Julie Dunbar

Education: M.F.A. in Writing (Naropa University), B.A. in Geography (University of Colorado)

Describe your job. What are some of the most important tasks for which you are responsible?
I work with a team of writer/editors and teachers/professors in developing a number of social studies-based web sites on U.S. and world geography. The sites are carried in public libraries, schools, and universities as research databases and in some cases used as textbooks. I also create ideas for new geography reference books, and find and guide authors in writing them.

I monitor world news for potential updates to our web sites, as well as possible news stories of our own. We decide which news stories to run based on their relevance to high school social studies curriculums. We’re currently conducting interviews for a project highlighting perspectives on controversial issues, such as immigration. All of these day-to-day responsibilities feed my imagination for creating new book ideas, for which the sky is the limit. You might find me on any given day editing a book chapter on the Great Pacific Garbage Patch or negotiating with potential authors.

What attracted you to this industry?
I’ve always had a passion for writing and learning about other cultures, which drew me to study geography. Writing, at the time, was just a hobby. My first position with ABC-CLIO was as media editor for the geography web sites—I couldn’t believe my eyes when I saw a job listing from a publisher seeking someone with a geography degree. It was a fun job and it inspired some of the stories I wrote at home. I eventually went back to school part-time, while still working at ABC-CLIO, to earn my MFA in writing. I thought this venture would be unrelated to my duties at ABC-CLIO, but shortly after receiving my MFA, the managing editor position opened. I still can’t believe I ended up in a position that is so perfect for me. Ironically, years ago, my college geography internship was editing a book. Little did I know…

How has your education/background in geography prepared you for this position?
The broad overview of human and physical geography, as well as in cartography technology I received was ideal for the position I have now. On any given day, you might find me writing a piece about plate tectonics, followed by another on politics in Kyrgyzstan, and yet another on spatial organization or mental maps. The broadness of geography as a discipline allows me to combine knowledge and skills from other fields of study in creating pieces and developing our websites.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
The ability to conduct geographic inquiry is the skill I use most often. Spurring curiosity and asking meaningful questions is such an important characteristic for educators to model for students. Another unique skill geographers possess is the ability to combine geographic data with knowledge of other fields. I strive to introduce geography to young people and hopefully inspire curiosity and an appreciation for the world.

The ability to perform solid research, effectively manage my time, and to think critically are the most valuable skills that I honed during my liberal arts education. I stress the importance of questioning yourself and others and using critical thinking to synthesize and report information as accurately and effectively as possible.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
People management is definitely not something I learned while in college. It’s a business skill that I continue to develop on a daily basis through learning from experience. I think there is still a lot for me to learn about this skill.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for? 

Candidates who are positive and truly enthusiastic about geography stand out to me. Effective writing skills and attention to detail are also key. I look for candidates who are curious, want to learn, and know how to find answers when they don’t know the answers. Candidates who have done their homework by looking at our products before the interview and can tell me why they want to work for my company in particular also really stand out.

What advice would you give someone interested in a job like yours?
Publishing, like many other industries, is about adapting to new technologies, globalization, and shrinking budgets. Be willing to start at the entry level and work your way up. Make yourself an authority in your field and strive to be an excellent writer and editor. Start writing now and try to get published. Take accredited courses in editing, proofing, and writing. Look at who publishes your favorite geography and social studies books and see where they’re located, subscribe to their job listings, and be patient. Know why you want to work for these companies. Be flexible and always be willing to learn—and take the initiative to learn. Above all, stay positive—that is a key characteristic that I look for in interviews and I bet I’m not alone!

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?

I’m lucky to have found a position that perfectly combines my educational background and interests. Geography and writing is a unique and somewhat rare combination for those outside of academia, and the availability of opportunities reflects that. However, such positions do exist, especially if you’re patient and willing to start at the ground level to gain the experience you’ll need for that perfect position. The broader one’s knowledge and skills are, as well as their flexibility to work across fields in addition to writing and editing skills also opens opportunities.

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Alfred W. Crosby

Alfred W. Crosby died peacefully at Nantucket Cottage Hospital among friends and family on March 14, 2018, after residing for two and a half years at Our Island Home. He was 87 and had lived with Parkinson’s Disease for two decades.

Born in Boston in 1931, he graduated from Harvard College in 1952 and served in the U. S. Army 1952—1955. He then earned an M.A.T. from the Harvard School of Education and a Ph.D. in history from Boston University in 1961. His first book, America, Russia, Hemp, and Napoleon, is about relations between Russia and the U.S.A. from the American Revolution through the War of 1812. He taught at Albion College, the Ohio State University, Washington State University, and the University of Texas at Austin, retiring in 1999 as Professor Emeritus of Geography, History, and American Studies. He was the recipient of many awards including three Fulbright Fellowships and a Guggenheim Fellowship. He was elected to the American Philosophical Society, the American Academy of Arts and Sciences, and the Academy of Finland and was a fellow of the John Carter Brown Library.

He was involved in the Civil Rights movement, taught Black Studies and the history of American jazz, helped to build a medical center for the United Farm Workers’ Union, and took a leadership role in anti-war demonstrations.

His interest in demography and the role of infectious disease in human history led him to write The Columbian Exchange: Biological and Cultural Consequences of 1492America’s Forgotten Pandemic (originally Epidemic and Peace 1918); and Ecological Imperialism: The Biological Expansion of Europe, 900-1900. His fascination with intellectual and technological history produced The Measure of Reality: Quantification and Western Society, 1250-1600Throwing Fire: Projectile Technology Through History; and Children of the Sun: A History of Humanity’s Unappeasable Appetite for Energy. His books have been published in Chinese, Greek, Italian, Japanese, Korean, Polish, Portuguese, Spanish, Slovene, Swedish, and Turkish translations. His work as a historian, he said, turned him from facing the past to facing the future. He lived by the maxim: What can I do today to make tomorrow better?

He was predeceased by his sister Ruth and by Anna Bienemann Crosby and Barbara Stevens Crosby. He is survived by Frances Karttunen, his wife of thirty-five years; his son Kevin and Kevin‘s wife Pamela Mieth; his daughter Carolyn and his grandchildren Allegra and Xander Crosby-Laramie; and by his stepdaughters Jaana Karttunen and Suvi Aika and their families.

There will be a memorial service and celebration of life in May. Donations in his memory can be made to the Friends of Our Island Home, Box 39, Nantucket, MA 02554; Palliative and Supportive Care of Nantucket; or Doctors Without Borders.


On the Web:

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Waldo Tobler

Waldo R. Tobler, professor emeritus of Geography at the University of California Santa Barbara, died on February 20, 2018. He was 88.

Tobler spent the first 16 years of his career at the University of Michigan before joining UC Santa Barbara in 1977. He held the positions of Professor of Geography and Professor of Statistics at UCSB until his retirement.

A famed cartographer, Tobler is best known in the discipline as the founder of the first law of geography, “Everything is related to everything else, but near things are more related than distant things,” which he formulated while producing a computer movie. In fact, he has used computers in geographic research for over forty years, with emphasis on mathematical modeling and graphic interpretations. Tobler also was one of the principal investigators and a Senior Scientist in the National Science Foundation sponsored National Center for Geographic Information and Analysis.

Tobler has earned many honors for his work and contributions to geography. He was named Member of the National Academy of Sciences and Honorary Fellow of the American Geographical Society. He received the Osborn Maitland Miller Medal of the American Geographical Society (Outstanding contributions in Cartography or Geodesy), Meritorious Contributor Medallion of the Association of American Geographers, and the ESRI Lifetime Achievement in GIS Award among others.

Tobler earned a Ph.D. in Geography in 1961 from the University of Washington where he also received his master’s (1957) and bachelor’s (1955) degrees. The University of Zurich, Switzerland, awarded him an honorary doctorate in 1988.

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Peirce F. Lewis

Peirce F. Lewis, an American geographer and professor emeritus at the Department of Geography at Penn State, died on February 18, 2018 in State College, PA. He was 90.

Prior to joining the faculty at Penn State, Peirce worked as a civilian geographer in the U.S. Army Forces Far East Command in Tokyo, Japan from 1953-1955. Afterward, he conducted post-doctoral study focusing on geomorphology of North America. Peirce joined the Geography Department at Penn State in 1958 where he taught until his retirement in n1995.

Lewis was an acclaimed lecturer and essayist known for his research interests in the American landscape and the cultural geography of America. His writings garnered awards from the American Association of Geographers (AAG) and the International Geographical Union. In 2004, he won the AAG J. B. Jackson Award for his book, New Orleans: The Making of an Urban Landscape.

Peirce also received several awards for his vibrant and engaging approaches to teaching geography, including the Lindback Foundation Award, Penn State’s highest award for distinguished teaching, the first Penn State Provost’s award for distinguished multidisciplinary teaching, and a national award as a distinguished teacher at the college level by the National Council for Geographic Education.

During his term as president of the AAG (1983-1984), Peirce worked strenuously to improve public understanding of the nature and value of professional geography. He was also a Guggenheim Fellow and a Fellow in the Woodrow Wilson International Center for Scholars at the Smithsonian Institution in Washington. He served as a geographic consultant for the National Museum of American History at the Smithsonian Institution, the National Geographic Society, for Pennsylvania Public Television, and the filmmaking branch of the Encyclopaedia Britannica.

Dr. Lewis holds a bachelor’s from Albion College and graduate degrees from the University of Michigan. He earned his master’s in 1953 and a doctorate in 1958.

Peirce was born on October 26, 1927, in Detroit, Mich., and is the son of the late Peirce and Amy Fee Lewis, of Pleasant Ridge, MI. He is survived by his wife of 66 years, Felicia L. Lewis, of State College; his son, Hugh G. Lewis and his wife, Joselyn, of Gettysburg; his three granddaughters, Gillian Desonier-Lewis and Isla and Raquel Lewis; his sister, Frances Lewis Stevenson, and her husband, John, of St. Augustine, Fla.; and his beloved nephews and niece.


Source: https://www.legacy.com/obituaries/centredaily/obituary.aspx?n=Peirce-F-Dr-Lewis&pid=188257012

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Pete Chirico

Education: Current Ph.D. Student in Geography & Environmental Systems (University of Maryland Baltimore County), M.A. in Geography (University of South Carolina), B.A. in Geography (Mary Washington College)

Describe your job. What are some of the most important tasks or duties for which you are responsible?
My time is currently split between scientific research and management duties at the Science Center at USGS. My research focuses on diamond and mineral resources illegally mined in conflict zones.  I focus on the geomorphology of resource deposits using remote sensing and field mapping techniques, and combine this with knowledge of local communities engaging in mining and how these factors contribute to funding conflicts. I also serve as associate director for the Science Center, working with about 60 geologists, paleontologists, and physical scientists. My duties in this position include project planning, personnel management, and representation of our science center to stakeholders and the public.

What attracted you to this industry?
After completing my master’s degree in 1995, I saw an ad for a GIS specialist at USGS.  I was attracted by its reputation as the nation’s premier civilian mapping agency, and its role as an early adopter and leader in GIS and mapping technology. I initially thought I’d work here temporarily as a stepping stone to other pursuits, but soon recognized the depth and value of USGS science. I have been afforded numerous opportunities to grow here as a geographer, and have been with USGS for over 20 years now.

How has your background in geography prepared you for this position?
My coursework in GIS gave me the skillset to work as a GIS specialist, and I have been able to apply my general knowledge of geography to critical problem solving. But, since the geospatial field is rapidly advancing, it has been important to continually be developing new technical skills and to be willing to learn about subject areas well outside of my initial scope of coursework and studies.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
I often use GIS and remote sensing methods in collecting geographic information, and also extract data from reports, maps, and articles, oftentimes only found in a library or archival collection. Some of the skills I use in field work include sediment sampling, field mapping, and qualitiative/semi-quantitative interviews.

Some of the general skills that I use include statistical and mathematical modeling techniques, as well as using maps, graphs, and figures in illustrating abstract concepts. Communicating the results of your research effectively involves writing journal articles and reports, with graphical tools and an element of storytelling to effectively convey information to technical and non-technical audiences.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
Many of the technical tasks I perform today I’ve learned from watching and working with colleagues.  During my career at USGS I’ve been very fortunate to have worked with scientists and experts in many different fields, and I have come to appreciate the importance of   being able to develop and maintain positive working relationships with colleagues and co-workers.

I currently conduct fieldwork in Central and Western Africa. I’ve learned so much about conducting fieldwork in remote areas and conflict zones “on the job” through mentorship from experienced field geologists early in my career. There are some safety courses and certifications that help prepare you for some things you might encounter, but time and experience help you to develop confidence in your own abilities while in tough field conditions.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes. We look for a certain level of technical geospatial competency demonstrated through successful coursework and experience. More often, however, I seek candidates with a balance of technical skills and a background in physical geography.  I also look for strong attention to detail, research ability, writing and presentation experience, cartography and data representation capability, and foreign language proficiency. It may be difficult to quantify, but perhaps most important for a successful candidate is their desire to learn and engage in tasks with enthusiasm.

What advice would you give to someone interested in a job like yours?
No job is perfect, but learning to seize opportunities that are “the right job at the right time” will provide great experiences and personal contacts that can last a lifetime. I think in many ways you create your own opportunities for achievement and advancement through hard work, continuous learning and growing, and trying new things with your organization.

I encourage others to think creatively about gaining experience. For example, I didn’t have the financial resources to study abroad in college and came to USGS with no international travel experience. However, while I was in school I was able to work as a field assistant to a biologist and spent a couple of summers working as a wildfire-fighter for the U.S. Forest Service.  So, those jobs gave me valuable field work skills to build upon when other opportunities, including those for foreign travel, came around.

I encourage job seekers to perfect their writing and presentation skills, as these are valuable for any job. Develop a portfolio with projects, writing samples, maps, and examples of fieldwork–this is a great compliment to your resume in showing your potential employer your skills and development over time.

Many professional vacancies may not be specifically looking for geography majors; therefore, it’s important to sell ourselves as geographers. Being able to explain to others how the coursework, experience, and skills that geographers possess fit  a job description, and  being able to communicate that to a non-specialist hiring manager is really important.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
Good question!  This is a dynamic and uncertain time for geographers and other research scientists in government agencies. Permanent job opportunities are less common and much more competitive now than they have been in the past, but there are still many opportunities.  Term or temporary positions, student trainee positions, and seasonal field assistants are often the best way to get a foot in the door..  Many government agencies, such as USGS, will face large numbers of retirements in coming years, and while agencies continue to downsize, they will need to hire to maintain their workforce and continue their agency’s mission—and often look to those who have worked in student or temporary positions to fill openings. I think that the scope of geography as a field that encompasses both geospatial technology as well as subject matter expertise, such as in physical geography and field methods, places geographers in a unique position as adaptable and flexible individuals well suited to the rapidly changing workforce requirements in federal agencies.

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Leslie McLees

Education: Ph.D. in Geography (University of Oregon), M.A. in Geography (University of Hawaii), B.S. in Zoology (Washington State University)

What attracted you to a career in education?
I enjoy connecting students with the larger world, whether through their courses or their path through college. I do not aim to make them think a certain way, but to expose them to the breadth of perspectives and futures available to them. In doing so, I hope to enhance our society, and while it may sound cheesy, make the world a better place. I strive to be an engaging advisor and instructor who help my students’ draw from their own experiences to understand their world and their futures in it.

How has your education/background in geography prepared you for this position? My background and education in geography has allowed me to view the world and its seemingly unrelated processes and interactions through different perspectives. Power, processes, and systems are part of our everyday lives, and I try to bring this approach inside the classroom and advising sessions. The places I’ve seen and the people I’ve met throughout my career in geography have given me the skills to reach varied student populations, to reflect upon my own practices, and to bring students together and prepare them for the future.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
When I teach, I use spatial thinking to understand the local and global experiences of my students. When I advise my students, I provide career advice and determine what type of work might be best suited to their skillset. My background in cartography helps me in creating media advertisements, and my background in qualitative/survey fieldwork has helped me develop our program. I have found that the level of appreciation of differences in perspectives, whether they are held by my students or colleagues, is something that geographers are particularly well-suited for. I have also found that non-geographers appreciate the relevance of geography without realizing what the field truly is, and effective visual representation of problems is important in gaining support from those outside of academic geography. My ability to represent important issues spatially has gained plenty of visibility for our department and programs; for instance, people understand the importance of human-environment issues, but don’t realize how well-suited geographers are in addressing such issues (until I tell them).

Generally, the two main skills I use daily are critical thinking and effective communication. Critical thinking skills are important in asking questions, whether they be how to recruit more people into our classes and programs, how to best prepare my students for life after college, and so on. Effective communication is valuable in meetings, as an instructor, with my students, and in conveying information in any capacity. Other valuable skills for geographers are the ability to creatively form solutions to problems, to adapt to new environments, to represent data visually, and a good sense of teamwork and ethics on the job.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
Within my role as a career/academic advisor, I needed to learn the bureaucracy of requirements. This type of knowledge and level of detail is something I’ve developed from experience training and working with professional advisors. Since my background is in academia rather than professional advising, I try to bridge the gap between these two worlds, and have found that professional advisors are more than willing to help me learn more about their skillset.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes, I have been involved in hiring office staff and faculty for our department. I look for effective communication skills, and a professional and outgoing demeanor when interacting with others. We look for people who can engage with our students regardless of their background, both inside the classroom and administratively. A promising candidate also possesses critical and creative thinking skills both in the classroom and in the office.

What do you find most interesting/challenging/inspiring about your work?
I would say the greatest challenge in my work would be dealing with the bureaucracy and details of advising. The most inspiring, and what keeps me paying attention to the details, is knowing the students. I not only go over requirements with them, but help them develop and articulate their goals and progress within their own bigger picture, which helps in finding programs and opportunities best suited to their goals. Perhaps a challenge has been that as an advisor, I haven’t been trained in helping to resolve other types of problems my students might have, such as mental health concerns. Students should feel safe with their advisor, as we are often the first people they come to with problems. I find a deep satisfaction in helping students navigate their challenges and connecting them with the resources our university provides.

What advice would you give someone interested in a job like yours?
To gain professional advising skills, one can either take classes, or assist/shadow someone on the job. I’d suggest conducting informational interviews to see if this is the right fit for you. The key to any career path is to make strategic connections; personally, I have a strong connection with my department having earned my PhD here, and after I left, I was able to draw upon that connection to find the position I’m in now, when I decided a tenure-track job was not what I wanted. I would also say a strong background in the disciplines, meaningful connections, and relationships with students are very important in this type of work.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
Universities recognize that students need more help navigating higher education today, and they are hiring and training more people to advise students. I would encourage anyone interested in advising to seek training in career and academic advising, to better help students articulate their skills outside of the classroom. Though geographers gain valuable skills in getting their degree, many liberal arts programs lacked the help students need to translate these skills outside of the classroom. Employers value the skills that students have—many students just need some help in articulating them.

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Scott Beigel

Geography teacher Scott Beigel, 35, was one of the 17 people killed in the Marjory Stoneman Douglas High School shooting on February 14, 2018, in Parkland, Florida. According to various news reports, Beigel hid several students in his classroom, saving them from the gunman.

Beigel studied education at the University of Miami and settled in Deerfield Beach. He was originally from Long Island, NY.

Beigel’s students shared what they’ll remember most about their beloved teacher with CBS This Morning.

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Emilio Casetti

Emilio Casetti, who has died at the age of 89, three weeks short of his ninetieth birthday, made important contributions to both geography and regional science. He was honored at Ohio State with the designation Distinguished Research Scholar in 1992, and in 1994 the Association of American Geographers bestowed upon him the Honors Award, the organization’s most prestigious recognition for research excellence. He was also an unforgettable person.

He acquired his bachelor’s degree in law at the Sapienza University in Rome at the early age of 20 and earned a doctorate from the University of Rome in three years. He then practiced law in Rome and had begun work towards a doctorate in geography at the same university before leaving to do a Master’s at McGill. Afterwards, he and his wife Gabriella spent several years in a remote part of Saskatchewan teaching in a very small rural school. He did not have to be pushed to regale the listener with hair raising tales of the winters there, all told with his standard deadpan grin. Quite what had led him in the direction of geography is unclear, but by 1964 he had graduated from Northwestern deeply steeped in the quantitative methods for which the Geography Department there was, at that time, notable. His first appointment was at Toronto but in 1966 he moved to the Department at Ohio State, where he would remain until his retirement.

He would become an important influence in graduate work in the Department and a renowned advisor. What made him so effective was his ability to see the unique strengths of each of his students, help them recognize it, and then allow them to deploy that strength to its fullest advantage.  Not surprisingly, his students – and nine of his twenty-three doctoral students were, significantly for the time, women – have gone on to successful careers of their own, each in a direction that no doubt Emilio saw early on. They speak affectionately of him, and of the time he decided that they must call him ‘Emilio.’ He cared deeply for them and would defend them vigorously against pettiness.

His work was notable for its combination of simplicity, power and imagination. He himself thought that his development of what he called the expansion method was his major contribution. What this involved was taking some relationship, like Fourastié’s model of sectoral shift in a national economy, describing it with a regression model and then expanding it by setting the coefficients as functions of other pertinent variables, like, perhaps, the date at which an economy took off. This would then create a set of relationships that could stimulate further investigation. This would be a precursor to spatial regression models where the coefficients are a function of absolute or relative location.

Emilio’s expansion method led to a number of dissertations at Ohio State in the 1980s and through the 1990s. As he came to view things, however, it was not simply a method but a new paradigm for research, one that challenged scientific geography – of which he was a strong proponent – to entirely rethink the nomothetic (or law-seeking) enterprise. Instead of assuming that parameter instability was an aberration due to model misspecification or systematic biases in data and error terms, Emilio came to see the search for contextual variation in causal processes as part-and-parcel of the explanatory effort itself. For any model, the question of parameter variation opened up new questions, ones often more important than the first order explanatory questions tested in what he called the ‘initial model’.

Though he was well known for the expansion method, he was also the early inventor of what later became popularized as geographically-weighted regression (GWR). In his ‘drift-analysis-of-regression parameters’, or DARP, he constructed a grid across a set of spatially distributed observations and proceeded to run separate cell-by-cell regressions, weighting all observations according to an exponential distance-decay function from the cell’s central point. The result was a moving lattice of regression analyses that varied by the degree of information content from nearby data points, thus producing a series of ‘local’ regressions for which investigators could track and map parameter variation. Depending on the exponents determining the distance-decay of information from near or far away cases, the models could adjusted to be ‘regional’ as opposed to local. The insight led him to argue that spatially weighted regression is not a special case of regression; rather, analyses that don’t explicitly involve weighting are equivalent to assigning each case a value of 1, which is the norm for most models. Hence DARP, or geographically-weighted regression, as it became popularized, was the more general case. It is a sidebar in the history of geography that DARP preceded a now popular GWR by a decade and furthered the development of quantitative geography away from its search for universal laws to something much more sensitive to issues of context.

As a person he was a curious mix of strong views strongly held, and a sweet innocence. He was dedicated to his research but found lots of time for other things, the most notable of which were cats. Emilio was a cat lover, par excellence; not one who hoards them but who, along with his wife, took in strays in sufficiently modest numbers where they could develop an attachment to them. And he was attached. An invitation to dinner would be accepted but on his insistence, he and his wife would arrive in separate cars so that if one was involved in an accident, the cats would not go wanting. He was a very kind man and not just to cats. There are many stories of Emilio’s consideration of those students who had trouble with the quantitative methods that he taught.

There are other interesting stories about him. As a young adult growing up in postwar Italy, Emilio developed a strong aversion to traditional social institutions that he saw as oppressive and antithetical to progress.  He joined the Italian communist party, but after several years concluded that the party itself reproduced the social hierarchies that he opposed.  Many years later when he applied for a U.S. green card, he had to respond to a question about whether he had ever been a communist party member.  He was honest in his response, and attached a statement describing how and why he was no longer a communist: nepotism and cronyism.  He must be the one and only person who was given a green card after openly admitting that he had been a communist party member!

In the late 60s, he acquired, quite cheaply, one of the earlier analog computers and put it in his basement. This meant that he did not have to submit his jobs to the computing facility at the university, as was the custom at that time. The problem was, that it was huge. Being shown it was like walking down the book shelves in a library. Emilio was also an early adopter of  desktops and laptops, and once they became available, getting rid of his heap of metal – whose only real purpose was in solving partial differential equations – was a nightmare. Through it all one could see Emilio’s usual sense of humor and self-deprecation.

He liked people who he judged to be without guile and who he perceived to be honest. He will be deeply missed by those touched by his unique blend of kindness, considerateness and innocent disbelief that you might disagree with him. His life will endure through the major contributions that he made to spatial-quantitative geography and through the affectionate recollections of his students.

 

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Peter Meusburger

Peter Meusburger, a professor of human geography at the University of Heidelberg, died on December 18, 2017. He was 75 years old.

Peter was born on March 14, 1942 in Lustenau, Austria and earned his doctorate in geography from the University of Innsbruck.

Meusburger’s research interests were on the geographies of education and skills, labor market research, and regional women’s research. As a scientific advisor to the Vorarlberg state government, Peter studied the emigration of highly qualified people from Vorarlberg. He also examined the state’s educational history.

Peter was appointed to the Ruprecht-Karls-University Heidelberg in 1983, serving as chair in economic and social geography at the Institute of Geography until he retired in 2007. He was named the university’s first Distinguished Senior Professor after his retirement. Meusburger held many positions at the University of Heidelberg, including Dean of the Faculty of Geosciences in 1987-1988 and 1988-1989, Vice-President in 1991-1992 and 1992-1993, and Member of the Senate from 1999 to 2006, as well as Senate spokesman and curator of the University of Heidelberg. He has been a visiting professor at various universities in Japan, China and Brazil.

Between 2001 and 2003, Peter served as president of the German Geography Society. His awards and honors include the 1968 Johann Hampel Prize of the Austrian Geographical Society, 2006 Franz von Hauer Medal of the Austrian Geographical Society, and 2010 Vorarlberg Science Award. In 2010, Peter was named Honorary Doctor of Eötvös Loránd University and Honorary Member of the Hungarian Geographical Society. That same year, Peter was awarded the 2010 AAG Presidential Achievement Award from the American Association of Geographers.

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Wei Li

Education: Ph.D. in Geography (University of Southern California), M.Sc. in Geography (Peking University), B.Sc. in Geography (Beijing Normal College)

What attracted you to a career in education?
My parents worked at Chinese universities as aprofessor and administrator, respectively, and I grew up at their university campuses in Beijing and had always thought education was my destiny. My path to become a university professor, however, took a number detours. I became a ‘set-down youth’ after high school in China, then tried out other possibilities as an ABD in Los Angeles to see if I might be passionate about or good at something other than education. I also worked at a large American company as a GIS intern and volunteered to help my friends run a small business. These experiences convinced me that I am most passionate about and good at education.

How has your background in geography prepared you for this position?
I was taught mostly physical geography courses in China during my undergraduate years, then took largely human geography courses since coming to the U.S. I have benefitted from such training, not to mention earned my 1st year TAship teaching physical geography labs. Therefore, I am able to juggle between physical and human geography traditions and be more comprehensive in dealing with complex geography issues. Part of my faculty line is not in geography, but I am able to bring geographical knowledge and skills to that discipline as well.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
Geographic skills and information: spatial thinking, considering different scales, census geography.

General skills and information: critical thinking and reasoning.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
The skills and information needed at work that I did not obtain through academic training include those relating to public policies, including consultation, decision-making, analysis and critic, and recommendation. I learned such skills and information through my 10-year service as an Asian American advisor to the U.S. Census Bureau.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes, I did participate in those processes. The most important qualities we look for, first and foremost, are critical thinking, questioning existing knowledge, and the ability/willingness to perform hard work in order to advance knowledge. I look for people who are passionate with the work, motivated and self-disciplined, and are curious and willing to acquire new knowledge and skills.

What do you find most interesting/challenging/inspiring about your work?
As a geographer working in two different academic units, what I find most inspiring/interesting is an academic career itself – it is a very challenging job as it is not a 9 to 5 type, but almost 24/7. But it is a rewarding career. Despite all of the challenges, at the end of each semester when you see students learn something new and read their feedback, there is an immense sense of satisfaction. For me personally, the most rewarding part of this career is to mentor graduate students – comparing students to when they first walk into graduate school to when they obtain their degrees with a rewarding career option, the sense of accomplishment makes all the hard work so much more meaningful as we grow with them.

What advice would you give to someone interested in a job like yours?
The same as my previous answer about important qualities and skills in new employees, but also to 1) have good self-assessment – know your own strengths and weaknesses in order to play up the former and overcome the latter; and 2) have a strong support/mentoring network – in the same department, university and beyond.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
GIS and environmental studies have the most promising career opportunities for geographers. However, folks need to keep their own passion, as that is the first predictor for a successful career. Continue to expand your skill and knowledge horizon to fit the job market, and be open to other opportunities.

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