How would you clarify last week's one-word statements of capabilities? [see Bolles, Chapter 8]
How would you illustrate these capabilities?  [see portfolios;  see UW Geography's Careers website on portfolios]

Team projects are often the source of some important capabilities:  delegation, negotiation of tasks, group process to create a plan and execute it, identifying and making use of individuals’ strengths, identifying and finding the data required for an analysis
 

Example:  representation as a skill
Read the Lehmann article from The New Yorker.  Note that it’s about the problems of representation.

All of you have taken Geog 360, and some of you have specialized in GIS.  From this, and from your other theoretical and empirical courses, you immediately recognize that representation is a form of argument.

Note examples in the article:  representing estates but not other housing;  British Empire in pink;  choice of projection affects relative size of continents.

Note other examples.  We know that maps are models, or simplified representations, and are thus a form of argument.  What about other types of models?

• Mathematical models (we represent a process by selecting some variables from among many)
• Verbal models (we represent when we just telling a story;  history is representation)
• Graphical models (suggest the example of the DJIA’s “plummet,” on a scale that goes only from 9,000 to 11,000)
• What other sorts of models (simplified representations of processes or relationships) have you studied?  (Models of development?  Hydrological models?  International trade models?  Demographic transition?)  What’s left out in each model?  What’s accentuated?  Who benefits from these omissions and accents?  How does this bring shortcomings into the model?

You can think of other, analogous ways to generate principles that you’ve learned that are more specific than “critical thinking.”