California's Political Geography 2020
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California Geography: GEOG 140
Imperial Valley College Course Syllabus – California Geography: GEOG 140 Basic Course Information Semester Fall 2020 Instructor’s Name Samuel Cortez Course Title & California Geography: Instructor’s Email [email protected] # GEOG 140 CRN # 11197 Room Online (Canvas) Office Class Dates August 24-December 12, Virtual office hours by 2020 Appointment (on zoom) Class Days Every Day Office Phone # Class Times Always Accessible Who students should Elvia M. Camillo Staff contact if emergency Secretary Behavioral &Social Units 3 Units or other absence Science Department Imperial Valley College380E. Aten Rd. Imperial, CA 92251(760) 355-6144 Course Description This course thematically covers various issues faced by the state of California that are relevant to the discipline of geography, including water resources, vegetation patterns, landforms and geomorphology, climate, agriculture, cultural landscapes, ethnic diversity, urbanization and economic patterns. Special attention is paid to human-environment interactions that have resulted in the formation of California's unique human and cultural landscapes. (CSU, UC) Student Learning Outcomes Upon course completion, the successful student will have acquired new skills, knowledge, and or attitudes as demonstrated by being able to: 1. Analyze the physical processes that shape California's natural environments. 2. Evaluate the use of natural resources in California in the development of both the state's human and physical landscapes. 3. Identify the origins, placement and future trends of California's economy, including agriculture, industry and services Course Objectives Upon satisfactory completion of the course, students will be able to: 1. Examine the physical processes that shape California's natural environments. 2. Analyze the use of natural resources, especially water, within California as they apply to the state's economic and cultural development. -
CAUFORNIA GEOGRAPHICAL Society INTERSTATE Scott L
CAUFORNIA GEOGRAPHICAL SociETY Vol. XXXIII, 1993 CALIFORNIA'S REDISTRIBUTIVE ROLE IN INTERSTATE MIGRATION, 1935-1990 Scott L Kirsch alifornia has for long been the primary geographic focus of west Cward migration across the United States. In recent decades, while California has continued to attract the greatest number of interstate mi grants, the state has also emerged as the country's leading redistributor of population. From 1985 to 1990, nearly 2 million interstate migrants moved to California, and during the same period over 1.8 miUion inter state migrants left California for other states (U.S. Department of Commerce 1993). For the third consecutive decade, California not only attracted the greatest number of interstate migrants, it was also the most common state of origin for United States internal migration. In the pro cess of California's interstate population exchange, clear geographic pat terns have developed: Californja has gained population from the Northeastern and Midwestern states of the traditional industrial core, and lost popu1ation to the states of the peripheral West, most notably to Washington and Oregon (Kirsch 1991). Meanwhile, Californja now at tracts more international migrants than any other state (Muller and Espenshade 1985), and with immigration as the largest component of California's population growth, larger than both interstate migration and natural increase, the state's population reached 29.8 million .in 1990 (U.S. Department of Commerce 1993). Bearing in mind these trends in migration flow and population growth, an analysis of California's role as a population redistributor is a crucial step towards understanding the movement and distribution of popu1ation in the United States. -
The Politics of Political Geography
1 The Politics of Political Geography Guntram H. Herb INTRODUCTION case of political geography, the usual story is of a heyday characterized by racism, imperialism, and ‘La Géographie, de nouveau un savoir politique’ war in the nineteenth and early twentieth centuries, (Geography: once again a political knowledge). followed by a period of stagnation and decline in the 1950s, and finally a Phoenix-like revival (Lacoste, 1984) that started in the late 1960s and now seems to be coming to a lackluster end with the cooptation This statement by the chief editor of Hérodote, of key issues of ‘politics’ and ‘power’ by other intended to celebrate the politicization of French sub-disciplines of geography. However, as David geography through the journal in the 1970s and Livingstone has pointed out so aptly, the history of 1980s, also, and paradoxically, captures a profound geography, and by extension, political geography, dilemma of contemporary political geography. If, cannot be reduced to a single story (Livingstone, as a recent academic forum showed, the political 1995). There are many stories and these stories is alive and well in all of geography, does this not are marked by discontinuities and contestations, in question the continued relevance and validity of other words, ‘messy contingencies’, which compli- having a separate sub-field of political geography cate things (Livingstone, 1993: 28). (Cox and Low, 2003)? The most fruitful response A further problem is what one should include to such existential questions about academic sub- under the rubric ‘political geography’: publica- disciplines is delving into the past and tracing the tions of scholars, the work of professional academic genesis of the subject. -
Track in Human Geography) Detailed Description of the Track
Political Geography ( track in Human Geography) detailed description of the track Political Geography at the UvA means: - geopolitics, globalisation and governance (G3) - a comparative perspective on places in the global North & South - small-scale education - great diversity of students Geopolitics, globalisation and governance The Master programme Political Geography focusses on three core notions, Geopolitics, Globalization, and Governance, to explore the political geographies of our globalizing world. These pertain to the dynamics of the spatialities of politics, both domestic politics, international relations and transnational politics, as they can be understood through key geographical concepts such as territory, place, scale and network. Key political geographical themes include territorial conflicts, war and peace, polarizing mobilizations such as nationalism and religious fundamentalism, and pacification arrangements such as federalism, consocionalism and supranational integration, identities and languages, natural resources and population, finance and media. Drawing on case studies from Europe, the Americas, Africa and Asia, students will develop a nuanced and critical understanding of the literature on these political geographical themes. The programme will assess theories and methods in these dynamic fields of scholarship and students will be familiarized with the state-of-the-art of political geography and geopolitics before they start working on their thesis project in the field. Geopolitics The programme will examine the -
Lesson 2 – Regions of California
Lesson 2: Regions of California Focus Question: What are the physical characteristics (e.g., water, landforms, vegetation, climate) that define the regions of California? History-Social Science Standards 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. Use maps, charts, and pictures to describe how regions [communities] in California vary in land use, vegetation, wildlife, climate… Historical and Social Sciences Analysis Skills: Chronological and Spatial Thinking Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations. Students judge the significance of the relative location of a place… Activity #1 The Regions of California Materials needed: Map of the Regions of California. Harcourt Reflections refer to textbook page 20 and California Transparency 3 Houghton Mifflin California refer to page 22 Materials needed for each student: Copy of Handout #2.1 Regions of California, textbook, crayons or colored pencils Procedure: Using the Regions of California map in the student’s textbook and/or a transparency of the regions, introduce the regions of California. Ask students to examine the map. Use the information contained in the map as a starting point for a discussion about the regions of California. Ask students to write one fact learned from the map. -
The Fairbanks Collections at the University of California, Los Angeles
THE FAIRBANKS COLLECTIONS AT THE UNIVERSITY OF CALIFORNIA, LOS ANGELES WILLIAM D. PATTISON University of California, Los Angeles Harold W. Fairbanks (1860-1952), an important contributor to Calif ornia geography, is represented by a substantial store of both written and pictorial materials at the University of California, Los Angeles.1 These records, available to interested geographers, are distributed among four collections, each of which is identified below, together with its ac companying background information. Geological publications. Fairbanks' earliest publications were in geo logy. His first article appeared in the American Geologist in 1890, the year of his arrival in California from the East, and his last important geo logical contribution, a U.S.G.S. folio on a part of the California coast ranges, came out in 1904. During the intervening years Fairbanks wrote more than thirty articles, about half of them reports on original field research and the remainder on popular interpretations. Nearly all were concerned with aspects of California stratigraphy. In the Geology Li brary at U.C. L.A. may be found not only a large share of Fairbanks' geo logical publications, but also his geological bibliography, a recently pre pared list believed to be complete. Geographical publications. Moved by a strong desire to teach, Fair banks chose the physical geography of California as his subject in several articles for teachers and in a little children's book produced shortly before 1900. As his geological publications diminished in number thereafter and finally ceased, school geography increasingly claimed his attention, and his writing lost its original restriction to physical geography alone. -
GEO--Geography
College of Arts and Sciences GEO Geography GEO 109 DIGITAL MAPPING. (3) This course introduces the concepts, techniques, and histories behind mapping as a creative and artist practice. It covers the centrality of the map in everyday life and the changing role of maps as society becomes increasingly saturated by digital information technologies such as geographic information systems (GIS) and global positioning systems (GPS). The course introduces principles in cartographic design and geovisualization culminating in a series of maps created by each student. GEO 130 EARTH’S PHYSICAL ENVIRONMENT. (3) A course exploring the fundamental characteristics of earth’s physical environment. Emphasis is placed on identifying interrelationships between atmospheric processes involving energy, pressure, and moisture, weather and climate, and terrestrial processes of vegetative biomes, soils, and landscape formation and change. Fulfills General Education requirements for Inquiry in Natural Sciences, and elementary certification requirements in education. #GEO 133 SCIENCE AND POLICY OF NATURAL HAZARDS. (3) This course examines the science of natural hazards such as hurricanes, earthquakes, landslides and floods, and the causes and effects of the natural hazards. It explores the relationships between the science of, and policy toward, such hazards, discusses their predictability, and examines how scientific knowledge influences policy-making. GEO 135 GLOBAL CLIMATE CHANGE. (3) This course provides a broad overview of the processes that have shaped the climate in which we live, and of consequences of changes to this climate. The principle functions of climate in relation to the hydrosphere and biosphere are introduced, and climate change over geological time is described. The basic data used by climate science to identify and explain historical climate change, paleoclimate change, and more recent climate trends are examined. -
Types of States Activity
Types of States Activity Unit 5 - Political Geography / AP Human Geography Craig Gaslow - Westlake High School, Austin TX *Applicable to any AP Human Geography class Objective Students will learn about: 1. the dynamics of the Ukraine/Russia conflict 2. the size, shape, and population distributions of current states previously under Soviet rule 3. ethnic, religious, and linguistic distributions of former Soviet states 4. different types of states in the former Soviet Union - from multi-state nations to nation-states, from stateless nations to multi-ethnic states 5. the historical background of central Asian states Introduction Russia & Ukraine video ○ Show the following video: https://www.youtube.com/watch?v=iJAKCV8bw9E ○ Have students Think/Pair/Share the following questions ■ What does the video say about the relationship between Ukraine and Russia? ■ How does the situation in Ukraine relate to concepts we’ve discussed in the AP Human Geography political unit like the Russian near abroad, MacKinder’s Heartland Theory, autonomous states, multi-state nations, multinational states, etc.? True Size Mapping Activity 1. In groups of 2-4, have students visit: https://thetruesize.com 2. Have students choose 3 of the following states, type them into the top left search bar, and drag these countries over the United States: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. 3. Have students research the population size and population distributions of their 3 chosen countries (states), and compare these to the United States. 4. Share out these results as a class, and discuss any notable shapes (morphology): compact, large, elongated, perforated, fragmented, prorupted, microstate, exclave, enclave, landlocked. -
Course Outline
COURSE OUTLINE OXNARD COLLEGE I. Course Identification and Justification: A. Proposed course id: GEOG R104 Banner title: Geography of California Full title: Geography of California Previous course id: GEOG R104 Banner title: Geography of California Full title: Geography of California B. Reason(s) course is offered: This course fulfills a general education requirement in the Social Sciences for the Associate degree. It satisfies a Social Science transfer requirement in both IGETC and CSU-GE. C. Reason(s) for current outline revision: Course Modification II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00 B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous: 3. Advisories: Current: Previous: 4. Limitations on Enrollment: Current: Previous: D. Catalog description: Current: This course examines the physical and cultural environments of California’s diverse landscapes, including landforms, climate, natural vegetation, natural resources, economic activities and historical settlement in the Golden State. Special emphasis is given to the human landscape of Southern California. Previous, if different: E. Fees: Current: $ None Previous, if different: $ None F. Field trips: Current: Will be required: [ ] May be required: [X] Will not be required: [ ] Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ] G. Repeatability: Current: A - Not designed as repeatable Previous: H. Credit basis: Current: Letter graded only [x] Pass/no pass [ ] Student option [ ] Previous, if different: Letter graded only [ ] Pass/no pass [ ] Student option [X] I. -
Introduction: Philosophy and Geography
JOURNAL OF INTERDISCIPLINARY HISTORY OF IDEAS 2017 Volume 6 Issue 12 Item 2 – Section 2: Articles – Introduction: Philosophy and Geography by Ernesto C. Sferrazza Papa c b a JIHI 2017 Volume 6 Issue 12 Section 1: Editorials 1. Homage to Donald Winch. Philosophy and Geography (M. Albertone, E. Pasini) Section 2: Articles. Special Issue: Philosophy and Geography 2. Introduction: Philosophy and Geography (E.C. Sfer- razza Papa) 3. Incongruent Counterparts. Four Possible Ways of Interac- tion between Geography and Philosophy (M. Tanca) 4. One Sea, One Humanity. Modeling the Man-Sea Rela- tionship in Friedrich Ratzel’s Anthropogeographical Project (C. Santini) 5. L’idée de paysage entre esthétique et géographie (M. Marano) Section 3: Notes 6. Intellectual History and the History of Economic Thought: A Personal Account (D. Winch, with an Introduction by R. Whatmore) Section 4: Reviews 7. Comme des bêtes. Essay Review (C.-O. Doron) 8. Book Reviews (D. Ragnolini, R. Soliani) . Introduction: Philosophy and Geography Ernesto C. Sferrazza Papa * This number of the Journal of Interdisciplinary History of Ideas hosts a special and thematic issue focused on the relation between philosophy and geography. It is the result of a call for papers that was launched in 2016 with the aim of answer- ing at least some of the relevant questions concerning the historical connections between philosophy and geography, while also exploring the possible theoretical intersections between them to which this history points. This Introduction intends to provide readers a general overview on the topic. This number of the Journal of Interdisciplinary History of Ideas hosts a special and thematic issue focused on the relation between philosophy and geography. -
Demography, Equity, and the Future of San Diego
Linking Innovation With Inclusion Demography, Equity, and the Future of San Diego By Manuel Pastor, Alejandro Sanchez-Lopez, and Jennifer Ito USC Program for Environmental and Regional Equity (PERE) July 2015 ACKNOWLEDGEMENTS USC Program for Environmental and Regional Equity (PERE) For the design and dissemination of this report, we thanks our funders who made it possible for us to develop this thank Gladys Malibiran, communications specialist. The report: Ford Foundation, The James Irvine Foundation, and demographic and economic data was originally compiled The San Diego Foundation Malin Burnham Center for Civic to support a project with The San Diego Malin Burnham Engagement – Climate Initiative. For the work of preparing, Center for Civic Engagement – Climate Initiative. Through analyzing, and visualizing the data used in this report, that work, we benefited from the conversations and feedback we thank the following researchers: former data analyst from a broad range of partners representing community Mirabai Auer, former graduate student researchers Chad organizations, academia, business, government, and Horsford, data analyst Jared Sanchez, and data manager philanthropy—too many to thank individually. We appreciate Justin Scoggins. For their contributions to the qualitative the guidance and thank them for the work they do every day research and writing, we thank graduate student researchers to make San Diego America’s Finest City. Robert Chlala, Sandy Lo, Jessica Medina, and Sheila Nem. USC Program for Environmental and Regional Equity -
Concept Teaching; *Geograph
DOCUMENT RESUME ED 405 192 SE 059 749 AUTHOR Bryan, M. Leonard TITLE Introducing the Measurement of Shape in Freshman Human Geography. PUB DATE Feb 97 NOTE 24p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS College Freshmen; Concept Teaching; *Geographic Concepts; Geometry; Government Role; Higher Education; *Human Geography; Map Skills; *Measurement; Nonmajors; *Physical Geography; Social Sciences; Teaching Methods; Visual Perception IDENTIFIERS *Shapes ABSTRACT The concept of shape often enters introductory cultural geography textbooks through the subject of political geography. This paper focuses on a quantitative way to introduce the concept of shape to students of cultural geography. The measure used in this approach was to compare the perimeter of the sovereign state with the perimeter of a circle having the same area as the state. Students, on noting both the quantitative shape index and the qualitative descriptions of outline and the shape traced from conformal maps, learn that shape is subject to the perceptions and interpretation of the individual geographer. They also learn that the importance of shape and compactness to national security and communications is dependent on available technology with the developmental stage of the country being considered. Following a short discussion of shape and its use in the theoretical political geography context, a review of shape measurement as used in the physical and social sciences is provided. The method for calculating an index of shape, with data and examples using sovereign states, is then provided. The paper closes with an example of an exercise that has been used successfully by students in introductory cultural geography classes designed for nonmajors.