...CURRICULUM OF GEOGRAPHY For 4 years BS & 2 years MS (Revised 2009) | | HIGHER EDUCATION COMMISSION ISLAMABAD CURRICULUM DIVISION, HEC Dr. Syed Sohail H. Naqvi Executive Director Prof. Dr. Altaf Ali G. Shahikh Member (Acad) Miss Ghayyur Fatima Director (Curri) Mr. M. Tahir Ali Shah Deputy Director (Curri) Mr. Shafiullah Deputy Director Composed by Mr. Zulfiqar Ali, HEC Islamabad CONTENTS 1. Introduction………………………………… 6 2. Aims and Objectives……………………… 10 3. Standardized Format for 4-years BS degree programme ………………………. 12 4. Scheme of Studies for BS …………………. 14 5. Details of Courses for BS …………………. 16 6. Elective Group Papers ……………………. 45 7. Scheme of Studies for MS Programme …. 48 8. Details of Courses for MS …………………. 50 9. Optional Courses Model……………………. 56 10. Recommendations …………………………. 61 11. Annexures A,B,C,D & E …………………… 63 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise...
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...What? the equator halfway between the poles and another line extending from pole to pole. They then drew a grid of latitude and I-4I-5longitude lines from those geographic reference points, thereby locating any point on Earth using just two numbers. geographic grid: The system of mathematically determined latitude and longitude lines used to determine the location of every place on Earth’s surface. spatial relationships: The close association of human and natural phenomena in place and their mutual interdependence and interaction. spatial perspective: The geographic approach that places location at the center of research, analysis, and explanation. Modern geography is best understood as the study of how the physical and cultural attributes of the earth interact to form spatial or regional patterns Modern geography has improved our ability to explain the world by utilizing four traditional areas of study: • 1. the location of physical and cultural features and activities (spatial distributions); • 2. the relationships between people and the lands that support them; • 3. the existence of distinctive areas or regions, including analysis and explanation of how they came to be formed; and • 4. the physical characteristics of the earth, perhaps the oldest of all geographic traditions. patial tradition: A geographic perspective that emphasizes how things are organized in space, especially spatial distributions, associations, and interactions. man-land tradition: A geographic...
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...Version 2 General Certificate of Education (A-level) June 2011 Geography GEOG1 (Specification 2030) Unit 1: Physical and Human Geography Post-Standardisation Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from:...
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...Tourism Geography Tourism Geography is the study of travel and tourism, as an industry and as a social and cultural activity. Tourism geography covers a wide range of interests including the environmental impact of tourism, the geographies of tourism and leisure economies, answering tourism industry and management concerns and the sociology of tourism and locations of tourism. Tourism geography is that branch of science which deals with the study of travel and its impact on places. Geography is fundamental to the study of tourism, because tourism is geographical in nature. Tourism occurs in places, it involves movement and activities between places and it is an activity in which both place characteristics and personal self-identities are formed, through the relationships that are created among places, landscapes and people. Physical geography provides the essential background, against which tourism places are created and environmental impacts and concerns are major issues, that must be considered in managing the development of tourism places. The approaches to study will differ according to the varying concerns. Much tourism management literature remains quantitative in methodology and considers tourism as consisting of the places of tourist origin (or tourist generating areas), tourist destinations (or places of tourism supply) and the relationship (connections) between origin and destination places, which includes transportation routes, business...
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...OXFORD REVIEW OF ECONOMIC POLICY, VOL. 14, NO. 2 WHAT’S NEW ABOUT THE NEW ECONOMIC GEOGRAPHY? PAUL KRUGMAN Massachusetts Institute of Technology Since 1990 a new genre of research, often described as the ‘new economic geography’, has emerged. It differs from traditional work in economic geography mainly in adopting a modelling strategy that exploits the same technical tricks that have played such a large role in the ‘new trade’ and ‘new growth’ theories; these modelling tricks, while they preclude any claims of generality, do allow the construction of models that—unlike most traditional spatial analysis—are fully general-equilibrium and clearly derive aggregate behaviour from individual maximization. The new work is highly suggestive, particularly in indicating how historical accident can shape economic geography, and how gradual changes in underlying parameters can produce discontinuous change in spatial structure. It also serves the important purpose of placing geographical analysis squarely in the economic mainstream. I. INTRODUCTION The study of spatial economics—of the location of production—has a long if somewhat thin history. Von Thünen’s (1826) analysis of land rent and use around an isolated city was roughly contemporaneous with Ricardo’s statement of comparative advantage; the location analysis of Weber (1909), the central-place theory of Christaller (1933) and Lösch (1940), the regional science of Isard (1956), and the urban systems theory of Henderson...
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...Scott’s view of strong states. But at the same time, state expansion has also helped the world reach unprecedented levels of order and peace. For Thomas Hobbes, the ability to impose order proves the most vital responsibility of the state. And without strong states, he wrote, life is chaos - a “war of all against all,” where continual lack of security renders life “poor, nasty, brutish and short.” The provision of physical security is undoubtedly a fundamental requirement of a successful state; in this sense, Hobbes’ understanding of a successful state is accurate. But economic health comprises another requirement. States must provide economically inclusive institutions for their citizens, which in turn require well-established notions of property rights and courts of law. For a state to achieve successful development, it must satisfy these two criteria. But success does not come overnight; it is a process, and geography often poses significant, though surmountable challenges to successful development. In the end, though, it is in large part the nature of a state that dictates its development trajectory – with success entailing state-provided physical security and economically inclusive institutions for citizens. Many Westerners today equate developmental success with democracy and the politically inclusive institutions and civil liberties that accompany it. But this definition of success is misguided. It was not until the end of the Cold War, when it beat out communism on the world...
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...Introduction Globalization is a popular term used to describe the process of global expansion of economies and markets across borders, exchange of goods and services, mass movements of communities for better working conditions, multi-cultural exposures, exchange of technological know-how etc. The process of globalization is considered to be erasing transnational boundaries with people sharing common goods and services or adopting the cultures of another culture. Thus, the statement given above by Knox and Marston that globalization seems to lead to loss of originality or territorial identity can be considered as true in a way. According to definitions of globalization, the primary characteristics that it possess include movement of people and goods, improvement in technology and telecommunications, diffusion of knowledge and a spurt in multinational corporations. There have been debates about the positive and negative aspects of globalization. Those who are in favour of globalization point out that economically weaker countries can have the opportunity to join the global market and export their goods and services and thereby improve their economies. Also, different governments can co-operate together for global welfare and citizens can experience other cultures and become global citizens. The positive aspects of globalization are again overshadowed by its negative aspects which include loss of territorial identity and original culture. International bodies like the World Bank...
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...Urban Geography * Urban is a matter of scale * Large size * High density * Vertical geography * Social heterogeneity * What is the minimum population to be categorized as a city in the US? * 2,500 * Physical Definition of a City * Central City – delimited municipality within which local government has legal authority * Urbanized Area – central city plus surrounding built-up suburbs (DOES NOT correspond to government boundaries) * MSA (Metropolitan Statistical Area) – functional area of a city- zone of influence * Central city * Urbanized area with at least 50,000 * County within which city is located * Adjacent counties with high pop. Density plus large % of people work in central city’s county (includes land area that is NOT urban) * Micropolitan Statistical Area – smaller urbanized areas between 10,000-50,000 plus the county in which it is located * Newberry is an example * Consolidated MSA – overlapping MSAs (conurbation) * Washington, Baltimore, Philadelphia, NY and to Boston (Megalopolis) * 1/4th of every American lives there * Megacity – city with more than 10 million inhabitants * About 30 of these exist * Urbanization – process by which the population is cities grow * 2008 – urban/rural = 51/49 * Larger % Urban = higher level of development in the country * Cities occupy < 1% of Earth’s...
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...- General Scientific laws - Scientific instruments - Inventions and discoveries-National scientific laboratories-Science glossary-Mechanics and properties of matter-Physical quantities, standards and units-Force, motion and energy- electricity and Magnetism - electronics & communications - Heat, light and sound-Atomic and nuclear physics-Solid State Physics-Spectroscopy – Geophysics - Astronomy and space science. Chemistry - Elements and Compounds-Acids, bases and salts - Oxidation and reduction – Chemistry of ores and metals -Carbon, nitrogen and their compounds-Fertilizers, pesticides, insecticides-Biochemistry and biotechnology-Electrochemistry-Polymers and plastics Botany - Main Concepts of life science-The cell-basic unit of life-Classification of living organism-Nutrition and dietetics-Respiration-Excretion of metabolic waste-Biocommunication Zoology - Blood and blood circulation-Endocrine system-Reproductive system-Genetics the science of heredity-Environment, ecology, health and hygiene, Bio- diversity and its conservation-Human diseases, prevention and remedies-Communicable diseases and non- communicable diseases-Alcoholism and drug abuse-Animals, plants and human lifeUNIT - II. Current Events History - Latest diary of events – National - National symbols -Profile of States-Defence, national security and terrorism-World organizations-pacts and summits-Eminent persons & places in news-Sports & games-Books & authors -Awards...
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...ECONOMIC GEOGRAPHY Y U K O A O YA M A J A M E S T. M U R P H Y SUSAN HANSON KEY CONCEPTS IN key concepts in economic geography The Key Concepts in Human Geography series is intended to provide a set of companion texts for the core fields of the discipline. To date, students and academics have been relatively poorly served with regards to detailed discussions of the key concepts that geographers use to think about and understand the world. Dictionary entries are usually terse and restricted in their depth of explanation. Student textbooks tend to provide broad overviews of particular topics or the philosophy of Human Geography, but rarely provide a detailed overview of particular concepts, their premises, development over time and empirical use. Research monographs most often focus on particular issues and a limited number of concepts at a very advanced level, so do not offer an expansive and accessible overview of the variety of concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides...
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...Clean Technology: A greener aspect to development Institute of Business Administration University of Dhaka 1 Economics of Geography and Environment (G101) Clean Technology: a greener aspect to development Clean Technology: A greener aspect to development Prepared for: Dr. A. M. M. Amanat Ullah Khan Professor, Department of Geography and Environment University of Dhaka Prepared by: Ahamed Najeeb Rahman ZR-74 Tasnia Azim Choudhury RH-76 M. Samiul Haque ZR-84 Jidny Rubaiyat Shoummo ZR-85 Zahin Azad Moslem ZR-121 BBA 20th Date of Submission: June 15, 2012 Institute of Business Administration University of Dhaka 2 LETTER OF TRANSMITTAL 15 June, 2012. Dr. A. M. M. Amanat Ullah Khan Course Instructor Economics of Geography and Environment University of Dhaka Subject: Letter of transmittal for Economics of Geography and Environment course termpaper. Dear Sir, Here is the report which you asked us to submit for the requirement of our undergraduate course- Economics of Geography and Environment (G101). The title of the report is “Clean technology: a greener aspect to development”, which is a descriptive analysis of how Green Technology works and can help the environment. This report has been prepared under your authorization. Without your permission, no part of this report can or will be revealed. This report never has been, and never will be, reproduced for any other IBA course. We sincerely hope that you we were able to fulfil the course requirement...
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...million children of primary school age not enrolled in school; of this 72 million, 57 percent of them were girls. Each year, 2.2 million children die because they lack immunisation (Globalissues.org, 2013). This essay will discuss the fundamental determinants of poverty with the two main contenders being geography and institution. It would also discuss the proximate determinants of poverty in Kenya. What causes poverty is an important question when trying to explain poverty, but it is not one which can easily be answered. These causes can be grouped into ‘proximate’, ‘intermediate’ and ‘fundamental’ causes of poverty. The proximate cause is the ‘nearest cause’ in the chain of causation, ABCDE. The fundamental cause is what sets the chain of causation in motion. The fundamental cause of E is A, and B, C and D are intermediate causes (Rycroft 2009, p.232). In order to design a policy to reduce poverty, identifying the fundamental causes of poverty is essential. When explaining the fundamental determinant of poverty, the two main contenders that cause a difference in the prosperity of countries are geography and institutions (Acemoglu, as cited in Banerjee et al 2006, p19). The geography hypothesis...
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...Civics Lab puts elementary and middle school students in virtual control of decision-making in their communities to encourage civic participation, critical thinking, and sense of place. In Civics Lab, players will assume positions of power in the community from an urban, suburban or rural perspective and explore how decisions-based on social need and demand, proper planning (as defined by our civic experts), political pressure, and most importantly, their imaginations-might impact the community. Through manipulation of real mapping information and current data sets, students navigate social and political pressures to explore the cause and effect of civic investment and public policy as they attempt to create a sustainable future for their region. The Proposed Civic Innovation Lab is a path-breaking model that will provide a common ground for Civil Conversation among citizens and decision makers and a highly flexible, interactive, and technology-rich space that will bring people together to seek innovative approaches to our challenges. The Civic Engagement/Innovation centre will be created by transforming existing space at the School from a rarely visited old mess into an innovative, interactive facility that will allow for small-group interaction as well as larger-group deliberations. This will be a unique technology rich space where people will come together to seek solutions of public challenges through: 1) Innovative processes that support emergent, fact -based solutions,...
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...TOPIC 1 INTRODUCTION This work equips Geography teachers with appropriate techniques of teaching Geography in secondary Schools and other institutions. It deals with methods and approaches used in teaching Geography. Be aware that each area of specialization has its own techniques though some are similar. Classes of Geographers – we have two classes of Geographers (a) Geographers with content - those who have learned Geography content from lower levels to the highest levels (primary to university). Some of them are reputable Geographers in teaching. (b) Geographers with content and methodology – Those that have learned Geography content right from primary to the University/Diploma level in some cases they have been classmates in group (a). They have an element of teaching methods for Geographers. In case two, content is integrated with methodology. NB – A teacher’s teaching methods will motivate or demotivate/discourage students from enrolling in Geography. Nature and Content of Geography Definition of Geography Geo – Greek word meaning the earth, graphia – meaning to write/describe Literally means – descriping of the earth/writing about the earth. Thus, there is no total consensus on the definition of Geography. Geography has diverse content leading to conflicting definitions, concepts and aims. Geography is a science of place/space (spatial characteristics). Geography as a science deals with description and explanation of the spatial distribution of...
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...that they typically focus only on English and Math. High Schools keep using this “Teaching to the Test “technique, which only teaches students how to prepare for the FCAT and this narrows the curriculum a lot. This issue leads to the question, “Is the Geography and Math knowledge of an American student as good as European student?” Every year a test is given to every student in High School. This test has basic questions about Geography and it measures the level of every student within their grade. Back in 2010 after collecting back the test from students and grading it, the National Assessment of Education Progress publicized that only a 25% of American schoolchildren passed the test and that only a 20% of 12th graders passed. This is probably one the saddest news America had to deal with when speaking of education. After the news was published to the public, Daniel Edelson, vice president for education with the National Geographic Society, explained in an interview with the Education Writers Association that he was "disappointed" with the results, but not surprised. "We're just not doing a good job educating people with geography," he said, he also admitted that the Department of Education never gave importance to Geography and that they never created a solid program to be taught in High Schools. The problem about High...
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