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Showing posts with label Geographic Travels Geo-Literacy Outreach Awards. Show all posts
Showing posts with label Geographic Travels Geo-Literacy Outreach Awards. Show all posts

Tuesday, April 09, 2013

Virtual Geography Convention 2013: Geo-Literacy Outreach Award Update

Welcome to the kick off of the Virtual Geography Convention 2013!  If you wish to submit to the virtual geography convention please contact catholicgauze [at] gmail [dot] com.

We start off the virtual convention with a follow-up from our winners of the Geographic Travels Geo-Literacy Outreach Awards.  The winners and the board have encountered that geography does matter.  Our Indian winners have gone through international money transfer issues, corruption, fear of certain powerful people, incompetent and malicious locals, and massive deaths in the region due to mining.  This is a sanitized update for their own protection.


Meghalaya, the Scotland of the East, the Abode of the Clouds &
home to the wettest regions on earth,

Nohkalikai vízesés / waterfall, Meghalaya, India
From Flickr


today beleaguered with issues of Tourism overkill, unscientific unregulated Mining, and

scarcity of potable water, with hazard potential of land degradation and landslides ….

From OneWorld South Asia
From Northeast India Today
In all my years of volunteering and activism, I have not been thus challenged as I have been, with this campaign. Nor have I been so compelled before to tread on egg-shells because of the various political nuances surrounding the issue. The Geoliteracy campaign has indeed been a lesson for us in ethical issues surrounding activism and awareness initiatives, compelling us to improvise as we moved along.

We could not pursue the crowdfunding campaign with Indiegogo or other platforms because of payment receivable issues in our country. However, we have very successfully implemented the same vide viral methods.

Having kick-started the Geoliteracy programme about the local community in Meghalaya serving parochial interests in rathole coal mining, we stumbled upon another fallout. The hilly region that is abundantly blessed with water reserves, has begun witnessing an anomalous situation where potable water has become scarce. In a region known for heavy rainfall all year round; with Cherrapunji and Mawsynram vying to hog top place as the wettest regions of the world, this is indeed a serious situation. More so, as this was a direct consequence of rampant road development and unregulated mining of both coal and uranium in a eco-sensitive zone. The clear waters of this beautiful region are today largely muddy from the continuous stone cutting to broaden roads and reddened by the acid runoffs from the mines, making it undrinkable, with reports of fishes dying in some stretches.

Viral campaign about the plight of those young lads working the rathole coal mines was primarily intended to draw attention to the dated and dangerous pit mining methods in use, as much as to draw the attention of locals to the possibilities of land degradation and its drastic fallouts. We hoped the local authorities would also take cognizance and make responsible legislation.

However, events took a different turn. In July, an incident of 15 young coal miners being trapped to death drew wide media glare. This may have jogged the conscience of families sending their lads to the rathole mines, yet failed to deter the tribal landholders from giving up their leases to the large mining corporations, or coming up with other sustainable measures.

Rather, poor young boys were brought in illegally to work the rathole mines. Today mining of coal and uranium continues, with the Megalaya Government’s Mining & Minerals Policy, 2012, cementing its approval. Worse, the contamination and far-reaching consequences of uranium mining, or land degradation hazards in the wet hilly region is largely undocumented.

We do feel the region has potential of water conflicts with discontent rising over lack of clean water, and no visible or meaningful efforts at cleansing operations or mining runoff regulations coming into force. Sharing of waters amongst tribal bodies, Shillong town governance and the Umiam reservoir has also become a contentious issue. So we have abstained from any campaign on this front, to prevent any situation from escalating, or adding fuel to the fires already burning within. Rather moving on to another facet of Geoliteracy, we have now begun concentrating on working with local groups for sustainable and progressive measures. We have identified a local NGO who could take initiative for on situ purification of water, completely as a community participatory venture. We have also approached a firm using non-chemicals for water treatment, for sponsoring a pilot project in the village. For the same, we would welcome any grants, sponsorships or funding from the readers.

At the same time, we have taken the movement to a further stage by collaborating with a Shillong based institute working with Tribes, for various sustainable and Geoliteracy initiatives.

Please contact the blog if you wish to donate!

Monday, November 12, 2012

Geographic Travels Geo-Literacy Outreach Awards 2012 Winners

Congratulations to the first annual Geographic Travels Geo-Literacy Outreach Awards Winners

First Place - the Alexander Von Humboldt Prize :  Geo-literacy Project on Meghalaya, India
Second Place - the Isiah Bowman Prize:  Geo-Literacy Teacher Training Plan

Be sure to look forward to updates as they complete their stated goals!

Tuesday, October 09, 2012

Geographic Travels Geo-Literacy Outreach Awards Submissions

The deadline is passed and the First Annual Geographic Travels Geo-Literacy Outreach Awards has six completed submission.  They are
The board is about to make its decision on winners but we still want to hear your feedback.  Is there some potential you see in one that makes you want to advocate for it?  Is there a submission you feel is wrong for geo-literacy?  Let us know!

Wednesday, October 03, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: US Geography Challenge

The sixth and final entry for the inaugural Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  David Madden and Enrico Contolini propose to advance the United States affiliate for the International Geography Olympiad.

Feel free to comment on the proposal and let the board know what you think!

Project Name

US Geography Challenge

What is your definition of geography?

The word geography derives from Greek and it means ‘to write about the earth.’ Expanding on that, we also understand the term geography to include a full accounting of the physical spaces of our planet, and humanity’s interactions with them. Ultimately, geography impacts poverty, rivalries between peoples and nations, public health, environmental concerns and nearly all of the other major issues facing our world today. We hope and expect the US Geography Challenge to encourage American students to learn more about the world and its people, embrace a spirit of thankfulness for the advantages they have in life, and work toward a more just world.

Explain what your project is and how it would be accomplished.

The US Geography Challenge (www.usgeochallenge.com) is meant to be the official qualifying competition for US high school students for the International Geography Olympiad (also known as “iGEO” - see www.geoolympiad.org) held every summer in a different country around the world.  Founded in 1996, iGEO has never had a participating USA team, as no one has ever established a nationwide qualifying competition for it until now. The organizers of the USGC have been coordinating with both the National Council for Geographic Education in the USA, and with the organizers of iGEO to make it possible to field a US team beginning in 2013, consisting of the top students from the USGC National Championships. Additionally, the USGC is meant to fill a gap in academic competitions for high school students, as there is currently no widespread national geography knowledge competition for US high school students (the National Geographic Bee is only for 4th-8th graders).

The US Geography Challenge consists of about 80 regional competitions held during the school year throughout the United States. For the first year, these will consist of a geography knowledge exam, though once the USGC reaches a critical mass of participating students, the regional competitions will be extended to mirror the National Championships in format. The National Championships, which will be held in the Washington, DC area in the spring, will consist of three different exercises.  Two of these will be a written-response exam and a multi-media exam, both of which will be modeled after the two such exams that are part of iGEO. The third part of the National Championships will be an exciting, buzzer- based geography quiz tournament, with in-depth questions designed to reward a broad knowledge of geography. As the top half of students at each regional competition will qualify for the National Championships, this inclusive approach will also help to encourage students from around the country to learn more about geography.

The US Geography Challenge will also initially utilize the resources and infrastructure of The National History Bee and Bowl, a successful academic competition that has been held across the USA since 2010 and has seen the participation of thousands of students (www.historybowl.com). The regional competitions and the National Championships of the USGC will be held in conjunction with the regional and national competitions of The National History Bee and Bowl, which will provide a natural base of students who will be interested in participating in both competitions. David Madden, a co-founder of the USGC, is also the founder and President of The National History Bee and Bowl, and thus has considerable experience with establishing nationwide academic competitions.

Explain how your project would be useful in promoting geo-literacy.

Many US states do not include much geography education in their required high school standards and curricula. This has resulted in a lack of geography literacy among young Americans. The US Geography Challenge will not only offer an exciting opportunity to participate in a competition, but will also offer a Facebook page (http://www.facebook.com/USGeoChallenge) where students interested in geography can interact with each other and discuss geographic topics and issues. Combined with an incentive to learn more about geography by competing in the USGC, this will help stimulate geo-literacy and an interest in geography among students across the USA.

Explain what your project’s “afterlife” will be (distribution, legacy, etc.)

Some 15,000 elementary and middle schools participate each year in the National Geographic Bee.  The US Geography Challenge thus provides a way for hundreds of thousands of students to continue competing and keep learning more about geography in the process. Over time, the USGC will continue to grow and expand in the USA, while at iGEO, the American students who participate will have a unique opportunity to meet other highly talented geography students from around the world. Finally, we also anticipate that we will enter into sponsorship relationships with other geography and educational organizations (e.g. exchange student programs, programs for American students to volunteer overseas, and geography departments at colleges) which will provide further opportunities for students participating in the USGC to take full advantage of their geographic knowledge and interests.

Additional File:  Flyer for the US Geography Challenge

Tuesday, September 25, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: Using GIS and GPS to Map Noxious Weeds Affecting Our Ecosystems

The fifth entry for the Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  Suzie Flentie and others propose to teach geography via GIS monitoring and field research of weeds.

Feel free to comment on the proposal and let the board know what you think!

And remember, you still have until 1 October 2012 to apply for the $500 in awards for promoting Geo-Literacy! 

Product Title

Using GIS and GPS to Map Noxious Weeds Affecting Our Ecosystems

What is your definition of geography?

Geography is the study of how everything in the world is related and involves studying the interaction of these parts. Geography lends itself to inquiry learning between disciplines such as science, social studies, math and English because geographic investigations involve a variety of skills. Looking at the world spatially helps students become citizen scientists by collecting data, analyzing that data and then making decisions based on what they find. In order to make use of their geographic analysis, they need to use communication skills in the same way that professionals in the real world do.

Explain what your project is and how it would be accomplished.

We are forming a GIS group of teachers in Montana who are working together to apply GIS technologies to Environmental Education. In the summer of 2012, we chose 12 teachers to come together at Montana State University for instruction in using GIS and GPS technologies to engage in researching noxious weeds in Montana. The teachers and instructors are from 14 different counties in Montana, so the data collection will cover a large portion of the state. We have partnered with community experts from the Bureau of Land Management and The Department of Natural Resources to become more knowledgeable in the collection of weed and water quality data. Students will be collecting data and using ArcGIS Explorer to map their data. We have formed a listserv to share our progress and a group on ArcGIS online where we will upload our maps as students complete their maps.

Explain how your project would be useful in promoting geo-literacy.

This project is promoting geo-literacy by connecting teachers and students in a very large state and using GIS tools to investigate a real world problem that is crucial to our state. Students and teachers will be using GPS technologies in the field, creating maps with GIS technologies and then analyzing data from their own area and other areas around Montana. They can also look beyond Montana by analyzing other states’ data.

Explain what your project’s “afterlife” will be (distribution, legacy, etc.)

Because of our affiliation with Montana State University and the extended University, we will be able to extend this project next summer by including more teachers and moving on to other projects like water quality monitoring. We will also be sharing this “Climate in My Backyard” case study through the extended university website at MSU.

Saturday, September 15, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: Sky Eyes: Teaching Geospatial Mapping and Remote Sensing Technology using Arcgis.com and Parrot AR:Drone Remote Controlled Quadracopters

The fourth entry for the Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  Susan Ann Bickford of the Wells National Estuarine Research Reserve and the University of New England has proposed her plan to use drone helicopters and ArcGIS Online as tools to teach geography.

Feel free to comment on the proposal and let the board know what you think!

And remember, you still have until 1 October 2012 to apply for the $500 in awards for promoting Geo-Literacy!
Product Title
Sky Eyes: Teaching Geospatial Mapping and Remote Sensing Technology using Arcgis.com and Parrot AR:Drone Remote Controlled Quadracopters
Explain what your project is and how it would be accomplished.
Originality: I plan to teach the basic concepts of mapping and remote sensing using a combination of ArcGIS.com online map viewer and AR Drone 2.0 Quadracopters (remote controlled aerial drones with onboard cameras).  My first clients will be six area home school students that were participants in the University of Nebraska’s Lego Mindstorm mapping and robotics program this past spring I  plan to expand the program to add Teacher Professional Development (PD) programs. We will use the online mapping software to teach how to digitize trails for a community service project, then use the drones to video what the trails look like from above. The drones have both a front facing camera and a downward facing camera. The video or photographs are recorded to an attached thumb drive. The online map can link to the videos or photos along with hosting a wide variety of attribute information about the trail site.
Explain how your project would be useful in promoting geo-literacy.
Feasibility of Implementation: Both the online mapping site and the software to run the drones are free and usable on any smartphone or tablet device. The AR:Drone Quadracopters cost $300 each and is an entry level student oriented machine., complete with an auto-landing and emergency landing feature. The drone sends out a wireless signal that the smartphone or tablet use to communicate with it.  The tablet does not need 3G/4G capabilities. These basic tablets cost around $200, so each student set up would cost about $500. Because I already have one student set up I would be providing a 50/50 match. If I was awarded the grant, I could rotate several  students through the online mapping tutorial and the drone tutorial simultaneously. 

Geographic-centricity: Using these two pieces of technology, the student will be able to tell a compelling geospatial story by creating a shareable (also web embeddable) map with hyperlinks  to actual current aerial video and photographic recordings. Any of these projects could easily include a time component (e.g. before and after shots of a project) making them not only 3D but also 4D.
Explain what your project’s “afterlife” will be (distribution, legacy, etc.)
Generalizability: The Sky Eyes Project is easily adaptable to any area of the world that has Internet connections. It will open the door to developing skills in more applications of remote sensed data and mobile applications of geospatial technology.

People-centricity:  Sky Eyes can be adapted to any age/demographic group whether in a rural or urban setting. The geospatial stories are all there to tell. This project brings the power of PLAY into the realm of eduction that will appeal to a wide range of K-12, Higher Education and Life Long Learning venues. The basics of map creation and drone piloting can be learned in less than 15 minutes each. More advanced capabilities are built into both the mapping program and the drone program allowing growth in both aspects before moving on to advanced subjects. Currently the demand for geospatially experienced employees outweighs the availability. Real world applications for both of these programs are limitless. We will be sculpting the workforce of the future.

Thursday, September 13, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: Geo-Literacy Teacher Training Plan

The third entry for the Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  Iain Burns, a Geo-Literacy Coach at the Scoil Ide of Limerick, Ireland, has proposed his effort to expand Geo-Literacy at Scoil Ide and make it a leader of geo-literacy at Ireland.
 
Feel free to comment on the proposal and let the board know what you think!

And remember, you still have time to apply for the $500 in awards for promoting Geo-Literacy! 

Definition of Geography:

The ability to understand and interact in an interconnected world.

What our project is and how it will be accomplished:


Our target is the Integration of literacy into other subject areas to improve learning outcomes in reading and ease time pressure on curriculum implementation. Our tasks are to Develop in the teachers the skills necessary to teach Geo-literacy:

2012/2013: Train 1 teacher per standard in the methodology and background research.
2013/2014: Expand the training in year 2 to all staff.
2014/2015: Full implementation of Geo-literacy as a part of the Scoil Ide Literacy Plan in all classes.

The development of additional lessons if required.

1)      Head Teacher: Overall planning, implementation, provision of resources and assessment of success.
2)      Deputy Head Teacher: As above and organisation of timetabling to allow for planning and training of staff.
3)      Iain Burns: Ongoing research, conduct the training programme including co-teaching. Assess the success of the programme.
4)      Pilot Teachers: Work with Iain Burns in developing the methodologies and approaches required. Engage in evaluation meetings with Iain and ajustments to programme if required.
5)      Teachers: Engage in the training programme and the full implementationof  Geo-literacy
6)      B.O.M. Allocation of funding as required.

Explain how your project will be useful in promoting Geo-Literacy:

Every student in the school will get the opportunity to experience Geo-Literacy.  Peer to peer tutoring, group work, investigative work, active learning will be some of the methodologies used in order for children to promote Geo-Literacy themselves.

The Project's Afterlife:

That Geo-literacy will be apart of everyday learning and experience of the children.  That the children will ultimately make Geo-Literacy a part of their everyday life.  That the Geo-Literacy programme is fully implemented into all classes by 2014.  That Scoil Ide become a leader in the promotion of Geo-Literacy, countrywide.

Also enclosed was a term lesson plan viewable here 

Sunday, August 12, 2012

Reminder: Geographic Travels Geo-Literacy Outreach Award

Geographic Travels blog is hosting the Geographic Travels Geo-Literacy Outreach Awards.  This is your chance to earn $300 or $200 (U.S.) to finance your project to increase geographic literacy in the public.  Be sure to reach more about the project here and see the two entries we have so far.  The deadline for entries is October 1st, 2012.

Thursday, July 12, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: Voice Enabled Map Fonts

The second entry for the Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  Naveen Sidda, Javier Eced, and Dr. Javier Lopez of the University of Zaragoza have a proposal to create voice enabled map fonts for tourists and the illiterate.

Feel free to comment on the proposal and let the board know what you think!

And remember, you still have time to apply for the $500 in awards for promoting Geo-Literacy! 


Wednesday, June 20, 2012

Geographic Travels Geo-Literacy Outreach Awards Submission: Geo-literacy Project on Meghalaya, India

The very first entry for the Geographic Travels Geo-Literacy Outreach Awards has been officially submitted.  Sangeeta Deogawanka and Vasundhara Deogawanka propose to do a local regional geography study and presenting the results to locals to inform them about how geography can show risks to their community.


Feel free to comment on the proposal and let the board know what you think!

And remember, you still have time to apply for the $500 in awards for promoting Geo-Literacy!

Geo-literacy Project on Meghalaya, India

Meghalaya is a small state in north-eastern India, nestled amongst the hills of the Patkai mountain range. Its people are one of the earliest settlers of the Indian subcontinent, largely belonging to three tribes; the Khasi, Garo and Jaintia. They are of Paleo-Mongoloid, Proto-Australoid and Tibeto-Burma descent, who have remained inaccessible to the outside world for centuries. Cradled within a region that boasts of a unique geography and climatic conditions, they have been dependent on the forest wealth for their livelihood. Although their first encounters with civilization were the missionaries from the Western world, it is only in recent times that the inimitable potentials of the region have brought them in sudden limelight, bringing in its fore instant cash and recognition.


These indigenous people may not have ventured beyond the hills, yet have had access to good education, thanks to the ongoing efforts of missionary institutions.


The ‘living roots bridge’ that has suddenly become hyped amongst curious travelers, is a centuries-old adaptation by the hilly tribes for communication across streams and gullies. For development in the north-east has been sporadic at best till the late 20th century. The oldest double-decker root bridge is barely accessible, and tests the most rigorous of trekkers. Tourists come to visit but feel cheated when they leave without savoring this remarkable man-made feature, merely because of lack of infrastructure or local guides.


True to its namesake, the State of Meghalaya (the 'abode of clouds') is a place where clouds and rains are a part of life. Cloud cover frolics and plays peek-a-boo with the rains. The capital, Shillong, has long been tagged as the 'Scotland of the East'. Forested hills interspersed with bare rocky outcrops, pine forests veiled in cloudy mists, gushing streams and cascading waterfalls, give way to the plains of Bangladesh in the east, this is a paradise to behold and sustain. Meghalaya has yet another claim to fame. It hosts the wettest place in the world, the Mawsynram-Cherrrapunjee belt, a current tourist lure.
    
We have many celebrities who have their roots in Shillong. Yet decades hence, the fortune of the people of Meghalaya does not seem to have changed significantly.


The hills are rich in limestone and coal deposits. Mining is proliferate and unscientific, primarily rat hole method, posing risk and challenge to resources. The fact that Meghalaya, essentially a tribal State, is governed by regulations that allow for the individual or community to be the land owners, has led to indiscriminate mining rights.  Small firms have spawned, leading to various problems atypical of an unregulated sector that taps natural resources of a region.


Agriculture is a learning curve for these tribal communities, as Government initiatives introduce strawberry, pineapple and plum farming to the region. Historically, betel nuts, bamboo and broom-grass have been the backbone of this agrarian economy, while medicinal plants native to this region are used only by local community.


It is recently that Meghalaya has discovered the enormous potential of tourism and mining, a boon in some ways with instant cash inflows, but perhaps a bane in disguise. To the outsider, it seems a terrific tourist hub with amazing eco tourist destinations scattered across the hills offering amazing adventure tourism opportunities. Hotels and cabbies are the most visible feature in and around Shillong town. At a rough estimate tourist cabs and vehicles constitute about 60 % of vehicular traffic, in the peak months, while characteristically outmoded trucks, belching heavy fumes form another 30 %. Ironically these heavy duty vehicles that have long outlived their purpose, belong to the mining firms dotting this region, that are already playing havoc with the ecological balance. Roads are also being broadened, as the Meghalaya Government realizes that communication is the first step to development and revenues. Mining and development work in tandem to envelop the hills in random haze of strong fumes.  The 16 year old taxi driver keeps asking me what it is like in my city, "if you do not have hills, then what is there?" The teenage workers at the tourist resort could not be faulted for placing the forks and spoons wrong. All they have known is their humble abode on the hillside and the local English school.


As I drove through the roads shrouded in thick cloud cover, I wondered. What if the local communities are more informed? What if the local communities were trained at conserving their own resources and regulate tourist development? Shouldn't they be aware of the hazards of rampant mining and forest degradation and take suitable precautionary measures, or be ready for situations brought about by unplanned development?


It occurs to me this would make for an ideal implementation of a community-driven geo-literacy project.


Project Roadmap
Stakeholders are the local tribal community, who are ill informed about their rights and are now being lured away from the responsibilities to their land. Unless they fathom what serves their interests best, both in the short-term and in the long course, they shall be the ones to bear the cost of geo-illiteracy.


Work breakdown structure

The approach to most issues has a geographical perspective. In an eco-sensitive region, where community is the prime stakeholder, information is the first step.

This can be achieved through:
    Mapping of resources, potential sources of livelihoods, current threats to land and potential threats from over-exploitation at macro and micro levels, with a view to educating
a) about the issues surrounding the region
b) about the fallacies of speedy development

Targeted audience would be north-east India governance, tourists, legal systems, NGOs, media and business sector, as well as the local community, the prime stakeholders.


Phase (A)
(i) Map the soil and mineral deposit areas, with eco-sensitive zoning
(ii) Map current mining areas, including operations like limestone mining by Lafarge in forested areas that goes against the legal norms
(iii) Map tourist attraction areas, with data about sensitive zones
(iv) List current threats to the environment - from both mining and tourist overkill
(v) List potential threats to both the environment and local community


Phase (B)
(vi) Arrange this into an audio-visual presentation, PowerPoint Presentation, flier and media handout
(vii) Deliver such information through local church activities, schools, the tourist spots and media.


Ongoing Potential of the Project

This project has a 'continuity' or expansion component. For the mapping of the attractions, natural resources, and potentials would form the baseline for potential investors or philanthropist ventures. Although I would personally hate to see McDonalds and Café Coffee Day outlets dot the hillscape, it would make sense to have various community led ventures that provide income, perhaps with support from such large enterprises.


Small villages that are little more than a collection of shanties dot the tourist routes. Mapping is the first step to geo-literacy for development too. Such a project has potential of calling to attention the development of a co-operative movement across the region, that would enable local produce to be sold at these shanty settlements, regulated by local community. Tourists have a place where they get local stuff at fair rates without the need for bargaining or doubts about being cheated, for the lure of quick money is also leading to a compromise on the quality of good on sale.


In Meghalaya it rains almost incessantly. Yet tourists brave the rains to savor the thrills that are best enjoyed during the rainy months. Shelters that offer umbrellas or raingear for hire, clean places to rest and warm-up after a downpour with hygienically prepared tea and soup, is another aspect that could be looked into in the future. This would provide ongoing income to the families who dot these routes, without compromising on their other sources of livelihood.


Large firms could fulfill their Corporate Social Responsibility (CSR) obligation and enhance their Global Reporting Initiative (GRI) portfolio through initiatives like launderette outlets, an unknown yet much-needed necessity for this rain-ridden region.


Non-profit organization could engage community participation for local tourist guidance and translation needs.


On a wider perspective, the youth who have never ventured outside the region, can be funded to gain relevant skills and education for a community driven development.


All in all, I see tremendous potential for community development in this tribal region of Meghalaya, geared for a geo-literacy momentum.


ANNEXURE:

Work Schedule and costs involved:
(i), (ii), (iii), (iv) and (v) would take about 60 days time. Costs involved would be approximately $200.

Tasks (vi) and (vii) would involve about 40 to 90 days time, with clips and literature of various lengths, dubbed in English and the local tribal dialect.

Cost would be another $200 plus $100.  Format used would be simple DVDs, CDs, and brochures.








Tuesday, June 05, 2012

Geographic Travels Geo-Literacy Outreach Awards

Geographic Travels is offering $500 in awards to promote Geographic Literacy!

Geographic Travels, one of the world’s most read geography blogs, exists for the promotion of geographic knowledge and education and entertainment of the public. The Geographic Travels Geo-Literacy Outreach Award is intended to find new ways to successfully advance Geo-Literacy in the public.  Its aim is to assist in the establishment of unique programs to educate the public on the importance of geography and spatial thinking. Through these programs, Geographic Travels wants to promote an atmosphere of learning, collaboration, and independent thinking to increase geo-literacy.

Projects can come in a multitude of forms; whether it is a new classroom exercise connecting geography with unique ideas thought separate from geography, a project with the chamber of commerce or another business, demonstrating how a hospital can implement geography, or an activity with a civic organization. We encourage submitters to think “outside the box” and to go beyond the standard line of “Geography will save the world.” Most of the world is geographically illiterate because people do not see the day-to-day use and importance of geography.

The award will grant $300, the Alexander Von Humboldt Prize, and $200, the Isaiah Bowman Prize, to the winners to implement the submitted idea. Geographic Travels does not discriminate nor favor any submitter.

Eligibility

Anyone can enter the contest for the awards. One does not need a host institution. Submissions are due 1 October 2012 and winners will be announced by 1 November 2012. Please submit the application form and the required documentation separately.

Application Process

To enter in the Geographic Travels Geo-Literacy Outreach Award competition one needs to fill out the application form HERE.  A sample lesson plan/speech draft/handout literature, etc. will be required as a turn-in. Also, a blog post for Geographic Travels detailing your plan, proposed implementation, and anticipated outcome is required.

Please send the documentation and any information requests to catholicgauze@gmail.com.

Judging Criteria

A board will select the winners based on the idea and potential impact. The board will notify all submitters of their final status.

The board will judge submissions based on several criteria – 1.) Originality of Project, 2.) Feasibility of Implementation, 3.) Geographic-centricity, 4.) “Generalizability”, 5.) People-centricity. The first two criteria should be considered together, Geographic Travels is not looking for a pie-in-the-sky idea. The third criteria is to measure the project potential influence on the field of Geography. The fourth criteria addresses the potential to expand the project outside its initial funding. Is your project solely devoted to local neighborhood geographies, or does it have applicability elsewhere? The fifth criteria balances the fourth, as this is for an educational grant, and is based off of how effective is your project in reaching out to the public.

Implementation Process

Winners will be paid via PayPal. They will be required to report on the implementation of their project to the board and write a blog post detailing the implementation of their idea. Video and pictures are highly encouraged. The project’s implementation and blog post must be completed by 1 February 2013.