Upland Adjustment to Regional Drainage in Central Pennsylvania: An Application of Trend Surface Analysis

Abstract

The use of quantitative measurements in geography has increased rapidly throughout the 1960s, and will probably continue to accelerate. It is unfortunate that those with limited mathematical backgrounds have felt intimidated by this new methodology. Even more regrettable is the fact that few quantifiers have attempted to make their work more palatable to a wider audience. The method of trend surface analysis employed here to explore an old problem—peneplanation—has many other potential applications in geographic research. The author believes that no geographer should feel intimidated by mathematical symbolism. An attempt is made to “talk-through” the technique of spatial trend analysis—one of many measurement tools already or shortly available to geography teachers and high school students via remote terminals linked to university computing centers. In addition, the concepts of the Erosion Cycle and upland accordance are reviewed and evaluated in the light of new evidence trend surface analysis now makes possible.     

How effective are GIS in practice? A case study of British local government

Abstract

GIS have received increasing attention in recent years, particularly in local government. Despite the claims in the literature about the potential of the technology, to date there is still little information on the impact GIS applications are having on the organizations in which they are being implemented. With these considerations in mind this paper presents an evaluation of the findings of twelve case studies which were undertaken in a variety of British local government contexts during 1991 and 1992.

The evaluation of the findings of the case studies is divided into two parts. The first part indicates the limited impact GIS has had on the local authorities investigated even after at least two years experience. Given these findings the second part seeks to identify the issues which appear to be responsible for inhibiting the effective implementation of GIS in British local government. Overall it is suggested that some organizational cultures are inherently receptive and able to sustain the development of innovations such as GIS. However, whilst very few organizations are inherently innovative it was possible to identify four factors which appeared to enhance the chances of success. These are simple applications producing information which is fundamental to the work of potential users, user directed implementation involving the participation of all the stakeholders in the project, an awareness of the limitations of the organization with respect to the range of available resources, and a high degree of stability with respect to the general organizational environment, or alternatively an ability to cope with change. As a result the evaluation indicates that if GIS are to be effectively implemented much greater consideration must be given to the impact of organizational issues.     

A Pedagogic Framework to Link GIS to the Intellectual Core of Geography

Abstract

This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core.     

Video support in teaching about geographic information systems: a review of six videotapes

Abstract

Abstract. The growing interest in teaching about geographic information systems (GIS) raises a number of issues concerning the effectiveness of conventional instructional methods. To convey basic GIS concepts and applications better requires much more emphasis upon visual media. One such medium is that of VHS (or Beta) videotapes. Six currently-available GIS-oriented videotapes are reviewed for this purpose. Their contents are summarized and an evaluation is made of the usefulness of each in classroom-based GIS instruction.     

The role for a geographical information system in a large environmental project

Abstract

A geographical information system (GIS) has proved to be a valuable tool in the Direct/Delayed Response Project—a comprehensive examination of the future, long-term chemical response of surface waters to acidic deposition. The role of the GIS within the project includes aggregation, analysis and display of various forms, scales and projections of environmental data related to acidic deposition. The GIS is particularly valuable for effectively communicating key scientific findings and results of regional, national and international importance to a diverse audience.     

TIGER/Line files in teaching GIS

Abstract

This paper offers a teaching strategy for incorporating TIGER/Line files into introductory GIS courses where IDRISI and OSUMAP are the primary software packages. TIGER/Line files present a valuable database for teaching GIS. The TIGER data structure aids in teaching concepts related to topological data structures, geocoding and address matching, and the files themselves provide an excellent database for laboratory exercises that incorporate census information along with environmental and natural resource data. Lack of support by commonly-used educational software packages to import TIGER/Line files directly has been a serious impediment in an instructional context. This paper presents software developed to convert TIGER/Line files into simple polygon vector files acceptable by IDRISI and OSUMAP for three alternative census geographic units (tracts, block groups and blocks). The resulting vector files are plotted for visual examination and graphical output. The vector files generated can also be imported into other GIS or computer mapping software packages.     

A Review of “The Power of Place”

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”     

Teach yourself geographical information systems The design,creation and use of demonstrators and tutors

Abstract

Abstract In the United Kingdom, as in many other countries, interest is growing rapidly in the nature and capabilities of geographical information systems (GIS). Given the relatively small number of systems currently in use and, in particular, the very restricted number of individuals who have used GIS for a wide range of applications, a conflict of interests arises. It is desirable that education and training are provided on demand and that ad hoc queries are answered: yet the provision for this advice and teaching falls at present upon the most skilled and expert proponents and diminishes their capability to develop or exploit GIS in other ways. The increase in demand for training can, in principle, be satisfied by the creation and use of a computerized tutor which deals with the fundamental concepts of GIS. ARCDEMO is a demonstrator, a primitive tutor, developed to show the capabilities of the ARC/INFO GIS, and its design and implementation arc described. The system contains both text and multicolour graphics, sections of which can be viewed in sequence or selectively from a menu. Operations covered by the demonstrator include: automatic validation and correction of data; change of projection; selective retrieval of spatial data; map overlay; and network analysis. A second demonstrator, called ECDEMO, was developed from the basic structure of ARCDEMO but illustrates an environmental data base established for the European Community. We describe the extent of use and successes and failures of these demonstrators and, on the basis of this experience, we set out desiderata for fully-fledged tutors, suggest the contributions which could be made by knowledge-based systems, outline the machine and human resources needed for running such tutors and conjecture the merits of an international collaborative project to set up a GIS tutor with appropriate national data sets.     

Book Reviews

Abstract

This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route finders and used GIS software tools to apply a more analytical and systematic approach. A third group were transitional route-finders who used an approach that showed evidence of one that was shifting from a visual strategy to one that was more logical. The findings suggest that to be most effective, GIS teaching and curriculum development strategies should begin with an assessment of student understanding of spatial relationships and continue with a progression that spirals according to the evolution of student cognitive mapping skills over time.     

Index to Volume 100

Abstract

The integration of GIS into the secondary curriculum can aid student learning of geography. Through a partnership between a local high school and our university, high school students received nine hours of classroom instruction and field-based training on GIS and GPS to complete a mapping project. Upon completion, a test based on seven geography core curriculum units was administered to these students and to a group of university students who did not receive GIS training. Results of the test revealed that high school students significantly outperformed the university students, suggesting that GIS does aid in the learning of geographic principles.     

Justifying investment in GIS: a local government perspective

Abstract

Justifying GIS in local government is a complex task for two main reasons: first, a GIS implementation can range from a single, well-defined application in one department to a corporate multi-purpose GIS; and, second, local authorities are complex organizations currently facing major pressures for change, and considerable uncertainty about their future structure and role. The purpose of this paper is to review the potential use of cost-benefit analysis, to explore tangible and intangible benefits, to identify the costs involved, to explore the effect that a robust GIS strategy can have on the relationship between costs and benefits, and to review some of the published material on the cost-justification of GIS in local government.     

Why not SQL!

Abstract

The application of traditional database query languages, primarily the Structured Query Language SQL, for geographical information systems (GIS) and other non–standard database applications has been tried unsuccessfully; therefore, several extensions to the relational database query language SQL have been proposed to serve as a spatial query language. It is argued that the SQL framework is inappropriate for an interactive query language for a GIS and an extended SQL is at best a short term solution. Any spatial SQL dialect has a number of serious deficiencies, particularly the patches to incorporate the necessary spatial concepts into SQL.     

Paper-Based GIS: A Practical Answer to the Implementation of GIS Education into Resource-Poor Schools in South Africa

Abstract

Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006–2008 as part of the National Curriculum Statement (NCS) for grades 10–12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined.     

Temporal Point Pattern Analysis of Human Activities Using GIS Methods: A Case Study of Library Visiting Activities in Chengdu City,China

This article aims to develop a new type of temporal pattern analysis—temporal point pattern analysis (TPPA)—by treating the distribution of activities as a point pattern on a two-dimensional plane using the start time and end time of activities as axes. Geographic information systems (GIS) methods, which are originally used in spatial point pattern analysis in GIS, are introduced to support TPPA. This article presents a case study to understand the temporal patterns of the library visiting activities of university students using a four-week smart card data set in Chengdu City, China. Several methods from GIS are applied, including the measurement of mean centers, kernel density, nearest neighbor distances, and optimized hot spot analysis. Results show that the GIS methods can reveal a lot of information on the temporal pattern of activities, thereby proving the reasonability of the proposed TPPA of activities. Key Words: GIS, human activities, library visiting, smart card data, visualization.     

Active Learning Strategies and Assessment in World Geography Classes

Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.     

Environmental Science Education Programs: Opportunities for Geographers

Abstract

Environmental agencies in most states have an environmental education Web page that can point geography teachers to a variety of opportunities and resources to enhance their teaching. Most states provide linkages to local and national programs such as Project WET and Project WILD, and access to lesson plans and other teaching materials. A number of state agencies have environmental resource centers, teacher workshops, and grant programs for field trips and class projects. A few states have workshops that provide graduate academic credit and special certification. Much of the content of these programs contributes to fundamental geographic education themes as specified in the 1983 Guidelines in Geographic Education K–12 and Geography for Life: National Geography Standards 1994.     

WyomingView: No-Cost Remotely Sensed Data for Geographic Education

Abstract

Learning enhanced by visual examples and remotely sensed imagery is a valuable classroom resource for teaching students geographic concepts in a meaningful context. Barriers to the use of imagery include difficulty finding appropriate imagery and the cost of moderate resolution satellite imagery. A program in Wyoming called WyomingView and analogous programs in other states are providing no-cost, preprocessed satellite imagery delivered over the Internet that can help teachers better communicate geospatial knowledge to their students.     

Remotely-sensed data as an information source for geographical information systems in natural resource management a review

Abstract

Remotely-sensed image data have long served as a primary source of information for. geographical information systems (GIS), with the transformation of data to information provided by visual image interpretation. Digital image data, in combination with recent advances in computer technology, currently allow visual image interpretation to be realised in a completely digital processing environment. However, it remains desirable to capitalize even further on the potential of digital image data for GIS, through the use of schemes involving automated data processing. The opportunities for, and impediments to, such schemes are considered here with particular reference to the provision of information for natural resource management. It is concluded that further—although foreseeable—developments in both research and technology will be required before fully operational procedures for the automated acquisition of GIS information from image data can be established.     

Teaching Experiential Learning in Geography: Lessons from Planning

Abstract

Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum.     

An Approach to “Sequent Occupance” For Schools: A British Case Study

Abstract

“Sequent occupance” is one of the fundamental geographical concepts explored in the American High School Geography Project. Its investigation involves the use of a variety of local source materials, often historical in their nature but significant in their geographical implications. One method of approach for school use is here illustrated by the case study of a British coastal resort and dormitory center—Southport, Lancashire. Among the materials used are the writings of literary visitors, one of whom in this case was Nathaniel Hawthorne, the American Consul in Liverpool in mid-19th century, who lived in Southport for a time. Apart from its methodological suggestions, it is hoped that the information presented in this article might provide useful overseas case study material for American teachers.