Geography

Science School of Science, Technology, Engineering and Mathematics GEOG101 Introduction to Geography 3 Credit Hours 8 Week Course Prerequisite(s): None

Table of Contents

Instructor Information	Evaluation Procedures
Course Description	Grading Scale
Course Scope	Course Outline
Course Objectives	Policies
Course Delivery Method	Academic Services
Course Materials	Selected Bibliography

Instructor Information

Instructo r: Jim Myers, Ph.D.

Emai l: [email protected] (Please use Messages in our Sakai classroom)

Office Hours: By Arrangement

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Course Description (Catalog)

GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.

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Course Scope

GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.

Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.

This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.

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Course Objectives

This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these objectives.

After successfully completing this course, you will be able to:

CO-1 Use “spatial perspective” as a critical thinking tool in analysis, problem solving, and inter-disciplinary study.

CO-2 Describe the world’s regions through recognizing their physical and human dimensions.

CO-3 Recognize and differentiate global regions by climate type, characteristic vegetation, and general landform types.

CO-4 Define the modern human dynamics of cultural associations, nation and state development, and resource exploitation.

CO-5 Identify basic spatial and geographic data analysis skills to be used in future studies.

CO-6 Explain physical and human aspects of the world landscape through the use of maps, graphs, and data tables.

CO-7 Assess spatial interaction between places and spatial diffusion from places, including density, dispersion and patterns.

CO-8 Relate selected geographic concepts, ideas, and terms to student interests, other academic subjects, newsworthy events and professional concerns.

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Course Delivery Method

To accomplish our world journey within the class timeframe will require extensive reading each week, more intensive interactions on our Forums and in chat rooms, and closely spaced exams. You must complete the assigned readings (textbook and any articles) prior to taking the exams that are offered each instructional week.

This course will offer the student a highly interactive, asynchronous virtual classroom. Each week’s lesson will have a course announcement, assigned readings, related Forums, and other guidance provided by the instructor. Since the student is expected to fully participate in discussions and interact with the instructor and other students, reading assignments and assigned projects should be completed in a timely manner.

“Asynchronous” is not the same as “independent study” – all students are to participate in the weekly assignments and topics together, it is within that week where each individual has flexibility on completing the week’s tasks. NOTE: All assignments must be completed due dates for credit unless prior approval has been provided by the instructor.

The nature of an online course requires a significant amount of discipline and independent work. The student is responsible for managing time, completing assignments and notifying the Professor immediately of any difficulties.

Each week begins on Monday and ends on Sunday, and all posted times are Eastern Time.

Message

You can contact me via message in the Sakai Classroom. Avoid using email for routine classroom communications.

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Course Materials

Required Text

H. J. DeBlij and Peter O. Muller. Geography - Realms, Regions, and Concepts, 15th edition. New York: John Wiley & Sons, Inc., 2010. ISBN: 978-0-470-46242-3.

Textbook Student Companion Website is provided in “Course Materials”, “External Websites” in the Classroom.

Other Readings

Supplemental readings will be assigned in weekly Course Announcements.

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Evaluation Procedures

Forums

We can learn as much from each other and academic investigation as we will from the material. So it is the purpose of the Forums to develop our understanding of the weekly readings and forum topics. This participation is required. (WARNING: First Forum topic (Introduction) must be at least 250 words long. Your response must be submitted before the end of the first week, it is our way of confirming your attendance in the course. See instructions in classroom.)

Each week all students should respond to the forum topics indicated in the Forums area to express their understanding of the issue and ability to research academic information to add to the discussion. You are expected to provide a substantial comment of several well-written paragraphs in each session and a similar comment or reflection in reply to at least two other students’ contribution. All sources must be cited correctly and posts must use appropriate writing styles and grammar for college-level work. Statements such as “I agree” or “good post” will not count as a reply.

Research Project

This exercise is designed to have each student conduct research, assess and summarize his or her research findings, and present it in PowerPoint format. This will be just like writing a research paper, except that the research findings will be presented in outline form in PowerPoint, rather than as a research paper. Just like a research paper, your presentation should include slides that contain a title, introduction to the topic, main body, summary and conclusions, and bibliography. Creative use of properly cited graphics and photos that are relevant to your topic is encouraged. The exercise has three primary purposes: 1) to show you are very familiar with the topic, 2) to become familiar with PowerPoint software as everyone uses it in business these days, and 3) to express your knowledge in a presentation format - efficient and understandable, captivating for your audience. Please check the assignment instructions for the details on the research project.

Goals of this project include encouraging development of research skills, familiarization with presentation of academic material, and practice in communicating research to an “audience”. If you do not have access to PowerPoint, you may download free compatible software at OpenOffice.org. Projects change by class, so the exact topic will be provided in the online classroom. The grading rubric is posted in the classroom.

Quizzes

Six quizzes will be used to test your understanding of the readings and discussions of that week, and will be posted in the “Exams” area of our classroom. They are made up of questions and/or exercises that are to be carefully answered and are used to test your understanding of the readings and discussions of that week. They are due by the end of each week and will comprise 30% of your grade. You are not to collaborate on quizzes – all work must be your own.

Mid-term and Final Exams

There will be a midterm exam and a final. The mid-term will cover weeks 1-4 and the final will cover weeks 5-8. The exams are meant to capture your understanding of the material progressively. You are to answer them based upon careful reading of your text and other course materials and activities. Read the questions slowly and thoughtfully, they are meant to measure your understanding of concepts, ideas, and terms that are complex in their shades of meaning. You are not to collaborate on the Mid-term and Final Exams – all work must be your own.

Final Grade

You will be evaluated on your performance in accordance with APUS learning objectives. All students should consider the broader learning objectives for all classes at APUS:

“The five institutional learning objectives at APUS are as follows:

1. Lifelong Learning

Graduates of APUS will have the ability to identify, pursue and acquire specific and new knowledge after the end of formal schooling. They will be able to apply this knowledge in real world settings.

2. Information Literacy

Graduates of APUS will be technologically proficient in accessing and using information. The graduate will be able to gather information from a variety of sources, use information in an appropriate manner to address issues and take action.

3. Communication

Graduates of APUS will be able to clearly communicate ideas in written form.

4. Academic Skill

Graduates of APUS will possess academic skill related to their specific discipline.  The graduate will master the generally accepted theories, concepts, principles, and/or practices associated with their discipline enabling them to live and work productively in a global, diverse, and technological society.

5. Critical Thinking

Graduates of APUS will be able to analytically identify issues with the ability to evaluate problems, formulate solutions, and evaluate the consequences. Graduates will be able to express a variety of other viewpoints and methods of inquiry.”

Grade Instruments: Points % of Final Grade

Graded Forums (6) 4 pts each 24%

Research Project 10 pts 10%

Quizzes (6) 6 pts each 36%

Mid-Term Exam 15 pts 15%

Final Exam 15 pts 15%

Total 100%

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Grading Scale

Please see the student handbook to reference the University’s grading scale . The grading scale can also be directly accessed inside the APUS classrooms under the “Policy” link.

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Course Outline

Week	Topic(s)	Learning Objective(s)	Reading(s)	Assignment(s)
1	Introductions and World Regional Geography Overview Scope: This week we are seeking to get to know one another, while taking a broad overview of World Regional Geography. Key concepts, ideas, and terms will be presented and defined. The importance of a spatial and geographic approach to our world is explained. The discipline of geography itself is introduced through its fundamental ideas and concepts. The utility of geographic ideas to enhance your awareness of the many dimensions of our complex, multicultural, interconnected world is demonstrated.	1. List the criteria for selection of geographic realms and regions. (CO-2, CO-3) 2. Recognize the nature and elements of the physical setting. (CO-3) 3. Review the characteristics of cultural landscape. (CO-1, CO-2) 4. Describe the aspects of the realm of population. (CO-7) 5. Identify patterns of development. (CO-1, CO-6) 6. Recognize the regional and systematic geography perspectives. (CO-1, CO-5))	Text: Read the front matter and Introduction PDFs from the textbook; review the backmatter PDF.	Forum #1 (graded) (WARNING: First Forum must be at least 250 words long. Must be submitted before the end of the first week, it is our way of confirming your attendance in the course. See instructions in classroom.) Week 1 Quiz
2	Europe and Russia\ Scope: This week looks at the geographic realms of Europe and Russia. Europe’s unique situation and historic contribution to the development of western civilization is discussed. Agrarian, Industrial, and Political Revolutions are delineated and described. Contemporary Europe is explored in regards to its urban political and economic challenges. The regions of this realm are located and discussed in some detail. Highlights include the concepts of centripetal and centrifugal forces, Supranationalism, and Balkanization. Russia is the largest territorial state in the world. The recent devolution of the United Soviet Socialist Republic is explored in the context of Russia’s current dimensions and distributions of resources. Evolution of the Russian State along with its colonial legacy is explained. The Soviet legacy and Russia’s changing political geography is described. The regions of this realm are located and discussed in some detail. Conceptual highlights include climatology, imperialism, and the Heartland theory.	1. Recognize the major geographic qualities of Europe and Russia. (CO-2, CO-3) 2. Identify the major climate types associated with Europe and Russia. (CO-3) 3. Relate the languages of Europe and Russia to cultural areas. (CO-1, CO-2, CO-6) 4. Contrast the devolutionary pressures felt in Europe and Russia. (CO-1, CO-4, CO-5) 5. Recognize the regions of Europe and Russia. (CO-2, CO-3) 6. Relate the broad economic prospects of Europe and Russia. (CO-6, CO-7, CO-8)	Text: Read Chapters 1 & 2 on Europe and Russia. Supplemental Readings: TBA	Week 2 Quiz Forum #2 (graded)
3	North America, Middle America, and South America Scope: We cover all the Americas from north to south. Exploring the physical makeup of this vast area and the complex diversity of cultures that migration, invasion, and colonization have built. Concepts of urban realms, land-tenure traditions, and megacity are addressed. Emphasis is placed on rapid urban growth, concentration of population, and limitations imposed by physical geography.	1. Recognize the major geographic qualities of North, Middle, and South America. (CO-2, CO-3) 2. Identify the major climate types associated with each American realm. (CO-3) 3. Explain the makeup of the realms by means of their individual regions. (CO-1, CO-6, CO-7) 4. Describe the migration process along with push and pull factors. (CO-7) 5. Contrast the tourist industry to other economic activities in Middle and South America. (CO-4, CO-7) 6. Relate the broad economic prospects of the three American Realms. (CO-6, CO-7, CO-8)	Text: Read Chapters 3, 4, and 5 on North, Middle, and South America. Supplemental Readings: TBA	Week 3 Quiz Forum #3 (graded)
4	Sub-Saharan Africa Scope: The African continent occupies a special place in the world. Beneath its surface lie some of the oldest parts of the planet’s crust. Today Africa lies at the heart of the Earth’s landmasses, a relative location that may yet become one of its greatest assets. And current archeological research indicates that our species, Homo sapiens, emerged in Africa. We may have spread around the globe, but at the source we are all Africans. For millions of years, Africa was the stage for the great drama of human evolution. The first tools ever made were used by our Hominid ancestors in Africa. Language probably originated in Africa. The first sedentary human communities may well have formed in Africa. Our first artistic expression likely took place somewhere in Africa. More recently, North Africa’s Nile Valley was the scene of one of the earliest durable and creative civilizations, a culture hearth whose innovations radiated in all directions, Subsaharan Africa included. Ancient Egypt was to Africa what, thousands of years latter, ancient Greece was to Europe; a source of knowledge and ideas. When West Africa’s earliest states formed, their rulers modeled the political system on the Egyptian example. In those times, more than 2000 years ago, the African continent was a single geographic realm. The partition of Africa, through the Islamization and Arabization of the north, the European colonization, and the desiccation of the Sahara, came later. Today, Africa is a continent of two geographic realms: the north, a part of the greater Islamic realm that connects it to Southwest Asia and beyond; and the rest-Subsaharan Africa-an Africa defined by languages, modes of life, and cultural landscapes.	1. Recognize the major geographic qualities of Sub-Saharan Africa. (CO-2, CO-3) 2. Identify the major climate types associated with each region in the realm. (CO-3) 3. Relate the roles of environment and health. (CO-3, CO-7, CO-8) 4. Contrast the colonial activities in Sub-Saharan Africa and the impact of the Atlantic slave trade. (CO-1, CO-4, CO-7) 5. Recognize the cultural patterns as reflected in the languages and religions of Africa. (CO-1, CO-2, CO-6) 6. Relate the broad economic prospects of the realm. (CO-6, CO-7, CO-8)	Text: Read Chapter 6 on Subsaharan Africa. Supplemental Reading: TBA	Mid-Term Exam
5	North Africa/Southwest Asia Scope: This realm was the scene of several of the world’s great ancient civilizations, based in its river valleys and basins. It currently makes the stage for political and economic dramas that we are all personally and professionally involved in. From Morocco on the shores of the Atlantic to the mountains of Afghanistan, and from the Horn of Africa to the steppes of inner Asia lies a vast geographic realm of enormous cultural complexity. It stands at the crossroads where Europe, Asia, and Africa meet, and is a part of all three. This is one of humankind’s primary source areas and deserves of close attention. The various aspects of cultural diffusion will be discussed in detail. We will take our first look at the great world religion of Islam.	1. Recognize the major geographic qualities of North Africa/Southwest Asia. (CO-2, CO-3) 2. Identify the major climate types associated with the realm. (CO-3) 3. Describe the “Arab” and “Islamic” nature of this realm. (CO-2, CO-4, CO-8) 4. Relate the role of postulated culture hearths and early diffusion routes. (CO-1, CO-7) 5. Contrast expansion and relocation diffusion including the processes of contagious and hierarchical diffusion. (CO-2, CO-6, CO-7) 6. Relate the broad economic impact of oil to this realm. (CO-6, CO-7, CO-8)	Text: Read Chapter 7 on North Africa/Southwest Asia. Supplemental Reading: TBA	Week 5 Quiz Forum #4 (graded)
6	South Asia and East Asia Scope: From Iberia to Arabia and from Malaysia to Korea, Eurasia is a landmass fringed by peninsulas. The largest of all is the great triangle of India that divides the northern Indian Ocean into two seas: the Arabian Sea to the west and the Bay of Bengal to the east. The peninsula of India forms the heart of South Asia, a vast, varied, volatile geographic realm. East Asia is a geographic realm like no other. At its heart lies the world’s most populous country. On its periphery lies one of the globe’s most powerful national economies. Along its coastline, on its peninsulas, and on its islands an economic boom has transformed cities and country sides. Its interior contains the world’s highest mountains and vast deserts. It is a storehouse of raw materials. The basins of its great rivers produce food that can sustain more than a billion people.	1. Recognize the major geographic qualities of South Asia and East Asia. (CO-2, CO-3) 2. Identify the major climate types associated with each realm. (CO-3) 3. Describe the Chinese perspective as to the rise of civilization. (CO-1, CO-4, CO-6) 4. Recognize the components of population geography such as population distribution, density and rate of natural increase. (CO-2, CO-5, CO-7) 5. Differentiate between the impact of the Mauryan Empire, Islam, and European Intrusion to the South Asia of today. (CO-4, CO-5, CO-7) 6. Relate the broad economic prospects of the South Asia and East Asia Realms. (CO-6, CO-7, CO-8)	Text: Read Chapter 8 and 9 on South Asia and East Asia. Supplemental Reading: TBA	Week 6 Quiz Forum #5 (graded)
7	Southeast Asia Scope: Southeast Asia….the very name roils American emotions. Here the United States owned its only major colony. Here American forces triumphed over Japanese enemies. Here the United States fought the only war it ever lost. Here Washington’s worst Cold War fears failed to materialize. Here American companies invested heavily when the Pacific Rim’s economic growth transformed dormant economies into potential Pacific tigers. Southeast Asia, once remote and stagnant, has taken center stage in our globalizing world.	1. Recognize the major geographic qualities of Southeast Asia. (CO-2, CO-3) 2. Identify the major climate types associated with the realm. (CO-3) 3. Describe the state boundaries in Southeast Asia considering antecedent, subsequent, superimposed and relict boundaries. (CO-1, CO-5, CO-6) 4. Relate the role of natural resource to the economic development of the realm. (CO-1, CO-3, CO-4) 5. Contrast state territorial morphology. (CO-1, CO-5) 6. Relate the broad economic prospects of the three Realms. (CO-6, CO-7, CO-8)	Text: Read Chapter 10 Southeast Asia Supplemental Reading: TBA	Week 7 Quiz Research Project Due
8	Austral Realm, and Pacific Realm and Polar Futures The Austral Realm is geographically unique. It is the only geographic realm that lies entirely in the Southern Hemisphere. It is also the only realm that has no land link of any kind to a neighboring ream, and is thus completely surrounded by ocean and sea. Between the Americas to the east and the western Pacific Rim to the west lies the vast Pacific Ocean, larger than the entire world’s land areas combined. In this greatest of all oceans lie tens of thousands of islands, some large (New Guinea is by far the largest), most small. Together, the land area of these many islands is only about the size of Texas and New Mexico combined and over 90 percent of this lies in New Guinea. Special emphasis should be placed on the final four weeks in preparation for the Final Exam.	7. Recognize the major geographic qualities of the Austral and Pacific Realms. (CO-2, CO-3) 8. Identify the major climate types associated with each realm. (CO-3) 9. Recognize the nature and elements of the physical setting. (CO-1, CO-3) 10. Review the characteristics of cultural landscape. (CO-2, CO-5, CO-7) 11. Differentiate between the various claims measures and controls as related to the territorial seas of littoral states. (CO-1, CO-4, CO-8) 12. Name the geographic realms and recognize their regional components. CO-2, CO-3, CO-7)	Text: Read Chapters 11, and 12 on the Austral Realm and Pacific Realm Supplemental Readings: TBA	Forum #6 (graded) Final Exam

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Policies

Please see the Student Handbook to reference all University policies. In addition to other important policies, the Student Handbook will cover the:

Drop/Withdrawal Policy

Plagiarism Policy

All instances of plagiarism will be reported to the Registrar, and an appeals process lies therein. Your instructor will assign a zero for the assignment, and may also fail you from the course upon repeated or egregious cases.

Extension Process and Policy

Disability Accommodations

WRITING EXPECTATIONS

All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below.

· Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).

· Arial 11 or 12-point font or Times New Roman styles.

· Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.

CITATION AND REFERENCE STYLE

References and citations in narrative essay or composition assignments (e.g. Forums, research projects, etc.) must follow guidelines of commonly accepted formats, such as APA, Turabian, MLA, Chicago Style, etc. Exact styles may be specified in classes, so be sure to check instructions from your instructor.

COURSE EXTENSIONS

If circumstances prevent a student from completing all required coursework before the end of the course, the student should consider all options before deciding to request an extension in a course. An instructor is not required to approve an extension, so students should not count on always being able to get an extension when time management becomes an issue.

Students with extenuating circumstances must determine the need for their first Course Extension and submit their "Request Course Extension" form before the end of the course period. REVIEW YOUR STUDENT HANDBOOK FOR EXTENSION POLICY PRIOR TO REQUEST.

Students who do not meet the basic eligibility requirements, but have an extreme circumstance such as deployment during the course to an area without internet access, serious medical issue, or other similar situation may be eligible for a Deployment and/or Special Circumstance extension .

LATE ASSIGNMENTS

Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. Students must manage the competing demands on time resulting from work, school, family and other obligations. Should you need additional time to complete an assignment please contact your instructor before the due date to discuss the situation and determine an acceptable resolution. For each week that an assignment is late, 10% may be deducted for the assignment unless the student contacts the instructor and receives approval ahead of time about an extenuating situation. Routine submission of late assignments is unacceptable and will result in points deducted from assignment grades.

DISABILITY ACCOMODATIONS

This institution complies with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act , and the World Wide Web Consortium’s (W3C) Universal Access Guidelines . Students with special needs should inform their individual instructors and the University’s student services staff.

NETIQUETTE

Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the classroom. Discussions on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper “Netiquette” must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks, or student attempts to stifle the discussion of others. This policy also includes e-mails to classmates and instructors. Inflammatory e-mails will be reported to the APUS administration.

· Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. The Educator classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail messages.

· Humor Note: Despite the best of intentions, jokes and--especially--satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : ), (

DISCLAIMER STATEMENT

Course content may vary from the outline to meet the needs of this particular group.

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Academic Services

ONLINE LIBRARY and TUTORIAL& STUDENT STUDY CENTER

The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Tutorial &Student Study Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to [email protected] .

· Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.

· Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.

· Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.

· Turnitin.com: Turnitin.com is a tool to improve student research skills that also detect plagiarism. Turnitin.com provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. This tool helps ensure a culture of adherence to the University's standards for intellectual honesty. Turnitin.com also reviews students' papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors and/or students.

· Smarthinking: Students have access to 10 free hours of tutoring service per year through Smarthinking . Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), accounting, statistics, economics, Spanish, writing, grammar, and more. Additional information is located in the Online Research Center. From the ORC home page, click on either the “Writing Center” or “Tutoring Center” and then click “Smarthinking.” All login information is available.

All Active Duty DOD Military, new students, and students who have never had online tutoring with AMU/APU should be go to Tutor.com

 If a student is Active Duty DOD Military (and their dependants), please go to the Online Library Tutorial page to link directly to their branch of service to start their UNLIMITED online tutoring with Tutor.com

  http://www.tutor.com/military/colleges/amu-apus

  All other students (non-active duty DOD military) who have NOT used Smarthinking but are interested in online tutoring please go to the Online Library Tutorial page to link to the AMU/APU Civilian & CG Military Tutor.com portal

  http://www.tutor.com/colleges/landing/apus

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Selected Bibliography

Visit the Library Guide for our course Geography 101

The AMU/APU Library Guides provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. These are specially tailored for academic research at APUS.

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