Geography Subject Quotes

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Geography is my strong subject,” Ostin said. “Everything is your strong subject,” Taylor said.
Richard Paul Evans (Rise of the Elgen (Michael Vey, #2))
Nearly all the school subjects lay great stress on information. But literature makes its appeal to the heart as well as the intellect. Geography
Anthony Esolen (Life Under Compulsion: Ten Ways to Destroy the Humanity of Your Child)
Geography is an earthly subject, but a heavenly science.
Edmund Burke
objectivity arose from subjectivity—the recognition that two minds could have different representations of the world and that the world has an existence independent of either representation. This
Richard E. Nisbett (The Geography of Thought)
If as individuals we can improve the geography only slightly, if at all, perhaps the more appropriately scaled subject for reshaping is ourselves.
Robert Adams
In school, we did not study world maps, because international geography, as a subject, had been long ago phased out of state curriculums. America was the world; there was no sense of America being one country on a planet of many countries. Even the Soviet Union seemed something more like the Death Star, flying overhead and ready to laser us to smithereens, than a country with people in it.
Suzy Hansen (Notes on a Foreign Country: An American Abroad in a Post-American World)
Aster, occasionally, through no will of her own, worried she wasn’t pretty enough, and why? Pretty was a strange thing to concern oneself over. Pretty was subjective and fallacious. Pretty couldn’t be replicated in a lab. She, as much as anyone, enjoyed the prismatic sweep of amaranth in bloom and the geography of animalian bodies. Yet when applied to people, it didn’t jive with her that pretty was meant for some and not others. More pressingly, it didn’t jive with Aster that some days she wanted to be one of those folks who was prettier than the other folks. It was like wanting to be more vanadium-based, or wanting to have orange-pigmented skin—arbitrary, bizarre, pointless. Still, she wanted it, and Theo made her feel like it was already so.
Rivers Solomon (An Unkindness of Ghosts)
Descartes left as one of his main philosophical legacies a myth which continues to distort the continental geography of the subject.
Anonymous
The Kingdom cannot be learned like other subjects, such as science, geography or history. The Kingdom is learned only through revelation by the Spirit. It cannot be explained, contained or controlled—thus it is unexplainable, uncontainable and uncontrollable. It is not taught as much as it is caught—and only through the Spirit can it be caught. It cannot be embraced, explained, applied, pursued or entered without the Spirit of God.
R.T. Kendall (Word Spirit Power: What Happens When You Seek All God Has to Offer)
Geography, tradition, and culture intersect to make blacks likely research subjects for new technologies, but race and economics tend to place them outside the marketplace for these same technologies when they are perfected.
Harriet A. Washington (Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present)
Recent research into happiness, or subjective wellbeing, reveals that money does indeed buy happiness. Up to a point. That point, though, is surprisingly low: about fifteen thousand dollars a year. After that, the link between economic growth and happiness evaporates.
Eric Weiner (The Geography of Bliss)
WHEN ASKED “ What do we need to learn this for?” any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness. Because it’s true. Latin, geography, the gods of ancient Greece and Rome: unless you know these things, you’ll be limited to doing the puzzles in People magazine, where the clues read “Movie title, Gone ____ the Wind” and “It holds up your pants.” It’s not such a terrible place to start, but the joy of accomplishment wears off fairly quickly.
David Sedaris (Me Talk Pretty One Day)
I was perplexed by the failure of teachers at school to address what seemed the most urgent matter of all: the bewildering, stomach-churning insecurity of being alive. The standard subjects of history, geography, mathematics, and English seemed perversely designed to ignore the questions that really mattered. As soon as I had some inkling of what 'philosophy' meant, I was puzzled as to why we were not taught it. And my skepticism about religion only grew as I failed to see what the vicars and priests I encountered gained from their faith. They struck me either as insincere, pious, and aloof or just bumblingly good-natured. (p. 10)
Stephen Batchelor (Confession of a Buddhist Atheist)
I thought there was something wrong with the way departments and majors were organized. Why were the different branches of literature categorized by geography and language, while sciences were categorized by the level of abstraction, or by the size of the object of study ? Why wasn't literature classified by word count ? Why wasn't science classified by country ? Why did religion have its own department, instead of going into philosophy or anthropology ? What made something a religion and not a philosophy ? Why was the history of non-industrial people in anthropology, and not in history ? Why were the most important subjects addressed only indirectly ? Why was there no department of love ?
Elif Batuman (Either/Or)
Democracy and morality are simply not synonymous. “All nations are tempted—and few have been willing to resist the temptation for long—to clothe their own particular aspirations and actions in the moral purposes of the universe. To know that nations are subject to the moral law,” he goes on, “is one thing, while to pretend to know with certainty what is good and evil in the relations among nations is quite another.
Robert D. Kaplan (The Revenge of Geography: What the Map Tells Us About Coming Conflicts and the Battle Against Fate)
The European empires believed that in order to govern effectively they must know the languages and cultures of their subjects. British officers arriving in India were supposed to spend up to three years in a Calcutta college, where they studied Hindu and Muslim law alongside English law; Sanskrit, Urdu and Persian alongside Greek and Latin; and Tamil, Bengali and Hindustani culture alongside mathematics, economics and geography.
Yuval Noah Harari (Sapiens: A Brief History of Humankind)
Within Darwin’s argument for mate choice in Descent was another revolutionary idea: that animals are not merely subject to the extrinsic forces of ecological competition, predation, climate, geography, and so on that create natural selection. Rather, animals can play a distinct and vital role in their own evolution through their sexual and social choices. Whenever the opportunity evolves to enact sexual preferences through mate choice, a new and distinctively aesthetic evolutionary phenomenon occurs.
Richard O. Prum (The Evolution of Beauty: How Darwin's Forgotten Theory of Mate Choice Shapes the Animal World - and Us)
If you didn’t find some way of stopping it, people would go on asking questions. The teachers were useful there. Bands of them wandered through the mountains, along with the tinkers, portable blacksmiths, miracle medicine men, cloth peddlers, fortune-tellers, and all the other travelers who sold things the people didn’t need every day but occasionally found useful. They went from village to village delivering short lessons on many subjects. They kept apart from the other travelers and were quite mysterious in their ragged robes and strange square hats. They used long words, like corrugated iron. They lived rough lives, surviving on what food they could earn from giving lessons to anyone who would listen. When no one would listen, they lived on baked hedgehog. They went to sleep under the stars, which the math teachers would count, the astronomy teachers would measure, and the literature teachers would name. The geography teachers got lost in the woodsand fell into bear traps. People were usually quite pleased to see them. They taught children enough to shut them up, which was the main thing, after all. But they always had to be driven out of the villages by nightfall in case they stole chickens.
Terry Pratchett (The Wee Free Men (Discworld, #30; Tiffany Aching, #1))
Realize that when you are reading aloud from The Merry Adventures of Robin Hood, you are not just doing literature. If you read it slowly, enjoying it, taking time to contemplate the ideas and discuss them with your kids, you are taking on history, geography, writing, vocabulary, theology, and philosophy as well. This isn't dabbling; it’s wrestling. I think of integration as a kind of curricular power punch. I want to choose published resources and subjects that are going to die me a lot of bang for my buck, so I try to think carefully before I add anything to our docket…Our lives are, by nature, integrated. Our school day should reflect that.
Sarah Mackenzie (Teaching from Rest: A Homeschooler's Guide to Unshakable Peace)
WHY THE FUCK do you like this icebox, Mars?” Donny mutters from beneath his down jacket, two scarves, and a hat he’s pulled so low, it might as well be a face mask.   “Donny. You live in New York. Geography wasn’t my strongest subject, but I’m pretty sure they don’t have the warmest of winters.”   “It’s different. The cold isn’t so cold.”   “You’re right. It’s worse because Manhattan is on the water, so it’s straight-to-your-bones cold. Colorado is a dry cold.”   “Oh my god.” Naomi cuts in between us. “Will you two stop it already? Cold is cold is cold.”   “Who pissed in your Cheerios?” Donny is nothing if not a man of beautiful, poignant words.
Alexa Martin (Intercepted (Playbook, #1))
Literature before the Renaissance had frequently offered ideal patterns for living which were dominated by the ethos of the church, but after the Reformation the search for individual expression and meaning took over. Institutions were questioned and re-evaluated, often while being praised at the same time. But where there had been conventional modes of expression, reflecting ideal modes of behaviour - religious, heroic, or social - Renaissance writing explored the geography of the human soul, redefining its relationship with authority, history, science, and the future. This involved experimentation with form and genre, and an enormous variety of linguistic and literary innovations in a short period of time. Reason, rather than religion, was the driving force in this search for rules to govern human behaviour in the Renaissance world. The power and mystique of religion had been overthrown in one bold stroke: where the marvellous no longer holds sway, real life has to provide explanations. Man, and the use he makes of his powers, capabilities, and free will, is thus the subject matter of Renaissance literature, from the early sonnets modelled on Petrarch to the English epic which closes the period, Paradise Lost, published after the Restoration, when the Renaissance had long finished. The Reformation gave cultural, philosophical, and ideological impetus to English Renaissance writing. The writers in the century following the Reformation had to explore and redefine all the concerns of humanity. In a world where old assumptions were no longer valid, where scientific discoveries questioned age-old hypotheses, and where man rather than God was the central interest, it was the writers who reflected and attempted to respond to the disintegration of former certainties. For it is when the universe is out of control that it is at its most frightening - and its most stimulating. There would never again be such an atmosphere of creative tension in the country. What was created was a language, a literature, and a national and international identity.
Ronald Carter (The Routledge History of Literature in English: Britain and Ireland)
It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...
Peter K. Fallon (Cultural Defiance, Cultural Deviance)
Geopolitics is ultimately the study of the balance between options and lim­itations. A country's geography determines in large part what vulnerabilities it faces and what tools it holds. "Countries with flat tracks of land -- think Poland or Russia -- find building infrastructure easier and so become rich faster, but also find them­selves on the receiving end of invasions. This necessitates substantial stand­ing armies, but the very act of attempting to gain a bit of security automat­ically triggers angst and paranoia in the neighbors. "Countries with navigable rivers -- France and Argentina being premier examples -- start the game with some 'infrastructure' already baked in. Such ease of internal transport not only makes these countries socially uni­fied, wealthy, and cosmopolitan, but also more than a touch self-important. They show a distressing habit of becoming overimpressed with themselves -- and so tend to overreach. "Island nations enjoy security -- think the United Kingdom and Japan -- in part because of the physical separation from rivals, but also because they have no choice but to develop navies that help them keep others away from their shores. Armed with such tools, they find themselves actively meddling in the affairs of countries not just within arm's reach, but half a world away. "In contrast, mountain countries -- Kyrgyzstan and Bolivia, to pick a pair -- are so capital-poor they find even securing the basics difficult, mak­ing them largely subject to the whims of their less-mountainous neighbors. "It's the balance of these restrictions and empowerments that determine both possibilities and constraints, which from my point of view makes it straightforward to predict what most countries will do: · The Philippines' archipelagic nature gives it the physical stand-off of is­lands without the navy, so in the face of a threat from a superior country it will prostrate itself before any naval power that might come to its aid. · Chile's population center is in a single valley surrounded by mountains. Breaching those mountains is so difficult that the Chileans often find it easier to turn their back on the South American continent and interact economically with nations much further afield. · The Netherlands benefits from a huge portion of European trade because it controls the mouth of the Rhine, so it will seek to unite the Continent economically to maximize its economic gain while bringing in an exter­nal security guarantor to minimize threats to its independence. · Uzbekistan sits in the middle of a flat, arid pancake and so will try to expand like syrup until it reaches a barrier it cannot pass. The lack of local competition combined with regional water shortages adds a sharp, brutal aspect to its foreign policy. · New Zealand is a temperate zone country with a huge maritime frontage beyond the edge of the world, making it both wealthy and secure -- how could the Kiwis not be in a good mood every day? "But then there is the United States. It has the fiat lands of Australia with the climate and land quality of France, the riverine characteristics of Germany with the strategic exposure of New Zealand, and the island fea­tures of Japan but with oceanic moats -- and all on a scale that is quite lit­erally continental. Such landscapes not only make it rich and secure beyond peer, but also enable its navy to be so powerful that America dominates the global oceans.
Peter Zeihan (The Absent Superpower: The Shale Revolution and a World Without America)
What a joy this book is! I love recipe books, but it’s short-lived; I enjoy the pictures for several minutes, read a few pages, and then my eyes glaze over. They are basically books to be used in the kitchen for one recipe at a time. This book, however, is in a different class altogether and designed to be read in its entirety. It’s in its own sui generis category; it has recipes at the end of most of the twenty-one chapters, but it’s a book to be read from cover to cover, yet it could easily be read chapter by chapter, in any order, as they are all self-contained. Every bite-sized chapter is a flowing narrative from a well-stocked brain encompassing Balinese culture, geography and history, while not losing its main focus: food. As you would expect from a scholar with a PhD in history from Columbia University, the subject matter has been meticulously researched, not from books and articles and other people’s work, but from actually being on the ground and in the markets and in the kitchens of Balinese families, where the Balinese themselves learn their culinary skills, hands on, passed down orally, manually and practically from generation to generation. Vivienne Kruger has lived in Bali long enough to get it right. That’s no mean feat, as the subject has not been fully studied before. Yes, there are so-called Balinese recipe books, most, if I’m not mistaken, written by foreigners, and heavily adapted. The dishes have not, until now, been systematically placed in their proper cultural context, which is extremely important for the Balinese, nor has there been any examination of the numerous varieties of each type of recipe, nor have they been given their true Balinese names. This groundbreaking book is a pleasure to read, not just for its fascinating content, which I learnt a lot from, but for the exuberance, enthusiasm and originality of the language. There’s not a dull sentence in the book. You just can’t wait to read the next phrase. There are eye-opening and jaw-dropping passages for the general reader as Kruger describes delicacies from the village of Tengkudak in Tabanan district — grasshoppers, dragonflies, eels and live baby bees — and explains how they are caught and cooked. She does not shy away from controversial subjects, such as eating dog and turtle. Parts of it are not for the faint-hearted, but other parts make you want to go out and join the participants, such as the Nusa Lembongan fishermen, who sail their outriggers at 5.30 a.m. The author quotes Miguel Covarrubias, the great Mexican observer of the 1930s, who wrote “The Island of Bali.” It has inspired all writers since, including myself and my co-author, Ni Wayan Murni, in our book “Secrets of Bali, Fresh Light on the Morning of the World.” There is, however, no bibliography, which I found strange at first. I can only imagine it’s a reflection of how original the subject matter is; there simply are no other sources. Throughout the book Kruger mentions Balinese and Indonesian words and sometimes discusses their derivations. It’s a Herculean task. I was intrigued to read that “satay” comes from the Tamil word for flesh ( sathai ) and that South Indians brought satay to Southeast Asia before Indonesia developed its own tradition. The book is full of interesting tidbits like this. The book contains 47 recipes in all, 11 of which came from Murni’s own restaurant, Murni’s Warung, in Ubud. Mr Dolphin of Warung Dolphin in Lovina also contributed a number of recipes. Kruger adds an introduction to each recipe, with a detailed and usually very personal commentary. I think my favorite, though, is from a village priest (pemangku), I Made Arnila of the Ganesha (Siwa) Temple in Lovina. water. I am sure most will enjoy this book enormously; I certainly did.” Review published in The Jakarta Globe, April 17, 2014. Jonathan Copeland is an author and photographer based in Bali. thejakartaglobe/features/spiritual-journey-culinary-world-bali
Vivienne Kruger
To find out, he hooked up a group of people—some highly creative and others less so—to EEG machines, then gave them a series of tests that measure creative thinking. The results were surprising: the more creatively inclined subjects showed lower cortical arousal while taking the test than did the noncreative subjects. The heightened concentration of cortical arousal is helpful when balancing your checkbook or evading a tiger, concluded Martindale, but not when trying to compose an opera or write a novel or come up with the Next Big Internet Thing. For that, we need to enter a state that Martindale called defocused, or diffused, attention. Someone in this state of mind is not scattered, at least not as we normally think of the word. Like Buddhists, they have mastered the art of “detached attachment.” They are both focused and unfocused at the same time. But why, Martindale wondered, are some people able to benefit from this diffused attention while others are not? Creative people are no more capable of controlling their cortical arousal levels than noncreative people. Creative achievements, he concluded, are based not on self-control “but rather on unintentional inspiration.” Unintentional inspiration? What can that mean? Martindale, who passed away in 2008, never said, but I can’t help but wonder if this phenomenon explains why creative people are often restless. By changing locations, they are unconsciously attempting to lower their levels of cortical arousal, defocus their attention.
Eric Weiner (The Geography of Genius: A Search for the World's Most Creative Places from Ancient Athens to Silicon Valley (Creative Lessons in History))
In general, forced migration study reveals the stunning and gradually increasing adherence of the Soviet system to ethnically rather than socially determined repression criteria (the policy in question reached its apogee during Stalin’s rule). In other words, the state declares its loyalty to international and class awareness publicly, while in practice gravitates towards essentially nationalistic goals and methods. The deportation of so-called punished peoples can provide a most prominent example of this approach, the deportation itself serving as the punishment. All such peoples were deported not merely from their historical homeland, but also from other cities and districts, as well as demobilized from the army, which shows that such ethnic deportations embraced the entire country (we term this type of repression “total deportation”). Apart from their homeland, the “punished people” were deprived of their autonomy if they had any before, in other words, of their relative sovereignty. In essence, ten peoples in the USSR were subjected to total deportation. Seven of them—Germans, Karachais, Kalmyks, Ingushetians, Chechens, Balkars, and Crimean Tatars—lost their national autonomy too (their total number amounted to 2 million, and the land populated by them before the deportation exceeded 150,000 square kilometers). According to the criteria formulated above, another three peoples—namely Finns, Koreans, and Meskhetian Turks—fall under the category of “totally deported peoples.
Pavel Polian (Against Their Will: The History and Geography of Forced Migrations in the USSR)
The first real community problem came when it was learned that the entire supply of school study spools were lost in the crashed ships. There was talk among the colonists of sending a ship back to Earth at once for replacements, but Vidac stepped in and took over. He called a meeting with the three Space Cadets, Jeff Marshall, and Professor Sykes, and told them of his plan. "I want you to make new study spools on every subject you can remember," Vidac ordered. "Simple arithmetic, spelling, geography, celestial studies, physics, in fact, everything that you learned in prep school–and before that." "That may be all right for boys," grumbled Professor Sykes, still smarting under the refusal of his violent protest at being taken from his uranium studies and placed in charge of the school problem. "But what about the girls? There are quite a few of them and they need special consideration." "What kind of consideration?" asked Vidac. "Well, whatever it is a girl has to know. Sew, cook, keep house, take care of children and–and–" The professor sputtered, hesitated, and concluded lamely, "A–a lot of things!" Vidac smiled. "Very well. I'll speak to a few of the mothers and see if I can't get you some assistance. In the meantime, I want you, Corbett, Manning, Astro, and Marshall to do what you can about beginning the children's schooling." "All right," snorted Sykes, "but I can think of better ways to spend the next two or three weeks." "And one more thing, Professor," continued Vidac. "I want it clearly understood that you are responsible for the cadets. For what they do, or don't do!
Carey Rockwell (The First Tom Corbett Omnibus: Stand By For Mars!; Danger In Deep Space; On The Trail Of The Space Pirates; The Space Pioneers)
In my adult life I have proved time and time again that I can keep more or less in mind details of some five hundred books on the topics to which I have dedicated myself. I take no notes but do list on the inside back cover of certain books page numbers to which I know I will want to refer, later followed by one word to indicate subject matter, but even without this aid I can and do go quickly to the right book and the correct page, more or less, for the data I need. When I fail, I fail completely and can think of no clue that would lead me to the page I want; this would mean I had not implanted it firmly enough in my mind. I am not talking theoretically. I have done this at least a dozen times with my long novels, keeping a hundred characters in mind, controlling a tangle of different story lines, and remembering many individualized locations. I doubt that I am remarkable in possessing such a skill. I suspect that many clergymen can do the same with the Bible and it’s obvious that some lawyers can maintain control over a huge volume of case law just as scientists can master a jungle of relevant experimentation in their fields. But I have done it in a score of different fields: astrophysics, geography, ancient religions, art, politics, contemporary revolutionary movements, and popular music.” —Chapter IX, “Intellectual Equipment”, page 301
James A. Michener (The World Is My Home: A Memoir)
Yet now that we inhabit Mackinder’s “closed political system,” which, as Bracken notes, has closed much further in the course of the twentieth century, the map is also subject to the law of entropy, meaning a state of equilibrium will eventually set in, with each human habitation on the relief map—not just the megacities—looking increasingly like one another, and be subject to similar passions. The result, according to Ohio State University political science professor Randall L. Schweller, is that “a sort of global ennui” will result, the consequence of overstimulation, “mixed with a disturbingly large dose of individual extremism and dogmatic posturing by states.”17 In other words, the world will be both duller and more dangerous than ever before.
Robert D. Kaplan (The Revenge of Geography: What the Map Tells Us About Coming Conflicts and the Battle Against Fate)
She turned her efforts instead to a piece of needlepoint that she intended to present to one of her accusers. She was studying grammar, arithmetic, and geography as well, but it was for her decorative sewing—the symbol of refinement for women of leisure—that she had received the sharpest criticism from the mothers of her students. She resented spending her time on such frivolous work, but she poured into this needlepoint project all the energy she had previously given to pressing her suit with Nathaniel. She visited schools all over Boston to compare her piece with others, and at last felt satisfied that hers, a portrait of George Washington—whose death in 1799 had made him a popular subject for memorials in thread—was as well done as any she saw. She could return to teaching with full confidence in her abilities, if not in her clean reputation
Megan Marshall (The Peabody Sisters)
Any subject whose history ranges from pump handles on London's Broad Street, tide tables, naval gunfire and models of social segregation is bound to have rich parentage. It took 'a village' to beget computational epidemiology: as a true multi-disciplinary subject, it evolved at the crossroads of mathematics, computation, statistics and medicine, with some contributions from systems biology, virology, microbiology, game theory, geography and perhaps even the social sciences.
Chris von Csefalvay (Computational Modeling of Infectious Disease: With Applications in Python)
Regions and Identities in South-West England: …at first glance, Edward’s south-western regional hegemony does not appear to have been based on any pre-existing region in relation to geography, economy, or culture. From this exploration of the multiplicity of regions within, and inclusive of, the western counties two major arenas of interaction appear to have emerged: the couplings of Cornwall and Devon, and of Somerset and Dorset (p. 56). …Finally, with respect to political structure, there seems to have been no configuration that encompassed all four shires at a macro-scale… Political regions as the districts of lordship of magnates and institutions, such as the duchy of Cornwall, could vary in extent and over time, and may have even expanded to include all the south-western shires, in certain instances… (pp. 57–8). …The region was certainly a country of plural loyalties, multiple laws, and differing cultures (p. 58). …Clearly, an important part of this investigation is to discover whether the four western counties were subject to a shared political centre during the period. Did Edward’s regional magnates constitute political cores? (p. 59).
Robert E. Stansfield-Cudworth (Political Elites in South-West England, 1450–1500: Politics, Governance, and the Wars of the Roses)
History was second on my list of favorite subjects when I was studying at the Academy in Oxenfurt.” “What was first?” “Geography,” said the poet seriously. “The atlas was bigger and it was easier to hide a demijohn of vodka behind it.” Geralt laughed dryly and got up, removed Lunin and Tyrss’s Arcane Mysteries of Magic and Alchemy from the shelf and pulled a round-bellied vessel wrapped in straw from behind the bulky volume and into the light of day. “Oho.” The bard visibly cheered up. “Wisdom and inspiration, I see, are still to be found in libraries. Oooh! I like this! Plum, isn’t it? Yes, this is true alchemy. This is a philosopher’s stone and worth studying. Your health, brother. Ooooh, it’s strong as the plague!
Andrzej Sapkowski (The Last Wish (The Witcher, #0.5))
With the presence of the land comes the importance of history and the subject of geography.
Mwanandeke Kindembo (Destiny of Liberty)
Of the early founders, the most eminent proponent of physical geography as a scientific entity was undoubtedly the German polymath Alexander von Humboldt. On his many travels, he combined observations with measurements of temperature, pressure, and the Earth’s magnetic field, and made generalizations about the geographical distribution of vegetation, global-scale patterns of temperature (depicted by isotherms on maps), the ways in which temperature falls and vegetation varies with increasing altitude (on Tenerife in the Canary Islands, for example), the alignment of volcanoes, and the course of ocean currents. In his major works, written around the middle of the 19th century, such as Cosmos: A Sketch of a Physical Description of the Universe , published in 1849, he emphasized not only relationships within the natural geo-ecosphere but also linkages to human societies. A year earlier, Mary Somerville, based at the University of Oxford, published Physical Geography and defined the subject as ‘a description of the Earth, the sea and the air, with their inhabitants animal and vegetable, of the distribution of these organized beings and the causes of that distribution’.
John A. Matthews (Geography: A Very Short Introduction)
Geography is an academic discipline and subject of study that explores – and promotes critical thinking about – how the world is organized, the environments and patterns that exist on the ground or that humans create in their minds, the interconnections that exist between the physical and human environment, and the nature of places and regions. Geography, in short, offers a critically important window into the diverse nature and character of the planet that serves as humanity’s home.
Alexander B. Murphy (Geography: Why It Matters)
WE ENTER THE stacks. This library does not use the Dewey decimal system, instead relying on the librarians’ intuitive, psycho-geographical layout. Starting on the left-hand side with subjects local to San Francisco, things proceed outward and along the aisles into the American West, World Geography and Natural History, Extraction, Transportation, Infrastructure, Housing, Art, Film, Networked Media, Material Culture, Language and Gender, Race and Ethnicity, U.S. Political History, Geopolitics and Un-American Activities, and finally, a section called Abstract and Off-Earth.
Jenny Odell (Saving Time: Discovering a Life Beyond Productivity Culture)
Edward Casey, a professor of philosophy at Stony Brook University, argues that “the encroachment of an indifferent sameness-of-place on a global scale” is eating away at our sense of self and “makes the human subject long for a diversity of places.
Alastair Bonnett (Unruly Places: Lost Spaces, Secret Cities, and Other Inscrutable Geographies)
This is a city that gets born anew in the fresh eyes of every young person who arrives here for the first time. Coco Chanel is a gifted, ambitious, cunning, unloved, and hardworking eel of a woman. You should only buy gloves so beautiful that to lose one of them would break your heart. This is what flirtation is in its purest form—a conversation held without words. Flirtation is a series of silent questions that one person asks another person with their eyes. And the answer to those questions is always the same word: Maybe. You don’t become a real New Yorker until you can manage the city alone. History is not so busy shaping nations that it cannot take the time to shape the lives of two insignificant people. After a certain age, we are all walking around this world in bodies made of secrets and shame and sorrow and old, unhealed injuries. Our hearts grow sore and misshapen around all this pain—yet somehow, still, we carry on. Nothing will uproot your life more violently than true love—at least as far as I’ve always witnessed. Anyway, at some point in a woman’s life, she just gets tired of being ashamed all the time. After that, she is free to become whoever she truly is. Sex is so often a cheat—a shortcut of intimacy. A way to skip over knowing somebody’s heart by knowing, instead, their mere body. And in the geography of my imagination, a great many “neighborhoods” of intimacy were now also shuttered. There were certain subjects that I had only ever been able to talk about with him. There were places within me that he alone could reach with his listening—and I would never be able to reach those places on my own.
Elizabeth Gilbert (City of Girls)
Ignore “Google” As one of the best known companies in the world and because it’s often cited as a pioneer in adopting OKRs, Google is always held as a benchmark in content and methodology for OKRs. Our suggestion is that you ignore any reference to Google in implementing your OKRs. First of all, things that work for Google might not necessarily work for your company. Second, our empirical research with more than 20 Google employees has shown that there’s no homogeneous format for OKRs within the company, or between departments (e.g., how sales or product treats the subject) or across geographies (e.g., how Brazil, the US, and Europe address the issue). We’ve even found that four of those people that dind’t even know what OKRs were, and many who used OKRs as a high-level task list, which it’s NOT. Some official Google resources on OKRs, such as their human resources website, re:Work, explain the methodology simplistically and give out terrible OKR examples (one suggested Objective is “Eat 5 Pies”). Finally, don’t learn about management from companies that don’t really need to be well-managed. Google is a money minting machine because of its Adwords advertising business, and it really doesn’t matter if it has a strategy or not, or how well it executes it: Cash will keep pouring in. For execution lessons, look at tougher businesses, like retail and manufacturing. That’s where management really can make or break a company.
Francisco S. Homem De Mello (OKRs, From Mission to Metrics: How Objectives and Key Results Can Help Your Company Achieve Great Things)
Studies have shown that games outperform textbooks in helping students learn fact-based subjects such as geography, history, physics, and anatomy, while also improving visual coordination, cognitive speed, and manual dexterity.
Peter H. Diamandis (Abundance: The Future is Better Than You Think)
Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.
Laura M. Greenstein (Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning)
All those distant neighborhoods that we had explored together on foot were no longer open to me. They weren’t places a woman could go alone—not even a woman as independent as myself. And in the geography of my imagination, a great many “neighborhoods” of intimacy were now also shuttered. There were certain subjects that I had only ever been able to talk about with Frank. There were places within me that he alone could reach with his listening—and I would never be able to reach those places on my own.
Elizabeth Gilbert (City of Girls)
philosopher Joubert was to regret the disappearance of the old schools: They were in fact small, elementary universities. In them, students received a very complete primary education.… There were chairs of philosophy and mathematics, subjects by which so much store is set; history, geography, and other branches of knowledge about which people talk played a role, not prominently and with fanfare, as they do today, but secretly and surreptitiously, so to speak. They were fused, insinuated, and conveyed with other subjects.… A little of everything was taught and … the chords of every disposition were sounded. Every mind was urged to know itself, and all talents to be developed. Taught rather slowly, with little ceremony and almost imperceptibly, students thought they knew little, and remained modest.… They left the old schools knowing they were ignorant and ignorant of what they knew. They departed eager to learn more, and full of love and respect for men they thought were learned.52
Patrice Gueniffey (Bonaparte: 1769-1802)
The outcome of colonialism has been a controlling or blocking of interconnectivity and interdependence in related arenas: the environment (where rivers are dammed, channeled, or drained and natural geographies replaced by grids), in societies (where communities are divided in a pseudologic of superiority/inferiority), in economies (where resources like trees, coal, or oil are extracted as rapidly and brutally as possible without regard for surrounding destruction and pollution), and thought (where knowledge is organized under the rubrics of specialization, expertise, and compartmentalization, affected by racism and Eurocentrism). Colonialism, globalization, and development planning are ways of thinking as well as ways of life, and we need to find their alternatives, islands where other ways of life are explored through the resurgence of interconnectivity at local levels, creating dialogue among diverse points of view and projects of counter-development and liberation. When we take the idea of colonialism out of its location in history texts as a period of conquest located in the past, and begin to think of it as a metaphor for a way to live in the environment, certain general patterns appear. Before colonialism, there were environments of interpenetrating local biodiversities with cyclic retreats and advances, in which human groups integrated and competed; after colonialism, there was a large-scale monoculture, control of land and resources by distant privileged elites who exploit and fragment local communities while polluting and destroying ecosystems. Before colonialism, there were many diverse cultural worlds, each its own center of meaning-making and language arts, with Europe at the periphery. After colonialism, cultures were ranked on a kind of "great chain of being" according to European notions of culture and development, with Europe at the center. As a corollary, individual subjectivities were ranked as to how completely they could think through decontextualized universals in European languages. One way to think about liberation psychologies is as an evolving and multiple set of projects of decolonization.
Mary Watkins (Toward Psychologies of Liberation)
Whether it’s anthropology or sociology or geography, social scientists are often asked – no, required – early in their careers, to choose between humanistic and scientific approaches to the subject matter of their discipline and between collecting and analyzing qualitative or quantitative data. Even worse, they are taught to equate science with quantitative data and quantitative analysis and humanism with qualitative data and qualitative analysis. This denies the grand tradition of qualitative approaches in all of science, from astronomy to zoology. When Galileo first trained his then-brand-new telescope on the moon, he noticed what he called lighter and darker areas. The large dark spots had, Galileo said, been seen from time immemorial and so he said, “These I shall call the ‘large’ or ‘ancient’ spots.” He also wrote that the moon was “not smooth, uniform, and precisely spherical” as commonly believed, but “uneven, rough, and full of cavities and prominences,” much like the Earth. No more qualitative description was ever penned
Ismael Vaccaro (Environmental Social Sciences: Methods and Research Design)
President Grover Cleveland issued an executive order in 1895 regarding entrance to the Foreign Service. Potential candidates were required to pass two examinations, one written and the other oral, to measure an applicant’s knowledge and understanding on a range of subjects deemed necessary for the position. The written examination included essay questions about international law, arithmetic, modern history, resources and commerce of the United States, political and commercial geography, political economy, and American history and institutions.
Judith L. Pearson (The Wolves at the Door: The True Story of America's Greatest Female Spy)