human geography. Progress in Human Geography, 37 (2), 195–214]. Through its experimentation with different ways of working and writing, cultural geography plays an important role in challenging extant habits of critical thinking. In this paper, we use the concept of “enchantment” to make sense of the deep and powerful affinities exposed in our research experiences and how these might be used to pursue a critical, yet more cheerful way of engaging with the geographies of the world.

A new pattern for historical geography: working with enthusiast communities and public history

This paper argues for the adoption of participatory approaches in historical geography, drawing on the author's experience in working with enthusiast communities in the UK in the context of collaborative research with the Science Museum and ideas of public history and geography.

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for fieldbased learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different GAs.

Geography, skills and careers patterns at the boundary of creativity & innovation: digital technology and creative arts graduates in the UK

In the last decades, research on knowledge economies has taken central stage. Within this broader research field, research on the role of digital technologies and the creative industries has become increasingly important for researchers, academics and policy makers with particular focus on their development, supply-chains and models of production. Furthermore, many have recognised that, despite the important role played by digital technologies and innovation in the development of the creative industries, these dynamics are hard to capture and quantify. Digital technologies are embedded in the production and market structures of the creative industries and are also partially distinct and discernible from it. They also seem to play a key role in innovation of access and delivery of creative content. This chapter tries to assess the role played by digital technologies focusing on a key element of their implementation and application: human capital. Using student micro-data collected by the Higher Education Statistical Agency (HESA) in the United Kingdom, we explore the characteristics and location patterns of graduates who entered the creative industries, specifically comparing graduates in the creative arts and graduates from digital technology subjects. We highlight patterns of geographical specialisation but also how different context are able to better integrate creativity and innovation in their workforce. The chapter deals specifically with understanding whether these skills are uniformly embedded across the creative sector or are concentrated in specific sub-sectors of the creative industries. Furthermore, it explores the role that these graduates play in different sub-sector of the creative economy, their economic rewards and their geographical determinants.

Aligning IS programs with industry: linking business analysis curricula design with the professional body

Aligning information systems (IS) solutions with business goals and needs are crucial for IS activities. IS professionals who are able to work closely with both the business and technical staff are key enablers of business and IT alignment. IS programs in higher education (HE) institutions have a long tradition of enabling graduates to develop the appropriate skills needed for their future careers. Yet, organizations are still having difficulty finding graduates who possess both the knowledge and skills that are best suited to their specific requirements. Prior studies suggest that IS curricula are often ill-matched with industry/business needs. This study reports on the business analysis curricula (re) design which was undertaken to align it with a key professional body for the IS industry. This study presents the approaches taken in the (re) design of the module, and provides a discussion of the wider implications for IS curricula design. The results show a positive outcome for the HE and professional body partnership.