The Five Themes of Geography I. Location: Position on Earth's
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Geography and Atmospheric Science 1
Geography and Atmospheric Science 1 Undergraduate Research Center is another great resource. The center Geography and aids undergraduates interested in doing research, offers funding opportunities, and provides step-by-step workshops which provide Atmospheric Science students the skills necessary to explore, investigate, and excel. Atmospheric Science labs include a Meteorology and Climate Hub Geography as an academic discipline studies the spatial dimensions of, (MACH) with state-of-the-art AWIPS II software used by the National and links between, culture, society, and environmental processes. The Weather Service and computer lab and collaborative space dedicated study of Atmospheric Science involves weather and climate and how to students doing research. Students also get hands-on experience, those affect human activity and life on earth. At the University of Kansas, from forecasting and providing reports to university radio (KJHK 90.7 our department's programs work to understand human activity and the FM) and television (KUJH-TV) to research project opportunities through physical world. our department and the University of Kansas Undergraduate Research Center. Why study geography? . Because people, places, and environments interact and evolve in a changing world. From conservation to soil science to the power of Undergraduate Programs geographic information science data and more, the study of geography at the University of Kansas prepares future leaders. The study of geography Geography encompasses landscape and physical features of the planet and human activity, the environment and resources, migration, and more. Our Geography integrates information from a variety of sources to study program (http://geog.ku.edu/degrees/) has a unique cross-disciplinary the nature of culture areas, the emergence of physical and human nature with pathway options (http://geog.ku.edu/geography-pathways/) landscapes, and problems of interaction between people and the and diverse faculty (http://geog.ku.edu/faculty/) who are passionate about environment. -
The Empirics of New Economic Geography ∗
The Empirics of New Economic Geography ∗ Stephen J Redding LSE, Yale School of Management and CEPR y February 28, 2009 Abstract Although a rich and extensive body of theoretical research on new economic geography has emerged, empirical research remains comparatively less well developed. This paper reviews the existing empirical literature on the predictions of new economic geography models for the distribution of income and production across space. The discussion highlights connections with other research in regional and urban economics, identification issues, potential alternative explanations and possible areas for further research. Keywords: New economic geography, market access, industrial location, multiple equilibria JEL: F12, F14, O10 ∗This paper was produced as part of the Globalization Programme of the ESRC-funded Centre for Economic Performance at the London School of Economics. Financial support under the European Union Research Training grant MRTN-CT-2006-035873 is also gratefully acknowledged. I am grateful to a number of co-authors and colleagues for insight, discussion and comments, including in particular Tony Venables and Gilles Duranton, and also Guy Michaels, Henry Overman, Esteban Rossi-Hansberg, Peter Schott, Daniel Sturm and Nikolaus Wolf. I bear sole responsibility for the opinions expressed and any errors. yDepartment of Economics, London School of Economics, Houghton Street, London, WC2A 2AE, United Kingdom. Tel: + 44 20 7955 7483, Fax: + 44 20 7955 7595, Email: s:j:redding@lse:ac:uk. Web: http : ==econ:lse:ac:uk=staff=sredding=. 1 1 Introduction Over the last two decades, the uneven distribution of economic activity across space has received re- newed attention with the emergence of the “new economic geography” literature following Krugman (1991a). -
Geography Introduction
Geography Student Handbook CSUS Geography, Fall 2005 Geography Student Handbook contents ONE WELCOME TO GEOGRAPHY Part Welcome Geography Students 1 Reception 2 Keeping the Department Informed 2 Faculty Profiles and Contact Information 3 Maps 4 Campus 4 Bizzini Hall (Classroom Building) 2nd Floor 5 GIS Lab 6 Bio-Ag 7 TWO WHAT IS GEOGRAPHY? 8 Definitions 8 Areas of Geographic Study 9 General Readings in Geography and Teaching 10 THREE YOUR PROGRAM 11 Advising 11 Registration 12 Geography Courses (from Catalog) 13 BA Geography Worksheet (regular tract) 14 BA Geography with Applied Concentration Worksheet 15 Geography Minor Worksheet 16 Liberal Studies with Geography Concentration Worksheet 17 Social Science with Geography Concentration Worksheet 17 General Education Worksheet 18 Plagerism and Academic Dishonesty 19 Readings – Coping with Classes 20 Internships 21 FOUR GEOGRAPHY’S FACILITIES 22 Laboratories 22 The Field 22 GIS Lab 23 Bio-Ag 23 The Bridge 24 Study Abroad 25 Other Facilities 26 FIVE LIFE AFTER CSUS 27 Occupations 27 Graduate School 28 Letter of Reference 29 1 one - welcome to geography “Of all the disciplines, it is geography that has captured the vision of the earth as a whole.” Kenneth Boulding WELCOME GEOGRAPHY STUDENTS! This student handbook provides a way for you to track your degree progress and helps you navigate a path, not only to complete your degree, but to seek a profession in geography or attend graduate school. It serves as a convenient source for general information about the discipline of geography, department and campus resources, and who to contact with various questions. This handbook does not replace the personal one-to-one contact between yourself and your advisor. -
Five Themes of Geography and India
University of Northern Iowa UNI ScholarWorks Open Educational Resources Open Educational Resources 2012 Five Themes of Geography and India George Kuhter Let us know how access to this document benefits ouy Copyright ©[2012?] George Kuhter This work is licensed under a Creative Commons Attribution 4.0 License. Follow this and additional works at: https://scholarworks.uni.edu/oermaterials Part of the Geography Commons Recommended Citation Kuhter, George, "Five Themes of Geography and India" (2012). Open Educational Resources. 104. https://scholarworks.uni.edu/oermaterials/104 This Lesson Plans is brought to you for free and open access by the Open Educational Resources at UNI ScholarWorks. It has been accepted for inclusion in Open Educational Resources by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Five Themes of Geography and India George Kuhter – South Tama County Middle School, Toledo, IA Grade Level (Req.): 6th-12th Content Area (Req.): World Unit (Opt.): grade (easily adaptable to all Geography, Human Geography, ages) Physical Geography Connections to Other Disciplines (Opt.): • • • Time Frame (Req.): May take one Goal (Req.): The purpose of this lesson is to give the teacher an class period (for review) plus opportunity to teach, reinforce, and use the five themes of time for discussion if needed. It geography with a specific country. may take more than one class period if it is used as an Objective (Req.): Students will be able to reinforce the five themes introduction to the Five Themes. of geography using a real life example. Materials Needed (Req.): New Vocabulary (Opt.): • Map of the world (large classroom) • • Map of India (National Geographic) • • Magazine articles/pictures of India from • website/magazines • • Overheads with the Five Themes of • Geography Definitions (optional) • • • Anticipatory Set/Introduction [Inquiry Question is required] (Req.): With a large wall map showing ask students, where India is located? When students answer India is in Asia. -
Explains Geography: Why Is Geographic Education Importa
What is Geography? Geography is the study of places, people, and the natural and built environments they occupy. Although it is true that Geographers may be well trained in the location of many things and may be able to show you those things on a map, the true value of the geographic perspective is found in the Geographer’s ability to explain why things are distributed across space and through time and to use that knowledge to help guide future decisions about how best to explore, manage, and protect our world. Geographers are employed everywhere. We are in schools, government offices, private companies, and non-profit organizations. We are inventors, entrepreneurs, explorers, teachers, and leaders in our communities. Geographers learn to change the world and that begins in your classrooms. Here is an example of What you can do with Geography (video). The National Council for Geographic Education (NCGE) explains Geography: Many of our challenges have a spatial dimension or lie at the link between human and environmental systems. Where else are students taught to understand the place in which they live or to ask important questions about why patterns of phenomena exist across space and what the implications are of those patterns? Geography provides essential workforce skills. It enables students to grasp the explanatory power of spatial information. It empowers students to be discerning users of maps and increasingly critical geospatial technologies such as remote sensing, geographic information systems (GIS), and global positioning systems (GPS). Geographic literacy is important for applying these technologies toward good governance, foreign policy, economic development, environmental stewardship and regional and local planning. -
Locati N Theory in Geography and Archaeology
43 Geography Research Forum Volume 7, 1984: 43-60 LOCATI N THEORY IN GEOGRAPHY AND ARCHAEOLOGY Juval Portugali Tel Aviv University, Israel Submitted November 1982, revised November 1983 Locational analysis of the seventies is marked by expressions of disillusionment and criticism of the "quantitative revolution" of the sixties. "Especially so in the writing and work of some of those who were formerly quite active in the promotion of the spatial analysis theme and quantitative approaches" (King 1969:155). Despite the fact that those writing provide the main source of inspiration for archaeological locational analysis, critical geography of the seventies is utterly ignored in the archaeological literature. Thus, the aims of this paper are to present the geographical criticism of locational analysis and theory, to consider the archaeological implications and to suggest a possible synthesis of location theory in geography and archaeology. " ... Measures and counts now about in a field traditionally devoid of comparative scales: tax onometrics ... information indices of structural complexity, economic measures of utility, spatial measures of distribution ... The proper treatment of qualitative and quantitative obser vations has introduced a welcome precision and a proper appreciation of error, (and has) facilitated the testing of predictions ... These reinforcing developments ... give added scope to ... explicit model-using ... and the comprehensive theory of systems and cybernetics ... Computer methodology provides an expanding armoury of analog and digital techniques ... whilst all thinking archaeologists must share severe reservations about what has yet been achieved with the aid of these tools, the fault is with the uncertain archaeologist and his shaky concepts, not with the machine .. -
Program Advising APPLIED GEOGRAPHY Cartography and Geographic Information Systems Certificate
APPLIED GEOGRAPHY Cartography and Geographic Information Systems Certificate: 184 Total Credits: 21 Catalog Edition: 2017-2018 Program Description Program Advising This certificate curriculum provides training in cartography and geographic information systems. Rockville Enabling the student to develop, construct, and use maps • Prof. Allison and other imagery to solve problems relating to the earth, 240-567-7614 its resources, and its development. These skills are used [email protected] by professionals employed in federal mapping and related agencies in the Washington metropolitan region. Germantown • Prof. Allison Program Outcomes 240-567-7614 [email protected] Upon completion of this program a student will be able to: Takoma Park/Silver Spring •Use various mapping software packages. • Prof. Allison •Apply their enhanced cartographic skills. 240-567-7614 •Use maps as tools. [email protected] •Conduct research and be familiar with the various research resources available, i.e., county, city, and For more information please visit: federal government; the private sector; and online data. http://www.montgomerycollege.edu/appliedgeography •Have gained an appreciation of the various job opportunities available through attending trips to various cartographic facilities. •Integrate other software as appropriate into their mapping projects, e.g., Adobe Illustrator, Photoshop, and other graphics packages. •Use various techniques that improve their cartographic, GIS, and spatial analytic skills. -
MOROCCO the Five Themes of Geography: Visualized
MOROCCO The Five Themes of Geography: Visualized C. Burke & I. Pearce – Sam Houston High School, Arlington ISD BRIEF SUMMARY OF UNIT OF STUDY The intent of this unit of study is to be used AFTER students are exposed to the five themes of geography. These themes will help students better organize their understandings and perceptions of the world around them. The activities and lessons of this unit are built to aid students in their understanding of how humans interact with one another and their environments and to begin to see the differences and similarities of the world around them. Students will make these discoveries through the study of local, national, and international geography. Using visuals will allow students greater exposure to Moroccan culture throughout student demographics, particularly with ELL/ESL students. This activity could easily be scaffolded to increase rigor for advanced academic students. LEARNING OBJECTIVES The students will be able to: • find the five themes of geography (location, movement, human/environment interaction, place, and region) using visual stimulus. • compare information gathered. • identify and analyze the five themes of geography via a research essay. ASSOCIATED STANDARDS TEKS National Geography AP Human Geography Standards • WG.05A Analyze how the • APHG 1A Explain the importance of character of a place is • Standard 6 How culture and geography as a field of study. related to its political, experience influence people’s economic, social, and perception of places and regions. • APHG 1C Define region as a concept, cultural characteristics. identify world regions, and understand • Standard 12 The process, patterns, regionalization processes. Analyze changing • WG.09A Identify physical or and functions or human settlement. -
5 Themes of Geography a Basis for Understanding Geography
5 Themes of Geography A Basis for Understanding Geography Author Alliance Network TCs Grade Level 5-High School Duration 1-2 class periods National Geography AZ Standards Arizona Social Science Standards Standards Element 1: The This lesson applies to multiple There is no AZ Social Science Standard World In Spatial grade levels and involves that says students must know the 5 Themes Terms researching for information and of Geography; however, the vocabulary of 1. How to use maps then summarizing it. This is an the 5 Themes is within the state standards. and other geographic example of the ELA standards that For example: representations, would be assessed by this lesson. The use of geographic representations geospatial ELA Common Core Standards and tools help individuals understand technologies, and Reading their world. spatial thinking to Informational Text 5.G1.1 Use and construct maps and understand and Integration of Knowledge and graphs to represent changes in the United communicate Ideas States. Key concepts include but are not information 5.RI.7 Draw on information from limited to physical and human features of Essential Element 2: multiple print or digital sources, the United States, the regions of the United Places and Regions demonstrating the ability to locate States and their characteristics, geographic 4. The physical and an answer to a question quickly or location of major events, the growth of the human characteristics to solve a problem efficiently. United States through territorial expansion, of places 5.RI.9 Integrate information from demographic changes, and the states and Essential Element 4: several texts on the same topic in their capitals Human Systems order to write or speak about the Human-environment interactions are 9. -
Geography, Economics and Political Systems: a Bird's Eye View
Research Report GEOGRAPHY, ECONOMICS of economic activities, taking into consideration economies of agglomeration and the effects of distances AND POLITICAL SYSTEMS: and transportation. A BIRD’S EYE VIEW Among the early economic geographers, the main researchers into spatial decisions were Hotelling, Weber, von Thünen, and Christaller. Hotelling ELISE S. BREZIS1 AND emphasized how space matters for competition between firms, Alfred Weber embodies the precursor of location THIERRY VERDIER2 theory; Christaller developed the centralplace theory analyzing the centripetal forces in play between the periphery and the city; and von Thünen’s cone theory Introduction focused mainly on the centrifugal forces linking the city and its outskirts, analyzing the efficient outcome of the As early on as in the writings of Montesquieu and Adam development of the city at the core, and agriculture on Smith, geography plays a preponderant role in explain its periphery. ing disparities in the development of nation states. Smith placed an emphasis on topography, and especially on the These geographical arguments were not incorporated role of coasts and rivers in the development of regions. into mainstream economic research until the work of For Montesquieu, climate was an essential element to Krugman (1991a, 1991b), who found a way to analyti economic development. His theory asserted that climate cally combine all of these previous elements into a sin may substantially influence the nature and development gle general equilibrium framework: the coreperiphery of human societies. model. For a long time, economists did not pay attention to geo This coreperiphery model examines the uneven devel graphy, and this field was left to sociologists, historians, opment of regions and the emergence of clusters. -
Geography (GEOG) 1
Geography (GEOG) 1 situate these apocalyptic visions in particular historical, cultural, and GEOGRAPHY (GEOG) political contexts. Students will utilize integrative thinking skills and an interdisciplinary geographic approach to connect these visions with contemporary social issues in order to consider how we might address GEOG 1N: Global Parks and Sustainability these complex problems while imagining and actualizing alternative 3 Credits futures. Students will practice global learning, drawing on course material that engages U.S. and cross-cultural perspectives in recognition of the This course uses parks and protected areas - both in the U.S. and global reach of the interconnected social, economic, political, and cultural globally - as a framework for exploring broad themes of sustainability, systems that shape humanity's shared fate. conservation, and socio-ecological systems. Case studies that exemplify U.S. and international parkscapes (i.e., parks and protected areas International Cultures (IL) embedded within complex landscapes) are used to convey stories United States Cultures (US) of evolving attitudes and approaches toward conservation and General Education: Humanities (GH) sustainability. These stories help explain the historical, transitioning, General Education: Social and Behavioral Scien (GS) and future role of conservation in societies shaped by local ecologies, General Education - Integrative: Interdomain conflict, and change. The unique geographies of conservation GenEd Learning Objective: Crit and Analytical Think parkscapes- -
THE FIVE THEMES of GEOGRAPHY©2003 Schoolmedia, Inc. Vocabulary
2003 SchoolMedia, Inc. TEACHER’S GUIDE THE FIVE THEMES OF GEOGRAPHY Learning Objectives make life more difficult, such as bad should select a speaker who will present the weather, but in other places the physical collage to the class and explain the theme and the 1) Know and understand the five themes of environment provides necessities like fresh meaning of the collage. geography: water. a) Place: To describe a place it is important to d) Movement: Movement describes how Current Events and Geography: During class consider its features, the characteristics that people, goods, and ideas get from place to time, or as a homework assignment, have make one place different from another. place. People travel and transport goods in a students look through news magazines or a Many places have distinct physical features variety of ways: ships, trains, airplanes, cars, newspaper for articles that pertain to one of the such as landforms, bodies of water, climate, and trucks. Ideas are often communicated by Five Themes of Geography. Students should be and natural resources. Places often also phones, computers, televisions, newspapers, prepared to discuss the article and its connection contain human features, such as buildings, and radios. How, why, and where people to a theme with a small group of students. highways, and airports. The number of move affects the way that places grow and people and their customs are also human change. A sudden influx of people can result features that help to describe a place. in the birth of cities in a region. Also, the Vocabulary b) Location: To determine where a place is, physical features of a place can affect the direction is often used.