Experts contend that weather and climate forecasts could have an important role in risk management strategies for community water systems. Yet, most water managers make minimal use of these forecasts. This research explores the determinants of the use of weather and climate forecasts by surveying managers of community water systems in two eastern American states (South Carolina and the Susquehanna River Basin of Pennsylvania). Assessments of the reliability of weather and climate forecasts are not driving their use as water managers who find forecasts reliable are no more likely to use them than are managers who find them unreliable. Although larger systems and those depending on surface water are more likely to use forecasts for some (but not all) purposes, the strongest determinant of forecast use is risk perceptions. Water managers who expect to face problems from weather events in the next decade are much more likely to use forecasts than are water managers who expect few problems. Their expectations of future problems are closely linked with past experience: water managers who have had problems with specific types of weather events (e.g., flood emergencies) in the last 5 years are likely to expect to experience problems in the next decade. Feeling at risk, regardless of the specific source of that weather-related risk, stimulates a decision to use weather and climate forecasts.

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.

The geography of homelessness is often characterized as containment in marginalized spaces of cities or as placelessness necessitating continuous travel. These characterizations, which reflect discourses about`the homeless' as an imagined deviant homogeneous group, have had substantial effects on policy formation and critiques of punitive turns in urban governance. Suggested policy responses frequently assume straightforward relationships between power/powerlessness and mobility/immobility binaries that do not appropriately portray actual mobility patterns of homeless individuals. Through focus groups and structured interviews, this paper examines the daily mobility of homeless adults in Long Beach, California, to identify the ways in which the everyday travel of homeless individuals compares with these`imagined' characterizations and with national US household travel patterns. Results show that homeless mobility is highly spatially constrained and structured by sociocultural relations of stigmatization, economic productivity, and personal responsibility that are reflected in the operational conventions and institutional practices of transportation and social welfare systems. Nonetheless, during the course of a day, homeless individuals move among spaces where they experience varying levels of inclusion and exclusion, thus complicating static, homogeneous characterizations. This analysis contributes to both the urban transport and social geography literatures by demonstrating the value of combining sociocultural approaches to the study of mobility with more typical transportation geography analyses of individual travel behavior.

Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State's World Campus Geographic Information Systems (GIS) certificate program. We also evaluate the effectiveness of an "expectation management" strategy intended to discourage adult learners from unintentional violations. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.com revealed a 13 percent plagiarism rate among the same assignments. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. In contrast, Turnitin.com substantially improved our ability to detect infractions. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.

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