Aloha QR Code Readers! If you are reading this post, you must have scanned the code on my AAG poster: “Cultural Identity, Symbolization, and Landscape: The Use of Minor League Baseball Logos in Geographic Education”
This blog post is a placeholder for my presentation this April. Here I will compile further information and documentation, including links and references.
ABSTRACT:
This presentation explores the intersection of cultural identity, symbolization, and cultural landscapes through the lens of Minor League Baseball (MiLB) logos, with a focus on utilization in geographic education. The word “logos” translates from the original Greek as “reason” or “the word”. Logos direct us to an accurate representation of the world. Logos express our dreams, aspirations, and cultural connections. MiLB logos are dynamic cultural artifacts and convey geographic themes. Logos may encapsulate the spirit of distinct regions, represent forgotten history, and embody communal pride and aspirations. There is often multiple layers of significance. Conversely, sports logos have stirred debate and contention, as some icons have been interpreted negatively. Cultural geography teaching modules were created to examine the changing geography of MiLB and the symbolic meaning of the logos. A lesson plan was created to engage students in the meaning within the symbology. Students sought and explained the “truth” inherent in selected logos. Student writing uncovered the profound ways in which logos illuminate the intricate weave of cultural identity within geographic landscapes. Furthermore, students cooperated on a creative role-playing assignment. They designed unique logos to represent their hometowns. Critical thinking was combined with creative writing and artistic license in this pedagogical experiment. This report suggests the potential use of MiLB logo design as a pedagogical tool to enhance geographic inquiry, literacy, and nurture understanding of cultural landscapes and a sense of place, identity, and regional awareness.
Keywords: Cultural identity, symbolization, place, pedagogical tools, sports geography
Caputo, P. J., & Creamer, C. (2018). The Story Behind the Nickname: The Origins of 100 Classic, Contemporary, and Wacky Minor League Baseball Team Names.
Coleman, N. (2020). Mascots In Baseball.
Creamer, C., & Radom, T. (2020). Fabric of the Game: The Stories Behind the NHL’s Names, Logos, and Uniforms. Sports Publishing.
Fulgaro, J. (1997). Sports Logo Guide. Amazon.
Maloney, J. (2023). Minor League Mania: Weird Names and Crazy Promotions in Minor League Baseball.
Radom, T. (2018). Winning Ugly: A Visual History of the Most Bizarre Baseball Uniforms Ever Worn. Sports Publishing.
Stone, D. & Stone, G. (2003). Logo R.I.P.: A Commemoration of Dead Logotypes. BIS Publishing.
More about my logos project here:
This slide set was presented at SEDAAG in Norfolk VA 2023.
Greetings QR code readers! If you are viewing this post, you must have viewed my poster presentation. The following is a list of academic sources for my study of the underlying geographic and cultural meaning in minor league baseball logos.
Agha, N., Goldman, M. M., & Dixon, J. C. (2016). Rebranding: the effect of team name changes on club revenue. European Sport Management Quarterly, 16(5), 675–695. https://doi.org/10.1080/16184742.2016.1210664
Bernthal, M., Ballouli, K., & Nugent, N. (2022). Toward a Better Understanding of Parent Versus Local Team Branding in Minor League Baseball. Sport Marketing Quarterly, 31(1), 3–15. https://doi.org/10.32731/SMQ.311.0322.01
Cavuto, P. (2023). Baseball By Design: Stories of Minor League Logos and Nicknames [Audio podcast]. Curved Brim Media Network.
Cianfrone, B. A., McGehee, G. M., & Brison, R. H. (2013). And the Home of the Braves: A Case Study of the Gwinnett Braves. Sport Management Education Journal, 7(1), 60–67. https://doi.org/10.1123/smej.7.1.60
Cryan, M. (2023). Major League Baseball Seized Control of the Minor Leagues: What Happened, What’s Happening Now, and What it Means for Players, Fans, Owners, and Cities. Nine (Edmonton), 32(1), 17–33. https://doi.org/10.1353/nin.2023.a903311
Dwyer, B., Le Crom, C. W., Tomasini, N., & Smith, G. A. (2011). The Richmond what? The naming of a minor league baseball franchise. Sport Marketing Quarterly, 20(1), 56–56.
Geoghegan, W. (2020). Summer baseball nation : nine days in the wood bat leagues. Lincoln, Nebraska: University of Nebraska Press.
Harrison, V. S., Bober, J., Buckley, C., & Vallos, V. (2023). “Save Our Spikes”: Social Media Advocacy and Fan Reaction to the End of Minor League Baseball. Communication and Sport, 216747952311519-. https://doi.org/10.1177/21674795231151916
Jacobsen, K. A. (2013). The Accidental Mascot: How Mr. Celery Reached His Salad Days with the Wilmington Blue Rocks. Nine (Edmonton), 22(1), 130–136. https://doi.org/10.1353/nin.2013.0042
Lewison, M. I. (2001). Organizations and logos: Effects of visual symbols on stakeholder social identity. ProQuest Dissertations Publishing.
Mann, Lucas. (2013). Class A : baseball in the middle of everywhere (1st ed.). New York: Pantheon Books.
Mitchell, M., Clark, M., & Nimmo, S. (2023). Environmental Sustainability Practices in Minor League Sports. The Sport Journal.
Mitchell, M., Voegel, J., & Nimmo, S. (2022). Ensuring the Business Sustainability of Minor League Baseball After the COVID Global Pandemic. The Sport Journal, 1-.
Simmons, J., Naraine, M. L., & Greenwell, C. (2023). Factors Influencing Fan Acceptance or Rejection of a Sport Team’s Revolutionary Rebrand. Sport Marketing Quarterly, 32(2), 91–104. https://doi.org/10.32731/SMQ.322.062023.01
Taylor, D. (2005). Minor league baseball team’s name changed to The Bees. The Enterprise, 35(18), 1-.
Williams, A. S., & Son, S. (2022). Sport rebranding: the effect of different degrees of sport logo redesign on brand attitude and purchase intention. International Journal of Sports Marketing & Sponsorship, 23(1), 155–172. https://doi.org/10.1108/IJSMS-01-2021-0016
Zeitler, E. (2013). Double-Play: Using Minor League Baseball to Apply Themes and Standards in Human Geography. Journal of Geography, 113 (1), 29-40.
Today I will share the images from my presentation at the Southeastern Association of American Geographers conference held in Norfolk, Virginia on November 18th to 21st, 2023.
ABSTRACT: This narrative explores the intricate interplay of geographic place and iconography within the evolving cultural mosaic of Minor League Baseball (MiLB) logos. Beyond their visual appeal, logos serve as profound reflections of local culture, environment, and history. Scrutinizing their design elements and symbolism, we unearth how logos encapsulate the spirit of distinct regions, represent forgotten history, and embody communal pride and aspirations. Set against the backdrop of MiLB nostalgic Americana, this exploration delves into the poignant concept of “something lost” – the vibrant tapestry of MiLB teams lost during Major League Baseball’s (MLB) post-pandemic consolidation. Logos, symbolizing a franchise’s raison d’être, stand as vestiges of cherished facets of communities. Logos are vessels of collective memory, tracing the echoes of a vanishing era, and can pave the way for the emergence of contemporary and updated identities. Symbolism becomes contextual within distinct cultures of a changing America. Reorganization, marketing trends and fiscal realities have transformed the character of MiLB’s unique depiction of Americana. The ongoing adaptation of this project for geographic education aims to cultivate an understanding of how logos can illuminate the intricate fabric of cultural identity.
Keywords: Sports geography, culture, symbolism
For a quick view of the slides, just play this YouTube video.
Colleagues — If you want me to narrate the presentation, set up a web meeting with me!
Click on any slide to view the full slide presentation! (Note that the embedded video is just a blank screen on these image slides.)
Please like, share, or ask questions in the comments below.
Today I will share some more student photos from “The Geography Photo Contest” in my classes from the two summer terms. At my university we have summer classes divided into two terms. The first summer session and the second summer session. Administratively, these are listed as Summer 1, and Summer 2 in the official university schedule of classes. Sometimes the terms are listed as Summer I and Summer II. On our Canvas course delivery system however, these are designated as Summer A, and Summer B. Oddly, this has never caused any confusion. Thus, I will share BOTH sets of student photos, together, all at once, as summer draws to a close. Indeed, the “Fall” Semester starts in a few days, on August 16th.
Summer A Student Photos: Click on any to start “A” slideshow …
Summer B Student Photos. Click on any, and you will “B” in the slideshow!
Your assignment — pick your favorite from Summer A, and your favorite from Summer B, then list your choice in the comments below — just like you would order a dinner in a Chinese restaurant.*
* “One from Column A, and one from Column B”. Etymology: The phrase comes from the typical American “Chinese” restaurant menus of the mid-twentieth century. These menus presented food selections for combination entrees in a table with columns labeled “A” and “B”. The customer was then advised, for example, to “Choose one from Column A and one from Column B.” The original idea was that the typical American had no idea what to order in a Chinese restaurant, so this system made it easier.
Today I will post some educational materials for teachers. Feel free to tell this tale to the younger folk:
“Well, gather around, young scholars, as we weave a tale that marries the boundless whimsy of age-old folklore with the mesmerizing spectacle of lightning sprites! You see, sprites in legends and lightning sprites aren’t as different as you might first think. Their similarity lies not only in their shared namesake, but also in their mysterious, elusive, and captivating nature.
In the olden times, nestled in the vast forests and winding streams, were magical creatures known as fairy sprites.
Red fairy sprite tree ornament.
These whimsical beings, light as a dandelion in the breeze, were famous for their playful, mischievous character. They were known to be invisible to the human eye, revealing themselves only to those they deemed worthy or at times of their own mysterious choosing. With a dash of magic and a flicker of light, they’d appear and disappear, leaving nothing but a shimmering trail and an air of wonder. Sometimes trickster fairy sprites would entice people to follow then into unknown areas of the forest.
Red “jellyfish” shaped sprite in the skies over Arizona.
Now, let’s set our sights skywards, far above the thunderous clouds, where another kind of sprite dances in the veil of night. These are the lightning sprites, the sky’s own magical entities. Just like fairy sprites, lightning sprites are shy, appearing only for a fraction of a second, a spectacle for those fortunate enough to witness their ephemeral beauty. They too, much like their mythical counterparts, choose to reveal their magnificence in an extraordinary display of lights, painting the canvas of the night sky with their enchanting red glow.
And here’s where the tale becomes even more bewitching. Fairy sprites were known to possess magical powers that could influence the world around them, and guess what? Our lightning sprites hold a similar reputation. Scientists believe these high-altitude light shows may play a role in the magical symphony of our planet’s atmospheric chemistry, possibly even influencing the weather where we live in.
So, you see, whether they are the playful inhabitants of a mystical forest or the glowing dancers of the night sky, sprites of all kinds carry a unique spark of magic and mystery. They remind us of the enchanting possibilities that exist at the intersection of imagination and reality, in the stories we tell and in the natural world we continue to explore.
Now, isn’t that a captivating tale?”
Optional: Have younger students draw their own pictures of Sprites and TLEs. Encourage them to be creative!
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(Updated) YouTube playlist for sprites education:
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LESSON PLAN: Here is a brief question-and-answer list for older grades, AP courses, or early college students. Teachers can cut and paste this into a PDF handout (but hold back on to the answers at first). Let the students go on a Sprite Internet scavenger hunt for facts and photos before you give them the answers!
Question and Answer Sheet: Lightning Sprites
Q1: What are lightning sprites?
A1: Lightning sprites, often just called sprites, are large-scale electrical discharges that occur above thunderstorm clouds. They are part of a group of phenomena known as transient luminous events (TLEs).
Q2: Why are sprites often referred to as “red sprites”?
A2: Sprites are often referred to as “red sprites” due to their reddish color. This color is a result of the interaction between the sprite discharge and nitrogen molecules in the atmosphere.
Q3: At what altitude do sprites occur?
A3: Sprites occur at very high altitudes in the Earth’s mesosphere, generally between 50 and 90 kilometers above the Earth’s surface.
Q4: How long do sprites last?
A4: Sprites are ephemeral, lasting only a few milliseconds. This transient nature makes them difficult to observe and study.
Q5: What is the typical shape of a sprite?
A5: Sprites can exhibit a variety of shapes, but most commonly they resemble a carrot or a sea jelly, with tendrils extending both upward and downward.
Q6: What type of lightning is often associated with sprite formation?
A6: Sprites are usually associated with positive cloud-to-ground lightning discharges, which are less common but more powerful than negative cloud-to-ground discharges.
Q7: How does a sprite form?
A7: When a strong positive cloud-to-ground lightning discharge occurs, it creates a significant imbalance in the electric field between the cloud top and the ionosphere. To restore equilibrium, sprites form in the ionosphere, neutralizing the imbalance.
Q8: How does a sprite emit light?
A8: Sprites emit light when the accelerated electrons in the sprite’s strong electric field collide with gas molecules, primarily nitrogen, in the mesosphere. This collision excites the gas molecules, causing them to emit light.
Q9: Why is studying sprites significant?
A9: Studying sprites can enhance our understanding of Earth’s electric and magnetic fields. Sprites can also potentially influence the concentration of greenhouse gases, having implications for climate studies. Additionally, sprites’ electromagnetic pulses might affect technological systems, like radio communication and satellites, hence understanding sprites can assist in designing more resilient technologies.
Q10: Can sprites pose any danger to aircraft or spacecraft?
A10: As of current understanding, sprites pose minimal danger to aircraft or spacecraft. Sprites occur above the maximum cruising altitude of most aircraft and spacecraft are either ascending or descending too rapidly to interact significantly with sprites. However, the electromagnetic pulses produced by sprites could potentially affect electronic systems; a topic which needs further research.
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Who cares? Why should we study lightning sprites? Why should the topic be part of science education?
Scientific intrigue: Sprites represent a relatively less understood part of Earth’s atmospheric dynamics. Their study could lead to significant advancements in our understanding of the Earth’s electric and magnetic fields, atmospheric chemistry, and potentially even climate change.
Visual spectacle: Sprites are visually stunning. They are often described as looking like giant red jellyfish or carrots hanging high above the clouds. This, combined with their transient and elusive nature, makes them a sought-after phenomenon for photographers and observers.
Mystery and challenge: Because of their high-altitude, fleeting existence, sprites are hard to observe and study, which adds to their allure. This challenge has led to the development of advanced observation techniques and technologies, inspiring innovation.
Cultural impact: In addition to their scientific interest, sprites have sparked the imagination and influenced cultural aspects, from art to literature, because of their ethereal and somewhat mystical appearance.
Sprites and other TLEs are only recently discovered, and are still not understood completely. The history of sprite observation demonstrates that there were parts of our natural world that we were not aware of. There is an “unseen world” out there … and perhaps there are more mysterious and elusive phenomenon yet to be discovered!
Explore the mystery!
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JOKES & RIDDLES FOR TEACHERS: You would be a good teacher if you could interject humor into your lecture. Here are a few sprite-themed jokes that could bring a bit of levity to a classroom setting.
Joke: Why don’t sprites use social media?Answer: Because they’re afraid of too many “flashy” photos!
Joke: Why did the sprite break up with the lightning bolt?Answer: Because it said their relationship was too “shocking”!
Joke: What do you call a group of sprites having a party?Answer: A “flash mob”!
Joke: Why did the thunderstorm invite the sprite to its party? Answer: Because it needed more “sparkle”!
Joke: Why did the sprite enroll in meteorology class?Answer: Because it heard there were lots of “charged” discussions!
Joke: Why are sprites terrible liars?Answer: Because they always give off a red glow!
Joke: Why was the sprite feeling left out at the meteorology conference?Answer: Because everyone was talking about the “lightning”, but no one was talking about the “lightning’s shadow”!
Joke: Why do sprites love thunderstorms?Answer: Because it’s the only time they get to “flash” their skills!
Joke: What’s a sprite’s favorite type of music?Answer: Electro-nica!
Riddle: I’m a magician of the night sky, disappearing before you can blink an eye. A sea creature in the air, giving thunderstorms a scare. What am I?Answer: A lightning sprite!
Remember, the best part about jokes and riddles is delivering them with enthusiasm! Have fun sharing these with your class!
Sometimes the end of the semester just creeps up on you. Then it pops out from behind a corner and yells “BOO”, making you drop all of your school supplies. Of course, my “second-eight-weeks-half-a-semester-but-still-all-the-work” students had to work twice as fast as the students in the regular term course. To these eight-weekers, the semester must whiz by in a flash. The last assignment, apart from the online final, is always the “Geography Student Photo Contest”. Let’s see what they turned in this time — barely in time.
Click on any of the images below to view the full size images and slideshow.
We all have had the experience of pulling off a project at the last minute. Does one sometimes do their best work under the pressure of a deadline? If it is rushed, does that make it sloppy and disorganized? Or, does the motivation under pressure create clarity of what exactly needs to be done, and so that gives one focus. Sometimes the most interesting and creative work is done spontaneously.
I’m glad that you finished. Now you can sit back, and watch the relaxing waves.
UNCP GLYS 2000 – Special Topics: Research in Geosciences. Please check out this playlist on YouTube!
These students worked on “individual investigations” with me this semester. They researched a topic, wrote proposals, conducted literature reviews, and prepared PowerPoint and poster presentations. All five presented at UNCP’s PURC Conference. Here, each student describes their poster/project. These videos show you what you would have heard if you attended the conference.
Seen at the Pembroke Undergraduate Research and Creativity symposium on April 12, 2023
I served as faculty mentor to five students who presented posters at the UNCP PURC symposium. I am very proud of each of these young scholars.
Here are a few scenes from the event:
This slideshow requires JavaScript.
If you want to read the program abstracts, they may be viewed at this link here.
If you need a closer view of the posters, then click on any image below to see the slides in full size. Any questions? Direct those to me in the comments area.
Sometimes a tornado embedded in a hurricane is called “the spin within the spin”. Although hurricanes and tornadoes are two separate phenomena, most landfall hurricanes produce at least one tornado. Typically, the more intense a hurricane is, the greater the tornado threat. There are several factors which influence why some strong hurricanes produce dozens of tornadoes, while others do not. I have included a bibliography of the most important papers on the subject.*
Tornadoes produced by hurricanes are often responsible for causing great monetary damage and causalities each year. In some years, the United States sees 10% of its annual tornadoes from just one tropical system.
These tornadoes are most often formed in the outer rain bands of hurricanes. Hurricane-producing tornadoes typically occur in the right-front quadrant of the storm with conditions being more favorable over land than sea.
The surface friction over land slows down surface-level winds, creating more wind shear aloft. Winds closer to the ground decrease speed while the winds in the upper level maintain momentum. This change in wind speed and frequent change in direction can lead to a column of rotating air, that may produce strong updrafts. Thunderstorm updrafts combined with the wind shear causes the vortices to flip vertically creating tornadoes.
SOURCE: “The Weather Book” as indicated above.
The tornado will intensify as the updraft increases and the spinning air becomes tightly packed. While these hurricane-spawned tornadoes are typically short-lived, they can be powerful and cause immense danger and destruction.
Climate trends indicate an increase in the frequency and intensity of tornadoes produced by hurricanes.
Weather education is needed: People may think that they are safer than they really are when they are located in a clear area in the outer rain bands. Residents may be located on the outside of the predicted “cone” but still be in danger. Periods of clear skies, associated with the gaps between rain bands also may indicate a false sense of security if local populations are not heeding forecasts. It is in these gaps, where the sun shines through, heats the ground, thus creating more convectional instability — further increasing the chance for tornadoes.
During both hurricanes and tornadoes, one wants to put as many protective, secure walls between themselves and the storm as possible. However, during hurricane landfall, the excess rain and resultant flooding would cause people to seek higher ground. During a tornado, people are advised to seek lower ground, even underground protection, to avoid the tornado’s winds.
*BIBLIOGRAPHY/ LITERATURE REVIEW:
Bai, L. (2021). Environmental analysis on the first documented tornado outbreak in China. Atmospheric Science Letters, 22(10). https://doi.org/10.1002/asl.1057
Bai, L., Meng, Z., Huang, L., Yan, L., Li, Z., Mai, X., … Wang, X. (2017). An integrated damage, visual, and radar analysis of the 2015 Foshan, Guangdong, EF3 tornado in China produced by the landfalling typhoon Mujigae (2015). Bulletin of the American Meteorological Society, 98(12), 2619–2640. https://doi.org/10.1175/BAMS-D-16-0015.1
Carroll-Smith, D., Trapp, R. J., & Done, J. M. (2021). Exploring Inland Tropical Cyclone Rainfall and Tornadoes under Future Climate Conditions through a Case Study of Hurricane Ivan, Journal of Applied Meteorology and Climatology, 60(1), 103-118. Retrieved Mar 4, 2023, from https://journals.ametsoc.org/view/journals/apme/60/1/jamc-d-20-0090.1.xml
Curtis, L. (2004). Midlevel dry intrusions as a factor in tornado outbreaks associated with landfalling tropical cyclones from the Atlantic and Gulf of Mexico. Weather and forecasting, 19(2), 411-427. https://doi.org/10.1175/1520-0434(2004)019%3C0411:MDIAAF%3E2.0.CO;2
Fujita, T. T., Watanabe, K., Tsuchiya, K., & Shimada, M. (1972). Typhoon-associated tornadoes in Japan and new evidence of suction vortices in a tornado near Tokyo (1). Journal of the Meteorological Society of Japan. Ser. II, 50(5), 431-453. http://hdl.handle.net/10605/262128
Green, B. W., Fuqing Zhang, & Markowski, P. (2011). Multiscale Processes Leading to Supercells in the Landfalling Outer Rainbands of Hurricane Katrina (2005). Weather and Forecasting, 26(6), 828–847. https://doi.org/10.1175/WAF-D-10-05049.1
Kovach, M. M., & Konrad,Charles E.,,II. (2014). The spatial distribution of tornadoes and high wind impacts associated with inland-moving tropical cyclones in the southeastern united states. Physical Geography, 35(3), 245-271. https://doi.org/10.1080/02723646.2014.909231
Lee, W.-C., Bell, M. M., & Goodman Jr, K. E. (2008). Supercells and mesocyclones in outer rainbands of Hurricane Katrina (2005). Geophysical Research Letters, 35(16), L16803–n/a. https://doi.org/10.1029/2008GL034724
Moore, T. W., & Dixon, R. W. (2015). A Spatiotemporal Analysis and Description of Hurricane Ivan’s (2004) Tornado Clusters. Papers in Applied Geography, 1(2), 192-196. https://doi.org/10.1080/23754931.2015.1012449
Rao, G. V., Scheck, J. W., Edwards, R., & Schaefer, J. T. (2005). Structures of Mesocirculations Producing Tornadoes Associated with Tropical Cyclone Frances (1998). Pure and Applied Geophysics, 162(8-9), 1627–1641. https://doi.org/10.1007/s00024-005-2686-7
Sakurai, K., & Mukougawa, H. (2009). Characteristics of the Meso-scale Environments of Storms Associated with Typhoon-spawned Tornadoes in Miyazaki, Japan. Scientific online letters on the atmosphere, 5, 5–8. https://doi.org/10.2151/sola.2009-002
Schneider, D., & Sharp, S. (2007). Radar signatures of tropical cyclone tornadoes in central North Carolina. Weather and Forecasting, 22(2), 278–286. https://doi.org/10.1175/WAF992.1
Sueki, K., & Niino, H. (2016). Toward better assessment of tornado potential in typhoons: Significance of considering entrainment effects for CAPE. Geophysical Research Letters, 43(24), 12,597–12,604. https://doi.org/10.1002/2016GL070349
Verbout, S. M., Schultz, D. M., Leslie, L. M., Brooks, H. E., Karoly, D. J., & Elmore, K. L. (2007). Tornado outbreaks associated with landfalling hurricanes in the North Atlantic Basin: 1954–2004. Meteorology and atmospheric physics, 97, 255-271. https://doi.org/10.1007/s00703-006-0256-x
This should get you started!
BRACE YOURSELF! This is the link to the Wikipedia list of tornadoes spawned from tropical cyclones. You may also use their list of references. I always say “brace yourself” whenever I share an article from Wikipedia. In this case, the article is probably not biased, as much of their other content is.
"From Equatorial Icecaps to Polar Deserts" 