Cornell notes 2
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1. Languages are classified into families and trees, with over half of the world's population speaking just a few languages. The spread of dominant cultures and empires caused languages like Latin, Arabic, and Bantu to expand greatly. 2. Languages change over time with technology introducing new words and cultural interactions causing language mixing or new dialects. 3. Questions are raised about standard languages versus dialects and variants, and concerns about smaller languages being threatened by dominant ones like English. Place names also provide clues about past inhabitants.
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meeting+3+sociolinguistics.ppt
This document discusses language varieties and the differences between dialects and languages. It notes that there is no clear distinction, and mutual intelligibility is often used as a criterion but creates problems. Dialects can be regional, based on geography, or social, based on factors like occupation, education, ethnicity. Prestige dialects become standardized but this designation is imposed externally and shifts over time. All speakers use multiple dialects depending on social context.
krabs
This study guide provides an overview of the concepts and topics that will be covered on the fall semester final exam. It includes three main units: globalization and key geographic concepts; population geography such as demography, migration, and population theories; and political geography such as states, nations, boundaries, and geopolitics. Students are expected to know the definitions, principles, and theories within each of these broad subject areas.
Language
Language plays an important role in culture. This chapter discusses what languages are, how they develop and spread, and how they shape places and identities. It explores how languages form language families over time through sound shifts. The Proto-Indo-European language is used as a case study to show how linguists reconstruct ancestral languages and trace their diffusion. The chapter also examines how multilingualism, dialects, and global languages develop and impact geopolitics. Finally, it analyzes how place names can change due to factors like decolonization, revolution, and commercialization.
GLOBAL LANGUAGE PRACTICES INCLUDING ENGLISH AS A GLOBAL LANGUAGE .pptx
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LearnEnglish-Magazine-English-Language-Day.pdf
English Language Day is celebrated annually on April 23rd to raise awareness of the English language's history and influence. It marks William Shakespeare's birthday, as Shakespeare greatly expanded the English vocabulary and invented many common phrases still used today. The origins of English can be traced back to Germanic tribes invading Britain in the 5th century, and it later incorporated French and other influences. English spread globally through European colonialism but is now an international language, with over 1.75 billion speakers worldwide using various dialects of English to communicate across languages. There is debate around standardizing "International English" or accepting its natural evolution.
Sociolinguistics
This document discusses the field of sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and society. The main areas studied in sociolinguistics are then outlined, including language varieties according to social class, region, and occupation. Additional topics covered are language contact between pidgins and creoles, language maintenance and shift, the causes and social aspects of language change, and approaches to language planning. In conclusion, sociolinguistics analyzes language use in real social contexts and considers language to be a social and cultural phenomenon.
Pidgin and creole languages
1) Pidgin and creole languages developed for practical communication between groups who did not share a common language, such as for trading.
2) They are commonly found in coastal regions that had direct ocean access, like parts of Africa and South America.
3) A pidgin is a simplified language that develops for communication, while a creole emerges when a pidgin becomes the native language for a community over time.
Cornell notes 1
This document outlines key concepts in cultural patterns and processes, including traits of culture like architecture, language, music, food, clothing, and religion. It also discusses the diffusion or spreading of cultural phenomena through various means like relocation, hierarchy, and stimulus. Acculturation is defined as the exchange and alteration of cultural features that occurs with contact between groups. Popular culture is discussed as a force that can impact the environment through modifying nature, creating uniform landscapes, and having a negative environmental impact through global diffusion.
(SIVA & LANGIG R.) Philippine languages and dialects.pptx
This document discusses the languages of the Philippines. It begins by outlining the national and official languages, as well as indigenous languages. It then examines major foreign languages taught in the Philippines, including Chinese, English, Arabic, and Malay/Indonesian. The document provides details on the historical influences and current status of various languages. It also includes sample test questions to assess understanding of the key topics covered.
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This document provides definitions and concepts related to industrialization and economic development. It lists terms like agglomeration economies, primary and tertiary sectors, labor-intensive industries, and location theory. It also outlines topics the reader should be able to discuss, such as using indicators to classify countries, explaining theories of development, providing examples of different economic sectors, and describing factors that influence the location of manufacturing. The reader is expected to understand models of economic growth, the relationship between less and more developed countries, and the environmental and social impacts of industrialization.
Cornell notes 2 (ap outline)
1. The document discusses various theories and approaches to measuring and analyzing economic development levels between more developed countries (MDCs) and less developed countries (LDCs).
2. It outlines factors used in the UN's Human Development Index such as life expectancy, education, and GDP per capita to categorize countries and shows that the development gap between MDCs and LDCs is widening.
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Cornell notes 1 (ap outline)
The document discusses key concepts related to industrialization and economic development, including the primary, secondary, tertiary, quaternary, and quinary economic activities. It describes how the Industrial Revolution began in England and spread to Western Europe and North America, establishing industrial landscapes centered around coal and later oil sources. Factors like transportation infrastructure, global trade, and theories of industrial location influenced where industries chose to locate. Over time, deindustrialization has occurred as manufacturing moves to less developed countries for cheaper labor and production costs, leaving rust belts behind, while service industries have grown in more developed countries.
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The document discusses factors influencing changes in industry locations in the 21st century. Two key industries, textiles and apparel, have increasingly opened production facilities in lower-wage locations overseas and in the southern/western US. This allows them to take advantage of lower costs. Additionally, manufacturing has concentrated in high-tech regions like California, Massachusetts and Texas due to access to skilled labor pools and research centers. Just-in-time delivery provides benefits for manufacturers but also risks from potential disruptions in the supply chain.
Chapter 11 key issue 3
1. Manufacturing has declined in traditional industrial centers in Western Europe and shifted toward Central and Eastern Europe. This is similar to shifts seen in the US, where manufacturing has declined in the Northeastern "Rust Belt" regions and increased in the South and West.
2. China has become the leading new industrial center due to its large pool of low-cost labor and establishment of specialized economic zones along its eastern coast that offer liberal economic policies to attract foreign investment. These zones have successfully drawn multinational corporations, as evidenced by pictures showing factories operated by foreign companies.
3. Manufacturing in Latin America is clustered in Brazil and Mexico, especially in Mexico's maquiladora regions
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This document provides an overview of factors that influence the geographic distribution of different industries. It discusses how industries tend to locate near important inputs or markets. Input-oriented industries like copper, steel, and coal cluster around resource deposits, while bulk-gaining industries producing large, low-value goods locate near consumers. Transportation costs and methods also affect industry location. The document examines labor-oriented versus capital-intensive industries and mentions textiles as labor-intensive. It discusses land, capital, and electricity as additional location factors.
Chapter 11 key issue 1
This document provides questions about the distribution of industry around the world. It asks the reader to identify the four regions that produce three-fourths of global industrial output. It also asks about differences between the distribution of industry versus agriculture. Additional questions cover the origins of the Industrial Revolution in Britain, factors in Britain's later loss of industrial leadership, and resources/advantages of key industrial regions including Western Europe, Eastern Europe, North America, and East Asia. The reader is asked to label maps showing details like coal fields, iron ore areas, and early industrial infrastructure in Britain.
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This document discusses obstacles to development faced by less developed countries and various models for overcoming those obstacles. It examines theories of development through self-sufficiency, international trade, and the roles of organizations like the World Bank and IMF. Some key points covered include Rostow's stages of growth model, the success of Asian tiger economies in following an international trade approach, and both benefits and criticisms of structural adjustment programs promoted by international organizations.
Chapter 9 key issue 3
This document contains 10 questions about gender-related development issues around the world. It asks about differences in gender development levels between countries like Mexico and Iran, countries that have achieved gender equality, and the country with the highest Gender-Related Development Index ranking. It also contains questions about differences in pay, education, life expectancy, the Gender Empowerment Measure, and economic and political empowerment indicators between genders and across countries at different development levels.
Chapter 9 key issue 2
This document provides instructions for students to complete a map and charts identifying the geographic distribution of more and less developed countries and regions. It asks students to label and color regions on a map, draw the north-south development split, and take notes in charts about the levels of human development in more and less developed regions including Anglo-American, Western Europe, Eastern Europe, Japan, South Pacific, Latin America, East Asia, Middle East, Southeast Asia, South Asia, and Sub-Saharan Africa.
Chapter 9 key issue 1
The document discusses factors that contribute to variations in development among countries. It explains the Human Development Index (HDI) and notes that the US ranks 10th internationally on this index due to factors like GDP per capita, job types, productivity, and availability of consumer goods. Charts also summarize key economic, social, and demographic indicators of development, such as education levels, health measures, life expectancy, birth and mortality rates.
Rural land usage (student)
This document describes different patterns of rural land usage and settlements. It identifies seven types of rural villages:
1. Irregular clustered village - Farmsteads grouped around a central open area.
2. Street village - Farmsteads arranged on both sides of a street.
3. Green village - A gridiron pattern of streets meeting at right angles.
4. Isolated farmsteads/unit block farms - Land divided into pieces with farmers living separately on their own land.
5. Row village/long-lot farms - Long, thin farmsteads arranged around a road, river, or canal.
6. Hamlet - Satellite villages that develop as an original village runs
Green revolution
The document provides instructions to cut along a line on a page and then glue a graphic summary into a notebook under an assigned reading from Chapter 10, Key Issue 4.
Cornell notes (ap outline) 2
Von Thünen's model from 1826 describes six concentric zones of agricultural land use radiating from a central market. The first zone consists of market gardening activities for heavy, bulky products like vegetables. The second zone is dairy farming as milk spoils quickly. The third zone is livestock fattening in feedlots. The fourth zone is commercial grain farming. The fifth zone is livestock ranching. The sixth zone is non-agricultural land too far from the market. The model assumes uniform land quality, transportation access, climate, and political factors.
Agri regions recording
This document provides instructions to study placards containing short stories about people involved in agriculture. For each placard, the user is asked to identify the location of the activity, whether it is subsistence, commercial, or plantation agriculture, the likely climate zone, and the technologies used. A table is included for the user to fill out with their analyses for placards A through N.
Rubber
This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
Tea
This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from multiple area studies centers at the University of Texas at Austin and is intended for classroom use.
Rice
Here are three origin myths about the origins of rice from Southeast Asia:
1. A Dayak myth from Borneo tells of a man named Se Juru who climbed a giant upside down tree and discovered rice being cooked in the sky world. He brought rice back to teach his people.
2. A Javanese myth says that rice sprang from the buried body of a goddess named Tisnawati, with rice plants growing from her body.
3. A Malayan myth involves the descendants of a legendary king discovering golden rice growing miraculously in a field, a sign they had the right to rule.
These myths reflect the deep cultural significance of rice in Southeast Asian societies and attempt to explain its origins in
Indigo
Indigo arrived in Europe through Portuguese trade routes in the early 16th century, but faced prohibitions from powerful guilds representing native woad growers who saw indigo as competition. Despite bans, indigo continued to flow into Europe from both east and west as other European powers like Spain and France established indigo plantations in their new world colonies. While indigo was seen as superior for its deep blue color, it was also viewed with suspicion in places like Germany for being "corrosive" and "deceitful."
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Cornell notes 2
- 1. Questions Cornell Notes: Language 1. Classification of Languages A. estimated B. geographers organize language into a language tree - 19 - - - - C. more than half of the world’s population D. this domination means that E. families 2. Language Spread A. Language Expansion i. Latin spread throughout Europe during the Roman Empire ii. from the 16th century onwards, iii. in Southeast Asia, Austro-Asiatic languages iv. as Islam spread through Northern Africa v. Bantu tribes from spread Bantu through most of Sub-Saharan Africa vi. mostly, the language of a dominant culture vii. many ethnic groups B. Language Change i. language can change over time ii. discovery of the New World iii. modern technology also introduces many new words 3. The Story of English i. ii. iii. iv. v. vi. Summary 112
- 2. Questions 4. Standard and Variant Languages A. Standard Language i. official version of a language B. Dialects i. version of a language ii. social dialects iii. vernacular iv. linguistic geography studies v. Mandarin has C. Five Major Dialects of the United States (see map) i. Northern Dialect ii. Midland Dialect iii. Upland Southern Dialect iv. Coastal Southern Dialect v. Civil War vi. immigrant communities vii. D. Pidgins and Creoles i. pidgin ii. creole E. Lingua Franca i. language that is F. Official Languages i. multilingual (many languages) ii. many languages are threatened by English 5. Language, Territoriality, and Cultural Identity A. anti-globalization and fears of EU centralization has led to the encouragement of movements to promote smaller ethnic languages i. ii. iii. 6. Language on the Landscape, Toponymy A. toponymy is the study of toponyms (names of places) to give clues as to who lived in which places in the past Summary Fold the page at the line and glue this part of the page into your notebook.