Field Trip Planning
[Note: This article is based on more than 17 years of leading 4-day overnight student field trips of groups up to 30 participants. In all that time there were only two incidents: 1 involving a mechanical breakdown and 1 careless driver skidding into a ditch after hitting a patch of gravel (no injuries).]
Make a Time Wheel
Everyone is aware of time. You can’t go through the day without it. Each day we are aware of the hours, minutes and seconds that pass. In early times, people were limited as to how far they traveled from home. Generally, the times of day were sunrise, noon, and sunset based on their local observation. Noon, by solar time, was when the sun was highest in the sky casting the shortest shadow during the day. Now, people can travel easily across time zones. People move great distances for school or take a new job and move across the country or to another country.
Introduction to GLS Community-based Education
Like many good ideas, community-based education is implemented in many ways. There’s no “right or wrong” way to do it. The implementation depends on the community. This is an introduction to the GLS Community-based Education (C-bE) model. [Note: In the early years, I just called it C-bE. The present name GLS C-bE came into being in Jan 2020. It is used throughout the paper to avoid confusion with other community-based education models.]
Geography for New HAMs
Congratulations on getting your HAM license. You may have studied Geography in school. But HAMs see the world a bit differently. In addition to latitude and longitude to find places, HAMs have other ways to indicate station locations. This is a brief introduction to HAM Geography.
Are You Living in a Potential Disaster Zone?
There is no completely safe place on Earth. Natural disasters can destroy in minutes what took humans years, decades or even centuries to build. The UN Sendai Framework for Disaster Risk Reduction identified lack of awareness of local geo-hazards as a major problem. A geo-hazard (i.e. geo = Earth, hazard = risk or danger) in this paper refers to natural disasters and their causes. Governments may have emergency plans, but many smaller rural and poor communities don’t. Teaching the Geographic Systems Model supports the Sendai Framework. When people are more aware of their local geo-hazards they can:
Going from Learning to Earning
I majored in Geography by accident. (More about that a little later.) After I retired, I was on a summer vacation trip with a family of four. The parents were former students of mine from 22 years earlier. Their children were in their early teens. We were hiking on a trail in Yellowstone National Park. As her son and daughter eagerly hit the trail ahead of us, the mother turned to me and said, “Wow, Greg. Now I see why you enjoy teaching Geography so much! You get to travel, go hiking, camping, photography, all the things you love to do. You get outdoors in the fresh air and see beautiful places!” I laughed and replied, “Yes, that’s true. But the best part of it is they thought I was working, and they paid me to do it!”
Before COVID-19, many people found themselves changing jobs and careers for a variety of reasons. Some of the reasons include company downsizing, leveraged buy outs, and outsourced jobs. COVID-19 caused global unemployment of about 190 million people. This created pressure for many to “re-invent” themselves. Many people tie their personal identity to their job. If they lose that job, an identity crisis may ensue. So, how do you go about “re-inventing” yourself? Use this three-step guide.
Five Steps for Making Good Policies
Mega disasters stretch government and relief agencies to the limit. Examples include Hurricane Katrina (2005), Fukushima Daiichi nuclear disaster (2011), to Cyclone Amphon (2020), etc.