This paper compares briefly, within the regional context of the western United States, several of the more readily adoptable models that are being used or could be used to provide estimates of annual climatic water need appropriate to macroscale applications in introductory geography courses. (Author)

The 1,259-mile Columbia River flows out of Canada and across eastern Washington state, forming the border between Washington and Oregon. In 1941 the federal government dammed the Columbia River at the north end of Grand Coulee, creating a man-made reservoir named Lake Roosevelt that inundated homes, farms, and businesses, and disrupted the lives…

The North American prairie ecosystem is unique. Comprised of tall grass, mixed grass, and shortgrass communities, the acreage this ecosystem once covered is incredible 400 million acres (pre-settlement times), accounting for 40% of North America's landscape. Prairies are home to a great diversity of animal life, such as cottontail rabbits,…

Objectives of a seventh grade course in physical geography and an eighth grade course in economic geography are outlined, among them is the goal of having each student comprehend the contribution each region within the Soviet Union makes to the national economy and to international development. (JB)

Practical instructions about using the random walk drainage network simulation model as a teaching excercise are given and the results discussed. A source of directional bias in the resulting simulated drainage patterns is identified and given an interpretation in the terms of the model. Three points of educational value concerning the model are…

Secondary students can study time and the motions of the sun by plotting an analemma, a graphic representation of the declination of the sun and the equation of time for every day of the year. They can collect data by measuring a dowel stick's shadow in the noon sun. (KC)

Suggests how to use remote sensing techniques and data in geography courses in high school and college as well as in geography research. Tips are presented on using techniques such as topographic maps, vertical aerial photographs in stereo pairs, satellite images, and SLAR images (which are particularly useful in teaching landforms and…

Teachers of 13-year-old students are invited to participate in a place-vocabulary project conducted by the International Geographical Union. Students associate names of oceans, countries, and cities with their correct location on a world outline map. Although the test is included, teachers must contact the coordinator to participate. (KC)

Presents an interpretation of geological and geophysical data, which provides a summary of the structural and sedimentary history of the United States Atlantic Margin. The importance of an understanding of the development of the outer continental shelf to future hydrocarbon exploration is detailed. (BT)

Provides an information guide about planning independent, human and physical geography fieldwork overseas and highlights potential problems that can occur. Includes a bibliography of essential information sources and addresses. (CMK)

Investigates the nature of catastrophic volcanism and the rifting process. Describes two kinds of evidence: quantitative descriptions of rock melting and a wide range of observations. Discusses examples of continent growth in the North Atlantic, India and the Seychelles islands, and the South Atlantic. (YP)

Discusses the new Soviet geography curriculum comprised of: Introduction to Physical Geography; Geography of the Continents and Oceans; Geography of the USSR; Geography of the USSR II; and Economic and Social Geography of the World. Discusses the program's scientific content and describes the trends of geography instruction in Soviet classrooms.…

Describes several college courses which encourage students to develop computer software programs in the areas of remote sensing and geographic information systems. A microcomputer-based tutorial package, the Digital Image Analysis System (DAIS), teaches the principles of digital processing. (LS)

Outlines a course in Digital Terrain Analysis taught at Michigan State University (Lansing) during the 1997 spring semester. Explains that focus groups were conducted with enrolled students about the usefulness of the course material and with geography majors and non-geography majors to determine any barriers they might have in taking the course…