Geometry.Net - Basic_N: Nebraska Geography

Hotels In Nebraska -- Omaha, Lincoln, Lexington, Ogallala, Grand Island...
nebraska geography.
http://www.hotels-hoteles.com/hotels-Nebraska.htm

Extractions: Hotels USA Nebraska Click on a city below to display a list of local hotels. Each hotel has real-time pricing so you can see all available rates and book your reservations online. Ainsworth Fremont Mt Arlington St Paul ... South Sioux City NEBRASKA - Geography Great Plains state of the central United States. It is bordered by Iowa and Missouri, across the Missouri R. (E), Kansas (S), Colorado (SW), Wyoming (NW), and South Dakota (N). Nebraska is roughly rectangular, except in the northeast and the east where the border is formed by the irregular course of the Missouri River and in the southwest where the state of Colorado cuts out a squared corner. The land rises more or less gradually from 840 ft (256 m) in the east to 5,300 ft (1,615 m) in the west. The great but shallow Platte River, formed in W Nebraska by the junction of the North Platte and the South Platte, flows across the state from west to east to join the Missouri S of Omaha. The Platte and the Missouri, together with their tributaries, give Nebraska all-important water sources that are essential to farming in this agrarian state. Underground water sources are also widely used for irrigation. The river valleys have long provided routes westward, and today the transcontinental railroads and highways follow the valleys. To the west and northwest the Sand Hills of Nebraska fan out, their wind-eroded contours now more or less stabilized by grass coverage. Cattle graze on the slopes and tablelands, protected in the severe winters by the sand bluffs and the valleys. The climate is severely continental throughout Nebraska; a low of -40° F (-40° C) in the winter is not unusual, and during the short intense summers temperatures may easily reach 110° F (43° C). Rainfall is almost twice as heavy in the east as in the west. Yet in the west along the river valleys the mixture of silt and sand is watered enough to yield abundantly to cultivation, even under semiarid conditions. In the far west the land rises to the foothills of the Rocky Mts. and displays spectacular bedrock foundations.
Great Plains/Rocky Mountain AAG - Geography Programs
University of nebraska Department of geography Lincoln, nebraska 685880135 402-472-2865(office) 402-472-1185 (fax) http//www.unl.edu/unlgeog/home.htm.
http://geography.unco.edu/GPRM/programs/
The US50 - A Guide To The Fifty States
History geography Outdoors Tourism Events Information State Links
http://www.theus50.com/nebraska/geography.shtml

Extractions: Select State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
Nebraska Economics Standards
Grades 24. 4. Social Studies/History United States History, nebraska History,geography, Civics, Economics, and Government. By the end of fourth grade . . .
http://ecedweb.unomaha.edu/standards/corestandards.htm

Extractions: Civics, Economics , and Government By the end of first grade . 1.14 Students will match simple descriptions of work that people do and the names of those jobs by: 1.17 Students will identify basic economic concepts by: 1.18 Students will describe the differences between human resources, such as people at work; natural resources, such as water, soil, wood, and coal; capital resources, such as machines and tools used to produce different goods or services. 1.19 Students will explain the difference between goods and services and will describe how people are both buyers (consumers) and sellers (producers) of goods and services. 1.20 Students will explain how limits on resources require people to make choices about producing and consuming goods and services.
UNIVERSITY OF NEBRASKA AT OMAHA
ENG 242 American Literature II. geography BIO 260 Human Physiology AnatomyI (4). ENG 251 British Literature I. GEO 100 Fundamentals of geography.
http://www.unocoe.unomaha.edu/oss/mtguide.htm

Extractions: General Education Requirements for Bachelor of Science ENGLISH AND WRITING minimum 9 semester hours: ENG 101, ENG 102 and advanced writing course relevant to the students major to be taken at UNO. ORAL COMMUNICATION- 3 semester hours: SPE 110 Public Speaking MATHEMATICS- 3 semester hours: MAT 122, Intermediate Algebra, or higher course in algebra, trigonometry or calculus. The above courses must be completed with a grade of C or better. CULTURAL DIVERSITY- 6 semester hours. U.S. racial or Hispanic minority groups, 3 hours: Choose one course: HIS110 Introduction to Black History; SOC 202 Multicultural Issues; The remaining 3 hours will be fulfilled by completion of EDUC 2030, Human Relations. This course must be taken at UNO. HUMANITIES (3 courses) SOCIAL SCIENCES (3 courses) NATURAL SCIENCES (8 semester hours one course must include a lab) A course in Literature is required. Elementary Education Majors Must Take: Elementary Education Majors Must Take: English 210 Introduction to Literature History 101 or 102 U.S. History
Brad A. Bays - OSU Department Of Geography
Ph.D. geography, University of nebraskaLincoln, 1996 MS geography, Universityof Tennessee, Knoxville, 1991 BA geography, Oklahoma State University, 1989.
http://www.geog.okstate.edu/staff/bays.htm

Extractions: B.A. Geography, Oklahoma State University FACULTY APPOINTMENTS 2001-present Associate Professor, Department of Geography, Oklahoma State University. Assistant Professor , Department of Geography, Oklahoma State University. Visiting Assistant Professor , Department of Geography, Oklahoma State University. Assistant Professor , Department of Social Sciences, Northwestern State University of Louisiana. SELECTED PUBLICATIONS Bays, Brad A. Town Settlement and Dispossession in the Cherokee Nation, 1866-1907. New York: Garland Publishing.
- Faith Resource Center
Switched on Schoolhouse nebraska (Windows, Multiple Platforms), Switchedon Schoolhouse History geography Grade 5, 199810-01, $60.26.
http://www.faithresourcecenter.com/frc/item_0740302795.htm
UNC-CH Geog: North American Geog Depts-Nebraska (text)
UNCCH geography. geography Departments in nebraska. Highest geographydegree offered B=Bachelor's M=Master's D=Doctorate Kearney.
http://www.unc.edu/depts/geog/depts/nebraska-txt.html
Bidisha Nag MA
Ph.D.) in geography Anticipated 2001 University of nebraskaLincoln, Master of Arts(MA) in geography University of nebraska-Lincoln (1996) Minor Anthropology.
http://wwitch.unl.edu/dnag/bidisha/resume.html

Extractions: Visva Bharati University, INDIA (1991) AWARDS AND HONORS Nominated for Outstanding Graduate Assistant Award at National Association of Campus Activities Nominated for University of Nebraska International Affairs Leadership Award Chancellors Leadership Award for UNL Student Organization Treasurer of the Year Regents Scholarship at University of Nebraska-Lincoln Invited Guest Speaker for No Limits Conference and Nebraskans for Peace, Lincoln Speaker at the Third World Studies Conference (Omaha) Outstanding Undergraduate Arts Student Award (India) Member Nebraska Women of Color Network
MCMS Pathfinder: Physical Geography Of The U.S. And Canada
Write a poem or a song about the geography of our state. Your poem or song shoulduse vivid language to create a mental picture of the geography of nebraska.
http://www.esu3.org/districts/millard/centmidd/vertlib/pathgeocanus.htm

Extractions: Activity #2: Select one city in Canada and one city in the U.S. Find the average precipitation and the average temperature for each month. Create a climate graph for each city. Write a paragraph summarizing what the climate graph tells you about each city. Include a discussion of the factors that influence the climate in each city.
MCMS Pathfinder: Human Geography
Pathfinder Chapter 3 Human geography. Use information. Activity 6 Findout how the population of nebraska has changed in the last 50 years.
http://www.esu3.org/districts/millard/centmidd/vertlib/pathhumangeo.html

Extractions: Activity #1: The population of the world now numbers 6 billion. Use a variety of sources of information to research the population growth of the world. What factors account for this growth? What are the positives of this growth? What are the negatives? Write a newspaper editorial discussing this issue. World POPClock Projection U.S. Census Bureau projects today's population; includes monthly estimates. World Population Slide Show Includes information on fertility rates, birth rates, death rates, infant mortality rates, and world population growth. 6 billion Human Beings An interactive site with information about population. Population Through History Information from 1 A.D. to 2020. 6 Billion and Beyond Information from a PBS special. Total Population of the World by Decade Historical and projected numbers for world population. Activity #2: Complete the Skills Activity on pages 70-71 in Western Hemisphere by creating a population distribution map for Central Middle School. What is the population distribution for CMS? Why is the population distributed as it is?
Developing Educational Standards - Nebraska
links to state documents from Delaware, Kansas, nebraska, Missouri, Oklahoma itassesses standards by subject area (English, history, geography, math, and
http://edstandards.org/StSt/Nebraska.html

Extractions: Nebraska Developing Educational Standards is maintained by Charles Hill and the Wappingers Central School District in New York. Your help with updates or corrections is greatly appreciated. [This page was last updated on December 20, 2001] By Governmental Agency By Organization National Assessment of Educational Progress The National Assessment of Educational Progress, operated by the US Department of Education, bills itself as The Nation's Report Card . While not explicitly tied to particular national or state standards, its reports provide a way of looking at student progress across the country in the eight subject areas the NAEP covers. These are the arts, civics, geography, math, reading, science, US history, and writing. Each subject has its own page that contains findings from related assessments, answers to basic questions about assessment, and standards and frameworks links. The NAEP site contains the following results (and the year last administered): the arts (1997), civics (1998), geography (1994; the 2001 results are being analyzed), math (2000), reading (2000), science (1996;the 2000 results are due in the fall of 2001), US history (1994; the 2001 results are being analyzed), and writing (1998).
Geography Concepts
Walnut Middle School , Grand Island, nebraska World geography (grade 7) and WorldCulture (grade 8) Lesson plans. Calif St Univ, Long Beach. New York Times.
http://incolor.inebraska.com/gnelson/geog.html
Groupe Des Cartothécaires De LIBER - Working Group For Education
Introduction to Cartography (University of nebraska (geography 3530)); Introductionto Cartography + Cartographic Examples (Department of geography, Indiana
http://www.maps.ethz.ch/gdc-education4.html

Extractions: Discussion Group GdC Campus: Tutorials and Courses Cartography Digital Library GIS Geography ... Internet Topographic Maps: Frequently Asked Questions (Centre for Topographic Information of Natural Resources Canada) Topographic Maps, The Basics Mapping Terminology (Centre for Topographic Information of Natural Resources Canada)
Sept 1996 - Interview
GT How is your approach different from other states, given nebraska's geography?Nelson We would probably begin working with distance learning.
http://www.govtech.net/magazine/gt/1996/sept/sept1996-interview/sept1996-intervi

Extractions: by Brian Miller, features editor. GT: How has your administration been using information technology to reform or change Nebraska's state government? Nelson: Because Nebraska is a geographically challenged state meaning it has a lot of territory, a lot of geography and a small population we've used information technology as well as video technology to bridge those distances in education, telemedicine and economic development. Our public television is one of the leading institutions in the country in terms of bridging that gap with information and programming. We've also been working on making government more open and efficient, to expand access to health care and education, and to enhance economic opportunities just generally. What we are attempting to do is manage technology and our resources to achieve rapid, cost-effective results.
The Halls Of Academia
Atlas on Schoolnet/L'Atlas national sur le Rescol canadien Interactive learningabout Canada and its geography is in nebraska State of nebraska Web Site.
http://www.tenet.edu/halls/geography.html

Extractions: Resources ... Students The Hall of Geography Africa Antarctica Asia Australia ... Tours Around The World Africa Africa Online : Links to Computing, Business and Finance, Education, Government, Health, News, Sports, Music, Travel, and more Environment in Africa : University of Penn., College of Education: links to information about the natural resources of Africa K-12 Africa Guide : Resources on Africa for K-12 Education Maps of Africa : University of Texas at Austin, The Perry-Castañeda Library Map Collection: many maps of Africa that were produced by the U.S. Central Intelligence Agency Travel in Africa : University of Penn., College of Education: includes information about traveling to Africa as well as articles written by travelers in African countries Welcome to South Africa : A colorful clickable map with lots of sites to see: links to South African Communication Services, ANANZIThe South African Search Engine, and Cape Town Weather Watch; plug-ins for audio TOP Antarctica A Tourist Expedition to Antarctica : An exhibit of an expedition to Antarctica, including journal entries and photographs.
Www.information.uwaterloo.ca/Gazette/1992/Gazette,%20September%2030,%201992/Agen
do everything! And that's at the heart of why she took the job as dean, she says,just as it's why she became chair of nebraska's geography department three
http://www.information.uwaterloo.ca/Gazette/1992/Gazette, September 30, 1992/Age

Extractions: by Chris Redmond After ten weeks as a dean at Waterloo a university that's new to her, in a new country Dr. Jeanne Kay has her agenda in mind, but she also knows what she won't be able to do. "I learned a long time ago, much to my dismay, that I'm not Wonder Woman," Kay said in an interview last week, discussing what she's done and decided since she came to UW in mid-summer to be dean of environmental studies. Emphatically, she says she's glad she moved here, from the University of Nebraska at Lincoln. She bursts with enthusiasm for this university, admiration for the two schools and two departments that make up the ES faculty, and excitement about the job she faces as dean. "One gets a tremendous sense of esprit de corps at this university," she said, "and a being on the cutting edge." One also gets a tremendous load of paperwork to read, a steady stream of visitors to the office, and a new academic (and national) culture and vocabulary to absorb. Kay says that she's now beginning to have "a context" into which new information and new acquaintances fit, but it's been overwhelming up to now. She has accepted that in the next little while she won't be doing any research herself. However, "I was informed when I was hired that I was expected to do research. . . . I take that charge very seriously." When she gets better established, in "a number of months", she'll resume the kind of work she has been doing, in historical geography: "How have people in the past understood their environments, how have they treated them, what has the impact been?" Over the years, at Nebraska and before that at the University of Utah, Kay applied the general framework of historical geography to a range of questions and periods, working on Mormon ecology, the environmental ethics of the ancient Hebrews, and the Great Lakes fur trade, among other matters. "I'm interested in introducing the variable of gender," she says. An example: she's working on a study of the household economy of 19th-century Mormon women in Utah and the surrounding territories. She's also thinking of doing some work on environmental ethics, "the development of an environmental ethic that is truly suitable for the majority of us in North America who live in urban areas. . . . "Is it possible for modern urban dwellers to have a profound relationship with the nature that's around us? What do we have to offer to the inner-city child?" One musing: "Do we alter our scale to include the reflection of the sky in a puddle to see nature in a single tree?" If research is still some months off, teaching is even further in the future, "probably next year". Kay says she thinks it would be "dangerous for administrators to get out of teaching . . . but I do think it's realistic not to ask people to do everything!" And that's at the heart of why she took the job as dean, she says, just as it's why she became chair of Nebraska's geography department three years ago. "I do see in North American universities today," she says, "a tremendous need for women to be in administration. It was an area where I could make a difference." What kind of difference? What kind of administrator? "I also have a firm conviction," she says, "that the best way to be an academic leader is to get to know the people, find out the direction they want to go, and then say, Let's do that! So I've been doing quite a bit of listening." In her listening since her mid-July arrival, Kay says diplomatically, she's taken two tacks: "Let's see what we're doing that's absolutely wonderful, and let's do more of that let's enhance it, let's publicize it. And then, what are the areas in which we should make some adjustments?" Talking without notes, she articulates a four-point agenda based on what she has heard: * Long-range planning for the ES faculty, in a time of tight money, a time when there's a lively public interest in "the environment", a time when other environment-related programs are being created at UW as well as at other institutions. "I see this," she says about planning, "as a process in which all sectors of the faculty are involved." The big question: "As a faculty, as a whole, what's our mission? What are our principal areas of intellectual leadership?" * The quality of education, and the quality of life for undergraduate and graduate students. A long report on that subject, prepared by ES students, greeted her this summer, and she says she and her colleagues "are just in the beginning stages" of dealing with it. The university has tiptop students, she says, and therefore "a moral obligation to provide the best education for them that we can afford!" * Research. "I don't see research and teaching as competitive issues," she says. "I think we need to do both." Acknowledging that external funding for research is going to be more and more important for financial reasons, she also sees advantages in work that joins ES researchers with people outside the university or in other parts of UW. "Some wonderful research would come out of it." And she adds that in a field such as ES, the meaning of "research" is necessarily going to be stretched. It includes "creative activity", such as the design work done by many people in fields such as architecture, and work in policy areas where environmental expertise is applied to immediate problems. * The working environment and the quality of life: "Are people who are working here happy, and if not, what can we do to make them happy?" She speaks of workplace stress, "personal development", and human rights under that heading, and is also candid about something she thinks she brings to bear: her status as the first woman to be the full-fledged dean of a faculty. (Dr. Pat Rowe was acting dean of arts in 1974, and is now dean of graduate studies.) "I've been welcomed on campus by any number of women," she says, "who are delighted that I'm present as the dean of an academic faculty." They're hoping, she says, that she somehow will be an advocate and a successful one for a "warmer climate" in the university. Not only women need that warmer climate, she goes on, speaking of human rights issues more generally. "This is a charge that I take very seriously . . . a climate that supports everybody. That is a goal towards which I'm happy to spend my term as dean." "The token woman", then? "To the extent that a token individual is asked to represent the woman's point of view or the environmental point of view that means that as a university we haven't come very far. . . . These points of view are being given more a of a hearing. . . . "When they become part and parcel of how we do things at the University of Waterloo, they're more likely to be effective." And she sees that happening, with increasing representation of women, with the appointment of officials who have "human rights" in their portfolios, with a campus- wide interest in doing things that are environmentally sound. As dean, she can be an agitator, but not the sole crusader, she says, pointing out that she may be an expert in one environmental field, but she can't know everything. So she'll be very happy to draw on the expertise of her colleagues. "Some of us are born generalists, some of us are born specialists," Kay says. "It's very clear to me that I am in the former camp. I hope that this will make me a better administrator."
BiologyBrowser
For your convenience, we have combined the results from all the sub categoriesResults 1 3 of at least 3 GeographyNorth AmericaUSANebraska
http://www.biologybrowser.org/bb/Geography/North_America/USA/Nebraska/index.shtm
Western Nebraska Community College Physical Geography Course
GEOG1120 Physical geography. This course provides an introductionto the field of physical geography. Specifically, the geographic
http://www.wncc.net/cataloginfo/courses/GEOG-1120.html
Western Nebraska Community College Cultural Geography Course
GEOG2060 Cultural geography. This course provides a basis for understandingthe ways people live and leave their impact on the surface of the earth.
http://www.wncc.net/cataloginfo/courses/GEOG-2060.html

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