Geography-Anthropology Spring 2019 Advising Notes

Total Page:16

File Type:pdf, Size:1020Kb

Geography-Anthropology Spring 2019 Advising Notes GEOGRAPHY-ANTHROPOLOGY SPRING 2019 ADVISING NOTES The following requirements are met by GYA spring courses (other program offerings are not listed so don’t forget to check): You can find courses available at https://usm.maine.edu/courses or on MaineStreet. All students must take ANT 105/GEO 105 (offered in Fall) and MAT 120 Intro to Stats (offered every semester). Required courses for Sustainable Cultures & Communities (SCC) ANT 101 Anthropology: The Cultural View is offered M, W from 11-12:15 in Gorham and online. GEO 101 Human Geography is offered M from 4:10-6:40 in Portland. Required courses for Cultural & Natural Heritage Management (CNHM) ANT 103 Intro to Archaeology is offered Online. Required courses for Applied GIS and Geospatial Analysis (GIS) GEO 270 Mapping Environments and People: Data Visualization and Analysis is being offered M, W 1:15-2:30 or M 1:15-2:30, W 4:10-5:25. in Portland. Methods for SCC (6 credits minimum, at least 3 credits from each of GEO and ANT) ANT 204 Gulf of Maine: Archaeology, Ecology and Climate Change is offered T, TH 9:30-10:45 lecture and one lab on T or Th from 11-1 in Gorham. ANT 315 Ethnography: Methods, Ethics and Practice is offered T, Th from 11-12;15 in Gorham. GEO 210 Planning Maine Communities is offered W from 4:10-6:40 in Portland. GEO 270 Mapping Environments and People: Data Visualization and Analysis is offered M, W 1:15-2:30 or M 1:15-2:30, W 4:10-5:25 in Portland. GEO 305/505/605 Remote Sensing is offered Online. GEO 340 Digital Mapping is offered F from 9:00 - 3:00 in Gorham. GEO 408/518/618 GIS Applications II is offered Online. Methods for CNHM (6 credits minimum, at least 3 credits from each GEO & ANT) ANT 204 Gulf of Maine: Archaeology, Ecology and Climate Change is offered T, TH from 9:30-10:45 lecture and one lab on T or Th lab from 11-1 in Gorham. ANT 306 Analysis of Archaeological Materials is offered Fridays from 10-12:30 in Gorham. ANT 315 Ethnography: Methods, Ethics and Practice is offered T, Th from 11-12;15 in Gorham. GEO 270 Mapping Environments and People: Data Visualization and Analysis is being offered M, W from 1:15- 2:30 or M 1:15-2:30, W 4:10-5:25 in Portland. GEO 305/505/605 Remote Sensing is offered Online. GEO 340 Digital Mapping is offered F from 9:00 - 3:00 in Gorham. GEO 408/518/618 GIS Applications II is offered Online. Methods for GIS (15 credits) GEO 305/505/605 Remote Sensing is offered Online GEO 340 Digital Mapping is offered F from 9:00 - 3:00 in Gorham. GEO 408/518/618 GIS Applications II is offered Online. Topical Electives for SCC (18 credits, 6 at or above the 300-level and 6 from GEO and 6 from ANT prefix) ANT 102 Biological Anthropology Lecture and Lab is offered Th from 2-6 in Gorham. ANT 202 Origins of Civilizations is offered Online. ANT 230 Hunters and Gatherers is offered M from 4:10-6:40 I Gorham. GEO 120 Geography of Maine is offered M,W from 9:30 - 10:45 in Gorham. GEO 295 Mapping Sense of Place is being offered M, W from 12:30-1:45 in Gorham. GEO 395 Sociology of Indigenous Peoples is offered M, W from 2:45-4:00 in Portland. Topical Electives for CNHM (18 credits, 6 at or above the 300-level and 6 from GEO and 6 from ANT prefix) ANT 102 Biological Anthropology Lecture and Lab is offered Th from 2-6 in Gorham. ANT 201 Human Origins is offered M, W from 2-3:15 in Gorham. ANT 202 Origins of Civilization is offered online. ANT 262 Women, Arts and Global Tourism is offered T, Th from 12:30-1:45 in Gorham. ANT 280 Prehistoric Art is offered W from 4:10-6:40 in Gorham. GEO 210 Planning Maine Communities is offered W from 4:10-6:40 in Portland. GEO 295 Mapping Sense of Place: Art, Cartography and Creativity is offered M, W from 12:30-1:45 in Gorham. GEO 395 Sociology of Indigenous Peoples is offered M, W from 2:45-4:00 in Portland. Topical Electives for GIS (18 credits, 6 at or above the 300-level and 6 from GEO and 6 from ANT prefix) ANT 204 Gulf of Maine: Arch, Ecology and Climate Change is offered T, TH 9:30-10:45 and one lab on T or Th lab from 11-1 in Gorham. ANT 306 Analysis of Archaeological Materials is offered Fridays from 10-12:30 in Gorham. ANT 315 Ethnography: Methods, Ethics and Practice is offered T, Th from 11-12:15 in Gorham. GEO 210 Planning Maine Communities is offered W from 4:10-6:40 in Portland. GEO 295 Mapping Sense of Place is being offered M, W from 12:30-1:45 in Gorham. GEO 395 Sociology of Indigenous Peoples is offered M, W from 2:45-4:00 in Portland. Capstone for SCC: See Chair, Lydia Savage, [email protected]. Capstone for CNHM: See Chair, Lydia Savage, [email protected]. Capstone for GIS: GEO 458/558/658 Research Applications in GIS is offered W from 4:10-6:40 in Portland. Spring 2019 Course offerings fulfilling Core requirements: Science Explorations: ANT 102 Biological Anthropology; ANT 204: Gulf of Maine: Archaeology, Ecology and Climate Change; GEY 100 Volcanoes Earthquakes and Moving Plates and GEY 101 Lab Experiences in Geology Quantitative Reasoning: GEO 270: Mapping Environments and People: Data Visualization and Analysis Ethical Inquiry, Social Responsibility and Citizenship: GEO 210 Planning Maine Communities; ANT 315: Ethnography: Methods, Ethics and Practice Cultural Interpretation: ANT 280: Prehistoric Art Socio-Cultural Analysis ANT 101 Anthropology: The Cultural View; GEO 101 Human Geography; GEO 120 Geography of Maine; ANT 201 Human Origins; ANT 202 Origins of Civilizations; ANT 230 Hunters and Gatherers International: GEO 101 Human Geography; ANT 103 Intro to Archaeology; ANT 280: Prehistoric Art Diversity: ANT 101 Anthropology: The Cultural View; ANT 103 Intro to Archaeology Planning Ahead? Geography-Anthropology Tentative Summer Session: Summer Session 1: Monday, May 20 - Friday, July 5 Course Title Day and Time Cap Instructor Location ANT 101 Anthropology: The Cultural View M, W 9:30-12 30 Dobres Portland GEY 100 Volcanoes, Earthquakes & Moving Plates Lecture online 30 Swanson online GEY 101 Volcanoes, Earthquakes & Moving Plates Lab online 30 Swanson online ANT 101 Cultural View online 30 Lockridge online Summer Session 2: Monday, July 8 - Friday, August 23 Course Title Day and Time Cap Instructor ANT 101 Anthropology: The Cultural View M, W 9:30-12 30 Dobres Portland GEY 100 Volcanoes, Earthquakes & Moving Plates Lecture online 30 Swanson online GEY 101 Volcanoes, Earthquakes & Moving Plates Lab online 30 Swanson online ANT 255 Cultures of Africa online 30 Lockridge online Summer GEO 495 Topics: Travel Course to Iceland will be offered by Dr Pavri – dates and details to come. Fall 2019 tentative course offerings: ANT 101 Anthropology: The Cultural View; ANT 103 Intro to Archaeology; GEO 101 Human Geography; GEO 102 Physical Geography; ANT 105/GEO 105 Society, Environment and Change; GEO 107 Maps and Math; GEO 308 GIS 1; GEO 370 Maps, Territory and Power; GEO 445 Drone Mapping; GEY 100 Volcanoes, Earthquakes & Moving Plates Lecture; GEY 101 Volcanoes, Earthquakes & Moving Plates Lab and more to be scheduled. Spring 2019 Registration Schedule Please note that registration is active in MaineStreet at 6:00 AM. • November 5 - Current and continuing Graduate students (including Graduate Certificate students) • November 6 - Seniors with 112+ credits & Veteran Students • November 7 - Seniors with 84+ credits • November 8 - Juniors with 69+ credits • November 9 - Juniors with 54+ credits • November 13 - Sophomores with 39+ credits • November 14 - Sophomores with 24+ credits • November 15 - First Year students with 15+ credits • November 16 - First Year students with 0-14.99 credits and Undergraduate Certificate students • November 19 - Newly admitted Graduate Students • November 26 - Open registration (starting at 8:00 AM) Geography-Anthropology Course Descriptions Spring 2019 GEO 101 Human Geography This course examines social, economic, and political processes that shape the contemporary global landscape, with particular emphasis on the relationships between developed and developing regions of the world. Cartography, population trends, agricultural systems, migration, urbanization, and industrialization are among the topics covered. Cr 3. GEO 108/PPM 522 Introduction to ArcGIS An introduction to the ArcGIS software, stressing basic operation of this popular GIS package. Topics covered include system navigation, data display, data download, and printing public domain and user-created geographical data sets. Cr 3. GEO 120 Geography of Maine This course will examine Maine as a geographic region. Physical and cultural attributes of the state will be analyzed. Political, economic and demographic factors will be emphasized in viewing the assets and problems of the Maine environment and in planning Maine's future. Cr 3. GEO 210 Planning Maine Communities: Current Issues & Directions This course will examine the issues facing Maine communities such as providing affordable housing, maintaining and improving the community's physical facilities such as streets, sewers, playgrounds, etc., disposing of solid and hazardous wastes, stimulating jobs and economic development, providing adequate transportation facilities, and preserving Maine's environment and lifestyle in the face of growth. It will also address how these issues can be addressed through the use of the planning process and sound planning techniques. Cr 3. GEO 270 Mapping Environments and People: Data Visualization and Analysis The history and practice of analytical mapping — of environmental and social phenomena — introduces students to basic concepts in quantitative reasoning and in the visual display of quantitative information.
Recommended publications
  • 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.
    [Show full text]
  • 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).
    [Show full text]
  • 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.
    [Show full text]
  • AP Human Geography Sample Student Responses and Scoring Commentary
    2017 AP Human Geography Sample Student Responses and Scoring Commentary Inside: R Free Response Question 1 R Scoring Guideline R Student Samples R Scoring Commentary © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.org AP® Human Geography 2017 SCORING GUIDELINES Question 1 7 points (2 + 1 + 2 + 2) Note: Smart growth may be used in place of, or in conjunction with, New Urbanism. A. Identify TWO goals of the New Urbanism movement. 2 points (1+1) 1. Reduce the amount or area of suburban or 8. Enable healthier lifestyles: outdoor activities, urban sprawl improve access to food or eliminate food deserts 2. Increase walkability or pedestrian-friendly areas 9. Produce architecture and design to reflect local history or culture 3. Increase bikeable areas 10. Construct denser or more compact built space; support denser population 4. Increase transit-oriented development, more 11. Develop more open public space energy efficient transport, or more public transportation 5. Expand the variety of housing types in the 12. Increase amount of outdoor dining, same area performance, market, or festival space 6. Increase diversity: ages, income levels, cultures, 13. Decrease commuting time or live close to work ethnicities 7. Construct green buildings or energy efficient 14. Promote sustainability: minimal environmental structures impact, eco-friendly technology, less use of fuels Note: “Sustainability” and “better life,” alone, are not acceptable unless terms relate to a goal listed above.
    [Show full text]
  • 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.
    [Show full text]
  • 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 ..
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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-
    [Show full text]
  • Urban Geography AP HUMAN GEOGRAPHY – UNIT 8 (Ch.9) Urban
    Urban Geography AP HUMAN GEOGRAPHY – UNIT 8 (Ch.9) Urban The built up area in and around a city. An urban area is nonrural and nonagricultural. Urbanization The growth and diffusion of city landscapes and urban lifestyles. • Urbanized area has a min. of 50,000 people • 75% of U.S Pop. Live in urban places City • An agglomeration of people and buildings clustered together • Serve as a center of politics, culture and economics. • WHY? • Oregon's largest City? 1. Portland: 600,000 2. Eugene: 156,000 3. Salem: 154,000 The incredibly slow growth of cities People have existed for 100,000 years First cities established 8,000 years ago Reached modern size and structure in last 200 years Urbanization – By the Numbers In 1800 only 5% of the world lived in cities In 1950, only 16% lived in cities In 2017, more than 50% of the world lives in cities Urbanization – By the Numbers In More Developed countries (MDC’s) nearly 75% of the population lives in cities In Less Developed Countries (LDC’s) only 40% of the population lives in cities Numbers are changing quickly – because LDCs are urbanizing at a rate much faster than the MDCs. Urbanization – By the Numbers Africa and Asia are the least urbanized continents. North America is the most urbanized. Urbanization – By the Numbers In 1950 only 83 cities had a population over 1 million In 2000, over 400 cities over 1 million In 2016, seven of the ten most populous cites were located in Asia https://www.ted.com/talks/eduardo_paes_the_4_c ommandments_of_cities?language=en 4 Commandments of Cities (Eduardo Paes, the mayor of Rio de Janeiro) Identify and explain the FOUR commandments of what a city needs to do to prosper in the future.
    [Show full text]
  • Human Geography Derek Gregory University of British Columbia
    University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Social Sciences 2012 Editors' introduction: human geography Derek Gregory University of British Columbia Noel Castree University of Wollongong, [email protected] Publication Details Gregory, D. & Castree, N. (2012). Editors' introduction: human geography. In D. Gregory & N. Castree (Eds.), Human Geography (pp. xxv-lxxix). London: SAGE Publications Ltd. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Editors' introduction: human geography Abstract When we were invited by Sage to identify published work in human geography that represents what is best and most distinctive about the field it seemed an impossible task (it still does) because there is such a rich volume of material to draw from. We decided to focus on Englishlanguage and to a lesser extent other European contributions, although we are acutely aware of the irony, even the imperialism, of limiting a field like human geography to knowledges rooted in only a fraction of the world. We discuss below the dangers of delimiting Geography as a European or Euro-American science, and several of our selections return to this issue again and again. If there is a much richer geography of Geography than this, there is also a much longer history than our selections might imply. Our focus on the last thirty years is not an exercise in progressivism or triumphalism which treats the present as the climactic moment in a chain of contributions that reaches back into an ever more distant and ever more imperfect past.
    [Show full text]
  • Chapter 1: Geography and History, 3000000 BC
    0002-0031 CH01-846240 11/22/02 8:48 AM Page 2 UNIT Place and 1 Time Equator E W E ° W ° ° ° ° ° Prime Meridian ° 120 60 180 60 180 0 120 Egyptian water clock ᭢ ᭡ An early globe c. 3,000,000 B.C. c. 1,500,000 B.C. c. 1,200,000 B.C. c. 250,000 B.C. Paleolithic Age Homo habilis Homo erectus Homo sapiens begins appears appears appears 2 0002-0031 CH01-846240 11/22/02 12:58 PM Page 3 TM Summarizing Information Study Foldable Make this foldable journal about geography and how it influenced history, and use it as a study guide. Step 1 Fold a sheet of paper Step 2 Fold it in half again Reading and Writing As you in half from top to bottom. from side to side and label as read the unit, use your “place and shown. time journal” to describe how geography has affected early civilization settlements. Place and Time PRIMARY SOURCES LibraryLibrary See pages 674–675 for another primary source reading to accompany Unit 1. Read “The Iceman” from the World History Primary Source Document Library CD-ROM. Journal Notes When did people appear on the earth? What factors have influ- enced where and how people have lived? Note details as you read. c. 100,000 B.C. c. 8000 B.C. c. 6500 B.C. Cro-Magnons Neolithic Age begins Catal Hüyük appear established 3 0002-0031 CH01-846240 11/22/02 10:31 AM Page 4 CHAPTER Geography and History 1 3,000,000 B.C.–Present ᭢ Celtic bronze plaque Stonehenge ᭤ c.
    [Show full text]