Major Sub-Disciplines of Geography

Major Sub-Disciplines of Geography The field of geography is a vast and wondrous academic field with thousands of researchers working in dozens of interesting sub-disciplines or branches of geography. There is a branch of geography for just about any subject on Earth. In an effort to acquaint the reader with the diversity of the branches of geography, we summarize many below. Human Geography Many branches of geography are found within human geography, a major branch of geography that studies people and their interaction with the earth and with their organization of space on the earths surface. Economic GeographyEconomic geographers examine the distribution of production and distribution of goods, the distribution of wealth, and the spatial structure of economic conditions.Population GeographyPopulation geography is often equated with demography but population geography is more than just patterns of birth, death, and marriage. Population geographers are concerned with the distribution, migration, and growth of population in geographic areas.Geography of ReligionsThis branch of geography studies the geographic distribution of religious groups, their cultures, and built environments.Medical GeographyMedical geographers study the geographic distribution of disease (including epidemics and pandemics), illness, death and health care.Recreation, Tourism, and Sport GeographyThe study of leisure-time activities and their impact on local environments. As tourism is one of the worlds largest industries, it involves a great number of people making very temporary migrations and is thus of great interest to geographers. Military GeographyPractitioners of military geography are most often found in the military but the branch looks not only at the geographic distribution of military facilities and troops but also utilizes geographic tools to develop military solutions.Political GeographyPolitical geography investigates all aspects of boundaries, country, state, and national development, international organizations, diplomacy, internal country subdivisions, voting, and more.Agricultural and Rural GeographyGeographers in this branch study agriculture and rural settlement, the distribution of agriculture and the geographic movement and access to agricultural products, and land use in rural areas.Transportation GeographyTransportation geographers research transportation networks (both private and public) and the use of those networks for moving people and goods.Urban GeographyThe branch of urban geography investigates the location, structure, development, and growth of cities - from tiny village to huge megalopolis. Physical Geography Physical geography is another major branch of geography. It is concerned with the natural features on or near the surface of the earth. BiogeographyBiographers study the geographic distribution of plants and animals on the earth in the subject known as biogeography.Water ResourcesGeographers working in the water resources branch of geography look at the distribution and use of water across the planet within the hydrologic cycle and of human-developed systems for water storage, distribution, and use.ClimateClimate geographers investigate the distribution of long-term weather patterns and activities of the earths atmosphere.Global ChangeGeographers researching global change explore the long-term changes occurring to planet Earth based on human impacts on the environment.GeomorphologyGeomorphologists study the landforms of the planet, from their development to their disappearance through erosion and other processes.Hazards GeographyAs with many branches of geography, hazards combine work in physical and human geography. Hazard geographers research extreme events known as hazards or disaster and explore the human interac tion and response to these unusual natural or technological events. Mountain GeographyMountain geographers look at the development of mountain systems and at the humans who live in higher altitudes and their adaptations to these environments.Cryosphere GeographyCryosphere geography explores the ice of the earth, especially glaciers and ice sheets. Geographers look at the past distribution of ice on the planet and ice-cause features from glaciers and ice sheets.Arid RegionsGeographers studying arid regions examine the deserts and dry surfaces of the planet. The explore how humans, animals, and plants make their home in dry or arid regions and the use of resources in these regions.Coastal and Marine GeographyWithin coastal and marine geography, there are geographers researching the coastal environments of the planet and how humans, coastal life, and coastal physical features interact.Soils GeographySoil geographers study the upper layer of the lithosphere, the soil, of the earth and its categorization and patterns of distribution. Other major branches of geography include: Regional Geography Many geographers focus their time and energy on studying a specific region on the planet. Regional geographers focus on areas as large as a  continent  or as small as an urban area. Many geographers combine a regional specialty with a specialty in another branch of geography. Applied Geography Applied geographers use geographic knowledge, skills, and techniques to solve problems in everyday society. Applied geographers are often employed outside of academic environment and work for private firms or governmental agencies. Cartography It has often been said that geography is anything that can be mapped. While all geographers know how to display their research on maps, the branch of  cartography  focuses on improving and developing technologies in map-making. Cartographers work to create useful high-quality maps to show geographic information in the most useful format possible. Geographic Information Systems Geographic Information Systems  or GIS is the branch of geography that develops databases of geographic information and systems to display geographic data in a map-like format. Geographers in GIS work to create layers of geographic data and when layers are combined or utilized together in complex computerized systems, they can provide geographic solutions or sophisticated maps with the press of a few keys. Geographic Education Geographers working in the field of  geographic education  seek to give teachers the skills, knowledge, and tools they need to help combat geographic illiteracy and to develop future generations of geographers. Historical Geography Historical geographers research the human and physical geography of the past. History of Geography Geographers working in the history of geography seek to maintain the history of the discipline by researching and documenting the biographies of geographers and the histories of geographic studies and geography departments and organizations. Remote Sensing Remote sensing  utilizes satellites and sensors to examine features on or near the earths surface from a distance. Geographers in remote sensing analyze data from remote sources to develop information about a place where direct observation is not possible or practical. Quantitative Methods This branch of geography uses mathematical techniques and models to test  hypothesis. Quantitative methods are often used in many other branches of geography but some geographers specialize in quantitative methods specifically.

Correlate Actions and Results with Project Management Processes Assignment

Correlate Actions and Results with Project Management Processes - Assignment Example A solution to this requires creation of a benchmark to enhance assessment of the quality of the end product (Alan, 2008). It is crucial to develop processes which will take place in achieving the ultimate goal. This will enhance coordination, correlation, and effective implementation of the project. The idea will also facilitate the creation of order of events; this reduces chances of producing a substandard output, because the outline ensures that implementers follow the recommended procedures (Clifford and Larson, 2007). Work break down structure will also facilitate correlation of actions, processes, and results. This is because it is a tool for strategic planning; the tool divides the project into subsections. The subsections facilitate division of labor in relation to job specialization, resource allocation, and delegation of duties among others. Project schedule will also a play part in resource allocation, and progress control (Pinkerton, 2007). The involvement of productive employees and supervisor will also improve correlation of the project’s process. This is because their attitude and ideologies are directly proportional to the results. From this, the project implementation teams have to be keen in hiring employees. With consideration of the above inclusions, we will impact on correlating actions and results with project management

Movie for Socioligical Prespective for SHawshank Redemption Review

For Socioligical Prespective for SHawshank Redemption - Movie Review Example During his stay in the prison, he would ask Red Redding to get him a rock hammer and later various posters of glamorous women – from Rita Hayworth to Raquel Welch. As a skilled accountant, he assisted one of the guards in resolving some tax issues. He would eventually go on to assist various guards and inmates in their tax and other investment issues. The jail warden Samuel Norton soon after procured his services in embezzling and corrupting prison funds. At close to 20 years in the prison, an inmate by the name of Tommy Williams would narrate how a previous jail term had him imprisoned with another inmate who confessed how he murdered a woman and her lover and how the husband was sent to jail for the crime. Andy narrated this confession to the warden who would later throw Andy into solitary confinement. Not wanting to have Andy’s case be reopened and fearing that Andy would expose the warden’s corrupt activities, he had Tommy shot by a prison guard while apparen tly trying to escape. After Andy was released from solitary confinement, he displayed a very glum demeanor which worried his friend Redding. Andy tells Red to do him a favor, that if he would ever be released, to retrieve a package for him at a hayfield in Buxton. He also expressed that he dreamed of living in a Mexican village called Zihuatanejo. The following day, Andy was nowhere to be found. Further search of his cell revealed a passageway which led up to the sewers and out of the prison. It appears that during Andy’s stay in the prison, he was gradually scraping out his concrete wall with his rock hammer and covering up the wall with the posters of the glamorous Hollywood women. By the time the guards pieced together what Andy did, Andy had already escaped and had closed out the bogus bank accounts which the jail warden used to hide his embezzlements. He also sent a letter, along with evidence of corruption in Shawshank to the media. In the wake of the Andy’s esca pe, the warden would later commit suicide and the abusive and murderous prison guard would be arrested by the authorities. Redding would later be released, would later find the package which contained money and a letter from Andy telling him where he might be found. Redding would soon pack up his things and follow his friend to Zihuatanejo. Analysis The plot of the movie supports the conflict sociological perspective. This conflict theory is supported in the story by the constant struggles between the different groups and characters in the movie. There are various groups which represented themes or elements present in society – the poor, the powerless, the guilty, the innocent, and the rich. The correctional institution represents a society by itself and this society is made up of diverse groups with conflicting interests. In this movie we see the representations of these diverse groups – very much present in the larger society as well. The rich and powerful are repres ented by the jail warden. He is powerful because of his position as jail warden; he is also powerful because he uses his influence and position to impose his power over the prison guards, the prisoners, and Andy Dufresne himself. He even uses his position to impose lesser wages for the inmates with the work contractors, making it possible for him to embezzle more funds. He used his power to control Andy and to manipulate one of the prison guards into

Abortion Essay Example for Free

Abortion Essay There’s a lot of speculation going on right now about whether or not abortion is ethical. Many people believe that there should be laws against it, that it should be banned entirely. Thousands spend time protesting abortion, stating that it is a sin, and that it is the same as murdering a child. However, the majority of those who claim these things don’t have their facts quite right. When an abortion is performed, the fetus is in a very early stage of development. Most brain cells are not yet developed, and this means that the fetus cannot feel pain. The â€Å"silent screams† that those who oppose abortion often mention are nonexistent. Fetuses cannot scream, move, or feel at this point in the pregnancy. Additionally, aborting a fetus is certainly not the same as murdering a fully-developed, self-sufficient child. At this stage in a fetus’ development, it is entirely unable to survive outside of the woman’s womb. It is incapable of breathing as well as conscious thought. It is not yet a child, but merely a developing organism with the capability of becoming one. Abortion should be kept legal. While I do not think it should be used as a standard form of birth control, it definitely needs to remain an option. What if you found yourself pregnant after being a victim of rape? Just imagine trying to provide a quality life for a baby while you’re so young yourself, especially seeing as you aren’t pregnant as a result of your own decision, but because of some cruel person’s actions. Why should that child have to grow up to have a life in either a struggling one-parent household or an orphanage? If we get some of the facts out there, I believe that people might begin to see that abortion is really not such a sin. Maybe when others start to realize this, some of the laws in certain countries that do not allow abortion will be lifted. After all, is it not a terrible thing to have tons of children living their entire lives in poverty? Think about this for a second: what’s better, terminating an undeveloped, non-autonomous fetus, or watching a child slowly die due its young parent’s lack of income?

Woodstock: A Peaceful Rock Revolution Essay -- Woodstock History Histo

Woodstock: A Peaceful Rock Revolution To some, the 60s were a decade of discovery as Americans first journeyed to the moon. Others remember the time as a decade of America’s moral decline with the advent of rock and roll and its representation of "sinful", inappropriate ideals. Yet for many people, the 60s symbolized a decade of love and harmony. Hippies exemplified these beliefs, and in 1969 they gathered at a music festival known as Woodstock to celebrate their music, their love, and their freedom in a concert that has remained on of the most influential events of the 60s. The youth of the 60s were known as the "Love generation". They made love promiscuously and openly, and preferred open to formal marriages. Weekend "love-ins", free form gatherings, communal living quarters, and rock festivals were held in response to the "love movement". The "love movement" was the hippie belief for peace and harmony. It reached its peak in the summer of 1967, and by then it had over 300,000 followers who referred to themselve s as the "love children" or the "gentle people". They gathered in San Francisco, the hippie center of the world, during the summers. During these "Summers of love", they lived on the streets of Haight-Ashbury, sitting in groups along the street and strumming their guitars (Frike 62). These "love children", otherwise known as the hippies were the result of the antiwar movement that was sweeping the nation during the Vietnam war. Hippies were resolutely against the war. They participated loudly, and often violently in countless anti-war protest rallies and marches. They were known to publicly burn draft cards, and some even renounced military service for prison (Hertsgard 124). Hippies were not only antiwar, they were predominantly antiestablishment. The status symbols of their elders were decisively rejected: wealth, social position, culture, physical attractiveness, and economic security. They held in disdain, cosmetics, expensive jewelry, nightclubs and restaurants and all other re finements of the affluent society. Wealth meant nothing to them. Personal freedom to express oneself was believed to be the most important thing in life. They were antiauthority, antirace discrimination, and antipollution, in short they were rebels against the society, fighting against the moral standards of America they felt were unjust (Hertsgard 153). Events such... ...peace. They knew about art and nature. They lived for a weekend in the still eye of the hurricane" (Woodstock). Works Cited "All Nature is but Art: Woodstock Music and Art Fair." Vogue. December 1969:194-201. "Big Woodstock Rock Trip." Time. August 1969:14b-22. Ewen, David. All the Years of Popular Music. New Jersey: Prentice-Hall Inc.,1977. Fass, Don. "The Sixties." http://www.sixties.net (19 March 1999). Frike, David. "Minor Epiphanies and Momentary Bummers." Rolling Stone. August 1989:62-91. Grunwald, Henry. "Youth Trip." This Fabulous Century: 1960-1970. 1986 ed. Hertsgard, Mark. A Day in the Life: The Music and Artistry of the Beatles. New York: Dell Publishing Groups Inc.,1995. Huges, Rupert. Music Lover’s Encyclopedia. New York: Doubleday Inc.,1984. "Rock Audience Moves to Dusk-to-Dawn Rhythms." New York Times. 18 August 1969:25. "Tired Rock Fans Begin Exodus From Music Fair." New York Times. 20 August 1969:1-3. "What Happened in the Sixties?." http://www.bbhq.com/sixties2.htm (19 March 1999). "Woodstock: Dawn of the Bigtime." Economist. August 1989:75. "Woodstock Music and Art Fair." Newswe ek. August 1969:88. "Woodstock: Peace Mecca." Billboard. August 1969:1,10.

Gender Development

Gender shapes the lives of all people in all societies. The term ‘gender’ refers to the social construction of female and male identity. It can be defined as more than biological differences between men and women. It includes the ways which those differences, whether real or perceived, have been valued, used and relied upon to classify women and men and to assign roles and expectations to them (http://en. wikipedia. org/wiki/Gender_and_development). Gender influences our lives, the schooling we receive, the social roles we play, and the power and the authority we command. Population processes – where women and men live, how they bear and rear children, and how they die – are shaped by gender as well (Riley, 1997). Several theories of gender development have generated most of the research during the past ten years: social learning theory, cognitive-development theory, and gender schema theory. Proponents of social learning theory believe that parents, as distributors of reinforcement, reinforce appropriate gender role behaviors. By their choice of toys, by urging boy or girl behavior, parents encourage their children to engage in appropriate gender-related behavior. Thus children are reinforced or punished for different kinds of behavior. They also learn appropriate gender behavior from other male or female models such as those in television shows. A second explanation, quite popular today, is found in cognitive-development theory, which derives from Kohlberg’s speculations about gender development. It is known that from Piaget’s work that children engage in symbolic thinking by about 2 years of age. Using this ability, Kohlberg believes, they begin the process of acquiring gender-appropriate behavior. A newer, and different, cognitive explanation is called gender schema theory. A schema is a mental blueprint for organizing information, and children develop gender identity and formulate an appropriate gender role. Consequently, children develop an integrated schema or picture, of what gender is and should be (Elliott et al. , 1996). Gender and Power Gender refers to the different ways men and women play society, and to the relative power they wield. While gender is expressed differently in different societies, in no society do men and women perform equal roles or hold equal positions of power. Power is basic fabric of society and is possessed in varying degrees by social actors in diverse social categories. Power becomes abusive and exploitive only when independence and individuality of a person or group of people becomes so dominant that freedom for the other is compromised. Women and children have open been on the abusive sides of power. Some causes that are often referred to are: the greater the physical strength that men tend to have creates the imbalance of power between men and women resulting from social structures and historical practices in regard to finances, education, roles of authority and decision making; the abuse of power by men and the failure of cultural pressures to prevent such abuse; and distorted view the sexuality and the objectification of the female. Max Weber in his ‘Essays in Sociology’ defined power as the likelihood a person may achieve personal ends despite possible resistance from others. Since this definition views power as coercive, Weber also considered ways in which power can be achieved through justice. Authority, he contented, is power which people determine to be legitimate rather than coercive. As a group, women are at a distinct advantage when considering both power and authority. Several factors act as determinants of the amount of power a person holds or can use in his/her relations with others: status resources, experience, and self-confidence. Males and females traditionally have had differing amounts of power at their disposal. By virtue of t6he male’s greater ascribed status in society, men have more legitimate power based on rank or position than do women. The serious social issue today is the relative inequities in social power between men and women. The issue of women’s power, relative to men, is not merely academic. Gender differences in power have real consequences for women. For example, although women have made significant gains in the workplace, with more women working than in the past and women possessing approximately a third of all management positions, women continue to experience wage discrimination, be excluded from the most powerful executive positions, advance more slowly in their careers, and experience fewer benefits from obtaining education or work experience, and are included in fewer networks and exert less authority (Colwill; Lyness and Thompson, 1997) than men in similar positions. A number of researchers have linked career advancement and access to benefits and resources within organizations to an effective use of power. An understanding of women’s power, relative to men, is therefore essential to overcoming women’s disadvantage in the workplace and other domains (http://www. find articles. com/p/articles/mi m0341/ is 1 55/ai 54831711). Gender and Education The past decade has witnessed a significant increase in the importance accorded to education, with both instrumental as well as intrinsic arguments made for increasing financial investment and policy attention to education provision. Investing in education is seen as one of the fundamental ways in which nation states and their citizens can move toward long-term development goals and improve both social and economic standards of living. The education of women is seen as providing the key to securing intergenerational transfers of knowledge, and providing the substance of long-term gender equality and social change. Although significant gains have been made in women’s education as a result of global advocacy, more often than not the gains are fragile, vulnerable to changes in economic and social environments, and lagging behind in male rates of enrolment and achievement. Achievements are particularly visible in the primary education sector, whereas gaps are still large in the secondary and tertiary sectors (unrsid. org/inrisd/website/nsf). Schools also reinforce gendered social roles. Researchers have documented the differential treatment accorded males and females in the classrooms that reinforces a sense of inferiority and lack of initiative among female students (Sadker and Sadker, 1988). Boys are far more likely to be given specific information that guides improvement of their performance (Boggiano and Barrett, 1991).

Capybara Facts (Hydrochoerus hydrochaeris)

The capybara (Hydrochoerus hydrochaeris) is the largest rodent in the world. Its common name comes from the Tupi phrase kaapià »ara, which means grass eater. The scientific name means water hog. Capybaras are related to guinea pigs, rock cavies, coypu, and chinchillas. Fast Facts: Capybara Scientific Name: Hydrochoerus hydrochaerisCommon Names: Capybara, chigà ¼ire, chigà ¼iro, carpincho, water hogBasic Animal Group: MammalSize: 3.5-4.4 feetWeight: 77-146 poundsLifespan: 4 yearsDiet: HerbivoreHabitat: Wetlands of South AmericaPopulation: AbundantConservation Status: Least Concern Description The capybara has a barrel-shaped body and blunt muzzle, somewhat resembling a pig. The brittle fur is reddish-brownish in color and paler on the belly. The animals ears, eyes, and nose are high on its face so it can remain above water when the rodent is submerged. The capybara has a vestigial tail and partially webbed feet. On average, adult capybaras are 3.5 to 4.4 feet in length, stand about two feet tall, and weigh between 77 and 146 pounds. Females are slightly larger than males, with the largest recorded female weighing just over 200 pounds. Both males and females have anal scent glands and a special snout scent gland, called a morillo. The morillo is a distinctive feature of a capybaras face. Richard Evans / EyeEm, Getty Images Habitat and Distribution All South American countries except Chile are home to capybaras. The animals live in wetlands and near bodies of water. Escaped captive capybaras are found in Florida, but its unknown whether they have established a breeding population. Diet Capybaras are herbivores that graze upon grasses, fruit, tree bark, and aquatic plants. They eat their own feces and regurgitated food to help digest cellulose and retain gut flora. Their teeth grow continuously to compensate for the wear from grinding food. Behavior Although capybaras are excellent swimmers, they are able to run as fast as a horse on land. During the day, the rodents wallow in mud to stay cool. They graze before dawn, late in the afternoon, and into the evening. They often sleep in water with only their noses exposed to air. Capybaras use their scent glands and urine to mark territory. Females scent-mark areas more often during the mating season. Males mark females as well as objects. Reproduction and Offspring Capybaras live in herds of up to twenty individuals. Within the group, there is one dominant males, additional submissive males, females, and young. The dominant male has breeding rights to all of the females, but he cant oversee them all the time, so many of the submissive males also mate. Mating occurs once a year during the rainy season, which may be in April or May (Venezuela) or October or November (Brazil). A females scent changes when she is in estrus, plus she whistles through her nose to advertise fertility. Males pursue females and mate with them in the water. After 130 to 150 days of gestation, the female gives birth on land to a litter of one to eight young. The average litter size is four offspring. Baby capybaras are mobile, and they typically resemble their parents. The female and her young return to the water within a few hours of birth. The young may nurse from any female in the group. They start to eat grass after a week and are weaned around 16 weeks. Capybaras become sexually mature between one and two years of age. Young males often leave the herd when mature. Captive capybaras may live 8 to 10 years. Wild animals only live four years on average because they are popular prey for anacondas, jaguars, eagles, caimans, pumas, ocelots, and humans. Capybara young are miniature versions of their parents. Kevin Schafer, Getty Images Conservation Status Capybara conservation status is classified as least concern by the IUCN. The species is widely distributed and reproduces quickly. In some areas, hunting has diminished capybara numbers, but for the most part the population is stable and abundant. Capybaras and Humans Capybaras are hunted primarily for their meat and skin, although there is also a market for their fat, which is believed to have medicinal value. Ranchers sometimes kill the rodents because they compete with livestock for grazing. Capys are also farmed and kept in zoos. In some places, it is legal to keep a capybara as a pet. The animals are gentle and tolerate hand-feeding and petting. Sources Macdonald, D. W.; Krantz, K.; Aplin, R. T. Behavioral anatomical and chemical aspects of scent marking among Capybaras (Hydrochaeris hypdrochaeris) (Rodentia: Caviomorpha). Journal of Zoology. 202 (3): 341–360, 1984. doi:10.1111/j.1469-7998.1984.tb05087.xMurphey, R.; Mariano, J.; Mouraduarte, F. Behavioral observations in a capybara colony (Hydrochaeris hypdrochaeris). Applied Animal Behaviour Science. 14: 89, 1985. doi:10.1016/0168-1591(85)90040-1Reid, F. Hydrochoerus hydrochaeris. IUCN Red List of Threatened Species. IUCN. 2016: e.T10300A22190005. doi:10.2305/IUCN.UK.2016-2.RLTS.T10300A22190005.en 502 502 502Woods, C.A. and C.W. Kilpatrick. Infraorder Hystricognathi. In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. p. 1556, 2005. ISBN 978-0-8018-8221-0.