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1. What is the role of governments in climate change adaptation?

By Kai A. Konrad and Marcel Thum


Adaptation to climate change is currently high on the agenda of EU bureaucrats exploring the regulatory scope of the topic. Climate change may potentially bring about changes in the frequency of extreme weather events such as heat waves, flooding or thunder storms, which in turn may require adaptation to changes in our living conditions. Adaptation to these conditions cannot stop climate change, but it can reduce the cost of climate change. Building dikes protects the landscape from an increase in sea level. New vaccines protect the population from diseases that may spread due to the change in the climate. Leading politicians, the media and prominent interest groups call for more efforts in adaptation.

But who should be in charge? Do governments have to play a leading role in adaptation? Will firms and households make the right choices? Or do governments have to intervene to correct insufficient or false adaptation choices? If intervention is necessary, will the policy have to be decided on a local level or on a national or even supranational (EU) level? In a recent article we review the main arguments for government intervention in climate change adaptation. Overall, we find that the role of the state in adaptation policy is limited.

In many cases, adaptation decisions can be left to private individuals or firms. This is true if private sector decision-makers both bear the cost and enjoy the benefits of their own decisions. Superior insulation of buildings is a good example. It shields the occupants of a building from extreme temperatures during cold winters and hot summers. The occupants – and only the occupants – benefit from the improved insulation. They also bear the costs of the new insulation. If the benefit exceeds the cost, they will invest in the superior insulation. If it does not pay off, they will refrain from the adaptation measure (and they should do so from an efficiency point of view). There is no need for government intervention in the form of building regulation or rehabilitation programmes.

In some other cases, adaptation affects an entire community as in the case of dikes. A single household will hardly be able – nor have the incentive – to build a dike of the appropriate size. But the local municipality can and should be able to so. All inhabitants of the municipality can share the costs and appropriate the benefit from flood protection. The decision on the dike could be made on the state level if not at the municipal level. The local population will probably have a long-standing experience and superior knowledge about the flood events and its potential damages. The subsidiarity principle, which is a major principle of policy task assignment in the European Union, suggests that the decisions should be made on the most decentralized level for which there are no major externalities between the decision-makers. In the case of the dike, the appropriate level for the adaptation measure would be the municipality. Again there is no need for intervention from upper-level governments.

floods

So what role is left for the upper echelons of government in climate change adaptation? Firstly, the government has to help in improving our knowledge. Information about climate change and information about technical adaptation measures are typical public goods: the cost of generating the information has to be incurred once, whereas the information can be used at no additional cost. Without government intervention, too little information would be generated. Therefore, financing basic research in this area is one of the fundamental tasks for a central government.

Secondly, the government has to provide the regulatory framework for insurance markets. The economic consequences of natural disasters can be cushioned through insurance markets. However, the incentives to buy insurance are insufficient for several reasons. For instance, whenever a major disaster threatens the economic existence of a larger group of citizens, the government is under social pressure and will typically provide help to all those in need. By anticipating government support in case of a disaster, there is little or no incentive to buy insurance in the market. Why should they pay the premium for private insurance, or invest in self-insurance or self-protection measures if they enjoy a similar amount of free protection from the government? If the government wants to avoid being pressured for disaster relief, it has to make disaster insurance mandatory. And to induce citizens to the appropriate amount of self-protection, insurance premiums have to be differentiated according to local disaster risks.

Thirdly, fostering growth helps coping with the consequences of climate change and facilitates adaptation. Poor societies and population groups with low levels of education have the highest exposure to climate change, whereas richer societies have the means to cope with the implications of climate change. Hence, economic growth – properly measured – and education should not be dismissed easily as they act as powerful self-insurance devices against the uncertain future challenges of climate change.

Kai A. Konrad is Director at the Max Planck Institute for Tax Law and Public Finance. Marcel Thum is Professor of Economics at TU Dresden and Director of ifo Dresden. They are the authors of the paper ‘The Role of Economic Policy in Climate Change Adaptation’ published in CESifo Economic Studies.

CESifo Economic Studies publishes provocative, high-quality papers in economics, with a particular focus on policy issues. Papers by leading academics are written for a wide and global audience, including those in government, business, and academia. The journal combines theory and empirical research in a style accessible to economists across all specialisations.

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Image credit: Flooding, July 2007, by Mat Fascoine. CC-BY-SA-2.0 via Wikimedia Commons.

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2. Countries of the World Cup: Germany

Today is the conclusion of the 2014 FIFA World Cup, and our highlights about the final four competing nations with information pulled right from the pages of the latest edition of Oxford’s Atlas of the World. The final two teams, Germany and Argentina, go head-to-head on Sunday, 13 July to determine the champion.

Like many of its European neighbors, Germany is a country that loves football, and is one of the most competitive football-playing nations in the world. Attesting to that is their success in the semi-finals in this year’s Cup.  Here are eight interesting facts you might not have known about the country that bruised Brazil’s ego.

1000px-Flag_of_Germany.svg

  1. Like FIFA host country Brazil, Germany also elected its first female leader in recent years when Angela Merkel became Chancellor in 2005.
  2. In addition to bringing mankind the likes of Albert Einstein and Johan Gutenberg, inventor of the first printing press in Europe, Germany provides 20.6% of the world’s motor vehicles and 17% of our pharmaceuticals.
  3. Uranium was first discovered by a German chemist, Markin Klaproth, in 1789 and boasts the fourth largest industrial output (from mining, manufacturing, construction, and energy) in the world.
  4. Germany had a rough go of things for a while after World War II with its division into East and West factions, as well as the Cold War. The two were reunited on 3 October 1990 and adopted West Germany’s official name, the Federal Republic of Germany.
  5. Deutschland is a leading member of the European Union as well as the 17-member Eurozone, the economic and monetary union of nations that utilize the Euro as their sole form of currency.
  6. In terms of religion, Germany is mostly a Protestant and Roman Catholic country with a representation of 34% of the population.
  7. Although a leading producer of nuclear power (Germany ranks sixth in the world for 4.1% of global production), following the 2011 Fukushima disaster, the country has begun phasing out its nuclear power production.
  8. Germany is a primary refugee destination, ranking first in Europe and fourth in the world after Pakistan, Iran, and Syria.

Oxford’s Atlas of the World — the only world atlas updated annually, guaranteeing that users will find the most current geographic information — is the most authoritative resource on the market. The milestone Twentieth Edition is full of crisp, clear cartography of urban areas and virtually uninhabited landscapes around the globe, maps of cities and regions at carefully selected scales that give a striking view of the Earth’s surface, and the most up-to-date census information. The acclaimed resource is not only the best-selling volume of its size and price, but also the benchmark by which all other atlases are measured.

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Image credit: Flag of Germany. Public domain via Wikimedia Commons.

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3. Countries of the World Cup: Netherlands

As we gear up for the third place finalist match of the 2014 FIFA World Cup today — the Netherlands face the host country Brazil — we’re highlighting some interesting facts about one of the competing nations with information pulled right from the pages of the latest edition of Oxford’s Atlas of the World. Germany (tomorrow’s country highlight) and Argentina go head-to-head on Sunday, 13 July to determine the champion.

The Netherlands, located in the western end of Northern Europe is widely known for its rich Dutch culture. The population is 83% Dutch, with a smaller percentage made up of Indonesian, Turkish, and Moroccan ethnicities. The nation has two official languages: Frisian, spoken mainly by inhabitants of the northern province of Friesland, and Dutch.
1280px-RotterdamMaasNederland

The country has a vast history, dating back earlier than the 16th century when it saw a multitude of foreign rulers including the Romans, the Germanic Franks, the French, and the Spanish. After building up a great overseas empire, the Dutch lost control of the seas to England in the 18th century, and were under French control until 1815. After remaining neutral through World War I, and being occupied by Germany in World War II, they went on after the wars to become active in West European affairs.

In 1957, the Netherlands became a founding member of the European Economic Community, now known as the European Union, and continues to be a leader in industry and commerce. Exports currently account for over 50% of the country’s GDP and include natural gas, machinery and electronic equipment, and chemicals. A highly industrialized country, it is also a major trading nation as it imports many of the materials their industries require.

With a constitutional monarchy, the Netherlands saw its Queen Beatrix abdicate the thrown in 2013 in favor of her son Prince Willem Alexander. She had served a 33-year reign.

Oxford’s Atlas of the World — the only world atlas updated annually, guaranteeing that users will find the most current geographic information — is the most authoritative resource on the market. The milestone Twentieth Edition is full of crisp, clear cartography of urban areas and virtually uninhabited landscapes around the globe, maps of cities and regions at carefully selected scales that give a striking view of the Earth’s surface, and the most up-to-date census information. The acclaimed resource is not only the best-selling volume of its size and price, but also the benchmark by which all other atlases are measured.

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Image credit: A panorama of the Erasmus Bridge and the River Meuse in the Dutch city of Rotterdam. Photo by Massimo Catarinella. CC BY 3.0 via Wikimedia Commons.

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4. Countries of the World Cup: Argentina

As we gear up for the conclusion of the 2014 FIFA World Cup, we’re highlighting some interesting facts about the final four competing nations with information pulled right from the pages of the latest edition of Oxford’s Atlas of the World. Argentina and the Netherlands battled it out in a semi-final match on Wednesday 9 July; Argentina pulled through after a penalty shootout. The team will go head-to-head with Germany on Sunday, 13 July to determine the champion.

Argentina, a two-time World cup winner reached its fifth final when it defeated the Netherlands. The last time it had advanced that far was 24 years ago in 1986. To celebrate their achievement, here are a few facts to think about until then next Cup.

1280px-002_Buenos_Aires_desde_el_cielo_(Estadio_de_River)

  1. In 2007 Cristina Fernández De Kirchner was the first directly elected woman president in Argentina. She succeeded her late husband, Néstor Carlos Kirchner, who had previously served for four years. She was later reelected in 2011.
  2. The country had a large indigenous population prior to European colonization; however 86% of Argentina’s population is now of European ancestry.
  3. Argentina is South America’s second largest nation after Brazil, and the world’s eighth largest country. It is the fourth largest Spanish-speaking nation in the world.
  4. Spain took control of Argentina in the 16th century and continued its reign until 1816, when the country won back its independence. Argentina later suffered from instability and periods of military rule.
  5. The World Bank classifies Argentina as an “upper-middle-income” developing country. Its form of currency is the Argentine Peso which is equivalent to 100 centavos.
  6. In 1991, Argentina, Brazil, Paraguay, and Uruguay set up an alliance, Mercosur, aimed at creating a common market. The agreement’s main purpose is to facilitate free trade.
  7. Roman Catholicism accounts for a whopping 92% of the country’s population (Pope Francis was born and raised there). Protestantism and Judaism tie at a distant second making up 2% each of the population.

Oxford’s Atlas of the World – the only world atlas updated annually, guaranteeing that users will find the most current geographic information — is the most authoritative resource on the market. The milestone Twentieth Edition is full of crisp, clear cartography of urban areas and virtually uninhabited landscapes around the globe, maps of cities and regions at carefully selected scales that give a striking view of the Earth’s surface, and the most up-to-date census information. The acclaimed resource is not only the best-selling volume of its size and price, but also the benchmark by which all other atlases are measured.

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Image credit: Buenos Aires desde el cielo (Estadio de River). By Elemaki. CC BY 3.0 via Wikimedia Commons.

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5. Countries of the World Cup: Brazil

As we gear up for the conclusion of the 2014 FIFA World Cup, we’re highlighting some interesting facts about the final four competing nations with information pulled right from the pages of the latest edition of Oxford’s Atlas of the World. If you’re one of the few who hasn’t caught onto World Cup fever, the winner of the World Cup is near! Brazil and Germany faced off on Tuesday, 8 July. The shocking game left Germany the victor, with Argentina and the Netherlands battling it out on Wednesday 9 July. Argentina pulled through after a penalty shootout. The third place finalist will be determined on Saturday, 12 July with the final two teams going head-to-head on Sunday, 13 July to determine the champion.

The Federative Republic of Brazil, also known by the spelling Brasil, the world’s fifth largest country with a population of over 199 million, has the honor and distinction of hosting the World Cup this year, a fact that had this fútbol-centric nation even more hyped than usual.

Brazil World cup

A large country of over 3 million square miles, the area contains three main regions. Manaus, one of the host cities, has high temperatures all throughout the year. A tropical climate, rainfall is normally heavy, but lucky for players and cheering fans, the weather tends to be a bit drier from June through September.

Brazil is a leading economy in South America, described as a “rapidly industrializing economy.” You might not know that is the world’s top producers of products including cars, paper, aircrafts, and even materials ranging from diamonds to tin. With coffee as it’s leading export, agriculture employs 16% of the population. A major farming nation, products also include bananas, coca, rice, sugarcane, and maize.

With the Amazon, the world’s second largest river, in its backyard, forestry is a major industry although the fear that destroying the rainforests can accelerate global warming is a real concern. On a positive environmental note, Brazil is the second highest producer of hydroelectricity in the world, accounting for 12.3% of total world production.

Politically, the nation sets an example for progress in gender equality, having elected its first female president, Dilma Rousseff of the Workers Party, in 2010. It’s government is a Federal Republic, having first declared itself an independent empire in 1822 after originally being claimed by Portugal in 1500. After periods of material rule from the 1930s, civilian rule was restored in 1985 with a new constitution adopted in 1988.

Oxford’s Atlas of the World – the only world atlas updated annually, guaranteeing that users will find the most current geographic information — is the most authoritative resource on the market. The milestone Twentieth Edition is full of crisp, clear cartography of urban areas and virtually uninhabited landscapes around the globe, maps of cities and regions at carefully selected scales that give a striking view of the Earth’s surface, and the most up-to-date census information. The acclaimed resource is not only the best-selling volume of its size and price, but also the benchmark by which all other atlases are measured.

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Image credit: Photo by Digo_Souza>, CC BY 2.0 via Flickr

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6. Do immigrant immigration researchers know more?

By Magdalena Nowicka


The political controversies over immigration intensify across Europe. Commonly, the arguments centre around its economic costs and benefits, and they reduce the public perception of immigrants to cheap workforce. Yet, increasingly, these workers are highly skilled professionals, international students, and academics. Their presence transforms not only labour markets but also the production of knowledge and, in the end, it changes the way we all perceive immigrants and immigration.

US American scholars were first to draw attention to how immigrant scholars influence the academic field. The historian of migration Nancy Foner claimed a decade ago that the increasing group of students and faculty who study and work abroad — immigrants to the United States — heavily change the way immigration is perceived in social sciences. Immigrant scholars — according to Herbert J. Gans, a German-born American sociologist — contributed to the paradigm shift in American migration studies, from assimilationist to retentionist approach. They did so, because they were ‘insiders’ to the groups they studied; they were immigrant researchers researching immigrants.

A century ago, public interest (and funds) fueled studies on immigration by sociologists, demographers, economists and historians. The results of their studies were widely spread by journalists, novelists and mass entertainment industries. Now, budget cuts in higher education, and the increase of impact-seeking funding of the European Union, foster the concern about the societal benefits of social sciences. Paradoxically, the public interest in research on immigrants seems to fall, and academics apparently lose their capability of influencing broad publics and the politics in Europe, the boats on Lampedusa being a symbol of this problem.

Visa Application

For scholars who reply to short-term concerns of national public policy, the urgent question is the effectiveness of transfer of knowledge between academic and other systems that is driven by the hope for formulating better policies. Some scholars are yet reluctant to actively participate in public debates because they see their scientific objectivity in danger. The position of those scholars researching immigration who are immigrants themselves is no less ambivalent: they may play the ‘ethnic card’ to secure funding for research and access to people whom they want to study. Financial reasons may compel many to do research in their native country and they also meet the suspicion of fellow academics that tend to suspect they might lack scientific distance and objectivity.

What societal roles are available for immigrant researchers researching immigrants? Too often we look for answers to this question by tracking the processes of policy decision making, by investigating the “big-P”-politics. We are used to thinking of production of ideas and texts as separate from the impact we think they will have. Yet the way that knowledge is being negotiated during the production of texts is a key to understanding the role migration researchers studying immigrants play for the society.

Let us imagine a research situation, an interview, which is undoubtedly the most widely applied technique for conducting systematic social inquiry: a researcher typically asks questions and listens carefully to the stories the respondent tells. While one of them may say less and the other more, they interact. Interviews are interactional, and during this situation, both the researcher and the researched subject negotiate the meaning they assign to norms, values, ideas, other people, their behaviour, etc. Let’s assume both parties in this situation are immigrants. From my personal experience as an interviewer and immigrant, I recall multiple research encounters during which my interview partners prompted me to confirm their views: “you surely know, you are also an immigrant” or “you do understand me, you are also from Poland”. They presume that because of our common origin, we have a lot in common, that being an immigrant might bring us together, foster mutual understanding of problems, or even make us share the same norms and values.

But common origin does not produce ‘common individuals’, and each migration trajectory is different. It matters that I am born in Warsaw in a middle class family, have university education and work as a professor at a German university while my research subjects come from rural areas in Poland, left school early and perform manual jobs in United Kingdom. Each time I ask a question and they answer it, each time I prompt them — seemingly impersonally and in a highly controlled fashion — to continue narrating, my interview partners and I question the latent national and ethnic categories of commonality. Unintentionally, in the course of such research encounter, when confronted with misunderstandings or incomprehension, we revisit our gendered, ethnic, class, or professional identities.

For most researchers, such experiences are common and obvious. But they reflect on them in a self-referential fashion, addressing the issue to colleagues subscribing to journals on methodology of qualitative research. They aim at improving the quality of research but the meaning of this self-reflection is deeper and should be communicated to wider audiences.

It matters that when the researcher is an immigrant herself: it influences the research process, the access to research subjects and funding, and the way results of the studies are interpreted (because the researcher is sympathetic, or empathetic, to particular problems of her respondents). More importantly, immigrant immigration researchers are capable and predisposed to reveal the artificiality of fixed categorisations assigning people to places on the map and positions in social hierarchies. When they do so, they show us a possibility for new, better, modes of societal integration. In countries like Germany that have long been shaped by low-skilled immigration and public discourses around it, there is a minor but growing interest in the perspectives of immigrant researchers. Through stronger engagement in dialogue with wider audiences, the immigrant researchers can accelerate this trend. This much needed change of perspective has a chance of becoming mainstream if immigrant researchers talk about their work and research experiences with more self-confidence.

Prof. Dr. Magdalena Nowicka is from Humboldt-University in Berlin. She is a co-author of the paper ‘Beyond methodological nationalism in insider research with migrants‘, which appears in the journal Migration Studies.

Migration Studies is an international refereed journal dedicated to advancing scholarly understanding of the determinants, processes and outcomes of human migration in all its manifestations, and gives priority to work presenting methodological, comparative or theoretical advances.

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Image credit: Visa application. By VIPDesignUSA, via iStockphoto.

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7. “Third Nation” along the US-Mexico border

By Michael Dear


Not long ago, I passed a roadside sign in New Mexico which read: “Es una frontera, no una barrera / It’s a border, not a barrier.” This got me thinking about the nature of the international boundary line separating the US from Mexico. The sign’s message seemed accurate, but what exactly did it mean?

On 2 February 1848, a ‘Treaty of Peace, Friendship, Limits and Settlement’ was signed at Guadalupe Hidalgo, thus terminating the Mexican-American War. The conflict was ostensibly about securing the boundary of the recently-annexed state of Texas, but it was clear from the outset that US President Polk’s ambition was territorial expansion. As consequences of the Treaty, Mexico gained peace and $15 million, but eventually lost one-half of its territory; the US achieved the largest land grab in its history through a war that many (including Ulysses S. Grant) regarded as dishonorable.

In recent years, I’ve traveled the entire length of the 2,000-mile US-Mexico border many times, on both sides. There are so many unexpected and inspiring places! Mutual interdependence has always been the hallmark of cross-border communities. Border people are staunchly independent and composed of many cultures with mixed loyalties. They get along perfectly well with people on the other side, but remain distrustful of far-distant national capitals. The border states are among the fastest-growing regions in both countries — places of economic dynamism, teeming contradiction, and vibrant political and cultural change.

A small fence separates densely populated Tijuana, Mexico, right, from the United States in the Border Patrol’s San Diego Sector.

Yet the border is also a place of enormous tension associated with undocumented migration and drug wars. Neither of these problems has its source in the borderlands, but border communities are where the burdens of enforcement are geographically concentrated. It’s because of our country’s obsession with security, immigration, and drugs that after 9/11 the US built massive fortifications between the two nations, and in so doing, threatened the well-being of cross-border communities.

I call the spaces between Mexico and the US a ‘third nation.’ It’s not a sovereign state, I realize, but it contains many of the elements that would otherwise warrant that title, such as a shared identity, common history, and joint traditions. Border dwellers on both sides readily assert that they have more in common with each other than with their host nations. People describe themselves as ‘transborder citizens.’ One man who crossed daily, living and working on both sides, told me: “I forget which side of the border I’m on.” The boundary line is a connective membrane, not a separation. It’s easy to reimagine these bi-national communities as a ‘third nation’ slotted snugly in the space between two countries. (The existing Tohono O’Odham Indian Nation already extends across the borderline in the states of Arizona and Sonora.)

But there is more to the third nation than a cognitive awareness. Both sides are also deeply connected through trade, family, leisure, shopping, culture, and legal connections. Border-dwellers’ lives are intimately connected by their everyday material lives, and buttressed by innumerable formal and informal institutional arrangements (NAFTA, for example, as well as water and environmental conservation agreements). Continuity and connectivity across the border line existed for centuries before the border was put in place, even back to the Spanish colonial era and prehistoric Mesoamerican times.

Do the new fortifications built by the US government since 9/11 pose a threat to the well-being of borderland communities? Certainly there’s been interruptions to cross-border lives: crossing times have increased; the number of US Border Patrol ‘boots on ground’ has doubled; and a new ‘gulag’ of detention centers has been instituted to apprehend, prosecute and deport all undocumented migrants. But trade has continued to increase, and cross-border lives are undiminished. US governments are opening up new and expanded border crossing facilities (known as ports of entry) at record levels.  Gas prices in Mexican border towns are tied to the cost of gasoline on the other side. The third nation is essential to the prosperity of both countries.

So yes, the roadside sign in New Mexico was correct. The line between Mexico and the US is a border in the geopolitical sense, but it is submerged by communities that do not regard it as a barrier to centuries-old cross-border intercourse. The international boundary line is only just over a century-and-a-half old. Historically, there was no barrier; and the border is not a barrier nowadays.

The walls between Mexico and the US will come down. Walls always do. The Berlin Wall was torn down virtually overnight, its fragments sold as souvenirs of a calamitous Cold War. The Great Wall of China was transformed into a global tourist attraction. Left untended, the US-Mexico Wall will collapse under the combined assault of avid recyclers, souvenir hunters, and local residents offended by its mere presence.

As the US prepares once again to consider immigration reform, let the focus this time be on immigration and integration. The framers of the Treaty of Guadalupe Hidalgo were charged with making the US-Mexico border, but on this anniversary of the Treaty’s signing, we may best honor the past by exploring a future when the border no longer exists. Learning from the lives of cross-border communities in the third nation would be an appropriate place to begin.

Michael Dear is a professor in the College of Environmental Design at the University of California, Berkeley, and author of Why Walls Won’t Work: Repairing the US-Mexico Divide (Oxford University Press).

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8. Do people tend to live within their own ethnic groups?

By Maisy Wong

 
There are many policies around the world designed to encourage ethnic desegregation in housing markets. In Chicago, the Gautreaux Project (the predecessor of the Moving To Opportunity program) offered rent subsidies to African American residents of public housing who wanted to move to desegregated areas. Germany, the United Kingdom, and Netherlands, impose strict restrictions on where refugee immigrants can settle. Many countries also have “integration maintenance programs” or “neighborhood stabilization programs” to encourage desegregation. These policies are often controversial as they are alleged to favor some ethnic groups at the expense of others. Regardless of the motivation behind these policies, knowing the welfare effects is important because these desegregation policies affect the location choices of many individuals.

I am interested in one such desegregation policy in Singapore: the ethnic housing quotas. Using location choices, I analyzed how heterogeneous households sort into neighborhoods as the ethnic proportions in the neighborhood change. To do this at such a local level I had to assemble a dataset of ethnic proportions by hand-matching more than 500,000 names to ethnicities using the Singapore residential phonebook.

The ethnic housing quotas policy in Singapore is a fascinating natural experiment. It was implemented in public housing estates in 1989 to encourage residential desegregation amongst the three major ethnic groups in Singapore: Chinese (77%), Malays (14%), and Indians (8%). The quotas are upper limits on the proportions of Chinese, Malays, and Indians at a location. Locations with ethnic proportions that are at or above the quota limits are subjected to restrictions designed to prevent these locations from becoming more segregated. For example, non-Chinese sellers living in Chinese-constrained locations are not allowed to sell to Chinese buyers because this transaction increases the Chinese proportion and makes the location more segregated.

Using transactions data close to the quota limits and controlling for polynomials of ethnic proportions calculated using the phonebook, I documented price dispersion across ethnic groups that is consistent with theoretical predictions of the policy’s impact. The findings suggest a model where Chinese and non-Chinese buyers have different preferences for Chinese neighborhoods.

Indeed, my estimates show that all groups have strong preferences for living with members of their own ethnic group but the shapes of the preferences are very different across the three ethnic groups. All groups have ethnic preferences that are inverted U-shaped but with different turning points. This means that once a neighborhood has enough members of their own ethnic group, households want new neighbors from other ethnic groups. Finding tastes for diversity and differences in the shapes of ethnic preferences is consistent with previous research using data on racial attitudes from the General Social Survey in the United States and also surveys of ethnic relations in Singapore.

I used these estimates of ethnic preferences to perform welfare simulations. The seminal work by Thomas Schelling on tipping showed that externalities exist in a model with ethnic preferences because a mover affects the utility of his current and future neighbors by changing the ethnic composition of the neighborhood. Due to these externalities, Schelling showed that policies such as the ethnic quotas could potentially be used as a coordination mechanism to achieve equilibrium with integrated neighborhoods. My welfare estimates show that under the quota policy, about one-third of neighborhoods are close to the optimal allocation of Chinese, Malays, and Indians respectively.

Maisy Wong is Assistant Professor in Real Estate at Wharton, University of Pennsylvania. Her paper, ‘Estimating Ethnic Preferences Using Ethnic Housing Quotas in Singapore’ can be read in full and for free in The Review of Economic Studies.

The Review of Economic Studies aims to encourage research in theoretical and applied economics, especially by young economists. It is widely recognised as one of the core top-five economics journal, with a reputation for publishing path-breaking papers, and is essential reading for economists.

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Image credit: HDB flats at Tampines New Town. By Terence Ong. [Creative Commons], via Wikimedia Commons.

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9. Mid-April Adventures

sweetbroom
Oh, the broom, the bonny bonny broom…*

Yesterday we had our Journey North Mystery Class wrap-up party. Huge fun all around: each family revealed its Mystery City location and we celebrated with a feast of dishes from the far-off locales. (Even the one American city in this year’s batch is far-off from us here in San Diego.) I won’t say more about the secret locations, since I know some of you are participating in your own groups and may not have had your big reveals yet. But ohhhh, was the food good.

I’ll give this much away: Beanie’s and my contribution were these Icelandic pancakes (pönnukökur).

ponnukokur

(Beloved Carl Larsson print hiding a snarl of electrical cords.)

Here’s the recipe we followed, and here’s a delightful video demonstration by Icelandic cook Margret:

How to Make Icelandic Pönnukökur from Iceland on Vimeo.

At the end of the video she demonstrates the most common ways to serve the pancakes: sprinkled with sugar (as we did above) or spread with jam and a generous dollop of whipped cream. I didn’t think the cream would hold up at a potluck, but you can be sure we’re going to give that version a go very, very soon.

*My sweet broom is in bloom, lightening my heart not only with its sunny blossoms but also the way it puts one of my favorite Scottish ballads into my head every time I glance its direction.

Tomorrow Jane, Rose, and I are off on a new adventure—a Peterson family first: open house at the university Jane plans to attend in the fall. Talk about blinking. Seems only last week this happened:

scottnewdaddy

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10. There are no words to describe…

…just how much this kid loves Paddle-to-the-Sea.

Paddle-to-the-Sea

“A bumpy line of buildings stretched like castles along the horizon. They were grain elevators at Port Arthur and Fort William filled with mountains of grain which trains had brought from the plains of western Canada. The ships now passing Paddle would carry the grain to other lake ports and other lands…”

(She decided to draw stalks of wheat to represent the grain. She’s charting Paddle’s journey through the Great Lakes in blue.)

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11. If the World Was a Village

When the book If the World Was a Village by David J. Smith came out in 2002, I was intrigued.  The author imagined the world as a village of 100 people and then he showed how many would have enough to eat, safe places to live, money to spend and how many would have less.  The book is visually appealing and makes the sharing of the world's resources accessible to young readers.

A second edition of the book will come out in February, 2014.  Order your copy now!

Check out David Smith's website, Mapping.com, for lots of free info on geography. 


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12. African American demography [infographic]

In celebration of Black History Month, Social Explorer has put together an interactive infographic with statistics from the most recent Census and American Community Survey. Dig into the data to find out about current African American household ownership, employment rates, per capita income, and more demographic information.

Take a sneak peak below and visit Social Explorer Presents Black History Month for the full, interactive infographic.

se-blackhistorymonth-PDF_r1-oupblog

Social Explorer provides quick and easy access to current and historical census data and demographic information. The easy-to-use web interface lets users create maps and reports to illustrate, analyze, and understand demography and social change. In addition to its comprehensive data resources, Social Explorer offers features and tools to meet the needs of demography experts and novices alike. From research libraries to classrooms to government agencies to corporations to the front page of the New York Times, Social Explorer helps the public engage with society and science.

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13. Non-Fiction Monday: My Pop Up City Atlas by Jonathan Litton and Stephen Waterhouse

pop up atlas 1The adage “Books can take you anywhere” is beautifully exemplified by My Pop-Up City Atlas by Jonathan Litton (@JonathanLitton) and Stephen Waterhouse (@SWIllustrator), a thrilling, whistle-stop tour through 70 cities around the world.

Using pop-ups and a whole host of paper-engineering whizzery to bring to life exotically coloured urban scenes from cities both well known and surprising, this book has given us the dream ticket to travel the globe from the comfort of our sofa and duvets.

city2

This book is no long, dry list of capital cities. In fact, it places locations together by type, creating interesting juxtapositions and taking you travelling via unexpected routes. For example you could travel London-Athens-Luxor-Xi’an-Dawson City (a historical cities tour), or Vatican City-Mecca-Varanasi-Salt Lake City (a religious cities tour). Perhaps Helsinki-San Fransico-Honolulu-Sydney-Cape Town (a coastal cities tour) is more your cup-of-tea. By grouping cities together by type the book explores answers to a question posed on its opening page, “Why do people live in cities?”, and what could have been a boring list of facts instead becomes a story with options and opportunities.

The 3-D city scapes are great fun, with lots of illustrative details partially hidden underneath and beside so that the views of the city are rich from which ever angle you look. We’ve enjoyed looking for photos which show the same city and seeing how closely the illustrations match real life; indeed I think the publishers, Templar, have missed a trick here in that they could have made this an internet-linked book (a little like many of Usborne’s non-fiction) as the facts and images have definitely left us hungry to find out more, amazed and intrigued by the facts and vistas inside this book’s covers.

city1

“Further reading” (online or in a suggested bibligraphy) could also have provided background to the various statements throughout the book which are stripped of any (in its broadest sense) political commentary; mention is made of the Aral Sea and how it has shrunk but the causes of this change are not even hinted at. Likewise it is noted that the Dalai Lama used to live in Lhasa without any indication of why this is no longer the case. Some (adult) readers may feel it is better to leave such things out, but I believe facts work best when they are contextualised and linked to a bigger narrative – precisely why I think the themed grouping of cities works so well in this book.

A well produced, engagingly presented, and exciting book, My Pop-Up City Atlas will make young readers curious and no-doubt spark some wanderlust, quite possibly in their parents as well!

There’s an interesting interview with the book’s illustrator, Stephen Waterhouse here, on Illustration Cloud.

After reading My Pop-Up City Atlas we too wanted our own city to pop up at home and decided the best way to go about this was to use building blocks. But to give things a twist we first put our plain wooden blocks in the oven!

citybuilding1

Once warm (about 10 minutes at 160C, starting from a cold oven), we illustrated our blocks with wax crayons, drawing windows, doors and other architectural features.

citybuilding2

The warmth of the wooden blocks made the wax melt ever so slightly, creating a lovely feeling when colouring the blocks, and also an interesting effect with the oily wax melting slightly into the wood. Whilst the blocks were warm, it was easy to work them simply by holding them in a dishcloth. If they cooled too much in the time it took for us to decorate them, we just put them back in the oven for a couple of minutes.

citybuilding3

Once our set of blocks was fully decorated, we laid down roads on the kitchen table, using masking tape…

citybuilding4

And then it was time to start building architectural gems!

citybuilding5

In no time at all an entire customised city had popped up in our kitchen. We used wooden blocks we already had (you quite often see them in charity shops), but I did order some more interesting shaped wooden pieces from Woodworks Craft Supplies (who also supply lovely wooden peg doll blanks).

Whilst decorating our blocks and building our city we listened to:

  • Istanbul (Not Constantinople) by They Might Be Giants (YouTube link)
  • Barcelona by Freddie Mercury (YouTube link)
  • Vienna by Ultravox (YouTube link)
  • London Calling by The Clash (YouTube link)
  • New York, New York by Frank Sinatra (YouTube link)
  • Viva Las Vegas by Elvis Presley (YouTube link)
  • Rotterdam or Anywhere” by The Beautiful South (YouTube link)
  • Jackson by Johnny Cash & June Carter (YouTube link)
  • Other activities which could work well alongside reading My Pop-Up City Atlas include:

  • Building your own city online. Here’s such an activity from the BBC on the Cbeebies website, whilst this site enables you to build a city and practise lots of maths skills at the same time .
  • Taking part in the Future City Competition (US only, unfortunately), a great cross-curriculum hands-on activity by the looks of it.
  • Creating an outdoor play city with bricks (here’s how we did it), creating a linocut city or paper city (here’s how we did it), or reading a range of picture books which focus on urbanisation (here’s my curated list of urban lanscapes over time in picture books).

  • What books and songs about cities do you and your family love?


    Disclosure: I received a free review copy of My Pop-Up City Atlas from the publishers.

    nonfiction.mondayEvery Monday is a celebration of all things non-fiction in the online children’s book world. If you’d like to read more reviews of children’s non-fiction books, do take a look at the dedicated children’s non-fiction blog: http://nonfictionmonday.wordpress.com/

    3 Comments on Non-Fiction Monday: My Pop Up City Atlas by Jonathan Litton and Stephen Waterhouse, last added: 3/6/2014
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    14. Ice time

    vsi banner

    By Jamie Woodward


    On 23 September 1840 the wonderfully eccentric Oxford geologist William Buckland (1784–1856) and the Swiss naturalist Louis Agassiz (1809–1873) left Glasgow by stagecoach on a tour of the Scottish Highlands. The old postcard below provides a charming hint of what their horse-drawn jaunt through a tranquil Scottish landscape might have been like in the autumn of 1840. It shows the narrow highway snaking through a rock-strewn Hell’s Glen not far from Loch Fyne. This was the first glacial fieldtrip in Britain. These geological giants were searching for signs of glacial action in the mountains of Scotland and they were not disappointed.

    iceage

    Image from edinphoto.org.uk. Used with permission.

    This tour was an especially important milestone in the history of geology because, for the first time, the work of ancient glaciers was reported in a country where glaciers were absent. Agassiz wasted no time in communicating these findings to the geological establishment. The following is an extract from his famous letter that was published in The Scotsman on 7 October 1840 and in The Manchester Guardian a week later:

    “… at the foot of Ben Nevis, and in the principal valleys, I discovered the most distinct morains and polished rocky surfaces, just as in the valleys of the Swiss Alps, in the region of existing glaciers ; so that the existence of glaciers in Scotland at earlier periods can no longer be doubted.”

    These discoveries initiated new debates about climate change and the extent to which the actions of glaciers had been important in shaping the British landscape. These arguments continued for the rest of the century. In 1840 Buckland and Agassiz had no means of establishing the age of the glaciation because the scientific dating of landscapes and geological deposits only became possible in the next century. They could only state that glaciers had existed at “earlier periods”.

    At the end of the previous century, in his Theory of the Earth (1795), Scotsman James Hutton became the first British geologist to suggest that the glaciers of the Alps had once been much more extensive. He set out his ideas on the power of glaciers and proposed that the great granite blocks strewn across the foothills of the Jura had been dumped there by glaciers. This was several decades before Agassiz put forward his own grand glacial theory. Hutton did not speculate about the possibility of glaciers having once been present in the mountains of his homeland.

    Following the widespread use of radiocarbon dating in the decades after the Second World War, it was established that the last Scottish glaciers disappeared about 11,000 years ago at the close of the last glacial period. Many of the cirques of upland Britain are now occupied by lakes and peat bogs which began to form soon after the ice disappeared. By radiocarbon dating the oldest organic deposits in these basins, it was possible to establish a minimum age for the last phase of glaciation. A good deal of this work was carried out by Brian Sissons at the University of Edinburgh who published The Evolution of Scotland’s Scenery in 1967.

    Geologists now have an array of scientific dating methods to construct timescales for the growth and decay of glaciers. The most recent work in some of the high cirques of the Cairngorms led by Martin Kirkbride of Dundee University has argued that small glaciers may have been present in the Highlands of Scotland during the Little Ice Age – perhaps even as recently as the 18th century. These findings are hot off the press — published in January 2014. Kirkbride’s team employed a relatively new geological dating technique that makes use of the build-up of cosmogenic isotopes in boulders and bedrock exposed at the Earth’s surface.

    Photograph from Tarmachan Mountaineering

    Photograph from Tarmachan Mountaineering. Used with permission.

    So in 2014 we have a new interpretation of parts of the glacial landscape and a debate about the climate of the Scottish mountains during The Little Ice Age. This latest chapter in the study of Scottish glaciation puts glacial ice in some of the highest mountains about 11,000 years later than previously thought. The Scottish uplands receive very heavy snowfalls – the superb photograph of the Cairngorms shows this very clearly – and many snow patches survive until late summer. But could small glaciers have formed in these mountains as recently as The Little Ice Age? Some climate models with cooler summers suggest that they could.

    This latest work is controversial and, like the findings of Agassiz and Buckland in 1840, it will be contested in the academic literature. Whatever the outcome of this new glacial debate, it is undoubtedly a delightful notion that only a century or so before Buckland and Agassiz made their famous tour, and when a young James Hutton, the father of modern geology, was beginning to form his ideas about the history of the Earth, a few tiny glaciers may well have been present in his own backyard.

    Jamie Woodward is Professor Physical Geography at The University of Manchester. He has published extensively on landscape change and ice age environments. He is especially interested in the mountain landscapes of the Mediterranean and published The Physical Geography of the Mediterranean for OUP in 2009. He is the author of The Ice Age: A Very Short Introduction. He tweets @Jamie_Woodward_ providing a colourful digital companion to The Ice Age VSI.

    Jamie Woodward will be appearing at the Oxford Literary Festival on Saturday 29 March 2014 at 1:15 p.m. in the Blackwell’s Marquee to provide a very short introduction to The Ice Age. The event is free to attend.

    The Very Short Introductions (VSI) series combines a small format with authoritative analysis and big ideas for hundreds of topic areas. Written by our expert authors, these books can change the way you think about the things that interest you and are the perfect introduction to subjects you previously knew nothing about. Grow your knowledge with OUPblog and the VSI series every Friday, subscribe to Very Short Introductions articles on the OUPblog via email or RSS, and like Very Short Introductions on Facebook.

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    Image credits: (1) With permission from edinphoto.org.uk (2) With permission from Tarmachan Mountaineering

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    15. What does the economic future hold for Spain?

    By William Chislett


    The good news is that Spain has finally come out of a five-year recession that was triggered by the bursting of its property bubble. The bad news is that the unemployment rate remains stubbornly high at a whopping 26%, double the European Union average.

    The scale of the property madness was such that in 2006 the number of housing starts (762,214) was more than that of Germany, France, and Italy combined. This sector, to borrow the title of a novel by Gabriel García Márquez, was a Chronicle of a Death Foretold. There are still an estimated more than one million new and second hand unsold homes.

    The excessive concentration on the property sector, as the motor of an economy that boomed for a decade, created a lopsided economic model and fertile ground for corruption. When the sector crashed as of 2008 and house prices plummeted, 1.7 million people lost their jobs in construction out of a total of 3.7 million job losses in the last six years, households were left with mortgages they could not pay and property development companies unable to service their bank loans. This, in turn, severely weakened parts of the banking system which had to be rescued by the European Stability Mechanism with a €42 billion bailout programme. Spain exited the bail-out in January, but bad loans still account for more than 13% of total credit, up from a mere 0.7% in 2006.

    Spain has emerged from recession thanks largely to an impressive export performance, achieved through an “internal devaluation” (lower unit labour costs stemming from wage cuts or a wage freeze and higher productivity). As a euro country, Spain cannot devalue. Merchandise exports rose from €160 billion in 2009 to €234 billion in 2013, an increase equivalent to more than 7% of GDP. This growth has been faster than the pace of powerhouse Germany, albeit from a smaller base. Exports of goods and services rose from 27% of GDP in 2007 to around 35% last year. The surge in exports combined with the drop in imports and a record year for tourism, with 60 million visitors, turned around the current account, which was in surplus for the first time in 27 years. In 2007, the current account recorded a deficit of 10%, the highest in relative terms among developed countries.

    Unemployment is the most pressing problem. The depth of the jobs’ crisis is such that Spain, which represents 11% of the euro zone’s economy and has a population of 47 million, has almost 6 million unemployed (around one-third of the zone’s total jobless), whereas Germany (population 82 million and 30% of the GDP) has only 2.8 million jobless (15% of the zone’s total). Germany’s jobless rate is at its lowest since the country’s reunification, while Spain’s is at its highest level ever.

    Mariano Rajoy

    Young Spanish adults, particularly the better qualified, are increasingly moving abroad in search of a job, though not in the scale suggested by the Spanish media which gives the impression there is a massive exodus and brain drain. One thing is the large flow of those who go abroad, especially to Germany, and return after a couple of months; another the permanent stock of Spaniards abroad (those who stay beyond a certain amount of time), which is surprisingly small. According to research conducted by the Elcano Royal Institute, Spain’s main think tank, between January 2009 and January 2013, the worst years of Spain’s recession, the stock of Spaniards who resided abroad increased in net terms by a mere 40,000, which is less than 0.1% of Spain’s population, to 1.9 million. These figures are based on official Spanish statistics cross-checked with data in the countries where Spaniards reside. The number of Spaniards living abroad is less than one-third the size of Spain’s foreign-born population of 6.4 million (13.2% of the total population). Immigrants in Spain are returning to their country of origin, particularly Latin Americans.

    Spain’s crisis has also resulted in a long overdue crackdown on corruption. There are around 800 cases under investigation, most of them involving politicians and their business associates. Spain was ranked 40th out of 177 countries in the 2013 corruption perceptions ranking by the Berlin-based Transparency International, down from 30th place in 2012. Its score of 59 was six points lower. The nearer to 100, the cleaner the country. Spain was the second-biggest loser of points, and only topped by war-torn Syria. The country is in for a long haul.

    William Chislett, the author of Spain: What Everyone Needs to Know, is a journalist who has lived in Madrid since 1986. He will be talking on his book at the Oxford Literary Festival on 29 March. He covered Spain’s transition to democracy (1975-78) for The Times of London and was later the Mexico correspondent for the Financial Times (1978-84). He writes about Spain for the Elcano Royal Institute, which has published three books of his on the country, and he has a weekly column in the online newspaper El Imparcial. He has previously written on Spanish unemployment and Gibraltar for the OUPblog.

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    Image credits: (1) Spanish Falg By Iker Parriza. CC-BY-SA-3.0 via Wikimedia Commons (2) Mariano Rajoy By Gilad Rom. CC-BY-SA-3.0 via Wikimedia Commons

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    16. In memoriam: Harm de Blij

    Oxford University Press is saddened to hear of the passing of Harm de Blij on Thursday, 27 March 2014. De Blij was a giant in geography and had an illustrious career as a teacher, researcher, writer, public speaker, and TV personality. He was passionate, and one of those people who brought out the best in those around him.

    “I know that was certainly true for me,” noted Dan Kaveney, Executive Editor-Higher Education. “When I was with Harm I always felt like a better and more capable person than I am. I worked just a little bit harder and more carefully to live up to his standard, and feel very fortunate to have had him as a colleague and a friend.”

    “Harm was one of the most upbeat misanthropes I have ever known, and I’m very glad that I did,” added Tim Bent, OUP’s Executive Trade Editor. “He was in my office once and spotted the Longerich biography of Heinrich Himmler on a shelf. De Blij said that he had been out walking with his father in the Hague one day in 1943 and that they had seen Himmler drive by in his staff car; Himmler apparently was visiting the former homes of deported Jews and picking out art to steal. Harm always knew how to lend personal and historical depth to his geography.”

    Former OUP Editor Ben Keene remarked, “Harm was one of my favorite authors to work with at OUP and in fact the first that I managed on my own, many years ago. I learned so much from him and still remember our first lunch when he ordered steak with a glass of red wine and asked the waitress to hold the green beans.”

    Harm de Blij was the John A. Hannah Professor of Geography at Michigan State University. He authored 30 books, including Why Geography Matters, The Power of Place, and Physical Geography.

    Harm de Blij
    1935 – 2014

    deBlijHarm4

    Image courtesy of deblij.net

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    17. Beyond “Did you know…”: Teaching Geo-Literacy Using the Vanishing Cultures Book Series

    JillJill_Eisenberg Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

    Vanishing Cultures: Mongolia

    Vanishing Cultures: Mongolia

    Last week on the blog we spotlighted the work of Jan Reynolds, an author and explorer who has written nonfiction for young readers about cultures across the globe. If we had read the Vanishing Cultures series when I was a classroom teacher, my students would have been competing with each other over who knew the most outrageous fact. Did you know the Tiwi, an aboriginal tribe from an island off the coast of Australia, eat mangrove worms fresh? Did you know the Inuit from the Hudson Bay build rock piles that are stacked to look like men in order to scare caribou toward the real Inuit hunters?

    My students loved to play the “did you know…” game. That became a popular sentence starter in our classroom. Students would scramble for the latest book or periodical on animals, prehistoric times, and exotic locales. The peregrine falcon, megalodon, and the giant panda were unshakable favorites.

    Yet, we don’t want students to know “just facts” as if they are mini-encyclopedias. We aspire for our students to wonder and to investigate how our world works, how we are all connected to our environment and other humans halfway around the globe, and how our actions here affect others way over there.

    The Common Core brings a refreshed spotlight to the nonfiction genre in children’s books, challenging publishers, educators, librarians, and parents to present children with high interest, high quality texts. What a time to engage students’ senses, sustain their wonder, and teach them geo-literacy!

    National Geographic affirms, “with the rapid pace of change in the 21st century, it is more important than ever that young people understand the world around them.” It has adopted the concept of “geo-literacy,” and even gone so far as to create a community to support and cultivate “geo-educators.”

    Vanishing Cultures: Himalaya

    Vanishing Cultures: Himalaya

    Enjoyed in classrooms around the nation, Jan Reynolds’ collection on at-risk traditional cultures is even more significant and striking today than when the series was first published. The persistent popularity of the Vanishing Cultures series speaks to its captivating power to make geo-literacy learning personal and tangible. This collection supports geo-literacy learning because each book challenges students to examine:

    • the characteristics of each culture
    • what makes this featured culture unique
    • how this group of people has adapted to survive in its environment
    • what challenges this group of people faces
    • the modern human impact (positive and negative) on this traditional culture and the environment
    • why the author would want to share this story with children and create a whole series on this topic

    When we educate children about other cultures and geo-literacy more broadly, we are implanting the idea that we learn in order to make better, more informed decisions. Before our students become adults in positions of power, we want them to have practice in pausing and thinking how their choices to construct their community could disturb the environment of another community or animal species.

    The Vanishing Cultures books encourage students to reason and reflect critically and deeply about how humans affect other humans and why we all benefit from diversity. As classrooms around the country can attest, Jan Reynolds’ books will not only spark enthusiasm that we hope ignites into lifelong careers and hobbies, but also conversation on what information we need to make decisions that will shape our and others’ health, environment, and well-being.

    Vanishing Cultures: Down Under

    Vanishing Cultures: Down Under

    Classroom Ideas for Comparing and Contrasting Between Vanishing Cultures Books and Teaching Geo-Literacy

    (Reading Standards, Integration of Knowledge & Ideas, Strand 9)

    (Writing Standards, Research to Build & Present Knowledge, Strand 7 and 9)

    1. How are these cultures similar and different from each other? What actions do these families take in both books to protect their ways of life?
    2. Compare how the challenges of each culture are similar or different.
    3. Compare how the children in each book demonstrate their pride in their culture. Why is it important for the children to feel proud of who they are and their way of life?
    4. What is the author’s purpose in starting each book with the parents telling their child a story from long ago? How does this affect the tone of and set the mood in the series? How does this opening support the central idea?
    5. After reading two or more of the Vanishing Cultures books, what common features or characteristics does a Vanishing Culture book have? If you were to write a book about your family’s culture, what kinds of things happen in a Vanishing Cultures book? What are some things that will not happen in a Vanishing Cultures book? What central ideas and lessons will be in the book?
    6. Have students create a chart to compare different aspects of life across two or more cultures. Write the name of each cultural group being compared on the top of the chart, and list the topics for points of comparison down the left side. Here are some possible topics: Food, Clothing, Climate, Geography, Important Animals, Homes, How Children Help (Chores), Roles of Men & Women, Family Life, How People Have Fun, Beliefs, Means of Transportation, Challenges Faced Today, Celebrations, Honoring Loved Ones. Have students record appropriate information as they read and re-read the texts.
    7. One elementary class created the “Around the World with Jan Reynolds” project on Google Earth. Explore where each of the books takes place. Compare the political map with the satellite map. Reflect on how geography has helped or hurt the survival of these ancient cultures. Students can create their own maps of the different cultures at National Geographic’s MapMaker’s 1-Page Maps.

    Filed under: Curriculum Corner Tagged: CCSS, children's books, close reading, common core standards, diversity, Educators, ELA common core standards, environmentalism, geography, geoliteracy, guided reading, Multiracial, Reading Aloud, reading comprehension, vanishing cultures

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    18. Where In The World: How One Class Used Google Maps to Explore the Vanishing Cultures Series

    Throughout April, we are exploring how Jan Reynolds’ Vanishing Cultures series can be used in the classroom to teach about the environment, geo-literacy, global citizenship, and nonfiction. Today, we want to share how one school has integrated geo-literacy with digital and visual literacy.

    Michael Willis and the Kaleidoscope Team at Williston Central School in Williston, Vermont helped their 3rd and 4th grade classroom build a map on Google Maps of the cultures featured in the books. Through this project, students were able to investigate topics and themes in the Vanishing Cultures series, practice deriving information from other formats and develop visual literacy skills, and gain rich social studies/ geography content knowledge.

    The Google Maps assignment is an exciting way to engage reluctant or struggling readers, facilitate the participation of visual learners and English Language Learners, or provide an extension opportunity for ready or advanced learners. The 3rd and 4th grade students hope that in addition to deepening their own knowledge about traditional cultures, their project provides useful and valuable information for others.

    From educator, Michael Willis: My 3rd and 4th grade team wanted to get an author in to share their experiences with our young writers.  Ideally we wanted a local person and sure enough Jan Reynolds, who lives in Vermont, was available.  First we hit up our library as well as the others in our area and got our hands on Jan’s Vanishing Cultures series.  We read aloud her books, visited her website, and then Jan came.

    She shared a movie about her work and travels with our whole team in the auditorium and then spent time answering questions in smaller groups.  It was during one of the small presentations that Jan mentioned how great it would be to use Google Maps to highlight her book locations.  I thought it would be a great project for our students, and they were motivated to do it by the idea that the project could be shared with other students who read Jan’s books.

    We used Google Maps to plot out where in the world Jan’s Vanishing Cultures books take place, and put together this map.

    Map

    Williston Central School Google Earth Map for Vanishing Cultures series

    Here’s what the students had to say about the project:

    What was it like doing the Google Earth Project?

    Grace – I thought that it was really fun because we were working with a famous author.  We had to get all of her books and look up where she had been using Google Earth.

    Isabelle – We dropped pins on the locations using the facts and map information on the inside covers of her books.  Doing this project motivated us to have to read her books and learn about the cultures that she visited.  It made me appreciate how lucky we are to have the things we have.

    Logan – The map project was really interesting.  It helped me understand how many different places Jan had been.  I didn’t know that there were cultures vanishing from the Earth.  It made me want to learn more about the cultures.  The books were helpful because she had really been to visit the people, talk to them, and learn how they live.

    Addie – We used the summaries and the content from the books to add a brief description to the pins which marked the places.  This project motivated us because we wanted to help others learn.  It felt special because we were the first ones to do this and actually get published!  Plus, I didn’t even know these cultures existed!

    Myleigh – The motivating part of the project was that I don’t usually get to explore the world. How often do people get to learn about this kind of thing?  It was almost like traveling the world reading Jan’s books.

    What do you think is the purpose of Jan’s books?  What do they help you realize?

    Sean – Her purpose was to teach children about the Vanishing Cultures and what is happening to them.  I think Jan’s message was not that they need our help because they have been surviving for a long time.  She was telling us that we should respect them, their way of life, and to respect their land.  I learned that they are just like everyday people.  To them, I bet we would look like the outsiders.  Everyone has traditions that they do.

    Addie – We are lucky to have so many resources to use.

    Grace – It made me realize how different these cultures are from us

    Isabelle – It also made me realize that we all are not that different.  We may have different stuff and live in different parts of the world, but we all are people.

    Grace – We can help other cultures by protecting the regions where they live

    Addie – We realized that while our cultures are different, we shouldn’t force them to disappear because we all have something to learn from each other.  We could be more conscious of our waste and our pollution and that could help them keep their culture and survive

    Isabelle – I think that it is important to respect different cultures because it’s how they live.  The Celebrations book helped me learn that different cultures celebrate different holidays

    What was it like having Jan visit?

    Myleigh – It was really cool to see Jan’s presentation and to hear her describe her trips first hand.  It really helped me put myself in her shoes and understand what she was going through.  When I was hearing her use such descriptive language it felt like I was right there with her.

    Katrina – I think that since she came it really helped us understand that you should appreciate what you have – even though the people in the other cultures don’t have a lot they still seemed happy.  The people in those cultures work hard to live off the land and work with nature by using their resources. It really helped me learn about cultures that I didn’t know about.

    For more resources on the Vanishing Cultures series, check out:

    How are you using the Vanishing Cultures series in your classroom? Share your thoughts, experiences, and strategies that have worked in your school and community! Post a comment below or email Lee & Low at curriculum@leeandlow.com.

     

     


    Filed under: Curriculum Corner Tagged: CCSS, children's books, classroom projects, close reading, common core standards, digital literacy, diversity, Educators, ELA common core standards, environmentalism, geography, geoliteracy, reading comprehension, visual literacy

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    19. The discovery of Mars in literature

    By David Seed


    Although there had been interest in Mars earlier, towards the end of the nineteenth century there was a sudden surge of novels describing travel to the red planet. One of the earliest was Percy Greg’s Across the Zodiac (1880) which set the pattern for early Mars fiction by framing its story as a manuscript found in a battered metal container. Greg obviously assumed that his readers would find the story incredible and sets up the discovery of the ‘record’, as he calls it, by a traveler to the USA to distance himself from the extraordinary events within the novel. The space traveler is an amateur scientist who has stumbled across a force in Nature he calls ‘apergy’ which conveniently makes it possible for him to travel to Mars in his spaceship. When he arrives there, he discovers that the planet is inhabited.  Since then, the conviction that beings like ourselves live on Mars has constantly fed writings about the planet. The American astronomer Percival Lowell was one of the strongest advocates of the idea in his 1908 book Mars as the Abode of Life and in other pieces, some of which were read by the young H.G. Wells. Mars had the obvious attraction of opening up new sensational subjects. Greg’s astronaut modestly describes his story as the ‘most stupendous adventure’ in human history. It also resembled a colony.

    It’s no coincidence that the surge of Mars fiction coincided with the peak of empire, so by this logic the red planet is sometimes imagined as a transposed other country. Gustavus W. Pope’s Journey to Mars (1894) describes the voyage of an American spacecraft to a utopian world of sophisticated civilization and technology. The Martians encountered by the travelers are immediately identified as allies and one of the climactic moments in the novel comes when they fly the American flag during a naval parade. The narrator is almost moved beyond words by the spectacle:

    My eyes filled with tears of joy when I thought that, the banner of liberty which waves o’er the land of the free and the home of the brave, honoured in every nation and on every sea of Earth’s broad domain, should have been borne through the trackless realms of space, amid that shining galaxy of orbs that wheel around the sun, and UNFOLD ITS BROAD STRIPES AND BRIGHT STARS OVER ANOTHER WORLD!

    Pope’s description is unusual in presenting the Martians as so similar to the travelers that they project hardly any sense of the alien and, even more important, seem quite happy for America to take the lead in the course of civilization.

    The most famous Mars novel from the turn of the twentieth century, H.G. Wells’ The War of the Worlds (1898), takes the British treatment of the Tasmanians as a notorious example of brutal imperialism and then simply reverses the terms. The invading Martians simply direct against the capital city of the British Empire the same crude logic of empire: we are technologically able to conquer you, so we will do so. What still gives an impressive force to Wells’ narrative is the journalistic care that he took to document the gradual collapse of England. Despite its army and navy, the state is helpless to resist the Martians and they are only defeated by the germs of Earth rather than by its technology.

    Cover of “Edison’s Conquest of Mars”, from 1898. Illustration by G. Y. Kauffman.

    This story of collapse did not please the American astronomer Garrett P. Serviss, who immediately wrote a sequel, Edison’s Conquest of Mars.  Rather than waiting passively for the Martians to return, as Wells warns they might in his coda, Serviss describes an expedition to conquer them on their home planet. Two steps have to be taken before this can be done. First, the American inventor Edison discovers the secrets of the Martians’ technology and devises a ‘disintegrator’, which will destroy its targets utterly. Secondly, the nations of the world have to chip in to the expedition with large donations. Serviss describes an amazingly unanimous global cooperation: “The United States naturally took the lead, and their leadership was never for a moment questioned abroad.” Put this narrative against the background of the USA taking over former Spanish colonies like Cuba and the Philippines, and Serviss’s narrative can be read as an idealized fantasy of America’s emerging imperial role in the world. Of course no conquest would be worthwhile if it came too easily and Serviss’s Martians aren’t the octopus-like creatures described by Wells, but instead represent human qualities and characteristics taken to inhuman lengths.

    Empire was only one way of imagining Mars. It also offered itself as a hypothetical location for utopian speculation. This is how it functions in the Australian Joseph Fraser’s Melbourne and Mars (1889), whose subtitle — The Mysterious Life on Two Planets — indicates the author’s method of comparison. Similarly, Unveiling a Parallel, by Two Women of the West (1893), written by the Americans Alice Ingenfritz Jones and Ella Merchant, describes two alternative societies visited by a traveler from Earth. All Mars fiction tends to take for granted the technology of flight and the vehicle in this novel is an ‘aeroplane’, one of the earliest uses of the term. When the narrator lands on Mars he has no difficulty at all in adjustment or with the language, quite simply because Mars is not treated as an alien place so much as a forum for social change.

    The most surprising characteristic of early Mars writing is its sheer variety. Sometimes the planet is imagined as a potential colony, sometimes as an alternative society, or as place for adventure. One of the strangest versions of the planet was given in the American natural scientist Louis Pope Gratacap’s 1903 book, The Certainty of a Future Life on Mars. The narrator’s father is a scientist researching into electricity and astronomy with a strong commitment to spiritualism. After he dies, the narrator starts receiving telegraphic messages from his father describing Mars as an idealized spiritual haven for the dead. It is typical of the period for Gratacap to combine science with religion in narrative that resembles a novel. Before we dismiss the idea of telegraphy here, it is worth remembering that the electrical experimenter Nikola Tesla published articles around 1900 on exactly this possibility of communicating electronically with Mars and other planets.

    All the main early works on Mars are available on the web or have been reprinted. They make up a fascinating body of material which helps to explain where our perceptions of the red planet come from.

    David Seed is Professor in the School of English, University of Liverpool.  He is the author of Science Fiction: A Very Short Introduction

    The Very Short Introductions (VSI) series combines a small format with authoritative analysis and big ideas for hundreds of topic areas. Written by our expert authors, these books can change the way you think about the things that interest you and are the perfect introduction to subjects you previously knew nothing about. Grow your knowledge with OUPblog and the VSI series every Friday!

    Oxford University Press’ annual Place of the Year competition, celebrating geographically interesting and inspiring places, coincides with its publication of Atlas of the World — the only atlas published annually — now in its 19th Edition. The Nineteenth Edition includes new census information, dozens of city maps, gorgeous satellite images of Earth, and a geographical glossary, once again offering exceptional value at a reasonable price. Read previous blog posts in our Place of the Year series.

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    Image credit: War of the Worlds’ 1st edition cover.

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    20. Desert Baths by Darcy Pattison

    5 Stars Desert Baths Darcy Pattison Kathleen Rietz Syvan Dell Publishing 32 Pages      Ages 4 to 8 ………………….. Inside Jacket: As the sun and the moon travel across the sky, learn how twelve different desert animals face the difficulty of stay clean in a dray and parched land. Explore the desert habitat through its animals [...]

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    21. Written in the stars

    By Marilyn Deegan


    The new discoveries of the Mars rover Curiosity have greatly excited the world in the last few weeks, and speculation was rife about whether some evidence of life has been found. (In actuality, Curiosity discovered complex chemistry, including organic compounds, in a Martian soil analysis.)

    Why the excitement? Well, astronomy, cosmology, astrology, and all matters to do with the stars, the planets, the universe, and space have always fascinated humankind. Scientists, astrologers, soothsayers, and ordinary people look up to the heavenly bodies and wonder what is up there, how far away, whether there is life out there, and what influence these bodies have upon our lives and our fortunes. Were we born under a lucky star? Will our horoscope this week reveal our future? What is the composition of the planets?

    Astronomy is one of the oldest natural sciences, but it was the invention of the telescope in the early 17th century that advanced astronomy into a science in the modern sense of the word. Throughout the course of the 16th and 17th centuries, Copernicus, Galileo, Kepler, and others challenged the established Ptolemeic cosmology, and put forth the theory of a heliocentric solar system. The Church found a heliocentric universe impossible to accept because medieval Christian cosmology placed earth at the centre of the universe with the Empyrean sphere or Paradise at the outer edge of the circle; in this model, the moral universe and the physical universe are inextricably linked. (This is a model that is typified in Dante’s Divine Comedy.)

    Authors from John Skelton (1460-1529) to John Evelyn (1620-1706) lived in this same period of great change and discovery, and we find a great deal of evidence in Renaissance writings to show that the myths, legends, and scientific discoveries around astronomy were a significant source of inspiration.

    The planets are of course not just planets: they are also personifications of the Greek and Roman gods; Mars is a warlike planet, named after the god of war. Because of its red colour the Babylonians saw it as an aggressive planet and had special ceremonies on a Tuesday (Mars’ day; mardi in French) to ward off its baleful influence. We find much evidence of the warlike nature of Mars in writers of the period: Thomas Stanley’s 1646 translation Love Triumphant from A Dialogue Written in Italian by Girolamo Preti (1582-1626) is a verbal battle between Venus and her accompanying personifications (Love, Beauty, Adonis) and Mars (who was one of her lovers) and his cohort concerning the superior powers of love and war. Venus wins out over the warlike Mars: a familiar image of the period.

    John Lyly’s play The Woman in the Moon (c.1590-1595) also personifies the planets and plays on the traditional notion that there is a man in the moon. Lyly’s use of the planets is thought to reflect the Elizabethan penchant for horoscope casting. The warlike Mars versus Venus trope is common throughout the period, and it appears in the works of Shakespeare, Marlowe, Middleton, Gascoigne, and most of their contemporaries. A search in the current Oxford Scholarly Editions Online collection for Mars and Venus reveals almost 300 examples. Many writers of the period also refer to astrological predictions; Shakespeare in Sonnet 14 says:

    Not from the stars do I my judgement pluck,
    And yet methinks I have astronomy,
    But not to tell of good or evil luck,
    Of plagues, of dearths, or seasons’ quality;

    This is thought to be a response to Philip Sidney’s quote in ‘Astrophil and Stella’ (26):

    Who oft fore-judge my after-following race,
    By only those two starres in Stella’s face.

    Thomas Powell (1608-1660) suggests astrological allusions in his poem ‘Olor Iscanus’:

    What Planet rul’d your birth? what wittie star?
    That you so like in Souls as Bodies are!

    Teach the Star-gazers, and delight their Eyes,
    Being fixt a Constellation in the Skyes.

    While there is still much myth and metaphor pertaining to heavenly bodies in 17th century literature, there is increasing scientific discussion of the positions of the planets and their motions. To give just a few examples, Robert Burton’s 1620 Anatomy of Melancholy discusses the new heliocentric theories of the planets and suggests that the period of revolution of Mars around the sun is around three years (in actuality it is two years).

    In his Paradoxes and Problemes of 1633, John Donne in Probleme X discusses the relative distances of the planets from the earth and quotes Kepler:

    Why Venus starre onely doth cast a Shadowe?

    Is it because it is neerer the earth? But they whose profession it is to see that nothing bee donne in heaven without theyr consent (as Kepler sayes in himselfe of all Astrologers) have bidd Mercury to bee nearer.

    The editor’s note suggests that Donne is following the Ptolemaic geocentric system rather than the recently proposed heliocentric system. In his Devotions upon Emergent Occasions of 1623 Donne castigates those who imagine that there are other peopled worlds, saying:

    Men that inhere upon Nature only, are so far from thinking, that there is anything singular in this world, as that they will scarce thinke, that this world it selfe is singular, but that every Planet, and every Starre, is another world like this; They finde reason to conceive, not onely a pluralitie in every Species in the world, but a pluralitie of worlds;

    There are also a number of letters written in the 1650s and 1660s between Thomas Hobbes and Claude Mylon, Francois de Verdus, and Samuel Sorbière concerning the geometry of planetary motion.

    William Lilly’s chapter on Mars in his Christian Astrology (1647), is a blend of the scientific and the metaphoric. He is correct that Mars orbits the sun in around two years ‘one yeer 321 dayes, or thereabouts’, and he lists in great detail the attributes of Mars: the plants, sicknesses, qualities associated with the planet. And he states that among the other planets, Venus is his only friend.

    There are few areas of knowledge where myth, metaphor, and science are as continuously connected as that pertaining to space and the universe. Our origins, our meaning systems, and our destinies — whatever our religious beliefs — are bound up with this unimaginably large emptiness, furnished with distant bodies that show us their lights, lights which may have been extinguished in actuality millenia ago. Only death is more mysterious, and many of our beliefs about life and death are also bound up with the mysteries of the universe. That is why we remain so fascinated with Mars.

    Marilyn Deegan is Professor Emerita in the Department of Digital Humanities at King’s College, University of London. She has published widely on textual editing and digital imaging. Her book publications include Digital Futures: Strategies for the Information Age (with Simon Tanner, 2002), Digital Preservation (edited volume, with Simon Tanner, 2006), Text Editing, Print and the Digital World (edited volume, with Kathryn Sutherland, 2008), and Transferred Illusions: Digital Technology and the Forms of Print (with Kathryn Sutherland, 2009). She is editor of the journal Literary and Linguistics Computing and has worked on numerous digitization projects in the arts and humanities. Read Marilyn’s blog post where she looks at the evolution of electronic publishing.

    Oxford Scholarly Editions Online (OSEO) is a major new publishing initiative from Oxford University Press. The launch content (as at September 2012) includes the complete text of more than 170 scholarly editions of material written between 1485 and 1660, including all of Shakespeare’s plays and the poetry of John Donne, opening up exciting new possibilities for research and comparison. The collection is set to grow into a massive virtual library, ultimately including the entirety of Oxford’s distinguished list of authoritative scholarly editions.

    Oxford University Press’ annual Place of the Year, celebrating geographically interesting and inspiring places, coincides with its publication of Atlas of the World – the only atlas published annually — now in its 19th Edition. The Nineteenth Edition includes new census information, dozens of city maps, gorgeous satellite images of Earth, and a geographical glossary, once again offering exceptional value at a reasonable price. Read previous blog posts in our Place of the Year series.

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    22. An Oxford Companion to Mars

    By Alice Northover


    With our announcement of Place of the Year 2012 and NASA’s announcement at the American Geophysical Union on December 3rd, and a week full of posts about Mars, what beter way to wrap things up than by pulling together information from across Oxford’s resources to provide some background on the Red Planet.

    Of Gods and Men


    While the planet been subject to study since humans first gazed into the sky (as one of the few planets visible to the naked eye), the English name for the planet comes from the Roman god of war, Mars. Latin marks many astronomical names, such as mare, which refers to the dark areas of the Moon or Mars. Sol (Latin for Sun) refers to a solar day on Mars (roughly 24 hours and 39 minutes). However, be careful not to mix up martialists, those born under its astrological influence, with martians, aliens from the planet. (Not that it always had that meaning.) Mars has two moons: Phobos and Deimos (those Latin names again!). The Romans, as usual, stole their planet-naming scheme from the Greeks. Ares, the Greek god of war, provides a pre-fix for a number of Mars-related words: areocentric, areˈographer, areo-graphic, are-ography, are’ology. It’s important to remember that these names reveal how people related, and continue to relate to the sky.

    The Martian People


    What has fueled our fascination with Mars all these years? Everyone from scientists to poets has kept it in our thoughts over the centuries.

    Almost all ancient world cultures closely observed its pattern through the sky, although this was often a confluence of gods, astrology, and astronomy. Aristotle and Ptolemy were among the ancient theorists. The Renaissance saw new discoveries from Brahe, Kepler, and Cassini among others, made possible by the telescope and advanced mathematics, as we moved from a geocentric to a heliocentric view of the universe (although Mars’s eccentric orbit caused considerable annoyance).

    In the 19th century, Giovanni Schiaparelli was the first to create a detailed map of Mars. Percival Lowell (1855-1916), who saw himself as a successor to Schiaparelli, searched for signs of intelligent life on Mars and made numerous invaluable observations, even if many of his speculations have now been dismissed. Moreover, his legacy, the Lowell Observatory, continues to watch the stars. Astronomer Richard Proctor (1837-88) researched the rotation period of Mars and rightly dismissed the canals as an optical effect.

    Scientific breakthroughs naturally inspired artists throughout the ages. In the Renaissance, writers struggled to make sense of a new vision of the universe; in the 19th century, science fiction emerged and it has grown and adapted to every medium in the 20th. H.G. Wells (1866–1946) and Edgar Rice Burroughs (1875-1950) built on scientific discoveries with novels such as The War of the Worlds and The Princess of Mars. In 1938, Orson Welles’s (1915-1985) famous dramatization of The War of the Worlds led many Americans to believe that Martians had invaded New Jersey. The story was adapted to film in 1953 and again in 2005. One of the masterpieces of Soviet cinema, Aelita, is based on an Aleksey Tolstoy science fiction novel. In television, Mars has provided the backdrop or villians for numerous programs, such as the Ice Warriors, one of the great monsters of Doctor Who. UFOs still capture the imagination.

    The planet has also provided ideas to musicians as diverse as Gustav Holst and David Bowie, and populated the night skies of artists. And we cannot forget those with the surname of Mars, most of all confectioners Frank C. Mars and Edward Forrest Mars (1904-1999). Mars, Inc. and the famous Mars Bar are often associated with the planet although the origin of their names is distinctly earthly.

    A History of Martian Space Exploration


    The National Aeronautics and Space Administration (NASA), Russian Federal Space Agency (ROSCOSMOS), and the European Space Agency (ESA) have all been involved in the exploration of Mars, from probes to rovers. In 1962 the Soviet space program began lanching Mars probes, the last of which was Mars 96 (in 1996). In 1975, NASA sent two Viking probes to Mars. In 1996, NASA begins a series of missions called Mars Surveyor and has sent numerous probes, rovers, and more to the Red Planet in the past 20 years, including the Mars Pathfinder (and the rover Sojourner), the Mars Odyssey, the Mars Global Surveyor, and two rovers, Spirit and Opportunity.

    But space exploration is not without its setbacks. The Soviet Union failed in its Phobos missions in 1988, and NASA lost communication with the probe New Millennium Deep Space-2 in 1999. The European Space Agency’s Mars Express probe continues to provide valuable information although the Beagle 2 lander was lost.

    The Mars Curiosity Rover landed successfully at 10:32 pm PST on 5 August 2012. But is it physically possible for us to send a human there? And how long would it take to get there and back?

    Areography


    There has been much speculation about the geography and geology of Mars, with new theories arising as our technology improves.

    Mars is a terrestrial planet with numerous montes (mountain ranges), valles (valleys) , rima (long narrow furrows), and cave systems. Its most famous geographical features are the Olympus Mons (giant volcano) and Valles Marineris (system of canyons).

    In the 19th and 20th centuries, people speculated about Martian canals, faint markings of the surface that once led people to believe the planet had flowing, liquid water. (The word canal actually comes from a mis-translation Giovanni Schiaparelli’s work; canali (Italian) actually means channels.) Wrinkle ridges further added to the mystery.

    Without a thick atmosphere to burn up descending asteroids, Mars is pockmarked with impact craters. The Mars Curiosity Rover landed in the Gale Crater, just south of Mars’s equator. Previous rovers have attempted to measure Marsquakes, the Martian equivalent of earthquakes, as the Red Planet may have its own system of tectonic plates.

    The Long Arm of Outer Space Law


    In space, no one can hear you scream, but that doesn’t stop the lawsuit.

    It began with the UN Declaration of Legal Principles Governing the Activities of States in the Exploration and Use of Outer Space in 1963 and the Treaty on Principles Governing the Activities of States in the Exploration and Use of Outer Space, including the Moon and Other Celestial Bodies in 1967 because of the need to regulate competing claims on the shared space of outer space.

    Who can claim land or natural resources in space? What are the health and safety provisions for astronauts? Under whose jurisdiction do they fall? Are you liable when your telecommunications satellite scrapes the International Space Station? Exactly who’s in charge of the space up there anyway? These are only a few of the questions legal scholars are grappling with.

    What would we call our red planet lawmen? Marshals of course — although martial and marshal aren’t actually related. And be sure to check back tomorrow to hear from our space lawyer!

    Recommended resources from A Dictionary of Space Exploration


    The Mars Climate Database
    The Mars Exploration Program
    Views of the Solar System
    Space Ref

    And remember: Stay curious!

    Alice Northover joined Oxford University Press as Social Media Manager in January 2012. She is editor of the OUPblog, constant tweeter @OUPAcademic, daily Facebooker at Oxford Academic, and Google Plus updater of Oxford Academic, amongst other things. You can learn more about her bizarre habits on the blog.

    Oxford University Press’ annual Place of the Year, celebrating geographically interesting and inspiring places, coincides with its publication of Atlas of the World – the only atlas published annually — now in its 19th Edition. The Nineteenth Edition includes new census information, dozens of city maps, gorgeous satellite images of Earth, and a geographical glossary, once again offering exceptional value at a reasonable price. Read previous blog posts in our Place of the Year series.

    Subscribe to the OUPblog via email or RSS.
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    23. Mars, grubby hands, and international law

    By Gérardine Goh Escolar


    The relentless heat of the sun waned quickly as it slipped below the horizon. All around, ochre, crimson and scarlet rock glowed, the brief burning embers of a dying day. Clouds of red dust rose from the unseen depths of the dry canyon — Mars? I wish! We were hiking in the Grand Canyon, on vacation in that part of our world so like its red sister. It was 5 August 2012. And what was a space lawyer to do while on vacation in the Grand Canyon that day? Why, attend the Grand Canyon NASA Curiosity event, of course!

    Wait, what? Space lawyers? Have they got their grubby hands on Mars now?

    Well, quite the contrary, and in a manner of speaking, space law has been working to keep any grubby hands off Mars. In the heady aftermath of the Soviet launch of Sputnik-1 in 1957, nations flocked to the United Nations to discuss — and rapidly agree upon — the basic principles relating to outer space. Just a decade later, the 1967 Outer Space Treaty was concluded, declaring outer space a global commons, and establishing that the “exploration and use of outer space shall be carried on for the benefit and in the interests of all mankind”. Today, more than half of the world’s nations are Parties to the Outer Space Treaty, and its principles have achieved that hallowed status of international law — custom — meaning that they are binding on all States, Party or not.

    More specifically, the 1967 Outer Space Treaty affirmed that outer space, including the Moon, planets, and other natural objects in outer space (such as Mars!), were not subject to appropriation, forbidding States from claiming any property rights over them. Enterprising companies and individuals have sought to exploit what they saw as a loophole in the Treaty, laying claim to extraterrestrial land on the Moon, Mars and beyond, and selling acres of this extraterrestrial property for a pretty penny. One company claims to have sold over 300 million acres of the Moon to more than 5 million people in 176 countries since 1980. The price of one Moon acre from this company starts at USD$29.99 (not including a deep 10% discount for the holiday season) — potentially making the owner of said company a very rich man. Other companies have also started a differentiated pricing model: “The Moon on a Budget” – only USD$18.95 per acre if you wouldn’t mind a view of the Sea of Vapours — vs. the “premiere lunar location” of the Sea of Tranquillity for USD$37.50 per acre. The package includes a “beautifully engraved parchment deed, a satellite photograph of the property and an information sheet detailing the geography of your region of the moon.” Land on Mars comes at a premium: starting at USD$26.97 per acre, or a “VIP” deal of USD$151.38 for 10 Mars acres.

    Indeed, the USD$18.95 may be a good price for the paper that the “beautifully engraved parchment deed” is printed on. And that is likely all you will get for your money. Although the Treaty does not also explicitly forbid individuals or corporate entities from laying claim to extraterrestrial property, it does make States internationally responsible for space activities carried out by their nationals. Despite these companies’ belief that the Treaty only prohibits States from appropriating extraterrestrial property, it is disingenuous to say that on Mars and any other natural object in outer space, “apart from the laws of the HEAD CHEESE, currently no law exists.” International law does apply to the use and exploration of outer space and natural extraterrestrial bodies, including Mars. And that international law, including the prohibition on the appropriation of extraterrestrial property, applies equally to individuals and corporate entities through the vehicle of State responsibility in international law, and through domestic enforcement procedures.

    Now, that’s not to say that the principle of non-appropriation is popular. It has been questioned by a caucus of concerned publicists, worried that it would stifle commercial interest in the exploration of Mars. Some other publicistsmyself included — have come up with proposals for “fair trade/eco”-type uses of outer space that they contend should be an exception to the blanket ban. But the law at the moment stands as it is — Mars cannot be owned. Or bought. Or sold. For many private ventures into outer space, that is a “big legal buzzkill.” These days, it seems, NASA may even land a spacecraft on the asteroid you purport to own and refuse to pay parking charges — and the US federal court will actually dismiss your case as without legal merit. What is the world coming to?

    On the bright side, international space law has meant that there has been a lot of international cooperation in outer space. This has mostly kept the peace in outer space (no Star Wars!) and has ensured the freedom of the exploration and use of outer space for the benefit of humanity. International space law has also contributed towards keeping the Martian (and outer space) environment pristine. And in a world where we worry about the future of our own blue planet, maybe having international law keep our grubby hands of her sister Red Planet isn’t such a bad idea after all.

    Dr. Gérardine Goh Escolar is Associate Legal Officer at the United Nations. She is also Associate Research Fellow at the International Institute of Air and Space Law at Leiden University, and has taught international law and space law at various universities, including the National University of Singapore, the University of Cologne and the University of Bonn. She was formerly legal officer and project manager at a national space agency, as well as counsel for a satellite-geoinformation data company. She is currently working on her fourth book, International Law and Outer Space (Oxford International Law Library, OUP: forthcoming 2014). All opinions and any errors in this post are entirely her own.

    The Max Planck Encyclopedia of Public International Law is a comprehensive online resource containing peer-reviewed articles on every aspect of public international law. Written and edited by an incomparable team of over 800 scholars and practitioners, published in partnership with the Max Planck Institute for Comparative Public Law and International Law, and updated through-out the year, this major reference work is essential for anyone researching or teaching international law. Articles on outer space law, free for a limited time, include: “Moon and Celestial Bodies” ; “Astronauts” ; “Outer Space, Liability for Damage” ; and “Spacecraft, Satellites, and Space Objects”.

    Oxford University Press’ annual Place of the Year competition, celebrating geographically interesting and inspiring places, coincides with its publication of Atlas of the World – the only atlas published annually — now in its 19th Edition. The Nineteenth Edition includes new census information, dozens of city maps, gorgeous satellite images of Earth, and a geographical glossary, once again offering exceptional value at a reasonable price. Read previous blog posts in our Place of the Year series.

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    Image credit: Valles Marineris is a vast canyon system that runs along the Martian equator. Courtesy NASA/JPL-Caltech/USGS. Image has been altered from the original with the addition of a “FOR SALE” sign.

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    24. Atlas of the World Quiz

    School might be out for the holidays, but there’s still lots to learn. Since education never ends, we’ve prepared this geography quiz drawn from facts from the Oxford Atlas of the World, 19th edition. The only atlas to be updated annually,   Oxford’s Atlas of the World combines gorgeous satellite images with the most up-to-date geographic and census information.

    Your Score:  

    Your Ranking:  

    Oxford’s Atlas of the World — the only world atlas updated annually, guaranteeing that users will find the most current geographic information — is the most authoritative resource on the market. The Nineteenth Edition includes new census information, dozens of city maps, gorgeous satellite images of Earth, and a geographical glossary, once again offering exceptional value at a reasonable price.

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    Subscribe to only geography articles on the OUPblog via email or RSS.
    Image credit: From Atlas of the World, 19th edition. 

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    25. Journey North Mystery Class!

    Journey North Mystery ClassIt’s time again for one of my favorite events of the year. We’ve been doing the Journey North Mystery Class since forever—missed last year, but Beanie’s enthusiastically on board this year and we’re getting set up today.

    Here’s a post I wrote several years back full of nuts and bolts info.

    To dive in today, you’ll print out a form and a graph and begin calculating photoperiods—the amount of time between sunrise and sunset—for your own town and the ten Mystery Cities around the world. Don’t worry, it’s not too complicated. You chart this info each week for ten weeks. (New Mystery City data is posted on Fridays. Today’s the first day!)

    If you’re doing it on your own, feel free to downscale: choose just a few mystery cities to chart. Maybe one for each kid?

    Holler if you have any questions at all. I love this project immensely! Geography, science, math, mystery, FUN!

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