from the world's big
Thumbs up? Map shows Europe’s hitchhiking landscape
Average waiting time for hitchhikers in Ireland: Less than 30 minutes. In southern Spain: More than 90 minutes.
- A popular means of transportation from the 1920s to the 1980s, hitchhiking has since fallen in disrepute.
- However, as this map shows, thumbing a ride still occupies a thriving niche – if at great geographic variance.
- In some countries and areas, you'll be off the street in no time. In other places, it's much harder to thumb your way from A to B.
Rated for hitchability
User-based tips and tricks on how to hitch a ride throughout Europe (and the rest of the world).
If you've never stuck out your thumb to get somewhere, nor picked up someone who did, you're now part of the overwhelming majority. Nevertheless, like vinyl, hitchhiking has survived the predictions of its demise and occupies a small but thriving niche.
There's an entire wiki dedicated to the practice, including a map detailing hitchhiking spots around the world, rating each for 'hitchability' and providing a user-generated average waiting time for each spot.
Based on that information, Abel Sulyok has produced this map, showing average waiting times across Europe as experienced by hitchhikers themselves. The map provides a curious overview of the continent's hitchhiking landscape, indicating where it's easier to hitch a ride, and where your thumb is going to be sore before you're picked up.
Hitchhiking heat map
Hitchhiking success (or failure) doesn't just depend on your technique or appearance, also on your location.
Image: Abel Sulyok
In areas colored darkest green, you're off the street in 10 minutes or less. Lightest green: half an hour. Things turn yellowy in areas where you have to wait up to an hour and then change to red for times up to 90 minutes. If it's more, you're in a deep burgundy.
- Some countries seem more hitchhiker-friendly than others. According to this map, you'll have most luck sticking out your thumb in Ireland, the Netherlands, Belgium, Denmark, Albania and Romania – all mainly light green.
- In-between countries include the UK, France, Germany, Poland, Bulgaria, Macedonia and Turkey (among others).
- Worst countries to hitchhike, at least according to this map: Spain, Portugal, Italy, Croatia, Greece, Austria, Sweden.
- Border areas seem prone to hitchhiking problems, although curiously often just in one direction. Check the Russian-Belarus border, or the ones between Bosnia and Serbia, Greece and Turkey, or Austria and all points south.
- Urban rides can be more difficult to hitch; see the 'hot spots' covering Paris, Athens, Kiev and the Liverpool/Manchester area in northwest England. In big cities, motorists can always soothe their bad conscience thinking the next car will pick up that rain-soaked stranger.
- Red can also mean remote, as it certainly does in Scotland's furthest north, or the interior of northern Sweden and Norway.
- Other red zones are more difficult to explain. Why the generalized aversion to autostopistas in both southern Spain and southern Italy? Why is Germany's Frisian coast so atypically hostile to hitchhikers? And what makes the southern Swedes so unamenable to helping out their non-motorized fellow travelers?
As this map shows, your hitchhiking success depends not just on your presentability, but also on where you present yourself.
From freighthopping to hitchhiking
A young Ernest Hemingway (17 in 1916), freighthopping to get to Walloon Lake.
Image: Wikimedia Commons / Public Domain
Hitchhiking has a long tradition in the U.S. Its direct ancestor was freighthopping. After the Civil War, if you were looking for work but without your own means of transportation, you'd hop on freight trains to travel long distances.
By 1911, the ranks of these hobos (1) had swelled to an estimated 700,000 – or about 0.75% of the entire U.S. population at the time.
While lots of people kept riding the rails throughout the 20th century (2), the rise of the automobile provided a much safer and more flexible means of hitching rides to faraway destinations.
Popular (and patriotic)
Hitchhiking (3) really took off after 1929, when the Depression both limited people's options to buy their own cars and increased their need to move around to find work. Under the New Deal, the US Government even set up a Transient Bureau that helped both hobos and hitchhikers.
Hitchhiking entered the national consciousness, portrayed in popular books (John Steinbeck's The Grapes of Wrath) and films (It Happened One Night, starring Clark Gable and Claudette Colbert).
By one estimate in 1937, at least one adult American male in 10 had hitched a ride at least once. A Gallup poll conducted during World War II, when fuel-rationing and car shortages were keeping hitching popular (and patriotic), indicated that nearly half of all Americans had picked up a hitchhiker.
Friendly traveler or vicious murderer?
Two FBI posters, signed by America's anti-hitchhiker-in-chief, J. Edgar Hoover.
Image: FBI / Public Domain
However, there were problems with hitchhiking almost from the start. Early on, public opinion swung against aggressive hitchhikers, sometimes standing in the middle of the road, practically "demanding a ride". Reports of crimes – real or otherwise – committed by hitchhikers predisposed the public and the authorities against it.
After WWII, laws and law enforcement further discouraged the practice, as exemplified by these FBI posters, warning drivers against hitchhikers: They could be "a happy vacationer or an escaping criminal – a pleasant companion or a sex maniac – a friendly traveller or a vicious murderer."
In the 1970s and 1980s, a slew of highly publicized crimes involving hitchhikers (to name just one: the Santa Rosa Hitchhiker Murders, 1972-73) – and a few movies playing on the fears they generated (The Texas Chainsaw Massacre, 1974; The Hitcher, 1987) – helped end its heyday.
Unsuited to hitchhiking
The Interstate Highway System in 1976
Image: U.S. Department of Transportation / Public Domain
Add to that the generalized sentiment nowadays that 'stranger' equals 'danger', and the demise of hitchhiking seems logical. From the 1920s right up to the 1980s, thumbing a ride was a fairly common way to get around. These days, it's the option of last resort.
But perhaps the main reasons for hitchhiking's decline have less to do with moral panic, more with fundamental changes in infrastructure. For one, there's the post-war rise of the Interstate Highway System: Bigger, faster roads that are unsuited to hitchhiking.
The biggest underlying factor may be the rise of car ownership. The percentage of US households without a car has steadily declined, from about 50% in 1941 to less than 10% today (4). If you have a car, you don't need to hitch a ride.
This map was produced by Abel Sulyok, based on data from Hitchwiki. Image found here on Reddit. Reproduced with Mr Suyok's kind permission. Many thanks to Katrien Luyten for pointing it out. It would be interesting to see a North American version.
For more on hitchhiking's decline, check this great article by Dave Margulius, first published in the Washington City Paper in 1988.
Got a strange map? Let me know at firstname.lastname@example.org.
(1) A short dictionary of early 20th-century vagrancy. Hobo: someone traveling to look for work. (Term possibly derived from hoe-boy, i.e. 'farmhand', or an abbreviation of homeward bound). Tramp: someone traveling, but not looking for work. (From tramping, i.e. long-distance walking, as this was their main means of getting about). Bum: someone neither looking for work nor traveling. (From the German bummler, 'loafer').
(2) There are still enough hobos around to animate a National Hobo Convention, every August since 1900, in Britt, Iowa. Nevertheless, the lifestyle is definitely fading – see this article about The Last Great American Hobos.
(3) Curiously, the term is much older than the automobile. It describes the practice of 'horse-sharing' in the Old West. According to an article in the American Motorist in 1978, "One man would start walking while the second man rode the horse to a predetermined spot. He would hitch the horse to a tree and walk on. When the first man [arrived], he would take the horse and ride past the other man to another predetermined spot."
(4) In 2010, 91.1% of American households had at least one car. In 2015, that figure had dropped slightly to 90.9%. Trendwatchers attribute this first decline in decades to millennials in big cities preferring car 'usership' over car ownership. However, the U.S. Census figure for 2017 indicates car ownership has gone up again, to a record 91.2%.
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>
Russian astrophysicists propose the Casimir Effect causes the universe's expansion to accelerate.
- Astrophysicists from Russia propose a theory that says dark energy doesn't exist.
- Instead, the scientists think the Casimir Effect creates repulsion.
- This effect causes the expansion of the universe to accelerate.
Gravity Should Slow the Expanding Universe, but Dark Energy Is Speeding It ...<div class="rm-shortcode" data-media_id="TXFqpm0M" data-player_id="FvQKszTI" data-rm-shortcode-id="e242a06f4b4464e0cffae45d5142d2ea"> <div id="botr_TXFqpm0M_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/TXFqpm0M-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/TXFqpm0M-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/TXFqpm0M-FvQKszTI.js"></script> </div>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.