Demographic Transition: Threat to Developing Nations

Abstract

As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information.     

Ventures into Viral Cartography: Waffle House,Educational Attainment,and the Social Life of Maps

Viral maps—ones that are shared widely on social media and media outlets—have become an increasingly common part of online conversations about a range of issues. Despite the increasing prevalence of these viral maps, only a few academic researchers have examined the factors leading to their popularity or their social use and effect. In this article, we analyze two case studies of viral maps, a viral tweet about the August 2017 total eclipse and an interactive tool for exploring educational attainment by neighborhood in the United States. By reflecting on our experience as authors of these maps and analyzing the reactions they elicited, we identify several key elements of these maps and their circulation. First, viral maps act as a form of phatic communication, allowing users to restate and react to shared social identities. Second, maps are read from specific times and places, and this spatiotemporal context significantly shapes the reactions of map readers. Finally, viral maps illustrate gaps or improvements in trust between mapmakers and map readers, including questions about map accuracy or the intentions behind the map. We close by considering implications for future research and viral cartography. Key Words: online maps, social networks, viral cartography.     

Improvement of GIS graphics for analysis and decision-making

Abstract

Current geographical information systems (GIS) include functions to create cartographic output interactively or automatically. However, none of the systems presently incorporates mechanisms to ensure correct application of graphic functions. Many of today's users of GIS are not trained in the design and production of graphics and may create maps that confuse or mislead map users. Poorly-designed maps may obliterate the patterns in displayed information.

This article investigates ways to improve the quality of GIS graphical displays and increase their effectiveness for decision-making. Alternatives are presented for improving map design in GIS, ranging from non-technical efforts to enhancement of software functionality. Suggestions propose augmenting users' abilities to create maps in an automated environment, using an approach termed amplified intelligence: key decisions default explicitly to users, whose knowledge is amplified by a range of high-level tools to carry out map design operations automatically.     

Utilizing the Audio-Tutorial Approach

Abstract

Construction of raised-relief maps by students in middle school to high school is a rewarding “hands-on” experience. A major feature of this project is that materials are readily available, inexpensive and manageable by students themselves. Tracing from topographic maps on to inexpensive, easily-carved materials like cardboard or foam-core board involves the student in map interpretation techniques. Concepts such as interpreting elevations from contour lines, recognizing symbolization on a map, seeing raised-relief as representing “the lay of the land,” understanding map scale, and recognition of color in representation of elevations are part of this experience. Carving and construction of the raised-relief map give the student an appreciation of topographic features in 3-D. The finished model can serve as a display and learning tool for the future.     

Delmarva Coastal Bays Map Contest for Fourth Graders

Abstract

This map contest is an exercise in geographic education for fourth grade students. It is sponsored by a grassroots, nonprofit environmental organization to raise the awareness and appreciation of students to the special features of their home region. The maps illustrate some aspect of the living resources or history of the region. As a case study of the map contest, this paper describes its design, publicity, appeal to teachers, judging of entries, and role of volunteers. It considers the research on map skills among young students and ways in which the contest supports geographic education.     

Newsprint Manufacturing in the Southeast

Abstract

This paper is a response to the two-fold thesis of Bartz; namely, that (1) maps are not really important in our society today, and (2) educators say that they value maps and mapping, but the evidence of children's performance in using maps is contradictory. In exploring problems related to Bartz's contention, the author arrives at four tentative conclusions :

1. A child can and does learn many but not all of the map concepts and skills at an earlier age when taught them developmentally, systematically, functionally, and effectively.

2. Mere manipulation of materials does not constitute a concrete experience for a child.

3. Map-related concepts must be taught prior to, and continued concurrently with, map skills.

4. The commercially prepared map tends to appear near the highest level of abstract mapping and is therefore not necessarily the most effective means of map instruction for the elementary teacher.

A most significant implication from the conclusions is the need to re-examine the preparation of the elementary teacher. If the focus of the education of a teacher moves in the direction outlined in this paper, Bartz's premise could be reversed.     

Early Instruction in Geography: An Exploration in the Ecology of Kindergarten and First-Grade Geography Education

Abstract

Student drawn maps have been relatively neglected as an evaluation tool, despite their potential utility for assessing geographic knowledge. Comparison of students' sketch maps at the beginning and end of the year can inform the teacher about how students' representations of the world change over the course of instruction. Used as a pretest, they can be used to diagnose areas of strength and weakness within a class; as a posttest they can be used to assess students' achievement and the effectiveness of instruction. In this paper we provide an easy method for sorting and summarizing sketch map data, which is illustrated using maps collected from two sixth grade classes. We also outline a framework to guide teachers in generating questions to ask about their own students' maps.     

Geographical Publications

Abstract

Using Gardner's Multiple Intelligences framework to teach map symbols to upper elementary school students can effectively communicate essential map content while allowing students to develop in all areas of intelligence. Curricular activities based on the seven intelligences initially identified by Gardner help students not only to recognize and practice their strengths but to stretch beyond their strengths to practice their less-developed intelligences. This article briefly reviews Gardner's Theory of Multiple Intelligences and describes multiple intelligences-inspired tasks for learning fundamental concepts about map symbols.     

SCALING TECHNIQUES IN THE ANALYSIS OF ENVIRONMENTAL COGNITION DATA∗

The utility of nonmetric, multidimensional-scaling techniques is demonstrated for the analysis and collection of environmental-cognition data. By comparing the multidimensional-scaling solutions of a real-setting map to scaling solutions for sketch maps and two psychophysical, distance-scaling procedures, we demonstrate that magnitude estimation of actual interpoint distances is comparable in accuracy to sketch maps when produced without constraints, or when subjects are given a specified list of landmarks to include on their maps. Triadic comparisons of actual interpoint distances were less accurate than the three other techniques.     

Beyond Abstract Map Symbols

Abstract

Crucial aspects of the referent phenomena which provide the subject matter for cartographic symbolism are often overlooked by map interpreters in their haste to “read maps at a glance.” The blame rests largely on those practitioners of the environmental sciences who stress the simple, intuitive nature of maps, while effectively ignoring the true complexity of the cartographic communication process. Those persons who are responsible for traditional map interpretation training programs are also at fault for implying, through long emphasis, that symbol identification, position location, and navigation constitute the essence of map analysis. The intuitive acceptability of map symbols in spite of their abstract character is also a deceptive factor. The fact that there is far “more than meets the eye” to map interpretation is easily demonstrated by looking closely at several basic cartographic symbols. In order to become an effective map user the environmental scientist apparently must go well beyond the mastery of conventional map reading principles and learn to deal with diverse informational dimensions in the context of the map use purpose and the physical/cultural make-up of the geographical region under study.     

A Review of “Environmental Modelling: An Introduction”

The purpose of this study is to answer several important questions concerning the learning of categories of geographic information from maps. Categorization is a fundamental part of both learning and communication, and learning and communication are, in turn, central to any field of study. If categorization is a fundamental part of the learning process, then how people categorize information learned from maps must be of concern to cartographers and geographers. This study examines map reader categorization by having subjects in an experimental situation learn categories of maps. The primary variables in this study are the coherence of the categories and the duration of exposure to the categories. It was found that coherent categories cause subjects to rely on prior knowledge. The ability to use prior knowledge allows subjects to learn categories quickly, but it also causes them to make inaccurate assumptions about the category membership. This finding was not altered when subjects were given longer exposures to the category membership.     

The World's Import Trade and the United States' Share Therein

Abstract

Many student geography organizations or clubs associated with colleges and universities undertake community service projects each year to meet local needs and to gain recognition within the community. A uniquely geographical project of playground map painting provides a great community service and goes one step further by incorporating elements of quality service-learning for the geography club members. Painting projects for large school playground maps of the world, United States, or home state are student-planned and student-run. The final painted map can be used for geographic education in elementary schools by conveying basic spatial and geographic relationships. This article will detail a proven method of producing a colorful, useful playground map that can be employed by geography clubs as a service-learning activity and used by educators in elementary schools.     

Map Use by Adults with Visual Impairments

In this paper we summarize five experiments that were designed to investigate how tactile maps contribute to the cognitive maps of people with visual impairments. In two experiments we demonstrated that tactile maps can contribute to peoples' ability to learn a route through an unfamiliar area. From the results of two further studies, we argue that compared to people with sight, people with visual impairments have greater difficulty encoding information from a map. We considered this directly in a fifth experiment by investigating how people with visual impairments search and learn a map. We found that they used less efficient strategies than people with sight. We conclude that tactile maps are an important source of geographical information when people need to learn about new environments, but we also point out that to benefit most from tactile maps people need to encode the map information as effectively as possible. As people with visual impairments do not always use the most appropriate encoding strategies we suggest that tactile map users might benefit from greater experience and training in map encoding strategies.     

Automatic alignment of contemporary vector data and georeferenced historical maps using reinforcement learning

ABSTRACT

With large amounts of digital map archives becoming available, automatically extracting information from scanned historical maps is needed for many domains that require long-term historical geographic data. Convolutional Neural Networks (CNN) are powerful techniques that can be used for extracting locations of geographic features from scanned maps if sufficient representative training data are available. Existing spatial data can provide the approximate locations of corresponding geographic features in historical maps and thus be useful to annotate training data automatically. However, the feature representations, publication date, production scales, and spatial reference systems of contemporary vector data are typically very different from those of historical maps. Hence, such auxiliary data cannot be directly used for annotation of the precise locations of the features of interest in the scanned historical maps. This research introduces an automatic vector-to-raster alignment algorithm based on reinforcement learning to annotate precise locations of geographic features on scanned maps. This paper models the alignment problem using the reinforcement learning framework, which enables informed, efficient searches for matching features without pre-processing steps, such as extracting specific feature signatures (e.g. road intersections). The experimental results show that our algorithm can be applied to various features (roads, water lines, and railroads) and achieve high accuracy.     

Interpretation of Specialized Agricultural Settlements on Topographic Maps

Abstract

The topographic map can successfully supplement the geographical textbook and the field trip in aiding the teacher in the illustration of the cultural character of a place. Interpretation of cultural features on topographic maps requires a knowledge of map symbolization and some familiarity with the area or topic under study. An example of the type of cultural features that are well-illustrated by topographic maps is specialized agricultural settlement such as the gentleman horse farm. The student can formulate an interpretation key of the characteristic features of each settlement type. This will allow the successful interpretation of maps from distant or unfamiliar areas through comparison and even allow the map reader to “travel,” although vicariously, to distant areas.     

Why Geography Still Needs Pen and Ink Cartography

Abstract

Maps are fundamental in geographic explanation and education, but as map-making becomes firmly entrenched in the GIS lab, it becomes harder for students to imagine how they can make maps for their papers. Students need to illustrate papers with maps: among other things, maps provide clarity, links to real places, and insights into patterns and context of phenomena discussed in student papers. A simple, quick, and aesthetically satisfying method for students to make their own maps is presented. This map making method can help students can think more creatively and geographically about their topics.     

Personalizing map content to improve task completion efficiency

Significant interaction challenges arise in both developing and using interactive map applications. Users encounter problems of information overload in using interactive maps to complete tasks. This is further exacerbated by device limitations and interaction constraints in increasingly popular mobile platforms. Application developers must then address restrictions related to screen size and limited bandwidth in order to effectively display maps on mobile devices. In order to address issues of user information overload and application efficiency in interactive map applications, we have developed a novel approach for delivering personalized vector maps. Ongoing task interactions between users and maps are monitored and captured implicitly in order to infer individual and group preferences related to specific map feature content. Personalized interactive maps that contain spatial feature content tailored specifically to users' individual preferences are then generated. Our approach addresses spatial information overload by providing only the map information necessary and sufficient to suit user interaction preferences, thus simplifying the completion of tasks performed with interactive maps. In turn, tailoring map content to specific user preferences considerably reduces the size of vector data sets necessary to transmit and render maps on mobile devices. We have developed a geographic information system prototype, MAPPER (MAP PERsonalization), that implements our approach. Experimental evaluations show that the use of personalized maps helps users complete their tasks more efficiently and can reduce information overload.     

Map Reading and Abuse

Abstract

The various advantages and limitations of geographical mapping known to map users can be functionally related to the few basic principles which constitute the very nature of the cartographic technique. Numerous map interpretation errors may be traced in large part to a common failure on the part of map users to grasp and effectively deal with these same mapping principles. Since it is possible to identify situations in environmental decision making and planning where the misuse of maps, or outright map reading abuses, could lead to adverse human and environmental impact, the problem is indeed serious. Strategies for minimizing the misuse or abuse of geographical maps appear to rely most heavily on a thorough understanding of basic mapping principles.     

Using Road Maps in the Junior High School

Abstract

The activities described in this paper were developed to familiarize junior high school students with the variety of information available on road maps and to provide a means for practice of map skills. At Legg Junior High School in Coldwater, Michigan, students were presented with an introduction to road maps, followed by a series of worksheets to use in conjunction with Michigan and Ontario highway maps. After completing the worksheets, students participated in road rally games which required them to use maps and follow instructions and clues to find a specific location. The activities can be adapted for elementary school classes or for students with different levels of ability. Teachers might also want to increase the number of worksheets or road rallies to give students additional practice in skills in which they particularly need improvement.     

Ethnic Settlements on Topographic Maps

Abstract

The large scale topographic map can be a valuable medium for the pedagogic study of cultural geography, as a documentary source for research, or as a supplement to field work. Ethnic settlements, by way of illustration, are distinct cultural features on the landscape and can be located on topographic maps through the compilation of settlement form interpretation keys or place-name indexes, and the study of ethnic history. With this information as a base, it is possible to develop an interpretation logic that will allow the location and identification of ethnic groups on topographic maps.