from the world's big
You can now drag and drop whole countries to compare their size
TheTrueSize.com offers hours of fun while you stretch and shrink countries and states all over the globe.
- Our world maps lie to us: North America and Europe aren't really that big and Africa really is much bigger.
- It's all the fault of Mercator: even if the man himself wasn't necessarily Eurocentric, his projection is.
- This interactive map tool reveals countries' true sizes without having to resort to the Peters projection.
Is Texas really bigger than Poland? Does Russia stretch further east to west than Africa does north to south? And how big a chunk of Europe would the U.S. cover? If you're losing sleep over questions like these, you'll find relief at TheTrueSize.com, a web tool designed to provide answers about the relative sizes of countries (and U.S. states).
Created by James Talmage and Damon Maneice, the application was inspired by an episode of The West Wing, in which a delegation of the (fictional) Organisation of Cartographers for Social Equality (OCSE) asks the White House to get public schools to use world maps that use the Peters projection rather than the traditional Mercator projection.
Cartographers for Social Equality - The West Wing www.youtube.com
Why? On a Mercator map, countries in further north (and south) are shown larger than they are relative to countries closer to the equator. In so doing, one of the OCSE scientists explains, "the Mercator projection has fostered European imperialist attitudes for centuries and created an ethnic bias against the Third World," says one OCSE scientist.
However, her colleagues point out that this was not Mercator's original intent: "(He) designed (the Mercator projection) as a navigational tool for European sailors (…) The map enlarges areas at the poles to create straight lines of constant bearing or geographic direction."
While those straight lines make it easy for sailors to follow directions across oceans, world maps in the Mercator projection distort the relative size of the world's land masses — and increasingly so closer to the poles.
- The classic example, also used in The West Wing scene, is Greenland: on a Mercator world map, it appears roughly the same size as Africa. In fact, the continent is 14 times larger than the island.
- Other examples: on a Mercator map, Europe seems larger than South America; in fact, South America is almost double the size of Europe.
- And, Alaska appears three times as large as Mexico, but Mexico is slightly larger than America's northernmost state.
However, the Peters projection deviates substantially from what many people have come to expect a world map should look like. Or, as one of the presidential aides in The West Wing said, when presented with an example, "What the hell is that?"
This app allows size comparison while avoiding the cartographic Fremdkörper that the Peters projection still is. "We hope teachers will use it to show their students just how big the world actually is," say Talmage and Macniece.
TheTrueSize.com is great fun: move equatorial countries north and see how getting closer to the pole distorts them, as if in a house of mirrors at the carnival. Plonk countries from different latitudes next to each other and see how they're a lot more different in size than you thought. Or a lot less. See countries shrink as you drag them from their positions high up north (or deep down south) closer to the equator.
Greenland and Africa, Mercator style
Yes, Greenland is huge. But not this huge. Because it's so close to the North Pole, the Mercator projection stretches the Danish-controlled island out beyond all proportion. That's why it looks as big as Africa and a lot bigger than the Democratic Republic of the Congo.
Congo is bigger than Greenland
Drag the icy island away from its Arctic abode toward the deepest jungles of Africa, and its form shifts and its area shrinks. Greenland has an area of 836,000 square miles (2.16 million km2), which makes it a bit smaller than the DR Congo, at 857,000 sq. mi (2.22 million km2).
UK trumps Tanzania
The symbolism of space and the prejudice of history puts the United Kingdom on top, and its former colony Tanzania way down at the bottom of this map. There doesn't seem to be that much of a size difference between both countries.
Tanzania swallows the UK
Look at that: the entire U.K. fits easily into Tanzania, with a lot of room to spare. The Shetland Islands, Scotland's northernmost archipelago, is at a safe distance from the Rwandan border, and Dover is still a day's drive away from Dar es Salaam, on the coast.
Russia on top
At 6.6 million sq. mi (17 million km2), Russia is the world's largest country. But Mercator makes it look larger than it is. Drag and drop it near the equator, and you see how truly huge Africa is: at 11.73 million sq. mi (30.37 million km2), it is almost twice the size of Russia.
Russia on its head
British imperialist Cecil Rhodes dreamed of a string of colonies (and a railway line) stretching "from Cape to Cairo." He could have just gone to TheTrueSize, turned Russia on its head and dragged it over Africa: Cape Town is somewhere in the Russian Caucasus, while the easternmost point of Siberia plunges into the Mediterranean, well, north of Cairo.
Texas is bigger than Poland. You could drop it over the map of Eastern Europe and have it cover the entirety of Poland, and there'd be plenty of Texas left to surround it.
Trying Europe on for size
Talking about huge: stick the Lower 48 onto Europe, and you immediately see how both compare for size. If Seattle would be in the west of Ireland, Istanbul would still be in the same country — in southern Texas. Los Angeles would be on the Franco-Spanish border and Chicago just north of Moscow. New York? Deepest Siberia. Admittedly, it sometimes does feel like that.
Inflated and deflated states of America
The U.S. has a very recognisable cartographic persona, but here's what that funhouse mirror does to it when you move it north. It inflates to a grotesque parody of its former shape (but it does rival Canada for size). Not so much deviation towards the equator, except that it shrinks. And we can't have that!
Ten largest countries
Here are the world's ten largest countries, all dragged to neutral territory – on the equator – for better size comparison. Suddenly, those size differences don't seem so great any more.
Germany in the Midwest
Here's what would happen if you placed Germany in the Midwest: Milwaukee would double as Flensburg, Nashville could be a Midwestern Munich, St. Louis would be Cologne and Fort Wayne could pretend it was Berlin. Together, Illinois, Indiana and Kentucky cover 135,000 sq. mi, almost exactly as much as Germany, at just under 138,000 sq. mi.
Strange Maps #953
Got a strange map? Let me know at firstname.lastname@example.org.
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Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
What leads people to believe in "chi" attacks and "no-touch" knockouts?
- A small fraction of martial arts teachers claim to possess extraordinary powers, like being able to knock out opponents without touching them.
- A recent video essay explores the psychological factors that drive people to believe in fake martial arts.
- These factors might also help to explain why there's often some degree of blind self-deception regarding the efficacy of traditional martial arts.
Why do people buy into fake martial arts?<p>In a recent video essay, YouTuber <a href="https://www.youtube.com/channel/UCtGoikgbxP4F3rgI9PldI9g" target="_blank">Super Eyepatch Wolf</a> explores that question by taking a look at the history of fake martial arts, and some of its noted "masters."</p>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
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