IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
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.
IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
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.
Multidisciplinary research and GIS techniques in language history studies: f...Pierpaolo Di Carlo
Geographic Information Systems can be usefully applied to reconstruct the sociolinguistic history of areas, like Lower Fungom, characterised by unusual rates of linguistic diversity. This is an early (2011) attempt at using mixed methods and field data for this purpose. Originally presented at the workshop "Methodology in Linguistic Prehistory", held at the Humboldt University, Berlin, 15–16 October 2011.
Presentation to the Sigma Xi society discusses how the field of geomatics or applied GIS has changed from the days of NASA satellite images in the 1960s to the current interest in using Google Earth technology in applied geography studies
'The Politics of Engagement' A keynote presentation made by Jane Trowell on behalf of Platform for the Virtual Symposium organised by Middlesex University with the University of the Highlands and Islands, 13th March 2015. http://artsocialpractice.net
Presentation and workshop given by Jane Trowell, on 'The Body Politic, art, activism and social & ecological justice', a course for adults that Platform ran 2004-9; part of 'Student as Producer' Conference, 26/27.6.13, University of Lincoln http://studentasproducer.lincoln.ac.uk/events/student-as-producer-conference-2013/
Multidisciplinary research and GIS techniques in language history studies: f...Pierpaolo Di Carlo
Geographic Information Systems can be usefully applied to reconstruct the sociolinguistic history of areas, like Lower Fungom, characterised by unusual rates of linguistic diversity. This is an early (2011) attempt at using mixed methods and field data for this purpose. Originally presented at the workshop "Methodology in Linguistic Prehistory", held at the Humboldt University, Berlin, 15–16 October 2011.
Presentation to the Sigma Xi society discusses how the field of geomatics or applied GIS has changed from the days of NASA satellite images in the 1960s to the current interest in using Google Earth technology in applied geography studies
'The Politics of Engagement' A keynote presentation made by Jane Trowell on behalf of Platform for the Virtual Symposium organised by Middlesex University with the University of the Highlands and Islands, 13th March 2015. http://artsocialpractice.net
Presentation and workshop given by Jane Trowell, on 'The Body Politic, art, activism and social & ecological justice', a course for adults that Platform ran 2004-9; part of 'Student as Producer' Conference, 26/27.6.13, University of Lincoln http://studentasproducer.lincoln.ac.uk/events/student-as-producer-conference-2013/
INTRODUCING GEOGRAPHY AND READING MAP SKILLS TO KINDERGARTEN CHILDREN BY USIN...ijejournal
The construction of space in children develops gradually, as they grow up and is related both to their
environment and to their spatial and/or geographical experiences. According to previous studies, spatial
thinking is malleable, and can be developed with the use of appropriate teaching interventions and
educational material. Geospatial thinking and reading map skills required to decode map symbols are a
relatively new and very interesting topic in kindergarten’s education. Significance of this study is the
creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that
can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of
1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos;
both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching
material, so that map skills in Kindergarten education can be cultivated and developed in order to provide
kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching,
as large scale-giant maps are really powerful educational tools for the development of their pupils’ spatial
skills.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 Apr...Luc Zwartjes
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students.
Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England.
GeoCapabilities 3 seeks to answer 2 main questions:
1. Is there a social justice dimension to GeoCapabilities? and:
2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
Sustainable Development Goals Challenges in mapping our world with geography ...Karl Donert
A presentation given at the Bilingual Geography teacher training course examining the Sustainable Development Goals. The presentation examines approaches and methods suited to innovative learning and teaching.
INIA- CISA: Análisis de las amenazas en la fauna silvestreEsri
El Centro de Investigación en Sanidad Animal del Instituto Nacional de Investigación y Tecnología Agraria y Alimentaria utiliza la tecnología SIG para una mejor comprensión de las amenazas a las especies silvestres y su asociación con las actividades humanas
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Let's dive deeper into the world of ODC! Ricardo Alves (OutSystems) will join us to tell all about the new Data Fabric. After that, Sezen de Bruijn (OutSystems) will get into the details on how to best design a sturdy architecture within ODC.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
2. Geography with a ‘different view’
through GIS
Mary Fargher
Institute of Education, University of London
m.fargher@ioe.ac.uk
3. Overview
• Educational context
• A Geospatial Project
• Findings
• Recommendations
• Next Research Phase
• Discussion
4. Educational context
GEOGRAPHY AND GIS IN UK SCHOOLS
• A concept-based UK Geography curriculum (2008-)
• GIS mandatory but under-used
• Geographical Association (GA) ‘manifesto’ :
‘Geography with a different view’ (2009)
• Geography teachers as ‘curriculum-makers’
• Political shift towards ‘core subject knowledge’
(2010-)
5. Geographical context
‘Spatial patterns, distributions and networks
can be described, analysed and often
explained by reference to social, economic,
environmental and political processes. As part
of their geographical enquiries, pupils should
identify these processes and assess
their impact.’
(UK Geography National Curriculum 2008)
6. Space
‘Pupils should develop spatial understanding,
including how the locations of human and physical
features are influenced by each other and often
interact across space.’
(Geography National Curriculum,2008)
9. Spatial Thinking
• Can be interpreted in a number of different ways
• Is a crucial concept in geography
• Different perspectives on spatiality significantly
influence geography teaching and learning
10. SPACE IN SPATIAL SCIENCE
‘ GIS can be used to analyze river networks on Mars
on Monday,
study cancer in Bristol on Tuesday, map the
underclass of London on Wednesday,
analyze the groundwater flow in the Amazon basin on
Thursday,
and end the week by modelling retail shoppers in Los
Angeles on Friday.’
(Openshaw, 1991)
11. Subsequent criticisms….
Positivist origins – Designed (only?) to locate, identify, predict,
problem-solve?
Questionable ethics behind the technology- Commercially-
orientated, dubious military applications, non-participatory?
‘Ground Truth : The Social Implications of GIS’ (Edited by John
Pickles, 1995)
Limitations to thinking geographically?
12. SPACE IN THE POSTMODERN
‘Geography is conceived of not
as a featureless landscape on
which events simply unfold, but
as a series of spatial structures
which provide a dynamic
context for the processes and
practices that give shape to
form and culture.’
(Jackson, 1989)
13. POST-STRUCTURAL SPACE
‘Space is generated by interactions
and interrelations. Human
geographers, then, need to account
for the relational spaces that do
emerge and they need to
understand how particular spatial
configurations are generated. But
equally, some attention must be
paid to spaces that do not emerge,
to the sets of relations that fail to
gain any kind of spatial coherence.
Relations between relations
therefore become important’
(Murdoch, 2006)
14. ‘The first step down the road is to insist that
place, in whatever guise, is,like space and time,
a social construct. The only interesting question
that can be asked is, by what social process(es)
is place constructed?
(Harvey, 1993)
15. Constructing and using Geographical Knowledge with
GIS :
- Declarative knowledge
- Procedural knowledge
- Configurational knowledge
(Mark, 1993)
16. Conventional GIS used in the classroom
ENQUIRY PREDICTION
PROBLEM-SOLVING
ANALYSING SPATIAL PATTERNS LINKING STATISTICAL
ANALYSES EG
CORRELATION
TECHNIQUES
19. CONFIGURATIONAL GEOGRAPHICAL KNOWLEDGE
The bringing together of
different types of
geographical knowledge
to enable opportunities
for deeper learning and
understanding
http://www.wlinfo.org.uk/images
/geography2.jpg
20.
21. Geovisualisation – the ‘fourth r?’
(Goodchild, 2008 )
Using digital geospatial tools – conventional
GIS and ‘neogeography’ to develop
geographical understanding
22. A Geospatial Project :Aim
• To explore the role of GIS in constructing knowledge
about place
Objectives:
To critically examine how place can be represented
through GIS
To explore how teachers and students mediate GIS in
studying place
To critically examine outcomes in terms of relational
‘readings of place’
23. CLASSROOM-BASED DATA
• Using ArcGIS, ArcExplorer and Google Earth to
study geography knowledge construction
• Data collected in 6 schools in GA ‘Spatially Speaking’
• Data collected in 2 schools on representing,
constructing and conceptualising place
24.
25.
26. USING CONVENTIONAL GIS TO
SUPPORT GEOGRAPHY
Housing quality data survey using GIS in a
school GCSE project
: MAPPING THE URBAN STRUCTURE OF
BISHOP’S STORTFORD
(O’Connor, 2007)
29. NeoGeography has been defined as a blurring of the
distinctions between producer, communicator and
consumer of geographic information. The relationship
between professional and amateur varies across
disciplines. The subject matter of geography is familiar to
everyone, and the acquisition and compilation of
geographic data have become vastly easier as technology
has advanced.
(Goodchild, 2009) http://
vimeo.com/9182869
30. Neogeography in the Classroom
TEACHERS AND
STUDENTS USE GEO- STUDENTS CAN CREATE THEIR OWN
REFERENCED DATA DATA
UPLOADED ONTO THE
NET
DATA CAN BE ADDED IN A
NUMBER OF FORMATS EG TEXT,
VIDEO, AUDIO
32. USING NEOGEOGRAPHY TO SUPPORT GEOGRAPHY :
Banda Aceh, Indonesia – Google Earth Images overlain with
subsequent YouTube images (Fargher, 2009)
STUDENTS IN
THIS
ACTIVITY
PRODUCE A
SERIES OF
GEO-TAGGED
PICTURES
DESCRIBING
THE IMPACTS
OF THE 2004
TSUNAMI
33. Teacher Responses on working with hybrid
technology (GIS and Neogeography)
Students developed beyond the acquisition of spatial
science skills
More abstract geographical concepts more
transparent via higher quality geovisualisation
More able responded positively to the academic
challenge of using a wide range of geo-data
Less academic students appeared to perform beyond
teacher expectations when using hybrid GIS
(Fargher, 2011)
34. Research Findings (Fargher, 2011)
• The technical limitations of conventional GIS have
significant impacts on constructing richer place
knowledge
• Successful use of GIS remains significantly
dependent on TPACK* http://www.tpck.org/
• Large scale digital map space is important for
developing relational ‘readings of place’
• Shifting emphasis towards teacher geographical
subject knowledge enhances the use of GIS in the
classroom
• Hybrid GIS combines the rigour of spatial science
GIS with richer qualitative representations of place in
geographical thinking
• (Fargher, 2011)
35. Recommendations
• Embracing the analytical capacity of conventional
GIS selectively
• Exploring the educational potential of ‘public
geographies’ through ‘Web 2.0 meets GIS’
• Developing opportunities for ‘Geography
curriculum-making’ for subject specialists with
hybrid GIS
(Fargher, 2011)
36. Interconnected Place
• ‘One way of seeing ‘places’ is as on the surface of maps:
Samarkand is there, the United States of America (finger
outlining boundary) is here. But, to escape from an
imagination of space as a surface is to abandon also that
view of place. If space is rather simultaneity of stories-so-
far, then places are collections of those stories,
articulations of the wider power-geometries of space. Their
character will be a product of these intersections within
that wider setting, and of what is made of them. And too, of
the non-meetings- up, the disconnections and the relations
not established, the exclusions. All this contributes to the
specificity of place.’
• (Massey, 2005, p.131)
37. Next Research Phase (2011-
• Pilot ‘Geography with a different view through GIS’
using hybrid GIS
• 2 key foci:
• Teaching key geography concepts through ArcGIS,
ArcExplorer and Google Earth
• The role of geography subject specialist knowledge
in using GIS to enhance teaching and learning of
‘relational place’