...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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...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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...Explore 1 Teacher’s Guide John Pallister Contents Introduction to the series .................................................... 2 Introduction to Explore 1 ..................................................... 4 Chapter 1: What is geography? ........................................... 7 Chapter 2: Geographical Skills ........................................... 11 Chapter 3: Our Earth ......................................................... 15 Chapter 4: Atmosphere and weather ................................. 19 Chapter 5: Our World—the main features of the Earth’s surface ................................................. 25 Chapter 6: Asia—our region of the world .......................... 29 Chapter 7: Pakistan—our homeland.................................. 34 Chapter 8: Pakistan—economic activities ......................... 40 Introduction to the series Explore is a new, up-to-date geography series for secondary classes 6–8. The series covers all the geographical topics and learning competencies from the Pakistan National Curriculum for Geography. Guided by the structure of the Curriculum, from Book 1 to Book 3 the focus gradually switches from local (including the geography of Pakistan) to global (world issues such as forest clearances, population and big city growth, and globalization). However, this is done not by simply following the exact sequence of the written curriculum, but by identifying and developing particular topics and themes...
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...Presented by :- Faridabad centre. Kapil Mitra Anurag Aggarwal Sanjay Saxena Jayant Mohanty Umesh Sharma Banking – Industry structure - Pre restructuring It was multi divisional structure – M form Decentralised on the basis of geographies. Decentralised unit performance varied on the geographical market conditions and the ability of the geographical team . Corporate office governance had limited visibility to control, evaluate and forecast the business growth . Since the operations were locally marketed & controlled with locally available skill set ,it was easy for the competitors to copy or even excel . Necessity is the mother of invention or change . With Citi Bank into crises due to losses and uncertainties in the real estate lending it was going through a tough time and immediate corrective action was required. This required Better control and accurate forecasts to take correct decisions wrt to commercial implications of the decisions. Thus needed centralized structure allowing multi-geographical spread and further globalization. This also meant that experts were required to standardize the processes. Change of approach- Customer Focused Earlier Market segmentation was based on geographies. New approach was more Neiche segment with customers either global or have potential to go global . Customer list was prepared for focused 1400 customers . Broadly GRM and emerging Markets were created as 2 main divisions. Customers...
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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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...Part Two This assignment will provide a justification of the scheme of work created. The scheme of work has closely linked two foundation subjects together, these are geography and art and design. Together, these compliment and enrich the children’s learning through a Take One approach. Take One Methodology begins with an initial stimuli chosen, in the scheme of work created this is a Dutch landscape painting which can be found in the Walker Art Gallery, (See Appendix One.) Using a stimuli is something which Bloomfield, (2000:138) supports, as they ‘are used to enhance children’s understanding.’ From this a plan of potential lines of enquiry should be created around the artefact chosen, (see Appendix Two.) This helps the practitioner to select one key line of enquiry, and from this, clear connections between subjects can be identified. This promotes cross-curricular learning, however Barnes, (2007:245) states that ‘cross curricular teaching is risky.’ This is something which Webb, (1996:93) identifies; however there are ‘no magical formula[s] for incorporating a crucial cross-curricular theme.’ Previous experience has shown that cross curricular practice will come when a wealth of experience and confidence is gained. The two subjects linked within the scheme of work are geography and art and design. Linking these together is something which Bloomfield, (2000:123) identifies as beneficial as ‘geographical understanding can be expressed artistically.’ It is believed by Althouse...
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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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...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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...Growing up in Canada with a life-long fascination for Canadian geography, I have always been interested in returning to the country. Although my family moved to the US before I entered high school, I have always kept my eyes turned north, especially in recent years as I began to read journal articles about research conducted on John Evans Glacier, located about 80 N latitude. Graduating next semester with a B.S. in computer science and engineering and a minor in geographic information systems, I am interested in attending the University of Alberta for graduate study. Geographic information systems (GIS) is a field especially suited to investigating spatial patterns, modeling diverse scenarios, and overlaying spatial data. This semester, in my advanced GIS course, Spatial Data Structures and Algorithms, I am part of a team developing a temporal database and program for tracing historical trading data. My computer science skills have also been put to use in two summer internship projects, where I acquired proficiency with using LIDAR (light detection and ranging) technology, now favored by NASA in its current 10-year study of Greenland and changes in the ice cap extent. Through my coursework and project experience, I have also accrued skills in using Arc/Info, ArcView, Microstation, and RDBMS software packages, and I am equally comfortable programming in Visual Basic, C++, and Java. For my graduate research project, I would like to investigate methods for improving...
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...Physical Geography Chapter 1: The Discipline of Geography Principles of Geography Geography is the study of the distributions and interrelationships of earth phenomena. Geography is different from other disciplines in that it doesn't have a particular "thing" it studies. Botanists study plants, while geologists are interested in rocks. Geography is defined by its approach or methodology. Geographers describe their discipline as a spatial science. By "space" we aren't talking about celestial space. Geographers are concerned with answering questions about how and why phenomena vary across the surface of the Earth. For instance, geographers investigate patterns of vegetation as they relate to distributions of climate, soils, and topography. Geographers recognize the dynamic nature of Earth's physical systems. The physical geography of Earth changes in response to variations in weather and climate, the shifting of continents, and and the sculpting of coastlines by wave action. By recognizing the Earth system is dynamic, geographers take time into consideration when looking at the spatial patterns of Earth phenomena. Therefore, geographers are playing important roles in understanding the effects of climate change on earth systems. The role of geographers in assessing patterns of environmental change is a theme that reoccurs throughout this book. Figure 1.1 Folded Appalachian Mountains Linear folds of the Appalachian Mountains can be easily seen in this satellite image. (Source: NASA/GSFC/JPL...
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...Chapter 1 - Geography Matters: Definitions: * Human geography the study of the spatial organization of human activity and of people’s relationships with their environments * Cartography: the body of practical and theoretical knowledge about making distinctive visual representations of Earth’s surface in the form of maps * Map projection: a systematic rendering on a flat surface of the geographic coordinates of the features found on Earth’s surface * Ethnocentrism: the attitude that a persona’s own race and culture are superior to those of others * Imperialism: the extension of the power of a nation through direct/indirect control of the economic and political life of other territories * Masculinism: the assumption that the world is and should be shaped mainly by men for men * environmental determinism: a doctrine holding that human activities are controlled by the environment * globalization: the increasing interconnectedness of different parts of the world through common processes of economic, environmental political and cultural change * ecumene: the total habitable area of a country. Sine it depends on the prevailing technology, the available ecumene varies over time. Canada’s ecumene is so much less than its total area. * Geodemographic research: investigation using census data and commercial data (i.e. sales data and property records) about populations of small districts to create profiles of those populations for market research ...
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...Mouhamad Diabate UID: 109-039-840 Intern at Prince George's County Office of Information Technology and Communications Department Of Geographic Information System BSOS 386 Section: 0401 Experiential Learning My internship is with the Geographic Information System Department of the Office of Information Technology and Communication of Prince George's County government. The OITC deals with any technology related issues in the county. The Geographic Information System Department assists all the other county agencies and some private companies in their need of Geographic services. The department is relatively small compared to the work load. In the previous years there used to be many people but as the year went by, and the economic crisis, it has been reduced to five including me. However we managed to get the job done as the only department in charge of assisting all county agencies with Geographic Information services. In fact most agencies have their own Geographic Information System divisions, although they lack technology resources and expertise in the use of the software. Therefore our tasks is to advise and most of the time, to correct them in the creation and updating of map layers. We also manage their geographic database to make it available for all agencies in the entire county. My supervisor, Mr. Patrick Callahan is the director of the department. He overlooks every project that are undergoing in the department...
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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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...the structure and character of spatial information, its capture, its classification and qualification, its storage, processing, portrayal and dissemination, including the infrastructure necessary to secure optimal use of this information"[1] or "the art, science or technology dealing with the acquisition, storage, processing production, presentation and dissemination of geoinformation".[2] Geomatics is a similarly used term which encompasses geoinformatics, but geomatics focuses more so on surveying. Geoinformatics has at its core the technologies supporting the processes of acquiring, analyzing and visualizing spatial data. Both geomatics and geoinformatics include and rely heavily upon the theory and practical implications of geodesy. Geography and earth science increasingly rely on digital spatial data acquired from remotely sensed images analyzed by geographical information systems (GIS) and visualized on paper or the computer screen.[3] Geoinformatics combines geospatial analysis and modeling, development of geospatial databases, information systems design, human-computer interaction and both wired and wireless networking technologies. Geoinformatics uses geocomputation and geovisualization for analyzing geoinformation. Geoinformatics Research Research in this field is used to support global and local environmental, energy and security programs. The Geographic Information Science and Technology (GIST) Group of Oak Ridge National Laboratory are supported by various government...
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