California state university, chico
|
|  Yüklə 0.98 Mb.
|
Sample Abstracts from the 2007 APCG (Association of Pacific Coast Geographers) MeetingJames P. Allen, California State University, Northridge, james.allen@csun.edu; and Eugene Turner, California State University, Northridge, eugene.turner@csun.edu. Mexican Status Variations across U.S. Counties. Although on average, Mexicans in the United States have low socioeconomic status compared to most other ethnic groups, it’s possible that Mexicans in some localities are doing much better. We ask to what extent does the socioeconomic position of Mexicans, including both immigrants and the U.S.-born, vary by county across the United States, and how do such variations relate to other characteristics of the counties? Using the SF4 file of Census 2000 data for the 911 U.S. counties with at least 1,000 Mexicans, we measured and mapped Mexican percentage homeowner and three income variables as well as the ratio of Mexican to Non-Hispanic White incomes. Results indicated much county variation in Mexican status, with median income of Mexicans occasionally higher than that of Whites. Mexican men’s and women’s incomes were strongly and positively correlated with the percentage of Mexicans proficient in English, high school graduates, U.S.-born, and in professional or managerial occupations. In comparison to Whites, Mexican incomes were relatively higher in counties where Mexican and total populations were smaller and where lower percentages of Whites were college graduates and professionals or managers.
selection was established aft er surveying nearby areas with existing habitat to determine which species were present and obtainable and would be viable candidates for restoration. Th e fi ve native plants selected for restoration were: Distichlis spicata (Saltgrass), Frankenia salina (Alkali heath), Lycium californicum (Boxthorn), Salicornia subterminalis (Glasswort) and Salicornia virginica (Pickleweed). Plants were hand watered on a biweekly schedule, and survival rate data was documented weekly. Th e overall survival rate percentages for the restoration sites ranged from 0 to 41 percent. While defi nitive answers to the underlying mechanisms that determined survival rate diff erences between sites was not possible, the study does suggest future directions for restoration projects and research. Keywords: invasive plants, tamarisk, restoration. Jon Bauer, San Francisco State University, jondebauer@hotmail.com. Potemkin Creek: I Can’t Believe It’s Not Nature. Restoration of culverted urban creeks, often known as daylighting,” is one way of reestablishing ecological integrity in cities and of connecting with nature for urban residents. However, in some places many obstacles prevent daylighting, such as fl ood-control concerns, private property, and financial resources. One such situation is on Temescal Creek, which drains a portion of the Oakland Hills to the San Francisco Bay. Anglo-Americans arrived by the 1850s, and by the end of the 1970s the creek was almost entirely contained culvert. An emerging response by “green” loft developers, creek activists, local governments, and residents is to create ersatz creeks, like Potemkin Villages, that mimic the aesthetic of the historic creek channel, while the actual creek water still fl ows in the fl ood control culvert directly below. This faux-or ersatz-restoration brings to the fore questions about how ecologically minded urban residents participate in the ongoing hybridization of nature and culture, and exposes the values and assumptions embedded in the social construction of nature. This new Temescal Creek, designed to appear natural, is revealed to be an artifact of culture produced by economic activities, rather than a natural one produced by physical processes. Noriyuki Sato, California State University, Chico, nsato2@csuchico.edu. Perspectives on Climate Change from Changing Mean and Variance. While mean air temperature usually is employed to represent the magnitude of climatic change, it is not the only important statistic, especially when societal impacts are concerned. Mean temperature is just one statistic that represents the overall air-temperature distribution. This paper looks into a changing climate from two perspectives: (1) trends in the number of days that fall within a particular range of air temperature; and (2) impacts that changing mean and variance would effect on the above-mentioned trends. The intricate relationship between mean and variance of air temperature alters the number of days that fall within a certain range of air temperature, which may have a direct influence on areas of applied climatology, such as winter road maintenance, agriculture, and water resources. For this paper, a threshold value for winter road maintenance is used. By analyzing the recent 57 winter seasons of air-temperature data for the U.S. and Canada, this paper illustrates the spatial distribution and trends in variables relevant to winter road maintenance. The paper concludes by discussing a number of possible impacts of climate change on winter road maintenance in the future. G
|
|
Expectations |
Yes--Excellent (5) |
Mostly (4) |
Not so much (0-3) |
Total |
|
Clear intro paragraph |
|
|
|
|
|
Paper shows understanding of geographic theme and stays focused on that theme |
|
|
|
|
|
Good use of examples |
|
|
|
|
|
Paper stays on topic and flows (uses transitions) |
|
|
|
|
|
Well-written conclusion |
|
|
|
|
|
Grammar and spelling |
|
|
|
|
|
Total |
|
|
|
|
Comments:
Research Exercise I: Learning about local issues and data from interviews and newspapers (50 points) -- Faculty Review
Your Name_______________________________________________
|
Expectations |
Yes—Excellent 9-10 |
Mostly Good 7-8 |
Not So Much 0-6 |
Total |
|
Interview material is appropriate and clear |
|
|
|
|
|
Local news material is appropriate and represents the issue |
|
|
|
|
|
Introduction clearly says what the paper is about |
|
|
|
|
|
Grammar, spelling, and formatting |
|
|
|
|
|
Conclusion sums up the main points of the paper and its relevance |
|
|
|
|
|
Poster presentation |
|
|
|
|
|
Total |
|
|
|
|
Comments:
Research Exercise II: Exploring census data and doing field observations/presenting census data in tables and figures (50 points) — Faculty Review
Your Name____________________________________________________
|
Expectation |
Yes--Excellent 9-10 |
Mostly Good 7-8 |
Not So Much 0-6 |
Total |
|
Tables and figures are clearly formatted and labeled |
|
|
|
|
|
Tables and figures are not “orphaned”—they are all cited in text and there is a good reason for including them |
|
|
|
|
|
Your introduction is clear—I know what your paper is about |
|
|
|
|
|
Your grammar, spelling and formatting trouble-free |
|
|
|
|
|
Your conclusion nicely wraps up your study |
|
|
|
|
|
Total |
|
|
|
|
Comments:
Research paper Proposal Rubric. Include this blank rubric with your final version—Faculty Review
Your Name___________________________________________
20 points possible
|
Paragraph 1 |
Yes! (2) |
Sort of (1) |
No (0) |
Points |
|
Does the student clearly tell you why this is an important problem? |
|
|
|
|
|
Does the student provide enough specific geographic information? Is this a geographic problem? |
|
|
|
|
|
Paragraph 2 |
Yes! (2) |
Sort of (1) |
No (0) |
Points |
|
Does the student clearly state the research as a question? |
|
|
|
|
|
Does the student provide a clear statement of the purpose of the research? |
|
|
|
|
|
Grammar, etc |
Yes! (2) |
Sort of (1) |
No (0) |
Points |
|
Does the student write clearly, with minimal errors? |
|
|
|
|
Overall Total Points_________
Comments:
Outline and 5 Sources Rubric. Include this blank rubric with your final version—Faculty Review
Your Name__________________________
20 points possible
|
Outline |
Yes! (2) |
Sort of (1) |
No (0) |
Points |
|
There are at least 6 total headings |
6 or more |
4-5 |
Fewer than 5 |
|
|
There are at least 2 sub-headings for each heading |
All have 2 or more |
1 has only one sub-heading |
More than 1 has only one sub-heading |
|
|
The headings and sub-headings are specific (no vague “fillers”) |
|
|
|
|
|
Sources |
Yes! (2) |
Sort of (1) |
No (0) |
Points |
|
There are at least 5 peer-reviewed geographical sources |
5 or more |
3-4 |
Fewer than 3 |
|
|
The sources appear to “hang” together |
|
|
|
|
Overall Total Points _________
Comments:
Your Name_____________________________
COMPLETE Draft Research Paper and 30 Note Cards Rubric. Include blank rubric with your paper—Faculty Review
20 points possible
|
Draft |
Yes! (2) |
Mostly (almost) (1) |
No (0) |
|
Synthesis of literature is clear |
|
|
|
|
It’s clear why this topic is geographical |
|
|
|
|
You have a clear research questions |
|
|
|
|
Figures are clear, documented and well-integrated |
|
|
|
|
10 peer-reviewed references |
|
|
|
|
Grammar and spelling are almost error free |
|
|
|
|
Formatting of paper and references is correct |
|
|
|
|
Draft is at least 7 pages long |
|
|
|
|
Note Cards |
Yes! (2) |
Mostly (almost) (1) |
No (0) |
|
Are at least 30 cards |
|
|
|
|
Cards are well-documented |
|
|
|
Overall Total Points___________________________
Comments:
Your Name___________________________
Final Research Paper Grading Rubric (Faculty Only--include blank rubric with your paper) 200 points possible
|
Final Paper |
Possible Points |
Excellent : 90-100 % |
Very Good: 80-89% |
Average: 70-79% |
Fail: 0-70% |
Total Points |
|
It’s clear why this topic is geographical |
50 |
|
|
|
|
|
|
Figures are clear, documented and well-integrated |
15 |
|
|
|
|
|
|
Introduction is well written; includes a question |
20 |
|
|
|
|
|
|
Conclusion is clear and sums up main points and implications of research |
15 |
|
|
|
|
|
|
Stays on topic and uses transitions |
30 |
|
|
|
|
|
|
Appropriate number of peer-reviewed articles |
20 |
|
|
|
|
|
|
Grammar and spelling are almost error free |
25 |
|
|
|
|
|
|
Formatting of paper and references is correct |
15 |
|
|
|
|
|
|
Paper is appropriate length |
10 |
|
|
|
|
|
Comments:
