...Geography 101 University of Mississippi FAll 2010 Final exam: essay questions Please prepare a typed answer to each of the two essay questions below. Your answers are due in class on the day of the scheduled final exam. Each essay question is worth 30 points on the exam (total of 60 points). Answers for EACH question should be at least 500 to 750 words (2-3 pages). NOTE: you may not use the same example for different essay questions. Please be diverse in the examples that you use to illustrate your answers. Be sure that you address ALL parts of each question. Format Each answer should be in the form of a typed, double-spaced document (12-point Times/Times Roman font) with margins no greater than 1 inch. Please include a title page (one for both answers is fine) and a complete and proper list of the sources (bibliography or references cited) that you used on a separate page. You should also include in-text citations for these sources as appropriate (any recognized academic format, such as MLA, is acceptable; for examples of MLA citation and bibliography formatting see http://owl.english.purdue.edu/owl/resource/557/01/). Indicate the source of specific data in the body of your answer where appropriate. Please do not repeat the questions in your answer. Please do your own work. Copying from another student’s work (past or present) or any other form of academic fraud will result in failure in the course and additional...
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...GEO 210 – CULTURAL GEOGRAPHY – 40H “People & the Land: Introduction to Cultural Geography” TNCC – FALL 2012 Instructor: Larry Snider – Phone: (757) 850-4912 E-mail: sniderl@tncc.edu (school); Skimmerva@aol.com (home) Office Hours: 4:30-5:30 p.m. M (Rm 947 Templin Hall), 6-7 p.m. T (Rm 131A Diggs Hall), 5:00-5:30 p.m. W (Rm 947 Templin Hall) and by appointment INTRODUCTION COURSE DESCRIPTION: (from VCCS Master Course file): Focuses on the relationship between culture and geography. Presents a survey of modern demographics, landscape modification, material and non-material culture, language, race and ethnicity, religion, politics, and economic activities. Introduces the student to types and uses of maps. COURSE CONTENT: Cultural geography entails the study of spatial variations among cultural groups and the spatial functioning of society. The course provides an introduction to the manner in which humans have modified the world, emphasizing patterns of migration, livelihoods of man, and environments in which these modifications have taken place and continue to occur. It focuses on describing and analyzing the ways population, religion, language, ethnicity and race, political factors, economy, agriculture, industry, the urban setting, and other cultural phenomena vary or remain constant from one place to another. The framework of geographic location of significant countries, regions, and physical features is also addressed in order to provide the necessary...
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...com/watch?v=CBsJTqfB1Ws AP English IV Writing Assignments Directions: Complete assignments for chapters 1-10 as you read Foster’s work. Writing Assignments for How to Read Literature like a Professor By Thomas C. Foster (Adapted from Donna Anglin by Sandra Effinger) Introduction: How’d He Do That? How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Discuss a time when your appreciation of a literary work was enhanced by understanding symbol or pattern. (200 words) Chapter 1 – Every Trip Is a Quest (Except When It’s Not) List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the form used on pages 3-5. Chapter 2 – Nice to Eat with You: Acts of Communion Choose a meal...
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...race, sexuality, class, religion, geography, and so on. My aim is to get you thinking seriously about the material conditions that produce commodities for everyday use (often hidden and obscured), as well as their emotional/cultural/social value (often produced and enforced by media, norms, discipline, and bodily surveillance). For example, when considering an ordinary pair of jeans, it is important to understand how their material history goes beyond simply when and where they were purchased. From production to consumption, a whole range of transnational labor practices (that primarily utilize the skills of young, low-income women of color) and advertising strategies (that primarily utilize the bodies and sexuality of young women) are deployed. Many of these practices violate international labor and environmental standards. At the same time, this ordinary pair of jeans may also contain a personal history that reflects emotional, cultural, or social values (a particular brand, a form of resistance to dress codes and cultural clothing norms, a gift from a beloved older sister, etc.). Your job is to choose an ordinary object (piece of fruit, family heirloom, beauty product, item of clothing…whatever, really) and trace both its material and personal history. There will be three components: a written essay, a audio/visual archive, and an oral presentation. Each section will receive it’s own grade. Descriptions are as follows: WRITTEN ESSAY: 6 pages...
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...divided up into nine units, and there are seven themes (identity, work exchange, and technology, peopling, politics and power, America in the World, environment and geography, and ideas, beliefs, cultures) that can be, and are applied to each unit. The class is to be identical...
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...for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core and essential knowledge contents of geography.” (Geographical Association, 2011, p.2 – cited in Debates in Geography). Having observed lessons in my school for several weeks now, I agree with this emphasis on teaching ‘core’ knowledge contents as I feel as if the emphasis in the classroom is more centred around designing creative activities which attempt to gain ‘buy-in’ from the students...
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...help. I think the recognition of patterns make it easier to read complicated literature because then we can analyze what exactly it is that we are reading. It gets readers to look more in depth of the literature itself. I think memory helps the readers connect emotionally and/or physically to that literature. Also, symbols analyze a deeper thought to something. When I read something, I picture it in my head and I would create a scene in my mind. Then by using memory, symbol, and pattern, I’ll try to sort everything out to make it clearer for my understanding. Chapter 1 – Every Trip is a Quest (Except When It’s Not) * List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the form used on pages 3-5. * The quest has five aspects, which includes: (a) a quester, (b) a place to go, (c) a stated reason to go there, (d) challenges and trials en route, and (e) a real reason to go there. I believe that almost every literary work consists of a quest, but some are more obvious than others. An example of a quest would be from my all time favorite Disney movie, “Up”. * (a) A quester: Carl Frederickson (b) A place to go: Paradise Falls (c) A stated reason to go there: When Carl and his wife were younger;...
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...GEOGRAPHY OF THE MIDDLE EAST & NORTH AFRICA Geog 209 - Fall 2014 T-Th 12:00-1:20 Plus Discussion Section and evening films McKenzie 240A Prof. Shaul Cohen Condon 107G Tel. 346-4500 Office Hours Tuesday 12:00-1:00 OBA scohen@uoregon.edu GTFs Ashley Wall Jennings Office Hours M 1:00-2:00 ajenning@uoregon.edu Christine Carolan ccarolan@uoregon.edu Purpose: This course explores the geography of the Middle East with an emphasis on politics, culture, and regional cohesion. Through a variety of sources including modern literature, film, images of landscape, traditional academic texts and the daily news, we will pursue an understanding of those elements that characterize the region, as well as those features that are distinct and mark different peoples and places. We will examine local, sub-national, national, and international issues relating to identity and status, history, environment, economy and other topics, in an attempt to create a portrait of daily life in the many venues of the region, whether they be urban or rural, coastal or desert, North African or Asian, Muslim, Christian, Jewish, Arab, Israeli, Turkish, Iranian, and so on. Our goal will be to use the information available to us to discern patterns in the region that allow us to grasp its richness and complexity, to gain a sense of its past, contextualize current changes, and to anticipate future directions. Resources: For this course we will work from a number of selected writings, and...
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...electronic integrated circuit, automobile parts, silver bars and gold, computers and parts, electrical household appliances, soybean, wheat, cotton, dairy products. Some of the exports include automobiles and --- r;>arts,Gomr;>tJtsr-a,:}d-parts; jeweIry and-precious-stones,-pol¥mers_otetb¥tene_in_primary_ __ forms, refine fuels, electronic integrated circuits, rice, fish products, rubber products, sugar, cassava, poultry, machinery and parts, and iron and steel. Tax money is used for projects such as road work that benefit the communities and people living there. 5 themes of geography- Absolute Location- 15.8700° N, 100.9925° E Place- Refer to essay HEI- The people of Thailand have become really good at living off the land and using the earth to their advantage. All of their resources hence their economy is heavily dependant on the Earth. Movement- People moved many centuries ago from China to Thailand. Regions- Refer to essay. ...
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...System | Stars | Glossary | Printables, Worksheets, and Activities | The Sun | The Planets | The Moon | Asteroids | Kuiper Belt | Comets | Meteors | | Astronomers | | The Stars | Lifecycle | Nuclear Fusion | Brightest Stars | Galaxies | Other Solar Systems | Constellations | Why Stars Twinkle | Birth | Death | Star Types | Closest Stars | Nebulae | Major Stars | The Zodiac | Activities, Links | STARS Each star in the sky is an enormous glowing ball of gas. Our sun is a medium-sized star. Stars can live for billions of years. A star is born when an enormous cloud of hydrogen gas collapses until it is hot enough to burn nuclear fuel (producing tremendous amounts heat and radiation). As the nuclear fuel runs out (in about 5 billion years), the star expands and the core contracts, becoming a giant star which eventually explodes and turns into a dim, cool object (a black dwarf, neutron star, or black hole, depending on its initial mass). The largest stars have the shortest life span (still billions of years); more massive stars burn hotter and faster than their smaller counterparts (like the Sun). The composition of stars is studied using spectroscopy in which their visible light (the spectrum) is studied. GROUPS OF STARS In the universe, most stars occur in groups of at least two stars. Two stars that are locked in elliptical orbit around their center of mass (their barycenter) are called a binary star system. About half of all stars are in a...
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...Chapter 5 Socratic) are met. O Day 1 Topical question: W: Overarching Understanding/Question: It is important to see beyond yourself in order to understand others. / Why is cultural perspective important? Big Idea: Culture Standards: SCCR E2.I.1.1: Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding. SCCR E2.I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions. SCCR E2.RL.5.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations. SCCR E2.RL. 7.1 Trace the development of a common theme across media, modality, and format. SCCR E2.RL. 7.2 Explain how literary texts and related media allude to themes and archetypes from historical and cultural traditions. Major...
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...Weiner 1 Jacob Weiner Daniel McClure California Culture October 1, 2014 California Sunshine and Noir California, the Golden State, where the sun is always shining, the waves are always crashing, and dreams are coming true. Right? Well, not exactly. It hasn’t always been sunshine and smiles for the great state of California. The state has gone through a variety of stages both economically, and politically. Throughout these phases, there have been a fair amount of themes that have helped build the foundation of California culture. Of course, there is the notion that anyone can move to California and strike it rich. This dream that is still very alive today has contributed in the past and present with massive booms in immigration into California. This popular conception is warm and welcoming, but it does not tell the entire story of California. When looking into the past and understanding how this state came to be, there is a dark and iniquitous aura that suggests that California isn’t really that enchanting, glamorous place that it is made out to be. The California Dream all started in 1848 when discovery of gold sparked a rapid movement known as the California Gold Rush. Word quickly spread when John Marshall first made his discovery in the American River. As Albert L. Hurtado explains in his paper, “Sex, Gender, Culture, and a Great Event: The California Gold Rush, ‘It is impossible to give more than rough estimates for the number of hopeful people who poured into California...
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...ourselves will learn further and teach children better. Children will in turn explain things to their younger brothers and sisters, even to their parents and to those who cannot read or write. The new learning has a capacity to inform, who should do what during, before or after a disaster.” Ali Akbar, A primary school teacher in Chack Tumb Bhel, U.C Khoski, Badin. “Disaster Reduction Begins at School” (United Nations International Strategy for Disaster Reduction, 2006-8) 1 CONTENTS 1. Introduction……………………………………………………………………..……3 2. Growing Frequency of Natural Disasters: A Major Concern……..….…………7 3. Relevant UN Conventions and Other International Commitments….…………7 4. Impact of Natural Disasters on Children and Schools.……………………….....9 5. Education and Psychosocial Impact on Children………………………………10 6. Connecting Education, Safe Schooling and DRR……………………………...10 7. Significance of Mainstreaming DRR in Curriculum and Children’s Potential Role....…………………………………...……………………………………….…12 8. Approaches to Integrate DRR with Sindh and Punjab’s Textbooks….…..…..14 8.1. Infusion or Permeation Approach…………….…………………………………16 8.1.1. Holistic Review of Sindhi, Urdu And English Textbooks….……………..…17 8.1.1.1. Sindhi and Asaan Sindhi Language and Literature………...………….…17 8.1.1.2. Analysis of Urdu Language and Literature Texts…….…………….…….19 8.1.1.3. Textbook Review of English Subject…….………………………….……..21 8.2. Textbooks Review for Limited Infusion: Social Studies & Pakistan Studies.22 8. 3. Centralized...
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...II: 1258 C.E. TO PRESENT SPRING 2012 (21:510:288) M.W. 4:00-5:20 (MW6) CONKLIN HALL 446 Dr. Nükhet Varlık varlik@andromeda.rutgers.edu Office Hours: M. W. 5:20-5:50 pm and by appointment Office: Conklin Hall, 310 TEXTBOOK: o Arthur Goldschmidt Jr., A concise history of the Middle East, Westview Press, 2002. o Marvin E Gettleman & Stuart Schaar, The Middle East and Islamic world reader, New York, 2003. o Additional primary source readings will be posted on Blackboard. o Also see: Internet Islamic History Sourcebook (compiled by Paul Halsall) COURSE DESCRIPTION: This course is a survey of the history of the Islamic civilization. In this course, we will study social, economic, and cultural aspects of the history of the Middle and Near East region, from the dramatic arrival of Mongol armies in the mid-thirteenth century up to the present era. The treatment of the subject will be roughly chronological, though social and economic life, culture, and arts will be discussed thoroughly throughout the course. In addition to lectures, the course will heavily draw upon discussion sessions, which will give students a hands-on approach to history. In these sessions, we will discuss in detail various historical problems presented in the text, lectures, and audio-visual materials. 1 2 COURSE OBJECTIVES: Upon successful completion of this course, students will be able to: - name and identify individuals, events, themes, and issues of major importance in the History of the Middle...
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...Boston University Study Abroad London International Marketing SMG MK 467 (Elective B) Spring 2013 Instructor Information A. Name Jill Nurse Course Objectives This module aims to develop a critical understanding of the process, aims and challenges of marketing in an international environment. It will teach how international marketing differs from traditional, domestic marketing while emphasising that the two disciplines are underpinned by the same principles. During the semester you will learn how key environmental forces in international markets provide both constraints and opportunities to companies operating overseas. The module will also demonstrate the influence of international competition, market segmentation and strategy decisions specific to international marketing. Specifically the course aims to: • • • • • • Provide an understanding of the practice, strategies and goals of international marketing Demonstrate how international markets are different from domestic markets and provide an analysis of how international marketing environments can be understood and negotiated Analyse the impact of cultural, social, political and economic factors on marketing strategies Determine when to use different product-market entry and penetration strategies Discuss how and when the integrated marketing mix should be utilised in various international markets Provide an overview and discussion of academic marketing literature on the subject which will be applied to specific international...
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