...5 Themes Essay The 5 themes of geography are Movement, Region, Human Environment interaction, Location, and Place. These can be described and remembered using the acronym MR.HELP. The 5 themes show us how geography can connect to both our community, and other parts of the world. The first theme in MR.HELP is movement. According to http://maps.unomaha.edu/workshops/career/fivethemes.html , movement is how humans interact on earth. Movement is evident in my life through my neighbors, because we all identify with separate cultures. When we get together for block parties and such, I'm exposed to many foods and traditions from their diverse cultures. A theme outside of the US is the movement of Syrian refugees to Europe. Refugees are suffering from a loss of hope, due to deepening poverty and...
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...Many economists have previously provided their own interpretation about the relationship between economic structure and levels of prosperity. One example was W.W Rostow, who proposed the model of stage development. While this model has become a commonly held view of economic development, it does not always hold true for underdeveloped nations. When taking into account the recent economic development of a country in the Global South, such as Colombia, it becomes clear that Rostow’s theory is linear, geographical, and pro-capitalist model. The first flawed aspect of the model is the fact that it is linear – it assumes that “all regions go through the same stages in a particular order towards high mass consumption” (Knox et al, 313). In contrast to these assumptions, the economic development of Colombia has been anything but linear, given its position as an underdeveloped nation. Rostow’s theory suggests that “in order for a country to move from a traditional society to a society that is ‘taking off’, it must first establish the preconditions for takeoff” (Knox et al, 314). At this stage, a country should “begin to heavily invest in developing a manufacturing sector” (Knox et al, 314) as it moves away from an agricultural based economy. While this may prove to be true for countries such as the United States and Canada, the same cannot be said for Colombia. In fact, it can be argued that Colombia simply skipped this second stage of Rostow’s model. Columbia is an economy that “currently...
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...The Causes of massive movements are due more too human or physical factors? What can increase the chance of a landslide? Several factors can increase a slopes susceptibility to a landslide event: * water (rainfall or the movement of the sea) — this acts as a grease to the material increasing the likelihood that it will slip and also adds extra weight to the rock * erosion processes — such as coastal erosion and river erosion * steepness of slope * type of 'rocks' — soft rock such as mudstone or hard rock such as limestone * shape of the rock 'grains' * jointing and orientation of bedding planes * arrangement of the rock layers * Weathering processes — for example freeze-thaw reduces the stickiness (cohesion) between the rock grains. * lack of vegetation which would help bind material together * flooding * volcanoes and earthquake activity nearby * man's activity — mining, traffic vibrations or urbanisation which changes surface water drainage patterns Aberfan disaster 1966 * 21st October 1966, involving a coal tip slag heap at Aberfan, killed 147 people. * A build-up of rain water inside the tip at Aberfan probably burst the base of the tip and caused 2 million tons of waste to slid down the valley * Thus cause of man’s activity as dumping kept increasing the weight on the slope on the slope, increasing sheer stress and reducing sheer strength. * Physical causes of hill (the clay) being eroded by water increase...
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...AP-Human Geography Essay Geography at the moment is not a prevalent subject within the American school system. Some professors believe this is in part at fault for American’s lack of awareness of the world around them. Many believe it is necessary to educate students on geography, so they are able to fully comprehend current events occurring around the globe. Is what we learn by studying geography important enough that we should consider including it more heavily in students curriculums? Geography is the study of the earth, ranging from the land itself and the people who inhabit it. It’s arguable that without knowledge of the geography one can’t fully understand the events of history. Earths geography largely influenced early human civilization in many ways including where humans settled and what people’s occupations were. It also played a large part on the outcome of early wars. Today basic knowledge of geography is necessary to understand many current events. International peace treaties are hard to understand if you don’t know the interest of the countries involved their neighbors, allies, and international ties. The impact that conflicts between countries have on their neighbors is hard to comprehend if you don’t know where these are located. Two articles written by Charles F. Gritzner, a professor of geography at South Dakota State University, emphasize the importance of geography. In both articles the professor discusses how uneducated most Americans are on the...
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...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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...Mackinder and his legacy Halford Mackinder is credited with laying the theoretical foundation for modern geopolitics. Mackinder’s contemporary, Alfred Mahan, was a naval war theorist who studied the history of maritime warfare and empire to develop a strategic outlook on the imperial control of maritime space. Mackinder admired Mahan, but argued that industrialization and the resulting establishment of railroads were shifting the center of gravity for imperial power from the sea to land by the early twentieth century. Mackinder’s pursuit of his geopolitical project arose in response to a challenge by the British Royal Geographical Society to improve geography instruction in the British education system (Kearns, 2004). Framed explicitly as necessary in the maintenance of British supremacy on the world stage, the call was taken up by Mackinder, who dedicated his career to the service of the British Empire. Mackinder’s most well-known work, The Geographical Pivot of History, argues that the political world has become a “closed system.” The age of conquest, in which European colonial powers expanded beyond their borders in pursuit of “unclaimed territories” had...
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...I did youre full essay answer thank you pls upload it thank you 1. Discuss why companies “go international,” giving specific reactive and proactive reasons. Companies go international for many reasons, including reactive ones, such as international competition, trade barriers, and customer demands. Proactive reasons include seeking economies of scale, new international markets, resource access, cost savings, and local incentives. Those companies which are proactive in establishing a presence in many countries from their outset are referred to as “Born Globals.” 2. Explain the process of environmental assessment. What are the major international variables to consider in the scanning process? Discuss the levels of environmental monitoring that should be conducted. How well do you think managers conduct environmental assessment? Environmental assessment is the first major way to weighing international strategic. The assessment includes environmental scanning and continuous monitoring to keep abreast of variable around the world that are pertinent to the firm and that have the potential to shape its future by posing new opportunities. Environmental scanning is the process of gathering information and forecasting relevant trends, competitive actions, and circumstances that will affect operations in geographic areas of potential interest. Scanning should focus on the future interests of the firm should cover the following major variables. 3. 4. Discuss the...
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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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...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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...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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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...Maeve Upton 14310368 C. ‘In order to understand the geography of soil all one needs is a good map of the solid geology.’ Abstract: It would be naïve to assume that a good map of solid geology is the only resource needed to understand the geography of soils. The geography of soil does not depend solely on the solid geology of the biosphere and lithosphere. When one studies the geography of soil it is important to look at the properties of soils including the parent material which is usually the dominating underlying bedrock. However, one must take into account the factors that affect soil development and the processes in soils that can produce variations. For examples, climate, topography, time, biological agents such as animals and human interference. Pedology provides us with a soil classification system that can be used to determine types of soil but throughout history it has been...
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...Causes and Effects of Volcanic Activity at Mt. St. Helens. Iason Kambourelis Student ID: 250743024 Geography 2152F Mark Mosciki 12/08/15 Description of Event In late March 1980, Mount St. Helens began experiencing minor earthquakes, which persisted for months until on May 18 when the famous stratovolcano finally underwent its first violent eruption in over a century. This catastrophic explosion was preceded by many smaller, warning eruptions, and on March 27, highly pressurized steam created a large crater through the volcano’s ice cap. Throughout the next two months, over 10,000 earthquakes had struck the volcano, and the crater was left with a radius of over 200 m. On the morning of May 18, a powerful earthquake caused the entire northern face of the mountain the break off and slide downward in what became known as one of the worst landslides ever, (Brantley and Myers, 2000). The displacement of this giant mass caused a sudden loss of pressure, which resulted in lateral explosions in which hot material and tephra blasted upwards at immense speeds, reaching a height of 24 km in the ensuing minutes. This blast floored all the trees and devastated an area of 600 km2. The volcanic eruptions on this day did not result in slow lava flows, but rather in mass expulsions of rock, ash and gas that flowed down the side of the mountain at rapid speeds. Pyroclastic flows spread north about 10 km. These flows are responsible for the majority of the damage caused by the incident...
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...San Diego State University Syllabus World History Summer 2015 History 101 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties,...
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...San Diego State University Syllabus World History Fall 2015 History 101, Sec. 03 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties...
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