Global climate change is manifest by local-scale changes in precipitation and temperature patterns, including the frequency of extreme weather events (EWEs). EWEs are associated with a myriad range of adverse environmental and societal consequences, including negative impacts to agriculture and food production. This study focuses on EWEs and their effect on adaptation strategies by potato and onion farmers in Zeeland, a Dutch coastal province in the Rhine delta that can serve as a model for other intensive agricultural landscapes in industrialized nations impacted by extreme weather events. The research approach combines quantitative trend analysis of long-term climatic data (temperature, precipitation) with a formal survey of Zeelandic farmers to statistically test four specific hypotheses regarding the frequency of EWEs in the Netherlands and farmer awareness and adaptation. Trend analyses reveal a strong (statistically significant) increase in extreme heat, a small increase in extreme rainfall and drought, and a strong decrease in frost occurrence. Survey results indicate Zeelandic farmers perceive high risk and awareness of changes to the frequency of EWEs. Many farmers have experienced financial losses from EWEs, particularly between 2017 and 2020. For extreme heat, droughts, and frost, the proportion of farmers that incurred financial damages annually is statistically correlated to the actual occurrence of EWEs. Farmers who incurred more financial losses between 2000 and 2020 due to heat and lack of frost had a higher risk perception of these extremes. Further, almost all farmers have already implemented one or more adaptation strategies. A third of surveyed farmers reduced or stopped with potato and onion cultivation in response to climate change and EWEs. Awareness, exposure to, and risk perception of EWEs contribute to adaptation support by farmers. The high perceived risk of climate change and EWEs among respondents and the high incidence of financial losses from extremes in the past two decades highlights the importance of adaptation in the agricultural sector, including in temperate regions where growing seasons are expanding. Study results support the current 'Rural Development Program' and future 'National Strategic Plan' policies in the Netherlands, both part of the European Union's Common Agricultural Policy (CAP), that provides accessibility to adaptation measures for farmers to avoid financial loss.

This paper addresses multiple semi‐automated methods for discriminating landuse/landcover (LULC) classification in the absence of field data. The study site comprises a heterogeneous mixture of physiographic landscape elements in a remote area of eastern Mexico. Classification of modified Tasseled Cap transformations as well as a hybrid unsupervised‐supervised classification technique were employed using a Landsat 7ETM+ scene; the panchromatic band was reserved for accuracy assessment. Using a random stratified sampling scheme, overall accuracies ranged from 61.5% to 83.3% and Khat accuracies varied from 56% to 81.1%. The classifications derived from modified Tasseled Cap transformations did not appropriately discriminate landscape components, possibly owing to landscape heterogeneity. Classification results were improved through the use of landscape stratification in the attribution phase in the hybrid classification procedure, recommended for complex environments. Lastly, this work underscores the emerging importance of reserving Landsat 7ETM+ panchromatic information for accuracy assessment when field data are lacking.

Internationalization has been an important concept in higher education over the past two decades. The way that internationalization is manifest has consequences to academic disciplines, including geography. A new system of liberal arts colleges in the Netherlands has created opportunities for interdisciplinary education, representing a departure from the traditional model of European higher education. At Leiden University College the focus on global challenges created an opportunity for geography to be integrated into a diverse interdisciplinary and international curriculum. The positioning of geography into the curriculum, however, occurred because its adaptability and breadth, which enabled it to be incorporated into diverse facets of the overall teaching programme. To be successful, however, geographers should be cognizant of specific facets of the discipline suited for an international context. The case study herein reviewed highlights important differences between the U.S. and Dutch (European) context. Additionally, important points for academic geographers (academics) who are in interdisciplinary programmes (i.e. not a geography department) are emphasized, which relates to the development of course materials to suit an international context. The identification of key thematic and methodological disciplinary strands serves as bridges to interdisciplinary opportunities, which was essential to geography’s successful establishment within an international curriculum.