The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Teaching practical science online using GIS: a cautionary tale of coping strategies

Strong demand for GIS and burgeoning cohorts have encouraged the delivery of GIS teaching via online distance education models. This contribution reviews a brief foray (2012–2014) into this field by the Open University, deploying open source GIS software to enable students to perform practical science investigations online. The “Remote observation” topic spanned four science disciplines in 6 weeks – an ambitious remit within an innovative overarching module. Documenting the challenges and strategies involved, this paper uses forum usage and student feedback data to derive insights into the student experience and the pitfalls and pleasures of teaching GIS at a distance.     

Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges

This paper presents an update on some of the activities that have taken place since a World Bank report; “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues” was published and provides details on the current situation. It shows how organizations such as the African Association on Remote Sensing of Environment, International Society of Photogrammetry and Remote Sensing, European Association of Remote Sensing Companies, Group on Earth Observation, and several others have helped to increase manpower resources in the region and strengthened institutional capacity in the field of geoinformatics, through capacity building, technology transfer, international cooperation and the provision of internal African resources. After reviewing what has happened in the field of geoinformatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries: Ethiopia, Nigeria, South Africa, Tanzania, and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. Findings show that; change should involve education stakeholders in all levels of education and curriculum quality, regional and international cooperation through exchange programs, should be a priority for Sub-Saharan Africa countries.     

美国口述历史教育的兴起与发展

口述历史作为一种教育手段,它在美国兴起于20世纪60年代,现在已经发展成为当代美国历史和相关学科教育的最为重要的教学方法之一。它不仅适用于中小学、大学与研究生教育,同时也广泛应用于社区和继续教育;同时,从应用专业来说,它已经超越历史而成为包括英文、新闻学、文学、社会学、民俗学、人类学和戏剧学等众多学科的重要教育手段。总之,它是一种值得尝试和努力探索的改革方向。     

Delayed Asian Transitions to Adulthood

Korea witnessed a steady increase in women marrying younger men from 8.5 per cent in 1993 to 14.3 per cent in 2009. This study examines those women marrying younger men in Korea through an empirical analysis using a large and reliable data set of more than 5 million observations collected from marriage register reports from 1993 to 2009. The results indicated that an increase in Older-Women/Younger-Men Marriages (OWYMMs) in Korea was mainly due to a steady increase in the woman’s age at marriage and show that women with a higher level of education and/or income than men were more likely to choose the OWYMM. That is, the incidence of OWYMMs was related more to the gap in the level of education or income between spouses than to the absolute level of education or income of individual spouses. In this sense, the results provide empirical support for exchange theory.     

THE DISTRIBUTION OF ENGLISH IN UPPER CANADA 1851–1871

Studies of British peoples in Upper Canada have emphasized the Irish and Scots rather than the English despite the fact that in 1871 439,429 people - 27 per cent of Ontario residents - claimed English ancestry (Clarke and McLeod 1974; Houston and Smyth 1980; Akenson 1984). Those of English nativity constituted 28 per cent of foreign-born in the same year (Census of Canada 1871). Two decades earlier, in 1851, the English-born numbered 82,699, and they had increased to 124,062 by 1871. The overall proportion of those of English birth remained quite uniform, at approximately 8 per cent throughout the twenty-year period.     

The unexpected rise of cohabitation in the Philippines: evidence of socioeconomic disadvantage or a second demographic transition?

Cohabitation has increased rapidly in the Philippines, quadrupling in prevalence from 6 per cent in 1993 to 24 per cent in 2013 among young adult women. This increase is dramatic and exceptional given the slow change in other family behaviours, such as low divorce rates and continued high fertility, and the persistent influence of the Catholic Church. While cohabitation is often framed as evidence of ideational change and liberalisation, its continued uptake over time may be associated with socio-economic conditions. Using the 2013 national demographic and health surveys, we apply a discrete-time competing risks model to examine the relationship between socio-economic status and cohabitation, using education as proxy for resources and opportunities available to women. Our findings demonstrate that lower levels of education are significantly associated with a higher risk of cohabitation, which suggests rising cohabitation in the Philippines is more linked to socio-economic disadvantage than the devaluing of marriage among educated elites.     

How Road Traffic Injuries Affect Household Welfare in Cambodia Using the Millennium Development Goals Benchmarks

This paper reveals the welfare costs of traffic injuries in Cambodia at the beginning of a decade in which greater research and resources will be focused on road safety. The results quantify how road traffic injuries affect progress towards the Millennium Development Goals (MDGs) using survey data from 100 Cambodian households. The median age of the police-reported casualties was 28 years and 68 per cent were male. In terms of poverty (MDG1), injuries resulted in a 21 per cent loss of income for the 542 household residents. The poorest households, and those with a seriously injured resident, were worst affected. Primary education (MDG2) drop-out rates were eight times the province average. The gender (MDG3) income gap widened by 28 per cent, whilewomen bore 88 per cent of the burden of care for the injured. In terms of child health and mortality (MDG4), 31 per cent of respondents reported adeterioration in child health, while 24 per cent of respondents reported a deterioration in maternal health (MDG5). The households reported rates of priority diseases (MDG6) at twice the national average. Environment (MDG7) outcomes included increased wood fuel use and stagnation in improving drinking water access, with no apparent development partnership (MDG8) to address the negative welfare impacts of road traffic injury.     

A Comparison of Radiological and Palaeopathological Diagnostic Criteria for Hyperostosis Frontalis Interna

Hyperostosis frontalis interna (HFI) is a common clinical finding in post-menopausal women, less often in men. The characteristic billowing symmetrical new bone formation is found on the endocranial surface of the skull and rarely causes any significant symptoms. In clinical medicine HFI is diagnosed from its X-ray appearance, whereas in palaeopathology it is diagnosed by direct observation of the skull. There are no standard palaeopathological criteria to diagnose HFI. In past populations HFI appears to be much less common than today, with modern prevalences of up to 70 per cent of women over 40 affected, compared with archaeological prevalences of between 1 and 4 per cent. This discrepancy has been attributed to a younger mean age at death in ancient populations. This study aims to test the hypothesis that the difference in prevalence may be due in part to the differential nature of diagnosis between the two disciplines. A sample of 85 skulls was X-rayed, and the presence of HFI was recorded using radiological criteria. Using this method the results showed a marked increase in the number of cases of HFI to 31 per cent in females in the ancient population. © 1997 by John Wiley & Sons, Ltd. Int. J. Osteoarchaeol., 7 : 157–164 (1997) No. of Figures: 4. No. of Tables: 3. No. of References: 13.     

Small core,big network: a comprehensive approach to GIS teaching practice based on digital three-dimensional campus reconstruction

Geographic information science (GIS) features a wide range of disciplines and has broad applicability. Challenges associated with rapidly developing GIS technology and the currently limited teaching and practice materials hinder universities from cultivating highly skilled GIS graduates. Based on the idea of “small core, big network,” a comprehensive and interesting approach to GIS teaching practice is introduced in which a variety of key knowledge areas and technologies are effectively incorporated into a single project. A year-long assignment based on this approach was conducted, providing the students with practical training and successfully resulting in a digital three-dimensional representation of the campus.     

A tetradic analysis of GIS and society using McLuhan's law of the media

The social implications of GIS have been debated over the past five years among scholars in several disciplines. GIS have been either conceived by practitioners as value‐free, neutral tools for problem‐solving or castigated by critical social theorists as socially biased technologies serving only corporate and state interests. Neither of these polarized views is very helpful in understanding the complex relationship between GIS and society. This paper argues that GIS are increasingly becoming media for communicating various crucial social and environmental information to the general public. By reconceptualizing GIS as media, the paper conducts a detailed tetradic analysis on the social implications of GIS using Marshall McLuhan's law of media. The analysis reveals the paradoxical and ambivalent nature of GIS technology. To make GIS fulfill democratic ideals in society, this paper calls for a shift of perspective, from viewing them as instruments for problem‐solving to viewing them as media for communication. This shift from instrumental to communicative rationality enables us to examine more critically and holistically how space, people and environment have been represented, manipulated and visualized in GIS and thus promotes a more critical and democratic GIS practice .     

Child loss and maternal wages in China

Using data from a random sample of the 2005 National Population Survey of China, we investigate the association between child death and maternal hourly wages. Approximately 1.6 per cent of the population has experienced at least one child death. Such bereaved mothers’ hourly wages are 53 per cent lower than those of non-bereaved mothers. We find that child death carries a significant wage penalty. Son death has a larger impact than daughter death and its effect decreases as the number of children in the household increases. Our decomposition results show that number of children, maternal education and regional characteristics are the three most important contributors to the wage gap, yet unexplained differences remain large, especially at the lower end of the wage distribution.     

Towards Household Sustainability in Sydney? Impacts of Two Sustainable Lifestyle Workshop Programs on Water Consumption in Existing Homes

Residential water consumption accounts for approximately 70 per cent of Sydney's water consumption. The capacity of households to reduce water consumption is limited by expectations and conventions of water supply shaped by existing water infrastructure ( Allon and Sofoulis, 2006 ) and ‘saver‐unfriendly’ household water fittings ( Sofoulis, 2005 ). Sustainable lifestyle workshop programs – many of which address water use – are relatively new, and rigorous research into their impacts is scarce. Existing research generally relies on reported behaviour change from participants, which is then used to estimate resource savings. This paper examines water consumption data, and the questionnaire responses of participants in two sustainable lifestyle workshop programs, to examine whether reported behavioural and technical changes are translating into significant water savings. The Sustainability Street (Penrith) and GreenHome (Parramatta) programs are changing participant behaviours, but reductions achieved by Sustainability Street are not significant at the 0.05 level. GreenHome reductions, while significant, cannot be fully attributed to the program due to the downward trend commencing prior to the program. The improved behaviour of participants – in comparison to their previous behaviour and the behaviour of non‐participants – is thus not translating into significant water savings. This indicates that the relationship between improved environmental behaviour and actual water savings is not as straightforward as program operators might assume. The implications of this are that research should use real consumption data and not estimations derived from behaviour change, and strategies to reduce household water consumption need to involve bigger technical changes to household water infrastructures.     

Placing GIS in sustainability education

As public awareness about sustainability grows and as higher education advances sustainability more comprehensively, geographers have an opportunity to take a role in sustainability education. This article examines (1) what constitutes sustainability education, (2) how geographic concepts and Geographic Information System (GIS) are relevant to sustainability education, and (3) how geospatial thinking can be incorporated into the sustainability curriculum using GIS. This research proposes five geospatial inquiries that students can make to explore sustainability issues using GIS, which are spatial distribution, spatial interactions, spatial relationships, spatial comparisons, and temporal relationships. Definition, examples, and uses of these five geospatial inquiries supported by GIS are provided.     

Changing the face of GIS education with communities of practice

A principal focus in GIS higher education has been with developing curricula or accommodating new technologies to reflect the needs of the developing discipline. Pedagogy has largely reflected traditional metaphors of acquisition and transfer in the context of formal education, and this extends to preparation of students for the workplace. In this paper, the authors explore the potential for communities of practice, and in particular virtual communities of practice as a complement to more formal GIS education to provide a route to more situated, participatory learning. In so doing, the emphasis towards creating a GIS professional community of practice offers both the recognition of the role of situated knowledge in developing professional GIS expertise, and provides an important bridge from higher education to the workplace.     

The changing nature of GIS and the provision of formal GIS education in the UK: a case study

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This paper explores the changing landscape of U.K. degree level GIS education drawing on contemporary information from Higher Education Institution websites and a case study of the first single honours degree in GIS in Europe. The paper identifies a rise and fall in the number of named undergraduate “GIS” degrees since the late 1980s sandwiched between the continuation and development of postgraduate qualifications. In parallel with this trend the teaching and learning of GIS skills has emerged as a core component of undergraduate degree programmes with “Geography” in their title and in national school and degree level benchmarking statements for the discipline.     

EDITORIAL

In undergraduate geography programs in the United States there is increasing demand for students to be prepared for real-world project management and to possess strong GIS technical skills and cartographic communication skills upon graduation. There is, however, limited time and opportunity within the framework of traditional undergraduate programs to offer this type of hands-on training while simultaneously increasing conceptual and theoretical knowledge and improving technical abilities. This article outlines a framework for integrating community partnerships into real-world GIS learning opportunities for undergraduate students. Our primary objective is to provide an active learning opportunity that mimics a real-world project scenario within the Geography Department's undergraduate GIS curriculum.     

Teaching critical open GIS

Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.     

Changing trends in international marriages between Korean men and Southeast Asian women, 1993–2013

Korea witnessed a large increase in the fraction of men marrying spouses from Southeast Asia. In the 1990s, about one per cent of Korean men’s new marriages were to Southeast Asian women but by 2005, this increased to over nine per cent with even higher rates in rural areas. With the use of a logit model and Marriage Register data from 1993–2013, the determinants of international marriages are explored using a more rigorous approach and over a longer period of observation compared to previous studies. Older Korean men with lower socioeconomic status were more likely to marry a woman from Southeast Asia (compared to a fellow Korean). The predictors of international marriage differed depending on the wife’s birth country: if the wife had some college education there was a higher probability of marriage to a Filipino woman, but less likely to a woman from China or Vietnam, compared to marriage to a Korean woman. Finally, over the past two decades the education level, age at marriage, and country of origin of the foreign wives have changed substantially. The data shows fewer women migrating from China (of which about 70% are ethnically Korean), and a rising number from Vietnam. This ‘marriage migration’ has implications for the demographics, ethnicity, and occupational composition of those living in Korea.