This document provides an introduction and agenda for a fieldwork session exploring everyday geographies. It begins with an introduction to the theme of everyday geographies and how it relates to the geography curriculum. It then outlines a fieldwork toolkit for exploring familiar and unfamiliar places, including a planned hour of fieldwork in a nearby location. The document shares various quotes and resources related to exploring everyday spaces and mundane experiences in an effort to better understand places.
Through the eyes of young observers: Geographers Imagine, Image and Create Fu...becnicholas
How many times have we paused to consider what it is that goes on in the online worlds of young people? Should we just see their behaviour (and ours) as being that other world – be it Facebook, twitter, digital games or ‘research’ – or should we be aligning our teaching approaches with the realities of ever on networked spaces? If we take the latter approach and get networked in our teaching then what of the other world of real world spaces, real time and real people living their everyday lives. In truth geographers are in the ‘box seat’ to blend the new with the old. We can use the ever changing and expanding array of ‘apps’ and explore understandings of the world around us in ways that are dynamic and with opportunities to model alternative futures – all within the constructs of geography, its standards and its traditions. It’s the best time to be a geographer and we have a new curriculum that reflects the challenges of our times. Remember to look out the window!
Regions as geographical learning resources in Higher Education: Using the loc...Prof Simon Haslett
Presentation by Simon Haslett, Professor of Physical Geography and Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. Given on 2nd September 2010 at the Higher Education Research Group 'Innovative Spaces of Learning' session at the Royal Geographical Society (with IBG) Annual Conference at their Headquarters at Kensington Gore, London.
Through the eyes of young observers: Geographers Imagine, Image and Create Fu...becnicholas
How many times have we paused to consider what it is that goes on in the online worlds of young people? Should we just see their behaviour (and ours) as being that other world – be it Facebook, twitter, digital games or ‘research’ – or should we be aligning our teaching approaches with the realities of ever on networked spaces? If we take the latter approach and get networked in our teaching then what of the other world of real world spaces, real time and real people living their everyday lives. In truth geographers are in the ‘box seat’ to blend the new with the old. We can use the ever changing and expanding array of ‘apps’ and explore understandings of the world around us in ways that are dynamic and with opportunities to model alternative futures – all within the constructs of geography, its standards and its traditions. It’s the best time to be a geographer and we have a new curriculum that reflects the challenges of our times. Remember to look out the window!
Regions as geographical learning resources in Higher Education: Using the loc...Prof Simon Haslett
Presentation by Simon Haslett, Professor of Physical Geography and Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. Given on 2nd September 2010 at the Higher Education Research Group 'Innovative Spaces of Learning' session at the Royal Geographical Society (with IBG) Annual Conference at their Headquarters at Kensington Gore, London.
Slides to support a lecture given at the 2014 Annual Conference of the Geographical Association. The key message is that the current curriculum reforms do not signal the death of school geography but a renewal and revival. Indeed, geography is a critical subject in the whole education of a child.
Making connections between primary and secondary classroomsDavid Rogers
Slides to support a workshop delivered at the Geographical Association's Conference in April 2016. Exploring the links between primary and secondary classrooms
Getting creative with your (geography) curriculum David Rogers
Presentation given at the Royal Geographical Society. Some ideas and thoughts about the 2014 National Curriculum for Geography, including some practical ideas and resources.
Slides to support a lecture given at the 2014 Annual Conference of the Geographical Association. The key message is that the current curriculum reforms do not signal the death of school geography but a renewal and revival. Indeed, geography is a critical subject in the whole education of a child.
Making connections between primary and secondary classroomsDavid Rogers
Slides to support a workshop delivered at the Geographical Association's Conference in April 2016. Exploring the links between primary and secondary classrooms
Getting creative with your (geography) curriculum David Rogers
Presentation given at the Royal Geographical Society. Some ideas and thoughts about the 2014 National Curriculum for Geography, including some practical ideas and resources.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Everyday engagement with
(un)familiar places
Quotidian Fieldwork
Alan Parkinson
King’s Ely Junior
President of the Geographical
Association 2021-22
Claire Kyndt
King’s Ely
2. Everyday Geographies Fieldworkshop
The plan for the next 3 hours:
- An introduction to my ‘Everyday Geographies’ (GA Conference theme)
- Linking the theme to the curriculum (curriculum making)
- A fieldwork toolkit for exploring and engaging with (un)familiar places
- FIELDWORK in and around a nearby location (around 1 hour)
- Sharing, review and reflection
10. “The mundane is just as crucial and
intrinsic to life as the exceptional.
Finding the beauty in the small,
ordinary things helps us appreciate the
extraordinary even more.”
(Sebastian Hill, 2017)
23. The spatial realities of Covid-19 are changing how we live and
forcing us to see the world through where-tinted glasses. Yet
the pandemic’s most valuable lesson, should we finally be
willing to receive it, is that the very concept of elsewhere is a
fiction. It is naive to think of other places as
disconnected from our own geography, our own lives.
Where matters—absolutely. But it’s also true that we
all live right here. Together.
David Wolman
28. London, where they already cover 50% of the population and have 34 dark stores. By the end of the
year, they hope that 90% of Londoners will be able to get their groceries within 10 minutes from Getir.
29. ‘Geography, like all dynamic areas of
disciplinary thought, is in a constant state of
becoming’.
(Lambert & Morgan, 2010)
34. “Anthropogenic creations called into being by the meeting of humans
and their environment. They are prominent among our contributions to
our time and space. We make what has been called patterned ground.
Place-making is a signal of our species. We make good ones and bad
ones, and plenty of neither-here-nor-there ones. Good, bad or
indifferent, they operate on all their constituents.”
Tim Dee, 2018
37. South Polar Research Institute - very
close to here.
Frank Debenham, OBE
Frank Debenham, from 1931 to his
retirement in 1949, was the first holder of
the Chair of Geography in the University of
Cambridge.
GA President 1952 - 70 years
ago.
38. The first meeting of the Committee of Management took place
on January 1926, The Inauguration Ceremony was in May –
an exhibition in Sedgwick House, followed by a dinner given
by the Vice-Chancellor in Downing College. It was a grand
affair, amongst others attending were Sir T. W. Edgeworth
David (who had been part of Shackleton’s Nimrod expedition
and who had reached the South Magnetic Pole) and Scott’s
widow Kathleen (Mrs. Hilton Young). Kathleen’s husband,
Commander Hilton Young, proposed the toast. The inaugural
address by Dr. Fridtjof Nansen the Norwegian explorer,
scientist, and Nobel Peace Prize laureate, was cancelled
because a coal strike prevented him getting to the meeting.
44. Sidney Wooldridge
Geoffrey Hutchings
"It is a mistake to conduct an instructional expedition which has
not been thoroughly rehearsed. Teaching does not go smoothly
if the leader has trouble in finding his way, or if the timing goes
wrong. There may be something appealing in the idea of teacher
and students joining together in the spirit of exploration and
discovery, but a teacher who tries to break new ground in
company with his students can be putting himself to a severe
test. He may come out of it well as a companion but he will
seldom in such circumstances be able to give a first-class piece
of teaching".
46. Patrick Bailey
“Fieldwork is the best and most immediate means of bringing the two aspects of the
subject (i.e. a body of knowledge and a distinctive method of study) together in the
experience of the pupil. Therefore, fieldwork is a necessary part of geographical
education; it is not an optional extra”
(Bailey, 1974)
53. Clifford Geertz – “thick description”
Geertz described the practice of thick description as a way of
providing cultural context and meaning that people place on
actions, words, things, etc. Thick descriptions provide enough
context so that a person outside the culture can make meaning of
the behavior.
Thin description by contrast, is stating facts without such meaning
or significance. Surveys provide thin descriptions at best. We are
suggesting that thick descriptions can be useful to people within
an organization in order to better understand themselves and the
complexity of organizational life. They can then see their own
culture in the subtle ways that cannot be exposed by surveys and
sound bites alone.
https://thecynefin.co/the-thick-and-thin-of-it
54. “When we travel, we travel through an
infinity of simultaneous stories…. and
maps are a surface over which these
stories are played out…”
Doreen Massey
GA Conference Lecture
60. The Dear Data project
● A year-long, analog data drawing
project by Giorgia Lupi and Stefanie
Posavec.
● Living on different sides of the
Atlantic (UK and USA).
● Each week, and for a year, they
collected and measured a particular
type of data about their lives, used
this data to make a drawing on a
postcard-sized sheet of paper, and
then sent their postcard to each
other.
61.
62. ● Micro – in scale
● Everyday – so that all students could access and complete.
● Shareable – to broaden and enrich the data.
● Simple - Easy designs that gives the students the targeted information they
need.
● Rich – had to include at least 2 data collection elements.
63. BQ: What factors affect a place's ability to adopt greener transport?
SQ: What are the different ways I travel and why?
Method
MOBILITY
1) What is my journey?
2) How will I journey?
3) How far is my journey?
4) What is the purpose of my journey?
5) What does this say about myself?
1. Lines = a journey is made. Lines are drawn within the
type of transport taken for the journey.
In line with a pressing need to change our reliance on fossil fuels, this investigation
brings this down to the role we may play in adopting greener ways into our
everyday. How can I adopt greener transport? What type of journeys do I make
and what type of transport am I using for these journeys? Can this be changed and
what would this mean for my personal carbon footprint?
3. Line colour = purpose of my
journey.
C
a
r
Bik
e
Wal
k
P
u
b
l
i
c
t
r
a
n
s
p
o
r
t
2. Line length = the distance I will travel.
1k
m
2km
3 km
4+km
Shops
Date data is collected =
65. BQ: To what extent does quality of life vary
between places?
SQ: The story of two streets – how does quality of life vary?
Method
1. Each symbol = one event
2. Colour = what the event is about
3. The symbol’s pattern =
strength of impact.
VARIATIONS
1) What events improve my quality of life?
2) What events make my quality of life poorer?
3) Just how better/worse?
4) What does this say about living on my
street?
Quality of life comparisons are often made between cities, towns, areas, wards…all
relatively large scale when it comes to the everyday. How does wellbeing and
standard of living differ on a much smaller scale….between two streets in the same
place? Over the next week, record events that have either a negative or positive
impact on your quality of life.
Location of street =
Date data is collected =
Any other comments =
meh
Strongly
impacted
Very strongly
impacted
66. Events that improve my quality of life Events that make my quality of life poorer
The main story is
Reflections
67. BQ: To what extent does quality of life vary between places?
SQ: The story of two streets – how does quality of life vary?
Method
1. Each symbol = one
event
2. Colour =
what the
event is
about
3. The
symbol’s
number
= strength
of feeling
Noise
1⃣
2⃣
3⃣
Quality of life comparisons are often made between cities, towns, areas,
wards…all relatively large scale when it comes to the everyday. How does
the standard of living differ on a much smaller scale….between two streets in
the same place? Record observations and events that have either a negative
or positive impact on the quality of life on two sides of Parker’s Piece.
Location of streets =
Date and time data is collected =
meh
Moderate
impact
Strong
impact
Demographic profile of person collecting =
Events that improve my quality of life Events that make my quality of
life poorer
69. Listening to conversation
What do people in this place talk about?
• Find a spot to sit or linger
• Listen
• Record the words and conversations that are had over a
set period
Weather
1. One circle = a
topic of
conversation
2. Colour = favourites?
Positive/negative?
Demographic?
71. “Tentative d’épuisement d’un lieu dans
Cambridge”
Perec had a sense of what constituted life, reality. It wasn’t what
was remarkable, extraordinary or eventful. It was what happened
daily, that passed without comment. The regular and banal, what
was habitual and quotidian and therefore necessary in its tedious
laying down of substructure, the strata of building, the substance
that escaped notice, the element and condition he called the
infra-ordinary.
https://bordercrossingsmag.com/article/georges-perec-soft-chalk-a
nd-pigeons
72. Les Back – Thinking Allowed - Cafes
https://www.bbc.co.uk/programmes/b06qkp8j
73. Suzanne Hall
City, Citizen & Street (2012)
The interesting thing about a street is that it is
central to the life of an area, but it also extends
past the area, linking places and people.
An urban street situates and connects, both
focusing and expanding the possibilities for
contact between different individuals and groups.
75. Mission:Explore Parker’s Piece
Carter, M() Catching the
spirit; training teachers to
be playful,
http://www.issa.nl/memb
ers/articles/pdf/5008937.p
df
Have teachers ‘unlearned’ the importance of play in
their lives?
(Carter,1992)
76. Sound CDs - ChattyMaps
Urban sound has a huge
influence over how we perceive
places. Yet, city planning is
concerned mainly with noise,
simply because annoying sounds
come to the attention of city
officials in the form of
complaints, while general urban
sounds cannot be easily
captured at city scale.
https://goodcitylife.org/chattymaps/project.php
77.
78. Micro mapping a journey
In this activity, map the route you take in this place. Create a starting point X and use the squares to decide a scale. Add the details of your journey to the side:
• The date of the journey
• The start and end point
• Stops along the way
• The timings
Are there other ways you can ‘layer’ geographical information? E.g. symbols to indicate particularly activities, feelings or objects along the route?
79. Recording the sounds of Parker’s Piece
Conversations
Animals
Vehicles
Activities
The importance of sound to the city
https://www.bloomberg.com/news/features/2022-04-27/how-paris-is-
waging-a-war-on-noise-pollution
80. Geography is location. It is interconnections, flows
and networks. It is both materiality and discourse.
It is grounded, but in flux. It has a multiplicity of
histories and futures. It is local, global and
relational. It is space and time. It is undergoing
continual augmentation by the anthroposphere. It
is made up of memory and imagination. It is a
platform and a process. It both shapes and is
shaped by geometries of power. It is experienced,
produced and continuously brought into being.
And, it is, of course, also digital.
Graham and Dittus, 2022
https://www.plutobooks.com/9780745340180/geographies-of-digital-exclusion/
87. Kate McLean - Sensory walk kit
https://sensorymaps.com/
88. Movement - trajectories -
following
James Cheshire - tracking animals -
GA Conference Public Lecture
GA Public Lecture can be viewed
online for free on the GEO
website.
89. Graffiti - Strava trails / OS Maps app
Challenge you to make your initials.
Along the way, what do you observe?
90. Kevin Boniface – R4 programme
Huddersfield
Species of Spaces
https://www.bbc.co.uk/programmes/m000x04n
91. Gordon Cullen - Townscape
A city is more than the sum of its inhabitants. It has the power
to generate a surplus of amenity, which is one reason why
people like to live in communities rather than in isolation.
Now turn to the visual impact which a city has on those who
live in it or visit it. I wish to show that an argument parallel to
the one put forward above holds good for buildings: bring
people together and they create a collective surplus of
enjoyment; bring buildings together and collectively they can
give visual pleasure which none can give separately.
95. Revolutionary events generally take place in the street.
Doesn’t this show that disorder of the street engenders
another kind of order?
The urban space of the street is a place for talk, given over as
much to the exchange of words and signs as it is to the
exchange of things. A place where speech becomes writing. A
place where speech can become ‘savage’ and, by escaping
rules and institutions, inscribe itself on walls.
GRAFFITI / STREET WRITING
105. Sharon Witt : Derive / cards – Sonia Overall
Follow a
hat
Turn right
Follow
something
red
Turn Left
106. Spaces: Investigating the different spaces and their use
Carmona,M.(2010a).Contemporary Public Space, Part Two: Classification. Journal of Urban Design, 15(2),
109. Keri Smith / Phil
Smith / Knowhere
Guides
•Psychogeographical…
•Liminal movements - following lines
https://www.triarchypress.net/smithereens.html
113. GeogPod - Paula Richardson and myself…
https://geogpod.podbean.com/e/episode-53-alan-parkinson-and-paula-richardson-fieldwork-a-shared-exp
erience-for-everybody/