The document discusses organizing geography curriculum and content. It debates placing a diagram about geographical concepts at the beginning or end of a chapter. It also discusses using diagrams and maps to illustrate key concepts and reviewing concepts with slight variations. Finally, it emphasizes carefully planning curriculum to ensure balanced coverage of topics and regions since the world is too large to study everything. The overall document focuses on effective strategies for introducing, reviewing, and organizing geographical concepts and content in the classroom.
The document provides an overview of different conventional energy sources, including how energy is measured, fossil fuels like coal, oil and natural gas, as well as nuclear power. It discusses each energy source's reserves, production methods, impacts and issues. Coal mining is dangerous and polluting, while oil extraction disrupts wildlife and contributes to climate change. Natural gas and nuclear power are growing but also have risks like accidents and waste.
The document introduces Confer, a tool to support working groups in structuring collaborative tasks and discussions. It was created with the goals of facilitating focus, workflow and consensus for face-to-face meetings. Confer allows groups to easily collect and organize ideas, discuss throughout the process, and export a first draft document. The tool guides groups through three steps - identifying needs and context, discussing what is known, and determining options and recommendations. Several use cases are provided, such as protocol development by interprofessional teams and new service development. Users are invited to provide additional ideas for how Confer could be used.
The document describes a gastro pub and lunch restaurant called Eino that opened in Mikkeli, Finland on April 28, 2011. It discusses the kitchen equipment at the restaurant, including a TurboSwing unit that has been in use for 4 weeks. Photos show the outside and inside of the TurboSwing, which has effectively removed fat and maintained the same pressure levels after 4 weeks of use.
The document explains how to solve multiplication problems using the FOIL method. It breaks FOIL down into its components: First terms, Outer terms, Inner terms, and Last terms. It then walks through examples of solving 78 x 36, 27 x 45, and 93 x 76 step-by-step using FOIL. It demonstrates turning the problems into partial sum facts, finding each term using FOIL, and adding the terms together to get the final solution.
This document summarizes a presentation about social media marketing success. It outlines the value of social media as a marketing channel and provides tips for integrating social media into communications strategies. These include developing clear objectives, allocating responsibilities, creating relevant content, and measuring results. The presentation also discusses best practices for platforms like Twitter and LinkedIn, as well as managing brands and handling negative comments across social media.
红色中国 VS. 绿色中国–事实还是虚构?
www.exolus.com 作为世界上速度增长最快的经济,中国在能源消耗上已经超越了美国。这份报告里,我们着眼于一个未来的中国,强调一个支持绿色能源发展的趋势,以及将绿色能源积极整合到中国能源基础设施中的计划。这份报告同时阐述了在中国能源技术发展的主要的产业基地。
To create a Green Guide Alliance account:
1. Click "Register" on the menu and fill out the registration form, including a security code.
2. Accept the terms and conditions and click "Register." An activation email will be sent.
3. Open the email and activate the account to access the members-only area through the login menu, where forums, messaging, articles, and connections can be accessed and managed.
This document provides teaching guides for transparency images related to geography concepts. It discusses choropleth maps and guidelines for their effective use, including using them only for ratio data, carefully choosing category boundaries, and using a logical color sequence. It also discusses topographic maps at different scales and what types of information are visible at each scale. Finally, it discusses the importance of iron and steel mills in the late 1800s and factors to consider when locating steel mills such as proximity to raw material sources and transportation routes.
The document provides an overview of different conventional energy sources, including how energy is measured, fossil fuels like coal, oil and natural gas, as well as nuclear power. It discusses each energy source's reserves, production methods, impacts and issues. Coal mining is dangerous and polluting, while oil extraction disrupts wildlife and contributes to climate change. Natural gas and nuclear power are growing but also have risks like accidents and waste.
The document introduces Confer, a tool to support working groups in structuring collaborative tasks and discussions. It was created with the goals of facilitating focus, workflow and consensus for face-to-face meetings. Confer allows groups to easily collect and organize ideas, discuss throughout the process, and export a first draft document. The tool guides groups through three steps - identifying needs and context, discussing what is known, and determining options and recommendations. Several use cases are provided, such as protocol development by interprofessional teams and new service development. Users are invited to provide additional ideas for how Confer could be used.
The document describes a gastro pub and lunch restaurant called Eino that opened in Mikkeli, Finland on April 28, 2011. It discusses the kitchen equipment at the restaurant, including a TurboSwing unit that has been in use for 4 weeks. Photos show the outside and inside of the TurboSwing, which has effectively removed fat and maintained the same pressure levels after 4 weeks of use.
The document explains how to solve multiplication problems using the FOIL method. It breaks FOIL down into its components: First terms, Outer terms, Inner terms, and Last terms. It then walks through examples of solving 78 x 36, 27 x 45, and 93 x 76 step-by-step using FOIL. It demonstrates turning the problems into partial sum facts, finding each term using FOIL, and adding the terms together to get the final solution.
This document summarizes a presentation about social media marketing success. It outlines the value of social media as a marketing channel and provides tips for integrating social media into communications strategies. These include developing clear objectives, allocating responsibilities, creating relevant content, and measuring results. The presentation also discusses best practices for platforms like Twitter and LinkedIn, as well as managing brands and handling negative comments across social media.
红色中国 VS. 绿色中国–事实还是虚构?
www.exolus.com 作为世界上速度增长最快的经济,中国在能源消耗上已经超越了美国。这份报告里,我们着眼于一个未来的中国,强调一个支持绿色能源发展的趋势,以及将绿色能源积极整合到中国能源基础设施中的计划。这份报告同时阐述了在中国能源技术发展的主要的产业基地。
To create a Green Guide Alliance account:
1. Click "Register" on the menu and fill out the registration form, including a security code.
2. Accept the terms and conditions and click "Register." An activation email will be sent.
3. Open the email and activate the account to access the members-only area through the login menu, where forums, messaging, articles, and connections can be accessed and managed.
This document provides teaching guides for transparency images related to geography concepts. It discusses choropleth maps and guidelines for their effective use, including using them only for ratio data, carefully choosing category boundaries, and using a logical color sequence. It also discusses topographic maps at different scales and what types of information are visible at each scale. Finally, it discusses the importance of iron and steel mills in the late 1800s and factors to consider when locating steel mills such as proximity to raw material sources and transportation routes.
This document provides teaching guides for 6 transparencies on teaching concepts of geography, including latitude, location description, distance, direction, and land survey systems. The guides describe hands-on activities for students using the transparencies to learn about these concepts, such as tracing latitude lines on a map, playing a game to describe locations, using street maps to solve a crime, and identifying land ownership using a grid system.
This document provides teaching guides for several transparencies about teaching geography concepts. It discusses using transparencies to provide context for teacher training. It also provides activities and guides for teaching students to identify a community's major industries through yellow pages, use proportional symbols to show population data on maps, calculate comparison indexes to analyze data across locations, and draw side profiles from topographic maps. The document offers guidance, examples, and exercises for teaching several geographic concepts and skills.
This document provides teaching guides and activities for teaching geography concepts related to spatial thinking and analysis. It discusses how the human brain has regions structured for specific types of spatial thinking. It provides activities to help students practice describing locations accurately and comparing places by adjusting for variables like population. The document emphasizes that environmental limits and land uses tend to be gradual, not abrupt, and provides an activity to analyze land use changes along a street. The overall document aims to give teachers tools and guidance for lessons that develop students' spatial thinking skills in geography.
This document provides teaching guides for maps depicting Elmira, New York and glacial lakes. It discusses how the decline of television manufacturing in Elmira led to job losses and less spending. It then presents an activity asking students to identify the best location for a new video rental store based on existing store locations. It also discusses how glacial lakes formed and tended to trap sediment, creating flat plains when the lakes drained. Activities are suggested to demonstrate how sediment settles and to explore landscapes formed by ancient glacial lakes.
This document discusses strategies for teaching graphicacy skills to students, which involves interpreting visual forms of spatial information like maps, photographs, and diagrams. It recommends encouraging students to use these resources together and providing opportunities to interpret photographs by having them annotate copies, ask questions, and take their own photographs. The document also provides tips for teaching students how to read maps, such as using them for information gathering and navigation, and how to use globes by locating places and linking the globe to atlas maps.
This document discusses various instructional media and their uses in education. It explains the utility of graphic aids like maps, charts, and diagrams. It also discusses the role of blackboards, bulletin boards, flannel boards, models, posters, projectors, and other audiovisual tools. It emphasizes that instructional media can be used to attract students' attention, develop interest, adjust the learning climate, and promote acceptance of ideas. The document provides detailed descriptions and considerations for using different types of instructional media effectively in teaching.
The document provides an overview of the National 5 Geography course in Scotland. It outlines the course aims to develop learners' understanding of physical and human environments at local to global scales. The course focuses on developing skills like map reading, fieldwork, interpreting data. It describes the three units which cover physical environments, human environments, and global issues. It provides details on key topics, skills and assessment for each unit.
EDUCATIONAL TECHNOLGY - INSTRUCTIONAL MEDIA - (8619 day 4) - AIOU - B.EDEqraBaig
The document discusses various instructional media used in teaching and learning including graphic aids like maps, charts, and diagrams; boards like blackboards and bulletin boards; models and real objects; posters; filmstrips and projectors; microfiche; field trips and exhibitions; museums; and educational radio, TV, tape recorders, and language laboratories. Instructional media encompasses all materials and means an instructor may use to implement instruction and facilitate student achievement, including traditional and newer digital materials. Graphics, boards, and non-projected aids like models and real objects bring concepts to life and engage students visually. Projected aids like filmstrips, slides, and overhead projectors allow magnification of content. Field trips, exhibitions, and museums
This lesson introduces students to geography and maps. Students will create maps of their neighborhoods and identify connections between geography and math. They will use geography skills to make maps showing terrain, vegetation, and buildings. Students will write paragraphs describing their neighborhoods and count the number of maps and people in their neighborhoods. Their maps and paragraphs will be evaluated based on participation, map details, and answering questions about their neighborhoods.
Exploring our geographic world by tessie calimag bb.Tessie Calimag
Geography is the study of the Earth's physical features and human activities. It helps us understand the world and our own country. Geography uses tools like maps to represent information about locations, physical characteristics, political boundaries, and other themes. Cartographers create maps using data from systems like GIS and satellites. Atlases contain collections of maps, graphs, and charts used as geographic resources. Regions, interactions between humans and the environment, and the movement of people also help define geography.
Exploring our geographic world by tessie calimag bb.Tessie Calimag
Geography is the study of the Earth's physical features and human activities. It involves understanding locations, places, regions, and human-environment interactions. Some key tools used in geography are maps, atlases, geospatial technologies like GIS, and fieldwork. Maps show physical and political features and use symbols, scales, legends and other elements to convey spatial information. Different types of maps exist for various purposes. Geography helps us understand the world, our own country, and how humans and the environment impact one another in different places and regions.
Information landscapes and an introduction to mapping them -- Digital, Media ...Drew Whitworth
This presentation introduces the idea of 'information landscapes' with reference to Lloyd's (2010) original formulation of the idea and plenty of parallels with 'real' landscapes, for illustration. There is also an introduction to the idea of 'mapping' an information landscape, what this can show and how this can be a learning exercise.
This document summarizes and reviews research on the use of animation versus static graphics to convey complex systems. The summary is:
1. Many studies that find animation helps learning fail to use equivalent static comparisons, so the benefits of animation alone cannot be determined. Animations often provide more information than the static graphics they are compared to.
2. Research that does make equivalent comparisons generally finds no benefits of animation over static graphics for learning complex systems. Animations may violate principles of good graphic design by being too complex or fast to perceive accurately.
3. Animations may be better suited than static graphics for some tasks like spatial reorientation, but generally do not improve learning complex systems compared to well-designed static graphics
The student recognizes herself as a social and historical being who is a member of Colombia with its diverse ethnicities, cultures, and national identity. The unit focuses on teaching students about cardinal directions, tools for orientation and location like maps and compasses, cartographic representations, landforms of Colombia, and the country's territorial organization. Assessment includes having students locate themselves on maps using cardinal directions, compare tools for geospatial data, illustrate cartographic representations, and complete a map of Colombia labeling the departments.
Maps come in different types that represent various data about the earth's surface. Physical maps combine data on altitude, temperature, rainfall and more. Relief maps use contours to show three-dimensional representations of physical data. Commercial maps depict land use in relation to economic activity. Political maps provide detailed information on countries, cities, and transportation networks. All maps use symbols, color, scales and grid lines as part of their language to convey geographic information. Users should read titles, legends and scales to understand a map's purpose and how its elements are related. While maps can help visualize locations and analyze problems, some students may find them distracting at first.
This document outlines an activity to teach students about geography tools. The learning outcomes are for students to become familiar with maps, GPS, aerial photographs, graphs, and units of measurement. Students will interpret information from these tools, draw their own maps and graphs, and convert between measurement systems. Over five sessions, students will brainstorm geography tools, analyze different map types, create their own maps, debate measurement systems, and illustrate information with graphs. Activities include analyzing maps and charts, drawing maps, converting units, and creating graphs to represent data.
This document outlines an activity to teach students about maps and mapping the world. It begins by defining what maps and globes are, then provides background on the history of maps in America. Students are divided into groups to examine different types of maps and notice their features. They also draw their own "mental maps" of familiar places. Next, students work together to map their classroom. Finally, the activity shows students how their classroom map relates to larger maps by zooming out from a map of their school to city, state, country, and world maps to demonstrate the relationship between different scales of maps.
This document outlines a 3-week unit plan for teaching 3rd grade students map skills. The unit is aligned to state standards on using maps to retrieve social studies information. Week 1 activities introduce map vocabulary and teach skills like using a compass rose and map key. Students practice skills and create their own classroom map. Week 2 focuses on map grids and differentiating between political and physical maps. Students compare map features and begin a map project. Week 3 reviews map types and has students complete their map project. Formative and summative assessments are used to check understanding throughout the unit. Differentiation strategies support varied student needs.
A map is a representation of a geographic area, usually showing terrain, political boundaries, or other features. Maps can be printed, computer-generated, or other forms. They all share common elements like projections that translate the spherical Earth onto a flat surface, scales to relate distances on the map to real-world distances, and coordinate systems like latitude and longitude to specify locations. Effective use of maps requires understanding these elements and being aware that maps have limitations due to human and technological factors.
The document discusses the Sustainable Development Goals (SDGs) created by the United Nations in 2015. The 17 goals aim to eliminate poverty, hunger, disease, and climate change by 2030. Progress has already been made in reducing poverty, hunger, and disease in recent decades. The UNDP works with countries around the world to achieve the ambitious goals by 2030.
This document provides teaching guides for 6 transparencies on teaching concepts of geography, including latitude, location description, distance, direction, and land survey systems. The guides describe hands-on activities for students using the transparencies to learn about these concepts, such as tracing latitude lines on a map, playing a game to describe locations, using street maps to solve a crime, and identifying land ownership using a grid system.
This document provides teaching guides for several transparencies about teaching geography concepts. It discusses using transparencies to provide context for teacher training. It also provides activities and guides for teaching students to identify a community's major industries through yellow pages, use proportional symbols to show population data on maps, calculate comparison indexes to analyze data across locations, and draw side profiles from topographic maps. The document offers guidance, examples, and exercises for teaching several geographic concepts and skills.
This document provides teaching guides and activities for teaching geography concepts related to spatial thinking and analysis. It discusses how the human brain has regions structured for specific types of spatial thinking. It provides activities to help students practice describing locations accurately and comparing places by adjusting for variables like population. The document emphasizes that environmental limits and land uses tend to be gradual, not abrupt, and provides an activity to analyze land use changes along a street. The overall document aims to give teachers tools and guidance for lessons that develop students' spatial thinking skills in geography.
This document provides teaching guides for maps depicting Elmira, New York and glacial lakes. It discusses how the decline of television manufacturing in Elmira led to job losses and less spending. It then presents an activity asking students to identify the best location for a new video rental store based on existing store locations. It also discusses how glacial lakes formed and tended to trap sediment, creating flat plains when the lakes drained. Activities are suggested to demonstrate how sediment settles and to explore landscapes formed by ancient glacial lakes.
This document discusses strategies for teaching graphicacy skills to students, which involves interpreting visual forms of spatial information like maps, photographs, and diagrams. It recommends encouraging students to use these resources together and providing opportunities to interpret photographs by having them annotate copies, ask questions, and take their own photographs. The document also provides tips for teaching students how to read maps, such as using them for information gathering and navigation, and how to use globes by locating places and linking the globe to atlas maps.
This document discusses various instructional media and their uses in education. It explains the utility of graphic aids like maps, charts, and diagrams. It also discusses the role of blackboards, bulletin boards, flannel boards, models, posters, projectors, and other audiovisual tools. It emphasizes that instructional media can be used to attract students' attention, develop interest, adjust the learning climate, and promote acceptance of ideas. The document provides detailed descriptions and considerations for using different types of instructional media effectively in teaching.
The document provides an overview of the National 5 Geography course in Scotland. It outlines the course aims to develop learners' understanding of physical and human environments at local to global scales. The course focuses on developing skills like map reading, fieldwork, interpreting data. It describes the three units which cover physical environments, human environments, and global issues. It provides details on key topics, skills and assessment for each unit.
EDUCATIONAL TECHNOLGY - INSTRUCTIONAL MEDIA - (8619 day 4) - AIOU - B.EDEqraBaig
The document discusses various instructional media used in teaching and learning including graphic aids like maps, charts, and diagrams; boards like blackboards and bulletin boards; models and real objects; posters; filmstrips and projectors; microfiche; field trips and exhibitions; museums; and educational radio, TV, tape recorders, and language laboratories. Instructional media encompasses all materials and means an instructor may use to implement instruction and facilitate student achievement, including traditional and newer digital materials. Graphics, boards, and non-projected aids like models and real objects bring concepts to life and engage students visually. Projected aids like filmstrips, slides, and overhead projectors allow magnification of content. Field trips, exhibitions, and museums
This lesson introduces students to geography and maps. Students will create maps of their neighborhoods and identify connections between geography and math. They will use geography skills to make maps showing terrain, vegetation, and buildings. Students will write paragraphs describing their neighborhoods and count the number of maps and people in their neighborhoods. Their maps and paragraphs will be evaluated based on participation, map details, and answering questions about their neighborhoods.
Exploring our geographic world by tessie calimag bb.Tessie Calimag
Geography is the study of the Earth's physical features and human activities. It helps us understand the world and our own country. Geography uses tools like maps to represent information about locations, physical characteristics, political boundaries, and other themes. Cartographers create maps using data from systems like GIS and satellites. Atlases contain collections of maps, graphs, and charts used as geographic resources. Regions, interactions between humans and the environment, and the movement of people also help define geography.
Exploring our geographic world by tessie calimag bb.Tessie Calimag
Geography is the study of the Earth's physical features and human activities. It involves understanding locations, places, regions, and human-environment interactions. Some key tools used in geography are maps, atlases, geospatial technologies like GIS, and fieldwork. Maps show physical and political features and use symbols, scales, legends and other elements to convey spatial information. Different types of maps exist for various purposes. Geography helps us understand the world, our own country, and how humans and the environment impact one another in different places and regions.
Information landscapes and an introduction to mapping them -- Digital, Media ...Drew Whitworth
This presentation introduces the idea of 'information landscapes' with reference to Lloyd's (2010) original formulation of the idea and plenty of parallels with 'real' landscapes, for illustration. There is also an introduction to the idea of 'mapping' an information landscape, what this can show and how this can be a learning exercise.
This document summarizes and reviews research on the use of animation versus static graphics to convey complex systems. The summary is:
1. Many studies that find animation helps learning fail to use equivalent static comparisons, so the benefits of animation alone cannot be determined. Animations often provide more information than the static graphics they are compared to.
2. Research that does make equivalent comparisons generally finds no benefits of animation over static graphics for learning complex systems. Animations may violate principles of good graphic design by being too complex or fast to perceive accurately.
3. Animations may be better suited than static graphics for some tasks like spatial reorientation, but generally do not improve learning complex systems compared to well-designed static graphics
The student recognizes herself as a social and historical being who is a member of Colombia with its diverse ethnicities, cultures, and national identity. The unit focuses on teaching students about cardinal directions, tools for orientation and location like maps and compasses, cartographic representations, landforms of Colombia, and the country's territorial organization. Assessment includes having students locate themselves on maps using cardinal directions, compare tools for geospatial data, illustrate cartographic representations, and complete a map of Colombia labeling the departments.
Maps come in different types that represent various data about the earth's surface. Physical maps combine data on altitude, temperature, rainfall and more. Relief maps use contours to show three-dimensional representations of physical data. Commercial maps depict land use in relation to economic activity. Political maps provide detailed information on countries, cities, and transportation networks. All maps use symbols, color, scales and grid lines as part of their language to convey geographic information. Users should read titles, legends and scales to understand a map's purpose and how its elements are related. While maps can help visualize locations and analyze problems, some students may find them distracting at first.
This document outlines an activity to teach students about geography tools. The learning outcomes are for students to become familiar with maps, GPS, aerial photographs, graphs, and units of measurement. Students will interpret information from these tools, draw their own maps and graphs, and convert between measurement systems. Over five sessions, students will brainstorm geography tools, analyze different map types, create their own maps, debate measurement systems, and illustrate information with graphs. Activities include analyzing maps and charts, drawing maps, converting units, and creating graphs to represent data.
This document outlines an activity to teach students about maps and mapping the world. It begins by defining what maps and globes are, then provides background on the history of maps in America. Students are divided into groups to examine different types of maps and notice their features. They also draw their own "mental maps" of familiar places. Next, students work together to map their classroom. Finally, the activity shows students how their classroom map relates to larger maps by zooming out from a map of their school to city, state, country, and world maps to demonstrate the relationship between different scales of maps.
This document outlines a 3-week unit plan for teaching 3rd grade students map skills. The unit is aligned to state standards on using maps to retrieve social studies information. Week 1 activities introduce map vocabulary and teach skills like using a compass rose and map key. Students practice skills and create their own classroom map. Week 2 focuses on map grids and differentiating between political and physical maps. Students compare map features and begin a map project. Week 3 reviews map types and has students complete their map project. Formative and summative assessments are used to check understanding throughout the unit. Differentiation strategies support varied student needs.
A map is a representation of a geographic area, usually showing terrain, political boundaries, or other features. Maps can be printed, computer-generated, or other forms. They all share common elements like projections that translate the spherical Earth onto a flat surface, scales to relate distances on the map to real-world distances, and coordinate systems like latitude and longitude to specify locations. Effective use of maps requires understanding these elements and being aware that maps have limitations due to human and technological factors.
The document discusses the Sustainable Development Goals (SDGs) created by the United Nations in 2015. The 17 goals aim to eliminate poverty, hunger, disease, and climate change by 2030. Progress has already been made in reducing poverty, hunger, and disease in recent decades. The UNDP works with countries around the world to achieve the ambitious goals by 2030.
This document is the illustrated edition of the Universal Declaration of Human Rights published by the United Nations in several languages. It was created through a partnership between artist Yacine Ait Kaci, the UN Regional Information Centre, and the UN High Commissioner for Human Rights. The drawings in the edition are copyrighted but the text can be reproduced and translated freely provided the UN emblem is removed and proper credits are included.
This document discusses a lecture given by Richard H. Helmholz on the topic of Magna Carta and the law of nature. The lecture explores possible connections between Magna Carta, which was enacted in 1215, and principles of natural law as understood at that time and for centuries afterward. While recent scholarship has been skeptical of portraying Magna Carta as guaranteeing broad human rights or natural law, the lecture examines whether the enactment of Magna Carta could be connected to contemporary understandings of justice and natural law. The lecture acknowledges limitations in proving conclusions definitively but aims to reasonably infer connections from evidence in Magna Carta's clauses based on natural law perspectives current at the time, rather than an
James Madison proposed the Bill of Rights in response to calls for more protections of basic liberties in the newly ratified Constitution. The first ten amendments were ratified in 1791 and guarantee freedoms like speech, religion, press, trial rights, search and seizure protections, and the right to bear arms. The Bill of Rights plays a central role in American law and government and protects fundamental rights and values of the nation.
Feudal strength! henry ii and the struggle for royal control inlschmidt1170
Henry II faced the challenge of reasserting royal authority over powerful feudal barons who had gained influence and control over lands during the chaotic reign of King Stephen. Henry worked to curb the barons' power by destroying unauthorized castles and establishing a centralized system of common law with the crown at its head. Through military prowess and administrative reforms, Henry was largely successful in reclaiming royal power, expanding the authority of the monarchy in legal matters and its relationship with the church. However, the difficulties of controlling a vast feudal empire remained immense for even a skilled ruler like Henry.
The Constitution establishes the legislative branch of the US government, known as Congress, which is made up of the Senate and House of Representatives. It outlines the composition and election process for both chambers, as well as their powers and responsibilities. These include the ability to create laws, approve the federal budget, declare war, and impeach and remove the president or other federal officials from office. The Constitution also establishes the basic framework for how legislation is passed and how the executive branch, through the president, can veto bills.
The document summarizes the Bill of Rights, which was ratified on December 15, 1791. It outlines the first ten amendments to the US Constitution, which aim to protect individual liberties and limit the powers of the federal government. The amendments establish protections for freedoms of religion, speech, press, assembly, gun ownership, due process, fair trials, and prohibit cruel and unusual punishment. They also reserve powers not delegated to the federal government to the states and people.
Denis haley catherine douglas geneaology 1793 to 1989lschmidt1170
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document lists various human features including states, provinces, cities, water features like rivers and lakes, and landforms found in Eastern North America. It includes 24 US states and provinces and over 50 cities located within them. The water features section lists 9 rivers, 5 bays/other bodies of water, and 5 Great Lakes. The landforms section names 7 islands and 5 mountain ranges as well as 3 peninsulas in the region.
This document provides information about a 14-week online physical geography course taught by Professor Lisa Schmidt. The course will cover basic elements of geography including climate, landforms, water, soils, plants and animals. Students will study these topics and their global patterns. Assignments include weekly discussions, chapter quizzes, map quizzes and four exams. The course aims to give students an understanding of the earth's physical systems and human relationships with the environment.
This document provides information for a geography lab course including:
- Details about the instructor, their contact information, office hours and the class schedule.
- Prerequisites, required textbooks and additional materials needed for the course.
- The student learning outcomes and course objectives focused on understanding physical geography concepts.
- Expectations for labs, exams, grading criteria and policies on absences, tardiness, disruptions and academic honesty.
- Resources available to support student success and an overview of what geography is as a field of study.
This document provides an overview and syllabus for a physical geography course. It outlines that students will learn about the basic elements of geography, including climate, landforms, water, soils, plants and animals. They will examine the relationships between these elements and their worldwide distribution patterns. The course will cover four environmental spheres - the atmosphere, hydrosphere, lithosphere and biosphere. Students will take exams, quizzes on textbook chapters and maps, and do a presentation on a physical geography topic. The syllabus details course policies on grading, attendance and academic honesty.
This document provides an overview of a physical geography course. It outlines the course objectives which are to introduce students to basic concepts in physical geography including the four environmental spheres of atmosphere, hydrosphere, lithosphere, and biosphere. It details required textbooks, exams, quizzes, assignments, and presentations for the course. Students are expected to demonstrate understanding of geographic concepts and the distribution of natural phenomena through map studies. The syllabus emphasizes academic honesty and provides contact information for the professor.
Matt Rife Cancels Shows Due to Health Concerns, Reschedules Tour Dates.pdfAzura Everhart
Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdfkenid14983
Paul Haggis is undoubtedly a visionary filmmaker whose work has not only shaped cinema but has also pushed boundaries when it comes to diversity and representation within the industry. From his thought-provoking scripts to his engaging directorial style, Haggis has become a prominent figure in the world of film.
Modern Radio Frequency Access Control Systems: The Key to Efficiency and SafetyAITIX LLC
Today's fast-paced environment worries companies of all sizes about efficiency and security. Businesses are constantly looking for new and better solutions to solve their problems, whether it's data security or facility access. RFID for access control technologies have revolutionized this.
Meet Dinah Mattingly – Larry Bird’s Partner in Life and Loveget joys
Get an intimate look at Dinah Mattingly’s life alongside NBA icon Larry Bird. From their humble beginnings to their life today, discover the love and partnership that have defined their relationship.
Top IPTV UK Providers of A Comprehensive Review.pdfXtreame HDTV
The television landscape in the UK has evolved significantly with the rise of Internet Protocol Television (IPTV). IPTV offers a modern alternative to traditional cable and satellite TV, allowing viewers to stream live TV, on-demand videos, and other multimedia content directly to their devices over the internet. This review provides an in-depth look at the top IPTV UK providers, their features, pricing, and what sets them apart.
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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Transparencies ch02-pp192-201
1. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
192
2. Teacher ’s Guide for Transparency 2A
I debated in writing this book whether to refer to the scissors diagram at the beginning or end
of the chapter. At the beginning, it would serve as a reminder of the scissors analogy, one of
the main themes in this book. At the end, it would summarize that main point.
I decided to do it at the beginning, but I still wonder if placing it at the end would have
been a better way to convey the material in this chapter.
Activity: Explain the scissors idea and then describe a place and ask students to think of how
regional and topical analysis could work together to look at that place. Then, ask them how
they might design a reference map to show the features in that place and some thematic maps
to show the global pattern of some of the things that are important in that particular place. Or
reverse the process – show some maps about one place first, and then ask for other examples of
the geographical scissors at work.
Chapter 5 covers deductive and inductive reasoning and the use of themes in teaching.
Here, let us just say that a teacher could use any of the diagrams in this book as a framework
for discussion. There are no hard and fast rules about what works best in a given situation. In
fact, most of the metaphors and other examples in this book have been used in any number of
ways.
Teacher ’s Guide for Transparency 2B
It is often useful to show the same diagram several times during a class period, in order to
review or amplify a point. Better yet, use several variations of an important diagram at differ-
ent times in the discussion. Repetition with slight variations helps students abstract the key con-
cepts and eliminate unnecessary detail.
193
3. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
194
4. Teacher ’s Guide for Transparency 2C
A reference map shows the locations and spatial relationships of several different kinds of
things. To show many different kinds of information, a reference map might have a fairly large
legend, because the legend must show the symbols used to depict features like mountains,
rivers, swamps, cities, roads, and so on.
The designer of a reference map can make the map reader’s task easier by selecting symbols
that are easy to remember (e.g., wiggly lines for rivers, fuzzy patterns for forests). Color cer-
tainly helps, and there are “natural” associations colors with some features (e.g., green with
trees, blue with water, gray with roads).
Activity: Post or project some reference maps from atlases, newspapers, or magazines. Then
cover the legend and ask students what they think specific symbols might mean. Have them dis-
cuss why they associate particular meanings with particular colors, patterns, or other symbols.
Summarize by pointing out that a good map maker usually tries to choose symbols that are
intuitively clear to the intended readers of the map or that have become conventionally
accepted ways of symbolizing particular features.
Teacher ’s Guide for Transparency 2D
A thematic map shows the spatial pattern of only a few things, sometimes only one. The
designer of a thematic map can make the map reader’s job easier by using established conven-
tions for showing each idea – dots for cities, for example, or shaded areas for forests or prop-
erty ownership, isolines for elevation or temperature, choropleth color gradations for ratios
such as crime rate or population density, and so forth. In the Transparencies that are thematic
maps in this book I’ve tried to include a variety of topics and maps, to illustrate the many differ-
ent approaches and symbols that can be used for different tasks (see the CD unit on Choosing
Tools).
Activity: To help students learn how to evaluate maps, find a number of reference and the-
matic maps in newspapers, magazines, or online sites. Post or project them, and have students
try to classify the maps into four categories:
Primarily reference maps, such as USGS topographic maps or maps of a whole country,
such as often appear in newspaper, encyclopedia, and magazine articles.
Primarily thematic maps, such as dot maps of population, choropleth maps of household
income, isoline maps of temperature.
Mixtures of the two, as in the case of a map that emphasizes a single topic such as the
locations of nuclear power plants but that also may show roads, cities, rivers, mountains,
and other reference information.
Badly designed maps, with unnecessary information or symbols that are unclear.
Since this is a rather basic skill, it is probably better to choose clear examples in which the cate-
gory is fairly easy to distinguish (in other words, don’t start the discussion with too many exam-
ples in the last category!). Many of the Transparencies in this book are useful as illustrations of
appropriate map symbols to express particular ideas. Cartographic literacy is not as easy to
learn as some people seem to think (why else would we see so many juicy examples of terrible
map design in newspapers and magazines?)
195
5. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
196
6. Teacher ’s Guide for Transparency 2E
Reference maps, by their very nature, tend to be cluttered. This can make it hard to discern the
spatial patterns of specific features (unless the cartographer is very skillful). This Transparency
is a more complex version of Transparency 2C, and 2F is a more complex version of 2D.
Activity: Ask students to trace the outline of a country, state, or other area shown on a refer-
ence map, and then try to transfer a single feature from the reference map to their new outline
version of it. For example, one student could try to copy all cities in their approximate loca-
tions; another could copy rivers, mountain areas, and so forth.
This is called “extracting a theme” from a reference map. In effect, one is taking informa-
tion from a reference map and making a thematic map of it. The ability to copy things in their
correct relative locations is an acquired skill that is useful for many purposes. This is the kind of
exercise students should practice a number of times, in a number of different contexts. For
example, in a history class, students might extract the pattern of forts from a reference map of
the 13 colonies at the time of the American Revolution (see Transparency 6R).
Teacher ’s Guide for Transparency 2F
This map deals with the same topic as Transparency 2D, but it uses different symbolic “lan-
guage” to make its point. To see a third option, look at the CD unit on the Spread of Islam.
Many of the skills the National Geography Standards focus on involve selecting appropriate
symbols for specific kinds of information and then analyzing the pattern.
Activity: Find thematic maps that use appropriate symbols (see the CD unit on Choosing
Tools):
Isolines for climatic data, such as temperature or growing season (Transparencies 3J and
4J).
Shading for surface features, such as glaciers (3L) or malaria (4V).
Choropleth maps of ratio (“per”) data in political areas, such as farm production per per-
son (1B) or welfare payments per family (4Y).
Dots for discrete features, such as plantations (4X), settlements (9C), or video stores
(10A).
Cover the title and legend of the map. Then post or project the map and ask students to
describe the geographic pattern they see on the map:
Does the feature cover a large or small part of the map?
Is the feature evenly spread across the map or is it primarily on one side of the area?
Is the feature shown on the map dispersed evenly? or does it occur in clusters? long
strings? pairs, trios, rings, or other shapes?
Is the general shape of the pattern round or elongated? if elongated, in what direction? is
the alignment of individual pairs, trios, or strings consistent throughout the map, or are
they oriented in different directions? (See the CD unit on Spatial Patterns.)
The goal at this time is pattern recognition and vocabulary building, not accurate taxonomy.
We are just starting to explore the uses of pattern analysis (more in Chapter 6). If the discus-
sion leads to questions about the topics shown on the maps and maybe even the causes of the
patterns, so much the better. That’s what a geography course is about!
197
7. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
198
8. Teacher ’s Guide for Transparency 2G
Part of geography is about the forces that make a particular place what it is. Many of these
forces act from the outside – things such as solar energy, ocean currents, immigration, trade,
or political inf luence.
Some of the forces that shape a place, however, are from inside. These are consequences of
the everyday actions of the people who live there. For example, if people in an area buy food,
then we expect to see food stores or markets of some kind there. The size and spacing of stores
is a result of the way people typically buy things – how often they shop, how far they are willing
to travel, and so forth.
Geographers often use an imaginary “flat, featureless plain” to explore processes and their
consequences. This is not a fictional place – it is an attempt to see what a real place would be
like if it did not have so many complications. A teacher can do the same kind of thing in a class-
room.
Activity: Write a list like this on the board: new car, rental video, baseball game, loaf of bread,
wedding dress, tank of gasoline. Project the Transparency, and ask students where they would
expect to find stores selling the items on the list. The question may be phrased in several ways:
Would people sell (name a product from the list) in every small town or shopping area,
or only in big cities or major malls?
How many places sell new cars, as compared to gasoline?
How far do people typically seem to be willing to travel in order to rent a video, attend a
baseball game, or go to college?
How many grocery stores could one soft-drink bottling company serve?
How many cancer hospitals would there be, as compared to dentists’ offices?
What do all these questions have in common? They tease at the fact that some products and
services are needed by a significant portion of the people, and frequently (e.g., gas stations or
video rental stores), and others are inherently specialized and needed less often (e.g., cancer
clinics or stores that sell wedding dresses). Stores of the first kind tend to be abundant and
located close to customers. The second kind tend to occur in only a few places, usually in high-
traffic centers where there are enough people to support the providers.
Teacher ’s Guide for Transparency 2H
Putting the abstract idea embodied in Transparency 2G into the real world is the next step.
Activity: Have students look at maps of Colorado in an atlas.
What accounts for the north-to-south string of medium-to-large cities, from Fort Collins
to Pueblo? (They are all right at the eastern edge of the Rocky Mountains.)
How about the smaller string that runs east from Pueblo? (They are along the Arkansas
River [pronouced ARKansas here, ArKANsas in Kansas!].)
Why is Denver the biggest city? (Perhaps it started earliest? Maybe because it is near the
center of the settled area? Maybe its river is the biggest? That is important in a dry
region!)
Activity: Have students make similar maps of other areas, in the United States or in other coun-
tries. What seems to influence the patterns of cities?
199
9. From Teaching Geography, Second Edition, by Phil Gersmehl. Copyright 2008 by The Guilford Press.
Permission to photocopy is granted to purchasers of this book for personal use only (see copyright
page for details).
200
10. Teacher ’s Guide for Transparency 2I
This Transparency might be useful early in a geography course.
Activity: Explain different ways of organizing the subjects covered in a course, and then ask stu-
dents whether the textbook is organized topically, regionally, or as a combination of the two.
Talking about course organization is way of reminding students of the purpose of learning
and doing geography. Here are two related questions: “Why are things like cities and malls
located where they are in this country?” and “What criteria should people use in deciding
where to locate things like malls, clinics, and school district boundaries?” The first question
implies a regional organization of a class; the second points to a more topical emphasis.
If you have already discussed climate a little, show this Transparency and ask students to
think of a reason why it might be a good idea to start at the equator. The goal is to get students
to see that the schedule of topics is a matter of choice, but that there are reasons why someone
might choose a particular sequence.
This Transparency might be even more useful in discussions with parents, administrators,
and colleagues. It was created as a presentation for the 1992 ARGUS Steering Committee meet-
ing. That meeting was supposed to address editorial details, but basic questions about textbook
organization kept coming up, even though they presumably had been “settled” at earlier meet-
ings. The truth of the matter is that the organizational framework of a geography class does not
matter nearly as much as the content.
Teacher ’s Guide for Transparency 2J
After a course framework has been set, we must decide how to fit into the major theories and
regions into it. One useful tactic is to make a matrix like this Transparency, adapted from part
of the outline of GIGI (Geographical Inquiry into Global Issues). Only a glance is needed to
see if there are any major gaps in the coverage of topics and regions. This kind of careful plan-
ning is necessary, because, as the Transparency says, “the world is too big to study everything.”
Awareness of the vastness of the world does not give us a license to teach whatever we want.
Society still expects a geography class to “cover” the major world regions (or at least equip stu-
dents to learn about them on their own).
The prescription is simple: insist on seeing a matrix of this kind from every textbook pub-
lisher. In time (with luck!), they’ll get the hint: teachers expect authors and publishers to show
evidence of having thought about the relationships between topics and regions. The alternative
is the kind of cheap educational schlock that often floods the market after a major initiative like
the No Child Left Behind Act. Teachers deserve better.
Activity: Students can learn from the effort of trying to figure out which region would be a
good setting in which to discuss a particular topic. An interesting way of introducing (or sum-
marizing) this discussion would be to ask “absurd” questions and check student reaction:
Would it make sense to discuss farming in a unit on Antarctica?
How about a book that “covers” steel production in a chapter on Florida?
If students see the humor in such suggestions, that is a good step in the right direction! They
are showing a grasp of the idea that the world has some “spatial logic” – that there are reasons
why things are where they are.
201