Sunday, 24 September 2017

FARATO VILLAGE

UNIVERSITY OF THE GAMBIA
LAMIN DANSO MAT #2130185 SCHOOL OF EDUCATION
                                  Q. IDENTIFY A VILLAGE IN ANY PART OF THE GAMBIA AND DESCRIBE IN DETAIL ITS SITE AND SITUATION, SOCIAL STRUCTURE AND DOMINANT ECONOMIC ACTIVITIES.
[FARATO VILLAGE]
              
FARATO CENTRAL MOSQUE ESTABLISHED IN 1982 AND RECONSTRUCTED IN 2017.
INTRODUCTION
Farato village was settled in 1951 in the Kombo South District of West Coast Region, Brikama (Administrative Headquarter). Farato has an approximate population size of about 21,000 people (VDC, 2017), made up of diverse ethnic groups: Fula, Mandinka, Wolof, Sarahule, Serer, Laobe etc. According to Aja Fatou Sowe, the current and sixth Alkalo of the village, “Farato was founded by her late father Mamadou Fatou Sowe who migrated from Kerr-Cherno in Nuimi”. Mamadou Fatou Sowe a cattle herdsman in search of pasture for his animals came to what would be Farato with his wife and two sons namely: Nyabou Sowe (wife), Kebba Mamadou Sowe and Konyagie Mamadou Sowe some 66 years ago. Mamadou Fatou Sowe was later followed by Mbegie Mbye-Sowe also from Kerr-Cherno in Nuimi but his stay was short-lived as he returned due to the demise of his mother. Other notable arrivals were Suwareh Kunda, Jawo Kunda, Badjie Kunda and Samba Kunda.
According to Aja Fatou Sowe (Alkalo), the name Farato originated from a “Fara” (Mandinka) tree that stood at a junction that led to Sowe Kunda some 200m off-road. As a herdsman, visitors and clients mostly from Busumbala, Brikama, Bafuloto and Jambur at the time are directed to branch-off at a junction where the big “Fara” tree is located and move eastward to Sowe-kunda, hence the name Farato.
 But notwithstanding, according to Baba Ceesay, the current and second Imam of Farato “on the colonial map of the Gambia, Farato was named as Medina-Suwareh Kunda”. This was probably due to the fact that the first compound to settle on the Serrekunda-Brikama Highway was Suwareh-Kunda of Sulayman ‘Poliso’ Suwareh who migrated from Faji-Kunda. He was among the Gambian contingent that fought in the Second War and due to his bravery in the battlefield; he was allowed to return with his gun. He later worked as a Field Force officer and hence the name ‘poliso’ and he retired with the rank of a Sergeant.
SITE
Farato is located on fertile lowland with relatively flat topography that was ideal for animal grazing and agriculture. The physical location of Farato started from the eastern site of the village at Sowe-Kunda which was some 200m off-road. But with increase in the settlement size, they moved to their current location on the Serrekunda-Brikama Highway. Prior to that, the first four settlers of Suwareh-Kunda, Jawo-Kunda, Bajie-Kunda and Samba Kunda settled along the Serrekunda-Brikama Highway forming a linear settlement pattern; out of the four compounds, it was Jawo-Kunda that first settles the western site of the highway. The early settlers of Farato were confronted with water scarcity, as there existed only one well that was dug by Mamadou Fatou Sowe for his cattle. The well was utilised for both domestic uses and drinking of cattle. With adequate rainfall, crops such as rice, millet, fendi, cassava, maize etc. were abundantly cultivated and the yields are always good. According to Ebrima Badjie, in 1962-1963 “there was a serious drought and almost for two years there was no enough rains for crop production. Families depend on their food reserves especially dried cassava before the government come to their aid with rice, oil and milk powder supply”. Due to low population at the time, large plots of virgin land are cleared for rice cultivation for some two to three years and later crops like maize, millet and groundnut are cultivated on the same piece of land at a time when the land is fully cleared of bushy stubbles. Shifting cultivation was a dominant farming practice as well.
Early seventies onwards new settlers gradually came in to settle in the different parts of the village, but most of the earlier settlers settled along the Serrekunda-Brikama Highway. The booming of Farato for settlement coincided with the alkaloship of Konyagie M. Sowe the second alkalo of the village who encouraged many people to come and settle in the village as he was very much generous in giving out land to new settlers.  It must be stressed that the site of Farato was not chosen based on security reasons but instead for purely agriculture.
SITUATION
Farato is centrally located relative to settlements which were established earlier than Farato. Bafuloto in the east, Jambur in the west (prior to the establishment of Sinchu-Gidom), Busumbals in the north and Brikama in the south. Farato is easily accessed from all these settlements that eased the interaction between these settlements. Earlier on Farato was living under the sphere of influence of her neighbouring settlements for basic services. Brikama provides administrative, health, education, commercial functions to Farato even now, though it has reduced significantly. Jambur is another neighbouring settlement where most of the youths of Farato attended their Primary School in the 1980s to late 1990s. Furthermore, according to Imam Baba Ceesay, “Jambur was the place where the people of Farato did their national voters registration and voting prior to Farato being classified as a voting centre”. Busumbala, Jambur and Bafuloto all provided land to Farato for agricultural purposes and in turn, Farato at the time also provides fresh milk, sour milk and cattle to her neighbours through commerce.
Later on as the settlement of Farato grows bigger, the need for a Primary Education was eminent. Under the alkaloship of Mbemba Ceesay, the 4th alkalo of Farato; in collaboration with the people of the village they built two mud-block classroom with an office at present day MingDaw Upper and Senior Secondary School to start primary education. Unfortunately, they could not provide the roofing of the building and later requested for help from the government (1st Republic) but to no avail and the building eventually collapsed. Later on in the year 2000, the government of the 2nd Republic constructed a Primary School at the border between Busumbala and Farato, hence the name Busumbala Farato Primary School.  The school provided so much interaction between the two neighbours as children of both communities share the same classroom and further strengthen their relationship. With the help of the Taiwanese government, Farato got an Upper Basic School (MingDaw) with a Health Centre through Muhammed Gaye (Oustas Gaye) the coordinator of the project. The same project was extended to Bundung and a Health Centre was built there as well. At some point, the Taiwanese severed ties with the project coordinator and wanted to transfer the ownership of MingDaw to the community of Farato but the elders of the village said they do not have the expertise to run the school but opted to take ownership of the Health Centre and MingDaw was transferred to the government together with the Bundung Health Centre which was later rename as Jammeh Foundation for Peace Hospital. In 1999, when the Ministry of Education closed Foster Senior Secondary School in Brikama, the then Grade Eleven students were brought to MingDaw Upper Basic School to continue to Grade Twelve. MingDaw then started to enroll students in Grade Ten in year 2000, which marked the start of the Senior Secondary School within the same premises with the Upper Basic School. The students from then Foster Senior Secondary School completed Grade Twelve in 2002 and MingDaw Senior Secondary School formally graduated her first badge in 2003.  
These developments marked a major turning point in the development of Farato and it further increases the settlement’s sphere of influence. MingDaw Upper and Senior Secondary School provide education to all the neighbouring settlements and beyond as students are enrolled from: Brikama, Jambur, Busumbala, Bafuloto, Old Yundum, New Yundum, Kibariko, Makumbaya, Lamin etc. added to that, Farato also has a market, millet milling machine, shops of various kind, Poultry Farm (EMPAS) Taxi Garage, a Police Station and Church (Catholic & Anglican) that provides services notably to the settlements of Jambur, Bafuloto, Makumbaya, Busumbala and Sinchu-Gidom. Farato’s sphere of influence has now dominated for that of Jambur as Farato provides more functions to Jambur compared to what Jambur provides to Farato.


SOCIAL STRUCTURE
Farato has an open-social structure with the alkalo has the village head (Political), the Imam as the religious leader (Islam) and two Pastors (Christianity). According to the alkalo Aja Fatou Sowe, Farato village “is divided into seventeen wards, each headed by a male except that of Farato Airport, formally Farato Nema-Su that is headed by a female Isatou Njie”. These head-of-wards assist the alkalo in administering services to the people of the village in term of land ownership, documentation etc. They also take care of social issues that happen within their various wards and reliably inform the alkalo for solutions or redress. The Imam in the other hand, also liaise with other Imams of the various Mosques of the village to carry out religious social functions and preach about Islam in their Friday Sermons. According to Imam Baba Ceesay, the Imam of Farato Central Mosque,” Farato has 18 Mosques approximately and the Central Mosque was built in 1982 by the people of Farato through collective efforts”. Farato has two Churches, Good Shepherd Church (Catholic) and God Tabernacle Church (Anglican) both Churches propagate Christianity and has moderate followership.
The various ethnic groups have their peculiar stratification and all are generally free to carry out their various activities without restriction of any kind.
DOMINANT ECONOMIC ACTIVITIES
Farato at the onset, agriculture was the dominant economic activity as the entire village at the time were into agriculture (subsistence) and animal rearing. This was made possible due the availability of fertile land coupled with low population size at the time. As the population gradually increases, land for crop production became scarce in conjunction with low soil fertility; this has shifted dependence on agriculture as a major economic activity in Farato.
With improvement in communication and increased population, business is one of the most prominent economic activities in Farato in the areas of wholesale, retail, petty trading, welding, sewing, pharmacy, petrol and diesel filling stations, transportation, timber trade, carpentry, forex bureau etc. these provides income to the majority of people, either as an employee or self-employed. Most of these businesses are located on the Serrekunda-Brikama Highway.
Next to business as an economic activity is formal employment in the Civil Service, Non Governmental Organisations (NGOs), Private Sector etc. almost every compound in Farato has someone who is employed in the formal sector of the Gambia.



Wednesday, 10 May 2017

‘The Impact of Mother’s Education on Family Size’



‘The Impact of Mother’s Education on Family Size’

The stresses of climate change and explosive state of demographic transition in developing countries like the Gambia pose great challenge to sustainable development. As a result, there is need for orienting education in these countries for sustainable development in order to help them improve the capacity of their people to address environment and development issues. For countries with high fertility rates like the Gambia, girls’ education is paramount for sustainable development because an educated girl is likely to increase her personal earnings potential, and be more likely to delay marriage and pregnancy. Consequently, educating girls has been shown to reduce population growth and, thus, to less population pressures on the environment.

It is in this context that the study wants to determine the type and level of education that modifies fertility levels in the Gambia. An attempt would be made to find out the minimum period of schooling required for the mother to make an impact on family size; and the relationship between the type of school attended (English or Arabic) by the mother and family size. To collect information about ‘The Impact of Mother’s Education on Family Size’ the descriptive survey method of collecting data would be employed. The main tool for data collection would be that of questionnaire survey. The data collection would be based on personal information collected from mothers of different categories (Illiterates with no formal education, Basic Cycle School Graduates Arabic & English, Grade 12 Graduates Arabic & English, and Tertiary Institution Graduates). A total of 300 (50 from each category) married respondents would be selected to fill the questionnaires.

Being a micro level research, the results of the study would be applicable only to the study area; however, the study can serve as a useful indicator of direction to pursue more rigorous investigations on the impact of mother’s education on fertility in the Gambia; which will be useful in guiding educational planners, policy designers and other stakeholders in providing relevant and quality education for sustainable development.

RESEARCH PROPOSAL FOR THE EVOLUTION OF SETTLEMENTS IN THE GAMBIA



RESEARCH PROPOSAL FOR THE EVOLUTION OF SETTLEMENTS IN THE GAMBIA
Introduction
The primary interest of geography is the study of interrelationships between people and their habitats. In a regional setting, the habitat comprises not merely the territory of the settlements but also the spatial linkages between the settlements in a region. Settlements are products of humans and environment interacting in a heuristic process of adaptation and response[1]. The net result is a highly variable and complex matrix of human and environmental attributes which are in a constant process of change. This aspect of change links geography with history in exploring the past and the present aspects of settlements.
The settlement pattern forms the basis of any cultural landscape; therefore, it is important to trace the evolution of settlements in the Gambia for better appreciation of the country’s cultural landscape. The present landscape had been evolving from the time of the arrival of the first settlers[2] and its study from a historical geographical viewpoint allows the contribution of each stage in its evolution to be illustrated. Before colonial rule, the Soninke- Marabout wars dictated settlement pattern in many parts of the country as villagers were scattered or relocated by the wars. During the colonial period the rural settlements were reoriented for security and administrative control as the same people were separated by new boundaries. In the post colonial period, improved communication, a more diversified economy, and less traditional conservatism influence rural settlement patterns.

The Research Objective and methodology
Rural settlements in the Gambia are characterized by illiteracy, traditionalism, and an agricultural economy.  Consequently, much of the information about the settlements origin and evolution is in the oral form. Thus, this study aims at carrying out a historical geographical review of settlement evolution from pre-colonial rule to the present, to provide a better understanding of rural life for government policy formulation purposes and to promote our understanding of rural society in the past.
This study seeks to explore the origin and evolution of settlements in the Gambia. The study will be organised into three sections, each of which is based upon particular forms of evidence. Thus, the first part will utilize oral historical accounts, place name and other forms of evidence to establish settlement patterns in the pre-colonial period. The second part makes a detailed study of the colonial period records, and the final part uses a wide range of documents to chart the post-colonial progress of settlement colonization, settlement initiation and expansion.



[1] Ramachandran R (1989): Urbanization and Urban Systems in India, Oxford University Press, New Delhi
[2] Sonko-Godwin, P(1988) Ethnic Groups of The Gambia: A Brief History. Sunrise Publishers, Banjul

RESEARCH PROPORSAL FOR THE IMPACT OF MIGRATION ON THE ETHNO-LINGUISTIC TRANSFORMATION OF SOME GAMBIAN FAMILIES



RESEARCH PROPORSAL FOR THE IMPACT OF MIGRATION ON THE ETHNO-LINGUISTIC TRANSFORMATION OF SOME GAMBIAN FAMILIES
Introduction
Ethnicity is a sense of ethnic uniqueness which entails the subjective or symbolic use by a group of people of any aspect of culture in order to differentiate themselves from other groups. [1] Ethnic groups are, therefore identified on the basis of cultural differences such as language, attitude toward marriage and parenting, food habits, and so forth. Ethnic groups are recognized based on their distinctive traits which usually originate from the “homeland”; the prominent in the Gambian societies being language. The other important symbol of ethnic identity in the Gambian societies is the family name which is due to the fact that surname is usually used as an indicator of ethnic background.[2] Surnames are used in the Gambian societies for ethnic identification because they are indicators of parentage and place of origin.
As migration is not merely a relocation of people but is a process which modifies the area of origin, the area of destination and the way of life of the migrant[3], many families in the Gambia experienced transformation of their ethno-linguistic identity due to migration. Ethnic identity is assumed to change depending on social context and is strongly activated by migration across culture. Migration of peoples into the present day Gambia has been going on for centuries, the detail of which is beyond the scope of this study, but the ethno-linguistic transformation of the Gambian families is related to this process of migration. This is due to the liberal outlook of the Gambian societies and their capacity to take within their fold people of varying cultural and linguistic hues. The most significant manifestation of this is the spread of the surname across different ethno-linguistic groups.
The Research Objective and methodology
Scholarship on the ethno-linguistic transformation of families in the Gambia is largely absent due to lack of research concerning the ethno-linguistic transformation of families in the Gambia. This constitutes a gap in our understanding of the Gambian society. Through case studies on the transformation of different families, this research aims at improving our understanding of the fact that the Gambia is a “melting pot” of ethno-linguistic groups and thus encourages the appreciation of our diversity in unity. Through the case studies of different families, this research will demonstrate that ethnic differences in the Gambia should not be a source of discord as the same families are spread among different ethno-linguistic groups.
In order to establish the relationship between people of the same surname found in different ethno-linguistic groups, case studies will be conducted concurrently on the Njies of Kolli Kunda in Kiang West, Jobes of Karantaba in Jarra west, and Jammehs of Bakau. Field work will be carried out at the places of study through key informant interviews, focus group discussions, and in-depth interviews about families’ history and place of origin. Some of the research questions will include among others, what are reasons for the migration of their forebears? How did changes in the ethno-linguistic identities occurred? What are the effects of these changes? To what extent did the transformed families maintained links with their siblings at their place of origin? How are they perceived by their siblings at their place of origin? Etc


[1] De-Vos G, Romanucci-Rose L(1975): Ethnic Identity: Cultural Continuities and Chance, May Field Population Company, Palo Alto California
[2] Waters MC, (1989): The everyday use of surname to determine ethnic ancestry, Qualitative Sociology, volume 12, issue 3, pp. 303-324
[3] Beaujeu-Garnier, J. (1966) cited in Chandna (2008): Geography of Population Concept Determinants and Patterns, Kalyani Publishers, New Delhi

Thursday, 26 February 2015

2014-15 SECOND SEMESTER COURSE OUTLINES

GRY 207: Elements of Climatology                  
Second Semester 2014/15
                                   
Tuesdays from 2:30 to 5:00pm at Biology Lab Chancery
Instructor: Mr. Sambou Darboe
Tel: 36 50 134/ 64 88 702     
Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com
INTRODUCTION
This course introduces students to the sub discipline of climatology by discussing and analyzing the workings of the atmosphere. It incorporates the basic treatment of all the elements of weather and climate. The course will look at the composition and structure of the atmosphere, insolation and heat budget, temperature of the atmosphere, air pressure and winds, humidity, precipitation & air masses; as well as climatic types and their distribution.

Text: Bhutani, S. (2005) Our Atmosphere: A Climatological   
                     Perspective
Additional Reading: Lal, D.S. (2003) Climatology
    
COURSE OUTLINE
 Week 1: Composition and Structure of the Atmosphere.
Week 2: Insolation and Heat Budget
Week 3: Temperature of the Atmosphere
Week 4: Distribution of Temperature
Week 5: Air Pressure
Week 6: Quiz
Week 7: Winds
Week 8: Humidity & Clouds
Week 9: Precipitation
Week10: Air Masses
Week 11: Climatic Types & Their Distribution
Week 12: Quiz

 Course Requirements:
Students are expected to attend all the lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6 and 12; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%
The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.



Class Policies
  • Students late for more than 15 minutes will not be allowed into the lecture.
  • All mobile phones must be on silent mode during lectures.






GRY 107: Economic Geography
Second Semester 2014/15
                                                          
                                                             
Mondays from 14:30 to 17:00 at Chemistry Lab, Public Health
Instructor: Mr. Sambou Darboe
Tel: 36 50 134/ 64 88 702     
Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION
This course introduces students to the interaction of geographical and economic conditions with emphasis on the environment. Issues to consider include production, spatial distribution, exchange and consumption of wealth, as well as the economic factors affecting the areal differentiation of the earth’s surface.

Text: Bali, P.K. and Sekhon, M.S. (2007) Economic Geography: an environmental perspective
Additional Reading: Estall R.C. and Buchanan, R.O. (1980) Industrial Activity and Economic Geography
COURSE OUTLINE
 Week 1: Components of Resource and Environment
Week 2: Distribution, Utilization and Conservation of Water Resources
Week 3: Distribution, Utilization and Conservation of Soils
Week 4: Distribution, Utilization and Conservation of Forests
Week 5: Distribution, Utilization and Conservation of Mineral Resources
Week 6: Distribution, Utilization and Conservation of Energy Resources
Week 7: Quiz #1
Week 8: Human Resources
Week 9: Population Resource Relationship 
Week 10: Environment Resource Interface
Week 11 Emerging Environmental Issues
Week 12: Quiz #2

 Course Requirements:
Students are expected to attend all lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6 and 11; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%
The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies
·         Students late for more than 15 minutes will not be allowed into the lecture.
·         All mobile phones must be on silent mode during lectures.
·         Those who want to make or receive calls must step out of the lecture room to do so.





 GRY 201: Elements of Geomorphology
Second Semester 2014/15
                                                              
                                
                                                             
Thursdays from 08:00 to 10:30 at Agric 3
Instructor: Mr. Sambou Darboe
Tel: 36 50 134/ 64 88 702     
Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com
INTRODUCTION
This course introduces students to geomorphology, the study of landforms and the processes that produce and modify them. Emphasis is placed on the mechanics of geomorphic processes and on the relationships between properties of earth materials and the forces applied to them by gravity, wind, water, waves and humans.
Text: Singh, S. (2006) Geomorphology
Additional Reading: Gupta, A. & Kale, V.S. (2001) Introduction to Geomorphology









COURSE OUTLINE
 Week 1: Nature of Geomorphology: Definition, scope, & evolution.
Week 2: Fundamental Concepts in Geomorphology
Week 3: Constitution of the Earth’s Interior, Continents & Ocean Basins
Week 4: Rocks & Earth’s Movement
Week 5: Vulcanicity, Land Forms & Mountains
Week 6: Quiz #1
Week 7: Weathering, Mass Movement & Hill Slope
Week 8: Drainage Systems, Patterns, & Morphometry of Drainage Basin
 Week 9: River Valleys,  Graded River, Profile of Equilibrium &Channel    
                  Morphology
Week 10:  Fluvial & Karst Geomorphology
Week 11: Coastal , Arid & Semi- Arid Geomorphology
Week 12: Quiz #2

 Course Requirements:
Students are expected to attend all lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6and 12; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%
The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.



Class Policies
·         Students late for more than 15 minutes will not be allowed into the lecture.
·         All mobile phones must be on silent mode during lectures.
·         Those who want to make or receive calls must step out of the lecture room to do so.


GRY 205: Introduction to Map Analysis
Second Semester 2014/15
                                                               
                            
                                                             
Mondays from 08:00 to 10:30 at Agric 2
Instructor: Mr. Sambou Darboe
Tel: 36 50 134/ 64 88 702     
Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com
INTRODUCTION
This course exposes students to the study of different map types based on projections and usages. The course looks at the different types of map projections, weather maps, distribution maps, and Aerial Photo Maps.   

Text: Khullar, D.R. (2006) Essentials of Practical Geography &
 Sebert, L.M. (1986) Map Reading











COURSE OUTLINE
 Week 1: Map Projections: Definition and types
Week 2: Cylindrical Map Projections
Week 3: Conical Map Projections
Week 4: Zenithal Map Projections
Week 5: Conventional Map Projections
Week 6: Identification and choice of Map Projections
Week 7: Quiz
Week 8: Weather Maps
Week 9: Distribution Maps 1
Week 10: Distribution Maps  2
Week 11: Aerial Photo Maps
Week 12: Quiz

 Course Requirements:
Students are expected to attend all lectures and to participate actively in class exercises (30% of course grade).

Students will do two quizzes in weeks 7 and 12; each of which will account for 10% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%
The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies
·         Students late for more than 15 minutes will not be allowed into the lecture.
·         All mobile phones must be on silent mode during lectures.
·         Those who want to make or receive calls must step out of the lecture room to do so.


 GRY 403: History of Geography & Geographers
Second Semester 2014/15
                                                              
   
                                                             
Tuesdays from 17:15to 19:00 at Biology  Lab Chancery               
Instructor: Mr. Sambou Darboe
Tel: 36 50 134/ 64 88 702     
Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com
INTRODUCTION
This course introduces students to the philosophy, history and methodology of geography by exploring the major thinkers and key theoretical developments in the field of geography.  The course incorporates prehistory of geographical ideas, the works of classical and modern geographers as well as contemporary movements in geography. 

Text: Husain, M. (2006) Evolution of Geographical Thought.
Additional Reading: Holt-Jensen, A. (1988) Geography: History and Concepts





COURSE OUTLINE
 Week 1: Greeks contribution to Geography
Week 2: Romans contribution to Geography
Week 3: Ancient Indian and Chinese Geographical Concepts
Week 4: Arab Geographical Thought 
Week 5: The Impact of Explorations and Discoveries
Week 6:  Founders of Modern Geographical Thought
Week 7: Schools of Geography
Week 8: Dichotomy between Determinism and Possibilism
Week 9: Dualism and Dichotomies in Geography
Week10: Quantitative Revolution, Paradigms, System Analysis and Region  
Week 11: Models in Geography
Week 12: Modern Themes in Geographical Thought

 Course Requirements:
Students In years Three and Four majoring in Geography

Students will do twelve short quizzes, the best ten of which will account for the 50% of the continuous assessment. A quiz will be conducted before every lecture on the topic to be covered to assess prior reading of the course material.

Final Examination: 50%
The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.



Class Policies
  • Students late for more than 15 minutes will not be allowed into the lecture.
  • All mobile phones must be on silent mode during lectures.