This is a presentation for a staff luncheon. The topic is on geographic resources located in our library. This is to help inform staff of what materials are available to them and to library users.
Topics:
1. Mapping Concepts
2. Analysis with paper based Maps
3. Limitations of Paper based Maps
4. Computer Aided Cartography History and Development
5. GIS Definition
6. Advantage of Digital Maps
GEOGRAPHIC SKILLS: CHOROPLETH MAPS.
A choropleth map is a thematic map in which areas are shaded or patterned in proportion to the measurement of the statistical variable being displayed on the map, such as population density or per-capita income.
This is a presentation for a staff luncheon. The topic is on geographic resources located in our library. This is to help inform staff of what materials are available to them and to library users.
Topics:
1. Mapping Concepts
2. Analysis with paper based Maps
3. Limitations of Paper based Maps
4. Computer Aided Cartography History and Development
5. GIS Definition
6. Advantage of Digital Maps
GEOGRAPHIC SKILLS: CHOROPLETH MAPS.
A choropleth map is a thematic map in which areas are shaded or patterned in proportion to the measurement of the statistical variable being displayed on the map, such as population density or per-capita income.
Meet Crazyjamjam - A TikTok Sensation | Blog EternalBlog Eternal
Crazyjamjam, the TikTok star everyone's talking about! Uncover her secrets to success, viral trends, and more in this exclusive feature on Blog Eternal.
Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
Skeem Saam in June 2024 available on ForumIsaac More
Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
Wednesday, June 5, 2024 - Episode 243: Rathebe blocks Babeile from investigating further. Melita warns Eunice to stay clear of Mr. Kgomo.
Thursday, June 6, 2024 - Episode 244: Tbose surrenders to the police while an intruder meddles in his affairs. Rathebe's secret mission faces a setback.
Friday, June 7, 2024 - Episode 245: Rathebe’s antics reach Kganyago. Tbose dodges a bullet, but a nightmare looms. Mr. Kgomo accuses Melita of witchcraft.
Monday, June 10, 2024 - Episode 246: Ntswaki struggles on her first day back at school. Babeile is stunned by Rathebe’s romance with Bullet Mabuza.
Tuesday, June 11, 2024 - Episode 247: An unexpected turn halts Rathebe’s investigation. The press discovers Mr. Kgomo’s affair with a young employee.
Wednesday, June 12, 2024 - Episode 248: Rathebe chases a criminal, resorting to gunfire. Turf High is rife with tension and transfer threats.
Thursday, June 13, 2024 - Episode 249: Rathebe traps Kganyago. John warns Toby to stop harassing Ntswaki.
Friday, June 14, 2024 - Episode 250: Babeile is cleared to investigate Rathebe. Melita gains Mr. Kgomo’s trust, and Jacobeth devises a financial solution.
Monday, June 17, 2024 - Episode 251: Rathebe feels the pressure as Babeile closes in. Mr. Kgomo and Eunice clash. Jacobeth risks her safety in pursuit of Kganyago.
Tuesday, June 18, 2024 - Episode 252: Bullet Mabuza retaliates against Jacobeth. Pitsi inadvertently reveals his parents’ plans. Nkosi is shocked by Khwezi’s decision on LJ’s future.
Wednesday, June 19, 2024 - Episode 253: Jacobeth is ensnared in deceit. Evelyn is stressed over Toby’s case, and Letetswe reveals shocking academic results.
Thursday, June 20, 2024 - Episode 254: Elizabeth learns Jacobeth is in Mpumalanga. Kganyago's past is exposed, and Lehasa discovers his son is in KZN.
Friday, June 21, 2024 - Episode 255: Elizabeth confirms Jacobeth’s dubious activities in Mpumalanga. Rathebe lies about her relationship with Bullet, and Jacobeth faces theft accusations.
Monday, June 24, 2024 - Episode 256: Rathebe spies on Kganyago. Lehasa plans to retrieve his son from KZN, fearing what awaits.
Tuesday, June 25, 2024 - Episode 257: MaNtuli fears for Kwaito’s safety in Mpumalanga. Mr. Kgomo and Melita reconcile.
Wednesday, June 26, 2024 - Episode 258: Kganyago makes a bold escape. Elizabeth receives a shocking message from Kwaito. Mrs. Khoza defends her husband against scam accusations.
Thursday, June 27, 2024 - Episode 259: Babeile's skillful arrest changes the game. Tbose and Kwaito face a hostage crisis.
Friday, June 28, 2024 - Episode 260: Two women face the reality of being scammed. Turf is rocked by breaking
Lite version of elevator game simplified.pptxeinarsvan32
This is the lite, short and simplified version of elevator game I created. If you want the longer version, just wait and stay tuned for it! Hehe I hope you like my content I made!
- Einar
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
NO1 Pandit Black Magic Specialist Expert In Bahawalpur, Sargodha, Sialkot, Sh...Amil baba
NO1 Pandit Black Magic Specialist Expert In Bahawalpur, Sargodha, Sialkot, Sheikhupura, Rahim Yar Khan, Jhang, Ghazi Khan, Gujrat +92322-6382012
NO1 Pandit Black Magic Specialist Expert In Bahawalpur, Sargodha, Sialkot, Sheikhupura, Rahim Yar Khan, Jhang, Ghazi Khan, Gujrat +92322-6382012
Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
Episode 54
Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
A nosy relative arrives just in time to thwart a man's fatal decision. Dintle manipulates Khanyi to tug at Mo's heartstrings and get what she wants.
Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
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).
182
2. Teacher ’s Guide for Transparencies 1A and 1B
Transparency 1A is a bad example (and 1B is a good example) of a choropleth (CORE-oh-pleth)
map.
The choropleth map “language” is used to show information that is collected and reported
for political units, such as countries, states, counties, or election districts. Examples of such
information include census data, crime rates, and percentages of people who voted for a partic-
ular candidate.
Reporting information by political areas does not tell us about the internal arrangement of
things in an area. To avoid confusion, therefore, cartographers have adopted three conventions
about how to make choropleth maps:
1. Use choropleth maps only for ratio data (numbers you get when you divide two counts,
such as the amount of production and number of people, in order to get a ratio such as
production per person). That is what Transparency 1B does right. Map 1A uses
choropleth symbols to show counts. This can be misleading, because two small states
might actually have greater total production than a large state, but their lighter color
implies otherwise. It would better to use scaled symbols (e.g., circles of different sizes) to
show counts, because readers can visually compare the size of a graduated symbol with the
size of a state to get a more accurate picture.
2. Choose category boundaries carefully. Map 1A has numbers to show actual production in
the top three states. How different would the map seem if the darkest category had only
states with more than 10 billion dollars of farm products? This question raises an impor-
tant point: a map maker has plenty of chances to make choices that are not technically
“wrong” but still alter the impression that a map conveys. That realization is a useful
learner outcome.
3. Arrange colors in a logical sequence. The conventional rule is to represent low values with
light colors and higher values with progressively darker colors.
Activity: Have students find choropleth maps in magazines and newspapers. Did the authors of
the maps follow these three basic rules? You may be surprised how often they don’t. If you find
a particularly good (bad!) example, cover the legend and ask students which areas have the
highest values. Discussion should lead to two conclusions:
A map with poor category choices and/or a nonintuitive color sequence may accurately
portray each individual area, BUT
The reader has to work harder to see the overall pattern.
Since the clear depiction of spatial patterns is a major goal in making maps, students should
wonder whether someone who chooses awkward categories or a bad color sequence is just
ignorant or is deliberately trying to mislead.
Activity: Give students a table of numbers for an area with about 20 sub-areas, and have them
make choropleth maps with different numbers of categories and boundaries between them.
For a how-to manual with interesting data, get Thematic Maps: Visualizing Patterns, by Carol
Gersmehl, prepared for the Tennessee Geographic Alliance summer institutes and used in
many other states. I freely admit that I “borrowed” many ideas from this teacher-tested manual.
I also realize that the one-page discussion here is sketchy, but remember, this page has just two
of 85 example transparencies; keep reading!
183
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).
184
4. Teacher ’s Guide for Transparency 1C
This map is a greatly simplified 1:24,000 topographic map. Topographic maps like this are
available for most parts of the United States; go to www.topozone.com or write to the Map Distri-
bution Center, U.S. Geological Survey, Federal Center, Denver, CO 80225, for a (free!) index
map of your state, which you can use to select maps for purchase.
Activity: Put a topographic map of your local area on a bulletin board. This kind of map can
show familiar details in a new light, which can prompt lively discussion of subjects being cov-
ered in class and questions that students generate on their own.
A key to successful use of topographic maps is to know the advantages and limitations of
each scale. For example, a map with a scale of 1:24,000 (the fraction means that an inch on the
map is 24,000 inches or 2,000 feet in the real world) has a wealth of fine detail but cannot show
more than a few dozen square miles at a time. If you have a lot of display space, tile several of
these maps together to show a larger area. A subject the size of Atlanta, Georgia, and its sub-
urbs, for instance, would make an impressive wall display. A map of Georgia at that scale, how-
ever, would need a gymnasium floor.
The answer to this dilemma is to find other maps at different scales. The U.S. Geological
Survey also makes available maps at scales of 1:100,000; 1:250,000; and whole-state maps at
appropriate (smaller!) scales.
Teacher ’s Guide for Transparency 1D
At a scale of 1:250,000, a topographic map is useful for planning how to get from one place to
another. Maps at this scale show major roads, rivers, terrain features, and forest regions. As you
can see on this transparency, however, a 1:250,000 map cannot show individual buildings or
details such as the rapids in the river. In other words, someone looking at a map of Harpers
Ferry at a scale of 1:250,000 will miss precisely what seemed most strategically important at a
scale of 1:24,000, namely the presence of shallow water that makes the river easy to cross (see
the CD unit on Transitions).
This raises very important point: much of what we “know” about the world depends on the
scale at which we view it. It is therefore wise to examine places at several scales.
Activity: Have students gather as many different maps as they can find for a specific area. Look
at maps in newspapers, county and city offices, Chambers of Commerce, travel brochures (e.g.,
in rest stops and plazas on Interstate Highways), and road maps.
Then, post the maps (or copies of them) in scale order, with the most detailed maps at one
end and maps that cover an entire state or country on the other. Ask students to examine the
maps and tabulate what kinds of information appear at each scale. The flip side of that coin is a
good test question: “What scale map should you ask for if you want to find out about the pat-
tern of houses in Roseville? the distance from Moscow to Berlin? and so on?”
Extra: The DeLorme Company (www.delorme.com) has compiled books of topographic maps for
each state. Those books are great resources for class use, field trips, or personal travel!
185
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).
186
6. Teacher ’s Guide for Transparency 1E
Iron and steel mills were big business, particularly in the late 1800s. Like textiles in the early
1800s, autos in the mid-1900s, and computers in the late 1900s, these factories employed mil-
lions of workers. Moreover, they required the purchase of many other kinds of products, and
they provided “raw” materials for many other goods and services. As a result, during its peak
each of these industries had a great inf luence on patterns of wealth and population.
If you want to understand the world economy of the late 1800s, therefore, you have to look
at where iron and steel were made.
This map shows part of Europe. It is deliberately drawn with very faint lines for national
borders, because in fact these borders changed several times. Moreover, many of the interna-
tional tensions that led to wars in the 20th century involved control of key transportation
routes and the raw materials for iron and steel mills.
Activity: Show the transparency and ask which lettered places would be good locations for steel
mills. The names are not important for this activity, but in order from A to I, the places are a
mountain village in Norway; Birmingham, England; Paris, France; Essen-Dusseldorf in the Ruhr
Valley of Germany; Verona, Italy; the western end of the Carpathian Mountains; the port city
of Gdansk, Poland; Budapest, Hungary; Istanbul; Aleppo, Syria; the Donetsk area of Ukraine;
Banghazi, Libya; and Madrid, Spain.
Of those, D was and is the largest steel center; it is located close to major coal deposits and
is directly downstream from the largest iron ore mines in Europe. Places B and K are also
important. To make this Activity more analytical, read on.
Teacher ’s Guide for Transparency 1F
The recipe for steel is simple: mix coal, iron ore, and limestone. Cook well, making sure you
don’t burn yourself! Then cool the steel and ship it to the customers. Unfortunately, the raw
materials and buyers are usually in different places. As a result, people building a steel mill
must pick a compromise location (see the CD unit on Changing Technology).
This transparency graphically shows that a blast furnace needs more coal than ore, and
therefore it usually makes sense to put it close to coal mines. Moreover, since it is cheaper to
transport heavy material in boats than by other means, it usually makes sense to put mills on
major rivers or in ports. (Think of the locations of famous steel mill areas in the United States:
Pittsburgh, Cleveland, Detroit, Gary, Chicago, and Baltimore are all on navigable water, and
they all are much closer to sources of coal than to major deposits of iron ore, which are in
northern Michigan, Minnesota, and Brazil.)
Activity: Use this diagram to aid a discussion of Transparency 1E. Then, if desired, have stu-
dents try to draw a similar diagram showing the inputs and outputs of another industry.
Caution: Steel production is a “heavy” industry; the raw materials and final product weigh a
great deal and are expensive to transport. As a result, people try to locate factories between
the sources of raw materials and the market. Some industries have raw materials and prod-
ucts that are light and easy to transport. Those factories can be located almost anywhere.
Activity: Have students try to classify specified industries as heavy or light; for example, oil
refining (H), computer assembly (L), copper smelting (H), diamond cutting (L), grain milling
(H), and sewing shirts or backpacks (sort of in between). Heavy industries are usually located
close to raw materials. Most industries in the light and in-between categories tend to be located
closer to other inputs, such as skilled labor, capital, clean water, and so on.
187
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).
188
8. Teacher ’s Guide for Transparency 1G
A key to finding a good location for production in a heavy industry is to minimize the cost of
transporting raw materials. Assigning “penalties” to potential sites is a way to make analysis of
this factor more rigorous than simply “eyeballing” a map.
Activity: Use the map in Transparency 1E, but with the following calculations:
1. Estimate the distance from a source of coal or iron ore to your factory site.
2. Note whether the route goes over land or by boat.
3. Calculate the transportation penalty.
If this seems too easy for your students, you can add complexity in several ways. Add penalties
for crossing mountains or national borders. Add penalties for areas with severe air and water
pollution, such as the Ruhr or middle Elbe. Have them do research on mining and add penal-
ties for using low quality coal or iron ore.
Teacher ’s Guide for Transparency 1H
With Transparency 1F, this diagram helps introduce some really knotty policy questions:
What should people do when changing technology has made their town a less desirable
location for a particular kind of industry? (See the CD unit on Changing Technology).
What should people do when doing “what they always have done” is no longer competitive
in the international economy?
Phrasing a question in a particular way tends to restrict the range of options that might be con-
sidered. This is important for students to learn, because the two questions above really address
different aspects of the same issue. Emphasize that a decreasing ability to compete may not be
anyone’s “fault.” The human tendency is to seek a scapegoat – to blame factory owners, labor
unions, recent immigrants, or government policy for something that may be nothing more
(and nothing less!) than a geographic consequence of a change in technology.
It may be useful to put the question into a larger perspective: a change in technology has
made steel production more efficient and steel less expensive. Consumers in all parts of a coun-
try have gained, but producers in a few areas have been hurt. A humane society should take this
geographic fact into account in designing welfare and migration policies.
Activity: Assign roles (e.g., mayor, labor leader, minister, storekeeper, etc.) for students to play
in simulating a town that loses its major employer.
Transparencies 1E–1H can help a teacher show why an old steel mill may not be able to
compete with new electric furnaces in a location well suited to that technology. Or, if desired,
modify the simulation above to fit some other economic activity, such as a textile mill, a meat-
packing plant, a drive-in theater, or a small video store threatened by a new superstore. Have
students discuss the threatened business’s options: moving away, retraining for other work, and
so on. Have them prepare maps to illustrate the options. The key question is: Can the proposed
new activity work in the current environment? This is the big question of economic geography;
it can take years to learn how to answer it well. Four transparencies aren’t enough, but we have
learned enough to say that a society is in trouble if its citizens graduate from school and still see
no need to think about the locational consequences of technological change!
189
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).
190
10. Teacher ’s Guide for Transparency 1I
The basic idea of “per” data is simple: a quantity is divided by the number of individuals who
“share” it.
It must be admitted, however, that the real-world use of per data can be confusing, espe-
cially if we are not sure what is being divided by what. This raises a difficult question: how can
students accurately understand a newspaper or television story if they cannot figure out how
the tables or maps of per data were made? It helps, then, for teachers to use per data fre-
quently, so that students gradually improve their ability to interpret the results.
Activity: Project this Transparency and have students fill in the blanks by dividing the total land
area number by the population number. Since both numbers are expressed in millions, the mil-
lions “cancel out” and the result is the number of acres per person. Work through some of the
examples that have already been calculated – the answers for the blanks are 4.5 for Mexico, 1.0
for Germany, and 0.7 for Japan.
Once students get the idea, you can extend the discussion. For example, is the number of
acres per person the most useful per number, or would something else be more meaningful? It
might be noted that people cannot grow food in deserts or high mountains. Before doing the
calculation, therefore, it might be useful to know the proportion of the land that could be used
to grow food. To make a link to Transparency 1J, write the following numbers next to the coun-
try names: 13, 63, 5, 19, 14, 35, 13. These numbers indicate the percentage of land area that
can be used for crops (right, that’s another per number!). Multiplying Argentina’s 684 million
acres of land by 13 percent (13/100) gives a result of 89 million acres of cropland. The answers
to this calculation are in the first column of Transparency 1J.
Teacher ’s Guide for Transparency 1J
Repeat the recipe for “per” data: “take the quantity you want to measure and divide it by a num-
ber that can make the data meaningful.” Agricultural land, for example, is meaningful in terms
of how many people must be fed. A relevant per measure, therefore, is the number of acres per
person (the number of acres of cropland divided by the number of people).
Activity: Project this Transparency and have students calculate the number of cropland acres
per person (0.64 for Mexico, 0.37 for Germany, less than 0.1 for Japan; underscore that the
amount of cropland per person in Japan is less than 1/20th as much as in the United States).
These numbers, as Postscript 1-1 says, are one reason Americans are not as concerned as
people in other countries about “values” issues in geography. Compared with those of other
industrial countries, residents of the United States have always had plenty of cropland for food
and plenty of “empty” land for new buildings, roads, parks, waste disposal, and other uses. As
population increases, however, land issues become more important, which is one reason for
the present upsurge of interest in geography in America.
It is important to keep in mind that all land is not equally productive. This observation
leads to another kind of “per”data: yield per acre. The average yield of wheat per acre of cold
Canadian soil is much less than the corn yield in Iowa, and both are low compared with yields
in tropical Bangladesh or southern China, where farmers can get several crops of rice each
year. Almanacs or encyclopedias (or www.cia.gov) can provide data for calculating ratios such as
food production per person.
191