Human geography or anthropogeography is the branch of geography which studies spatial relationships between human communities, cultures, economies, and their interactions with the environment, examples of which include urban sprawl and urban redevelopment. It analyzes spatial interdependencies between social interactions and the environment through qualitative and quantitative methods.This multidisciplinary approach draws from sociology, anthropology, economics, and environmental science, contributing to a comprehensive understanding of the intricate connections that shape lived spaces.
A primary school, elementary school, or grade school is a school for primary education of children who are 4 to 10 years of age. Primary schooling follows preschool and precedes secondary schooling.
In geography, regions, otherwise referred to as areas, zones, lands or territories, are portions of the Earth's surface that are broadly divided by physical characteristics, human impact characteristics, and the interaction of humanity and the environment. Geographic regions and sub-regions are mostly described by their imprecisely defined, and sometimes transitory boundaries, except in human geography, where jurisdiction areas such as national borders are defined in law. More confined or well bounded portions are called locations or places.
A geographer is a physical scientist, social scientist or humanist whose area of study is geography, the study of Earth's natural environment and human society, including how society and nature interacts. The Greek prefix "geo" means "earth" and the Greek suffix, "graphy", meaning "description", so a geographer is someone who studies the earth. The word "geography" is a Middle French word that is believed to have been first used in 1540.
Economic geography is the subfield of human geography that studies economic activity and factors affecting it. It can also be considered a subfield or method in economics. There are four branches of economic geography.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
In many countries' curricula, social studies is the combined study of humanities, the arts, and social sciences, mainly including history, economics, and civics. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the models of lower education in the United States such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. Social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence. A related term is humanities, arts, and social sciences, abbreviated HASS.
Urban geography is the subdiscipline of geography that derives from a study of cities and urban processes. Urban geographers and urbanists examine various aspects of urban life and the built environment. Scholars, activists, and the public have participated in, studied, and critiqued flows of economic and natural resources, human and non-human bodies, patterns of development and infrastructure, political and institutional activities, governance, decay and renewal, and notions of socio-spatial inclusions, exclusions, and everyday life. Urban geography includes different other fields in geography such as the physical, social, and economic aspects of urban geography. The physical geography of urban environments is essential to understand why a town is placed in a specific area, and how the conditions in the environment play an important role with regards to whether or not the city successfully develops. Social geography examines societal and cultural values, diversity, and other conditions that relate to people in the cities. Economic geography is important to examine the economic and job flow within the urban population. These various aspects involved in studying urban geography are necessary to better understand the layout and planning involved in the development of urban environments worldwide.
Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.
An animal sanctuary is a facility where animals are brought to live and to be protected for the rest of their lives. Pattrice Jones, co-founder of VINE Sanctuary defines an animal sanctuary as "a safe-enough place or relationship within the continuing hazards that menace everybody". In addition, sanctuaries are an experimental staging ground for transformative human–animal relations. There are five types of animal sanctuaries reflective of the species-belonging of the residents: 1) companion animal sanctuaries; 2) wildlife sanctuaries; 3) exotic animal sanctuaries; 4) farmed animal sanctuaries; and 5) cetacean sanctuaries.
Geographic mobility is the measure of how populations and goods move over time. Geographic mobility, population mobility, or more simply mobility is also a statistic that measures migration within a population. Commonly used in demography and human geography, it may also be used to describe the movement of animals between populations. These moves can be as large scale as international migrations or as small as regional commuting arrangements. Geographic mobility has a large impact on many sociological factors in a community and is a current topic of academic research. It varies between different regions depending on both formal policies and established social norms, and has different effects and responses in different societies. Population mobility has implications ranging from administrative changes in government and impacts on local economic growth to housing markets and demand for regional services.
Tourism geography is the study of travel and tourism, as an industry and as a social and cultural activity. Tourism geography covers a wide range of interests including the environmental impact of tourism, the geographies of tourism and leisure economies, answering tourism industry and management concerns and the sociology of tourism and locations of tourism.
Place-based education, sometimes called pedagogy of place, place-based learning, experiential education, community-based education, environmental education or more rarely, service learning, is an educational philosophy. The term was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion's early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation. Although educators have used its principles for some time, the approach was developed initially by The Orion Society, a Massachusetts-based nonprofit organization, as well as Professor David Sobel, Project Director at Antioch University New England.
Learning standards are elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program. Standards are usually composed of statements that express what a student knows, can do, or is capable of performing at a certain point in their '''learning progression'''.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
Geography is the study of the lands, features, inhabitants, and phenomena of Earth. Geography is an all-encompassing discipline that seeks an understanding of Earth and its human and natural complexities—not merely where objects are, but also how they have changed and come to be. While geography is specific to Earth, many concepts can be applied more broadly to other celestial bodies in the field of planetary science. Geography has been called "a bridge between natural science and social science disciplines."
The following outline is provided as an overview of and topical guide to geography:
The following outline is provided as an overview of and topical guide to social science:
Spatial citizenship describes the ability of individuals and groups to interact and participate in societal spatial decision making through the reflexive production and use of geo-media. Spatial citizens are lay users who are able to use geo-media to question existing perspectives on action in space and to produce, communicate, and negotiate alternative spatial visions.
The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.
