BACHELOR OF SCIENCE (TRAVEL AND TOURISM MANAGEMENT) SEMESTER-II GEOGRAPHY FOR TOURISM BTT108 1 CU IDOL SELF LEARNING MATERIAL (SLM) First Published in 2020 All rights reserved. No Part of this book may be reproduced or transmitted, in any form or by any means, without permission in writing from Chandigarh University. Any person who does any unauthorized act in relation to this book may be liable to criminal prosecution and civil claims for damages. This book is meant for educational and learning purpose. The authors of the book has/have taken all reasonable care to ensure that the contents of the book do not violate any existing copyright or other intellectual property rights of any person in any manner whatsoever. In the even the Authors has/ have been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for corrective action. 2 CU IDOL SELF LEARNING MATERIAL (SLM) CHANDIGARH UNIVERSITY Institute of Distance and Online Learning Course Development Committee Chairman Prof. (Dr.) Parag Diwan Vice Chancellor, Chandigarh University, Gharuan, Punjab Advisors Prof. (Dr.) Bharat Bhushan, Director – IGNOU Prof. (Dr.) Majulika Srivastava, Director – CIQA, IGNOU Programme Coordinators & Editing Team Master of Business Administration (MBA) Bachelor of Business Administration (BBA) Coordinator – Dr. Rupali Arora Coordinator – Dr. Simran Jewandah Bachelor Master of Computer Applications (MCA) of Computer Applications (BCA) Coordinator – Dr. Raju Kumar Coordinator – Dr. Manisha Malhotra Bachelor Master of Commerce (M.Com.) of Commerce (B.Com.) Coordinator – Dr. Coordinator – Dr. Aman Jindal Master Minakshi Garg of Arts (Psychology) Coordinator – Dr. Bachelor of Science (Travel& TourismManagement) Samerjeet Kaur Master of Arts Co-ordinator – Dr. Shikha Sharma (English) Coordinator – Dr. Ashita Bachelor of Arts (General) Chadha Co-ordinator – Ms. Neeraj Gohlan Academic and Administrative Management Prof. (Dr.) R. M. Bhagat Prof. (Dr.) S.S. Sehgal Executive Director – Sciences Registrar Prof. (Dr.) Abhishek Prof. (Dr.) Inderpreet Kaur Executive Director – Management Director – IDOL Prof. (Dr.) Manaswini Acharya Executive Director – Liberal Arts © No part of this publication should be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise without the prior written permission of the authors and the publisher. SLM SPECIALLY PREPARED FOR CU IDOL STUDENTS Printed and Published by: SCHOOLGURU EDUSERVE PVT LTD B-903, Western Edge II, Western Express Highway, Borivali (E), Mumbai - 400066 Call Us: +91 22 4896 8005 Mail Us: [email protected] For: CHANDIGARH UNIVERSITY Institute of Distance and Online Learning CONTENT Unit -1 Basic Introduction....................................................................................................... 4 Unit 2: Scope & Significance.................................................................................................33 Unit 3: Geographical Attributes........................................................................................... 42 Unit 4: Geographical Attributes – II.................................................................................... 70 Unit 5: Indian Geography..................................................................................................... 80 Unit 6: Indian Climate........................................................................................................... 94 Unit 7: Tourism Geography (India)................................................................................... 108 Unit 8: World Geography....................................................................................................127 Unit 9: Tourism Geography (World) – I............................................................................137 Unit 10: Tourism Geography (World) – II........................................................................ 151 Unit 11: Tourism Geography (World) – III.......................................................................164 3 CU IDOL SELF LEARNING MATERIAL (SLM) UNIT -1 BASIC INTRODUCTION Structure 1.0 Learning objectives 1.1 Introduction 1.2 Growth, depth, and fragmentation in the late 20th century 1.2.1 Influence of the social sciences 1.2.2 Linking the human and physical worlds 1.3 The Contemporary Discipline 1.3.1 Physical geography 1.3.2 Human Geography 1.3.3 People and the environment: the physical and the human 1.3.4 Methods of geography 1.3.5 Applied geography 1.3.6 The geography of contemporary geography 1.4 Emergence of Modern Geography 1.5 Concept of Geography 1.6 Various geographical terminologies 1.7 Summary 1.8 Keywords 1.9 Learning activity 1.10 Unit end questions 1.11 References 1.0 LEARNING OBJECTIVES After studying this unit, you will be able to: State about and concept of geography Explain numerous terminologies of geography Discuss the brief history Describe the emergence of geography into modern period 1.1 INTRODUCTION Geography, the study of the diverse environments, places, and spaces of Earth’s surface and their interactions. It seeks to answer the questions of why things are as they are, where they are. The modern academic discipline of geography is rooted in ancient practice, concerned with the characteristics of places, in particular their natural environments and peoples, as well 4 CU IDOL SELF LEARNING MATERIAL (SLM) as the relations between the two. Its separate identity was first formulated and named some 2,000 years ago by the Greeks, whose geo and graphein were combined to mean “earth writing” or “earth description.” However, what is now understood as geography was elaborated before then, in the Arab world and elsewhere. Ptolemy, author of one of the discipline’s first books, Guide to Geography (2nd century CE), defined geography as “a representation in pictures of the whole known world together with the phenomena which are contained therein.” This expresses what many still consider geography’s essence—a description of the world using maps (and now also pictures, as in the kind of “popular geographies” exemplified by National Geographic Magazine)—but, as more was learned about the world, less could be mapped, and words were added to the pictures. Figure 1.1 Geography To most people, geography means knowing where places are and what they are like. Discussion of an area’s geography usually refers to its topography—its relief and drainage patterns and predominant vegetation, along with climate and weather patterns—together with human responses to that environment, as in agricultural, industrial, and other land uses and in settlement and urbanization patterns. Although there was a much earlier teaching of what is now called geography, the academic discipline is largely a 20th-century creation, forming a bridge between the natural and social sciences. The history of geography is the history of thinking about the concepts of environments, places, and spaces. Its content covers an understanding of the physical reality we occupy and our transformations of environments into places that we find more comfortable to inhabit (although many such modifications often have negative long-term impacts). Geography provides insights into major contemporary issues, such as globalization and environmental change, as well as a detailed appreciation of local differences; changes in disciplinary interests and practices reflect those issues. 5 CU IDOL SELF LEARNING MATERIAL (SLM) 1.2 GROWTH, DEPTH, AND FRAGMENTATION IN THE LATE 20TH CENTURY Once the switch from inductive reasoning based on field evidence to deductive modeling and field-testing had been generally accepted within physical geography, change in that section of the discipline became more gradual and progressive rather than punctuated by significant advances. The last decades of the 20th century were marked by greater sophistication in modeling, data collection, and analysis—by a deepening of the discipline and a greater integration of its parts. Increasingly, physical geographers identified themselves as earth systems scientists, and their peer group became practitioners in a wide range of sciences, rather than other (especially, but not only, human) geographers. Physical geographers have retained distinctiveness in this wider enterprise through their abilities at handling spatial data and the problems of collecting and analyzing field data—skills increasingly deployed in large multidisciplinary projects. Such continuity was not so readily apparent in human geography, whose practitioners have generated almost constant debate over its nature and methods without any one approach becoming dominant. As a result, human geography has become more fragmented than physical geography. This has been facilitated by continued growth in the number of practicing geographers, especially in the United Kingdom, where the discipline’s popularity and strength in the universities has ensured the needed resources. 1.2.1 Influence of the social sciences New practices in human geography have been closely linked to parallel changes in the social sciences, in some of which the quantitative-positivist approach has come under attack. The arguments were extended to the spatial-analysis approach with its geometric emphasis. By reducing all decision making to economic criteria, subject to immutable laws regarding least costs, profit maximization, and distance minimizing, geographers, it was claimed, were