Vol. 15, No. 3/4, Fall/Winter 1987 - "Computers and Geography"
(pp. 1 – 6)
Dr. James N. Snaden
Central Connecticut State University
New Britain, Connecticut
Abstract
The invitation which the Pennsylvania Geographical Society has extended to me is, I believe, particularly appropriate in light of October's designation as "Computer Learning Month" by Apple Computer, several computer magazines, and the Software Publishers Association. Inasmuch as I was founder and first Chairman of the Microcomputer Specialty Group of the Association of American Geographers, I believe that I can give you a unique perspective on the topic of microcomputers. So, let us together look to see where we are on the tenth anniversary of the sale of the first microcomputer. But can we really say that microcomputers are a failure?
THE CLIMATE CLASSIFIER: A TUTORIAL PROGRAM FOR TEACHING THE KOPPEN CLIMATE CLASSIFICATION SYSTEM
(pp. 7 - 9)
Robert P. Sechrist
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
The Climate Classifier program was written to fill what was seen as a gap in the ability of some students to understand the Koppen Classification system. Most students seem to readily grasp the concept that A climates are hot and that they live in a D climate. The problem, however, lies in the fact that many simply do not understand how to apply the rules for discerning an Af from an Am, etc. The climate classifier seeks to instill an appreciation in the students for Koppen's rules, and of how to apply rules in decision making in general.
TEACHING WITH COMPUTER PROGRAMS
(pp. 10 – 12)
Robert B. Begg
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
In preparing the geography student for employment or graduate education we are urged more and more to incorporate the computer into the classroom. There are many ways in which this can be accomplished. Typically, a class will be assigned some sort of software package on a mainframe computer that manipulates demographic, economic or climatic variables. The student has an experience with a carefully constructed set of instructions and learns something about computers. Increasingly, geographers are relying on more extensive software packages. Computer cartography and quantitative techniques courses, in particular, expose students to a variety of software on the mainframe or microcomputer.
GEOGRAPHIC NAMES INFORMATION SYSTEM RETRIEVAL PROGRAM
(pp. 13 – 16)
James Taylor
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
An enormous quantity of geographic data is available on paper. Much of this data is now being converted to computer media. Unfortunately it can be quite cumbersome to access even that information. For the one-time only acquisition of small amounts of data it is expedient to use the paper form, but data provided on computer media is advantageous for repeated accesses or selection of large amounts of data. The most common medium used for large data files is the magnetic tape designed for mainframe use. Applications on microcomputers are complicated by the conversion of data from tape to different forms of storage and the techniques for down-loading from the mainframe. Data files generally lack utility programs that would allow the user to quickly and easily access the data. Data can often be accessed by using file management data base packages such as D-Base, Reflex and SPSS. This approach to data access is cumbersome and can yield unexpected results. This method may also require knowledge of a data base program that the user only needs on a one-time basis.
MONITORING COMPUTER USAGE IN A MICROCOMPUTER LABORATORY
(pp. 17 – 18)
Philip B. McCully
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
Monitoring the use of microcomputers is a sometimes onerous but necessary part of laboratory management. In many cases this task is accomplished by keeping a paper log. The prospective user is required to write her/his name, section number, and time on a form. This procedure results in page after page of illegible handwritten text. Any reports or graphs which will be generated using the accumulated data must be done by hand or keyed into a database or other comparable package. The results of such data handling may not be accurate due to loss of the log sheets, sloppy handwriting, inattentive lab monitors or misinterpretation by the person charged with data entry. Automating this process would help reduce the numbers of hours needed to recode the data from handwritten sheets of paper, as well as creating more accurate reports. CHECK*DOT*COM may provide a mechanism to correct this problem.
IDEA PROCESSING: CONCEPTUAL SHAPING OF GEOGRAPHIC PERSPECTIVES
(pp. 19 – 21)
Susan Wood
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
Idea processors have the potential to make an incalculable contribution to personal creativity and professional productivity. Idea processors parallel word processors, but instead of processing words and paragraphs, they process and organize ideas, thoughts, concepts, plans and outlines. This paper describes three related applications for an idea processor: as an innovative application for identifying and synthesizing research, as an instructor's tool for organizing and incorporating observations, notes and content into an outline and as creative methodology for successful experimentation in teacher education.
IMPROVING GEOGRAPHY EDUCATION IN PENNSYLVANIA: A STATUS REPORT
(pp. 22 – 23)
Ruth I. Shirey
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
Since 1982, a movement to bring geography back to the social studies curriculum in the schools of the United States has grown with each passing year. Major national organizations, such as the National Geographic Society, the National Council for Geographic Education, the Association of American Geographers and the American Geographical Society have cooperated in a unprecedented fashion to facilitate and effect change. The passage of a national proclamation creating National Geography Awareness Week, November 15-21, 1987, and congressional hearings on the state of geography education in October 1987 are recent public activities focusing upon the need for geography in the K-12 schools.
TEXTBOOKS AND MAPS SKILLS MATERIALS FOR THE GEOGRAPHY CLASSROOM
(pp. 24 – 31)
Constance L. McCardle
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
This list of K-12 geography textbooks and related materials was compiled in response to inquiries from teachers and curriculum coordinators, many of whom have been faced with the need to make a textbook selection recommendation with little or no immediate knowledge of what publications are available. The list is based on responses from publishers. Descriptions of the textbooks and other publications are taken from publisher's catalogs. The list is being updated as new information becomes available and a revised list is available from the Department of Geography and Regional Planning at Indiana University of Pennsylvania.
SELECTING AND EVALUATING GEOGRAPHY MICROCOMPUTER SOFTWARE
(pp. 32 – 35)
Joan P. Juliette
Elementary Librarian
Armstrong School District
Elderton, Pennsylvania
Abstract
Geography teachers who are interested in incorporating computer software into the curriculum should be pleased to learn that a great many programs have already been developed which deal with geographic concepts. The task of purchasing quality software for the geography curriculum can be easily accomplished by classroom teachers if they develop a few basic skills in software selection and evaluation. The following steps outline the process of identifying available software and of evaluating preview copies for possible purchase.