What constitutes a ‘trip’? Examining child journey attributes using GPS and self-report

Active travel is associated with improved health and development outcomes in children. Accurate detection of children's travel behaviors and routes, however, is problematic. Travel diaries are often used to collect information on children's travel behaviors, yet no evidence for the accuracy of this methodology exists. This study investigated the validity of children's self-reported trips (origin, destination) compared with an objective criterion (global positioning systems units; GPS). Children (n = 10, 9–11 y) wore the GPS units for seven consecutive days between March and June 2011 and completed travel diaries daily with researcher assistance. Affinity group interviews were conducted in December 2011 with 30 children from two schools to garner perspectives on trip definition, neighborhood perceptions, and to illuminate GPS and travel diary findings. GPS journeys were manually compared with travel diary journeys for destination sequencing, start times, and travel mode. Accuracy in trip sequencing was compared by day type, and journey type using percentage differences and the chi-square (χ²) statistic. Of the 380 trips captured, 54.5% of journey sequences were fully or partially matched, 22.4% were GPS only trips and 23.2% travel diary only. Greater accuracy (full/partial match) was observed for weekdays than for weekend days and for the journey to or from school than for other journeys. Travel mode agreement existed for 99% of matched trips. Although children's travel diaries may confer contextual journey information, they may not provide completely accurate information on journey sequencing. Thematic analysis of affinity group data revealed that reasons for this are multifaceted, including differing concepts of what constitutes a ‘trip’. A combined approach of GPS and travel diary is recommended to gather a comprehensive understanding of children's journey characteristics.     

Evaluating Differences in Landscape Interpretation between Webcam and Field-Based Experiences

Field trips have become less common due to issues including budget constraints and large class sizes. Research suggests that virtual field trips can substitute for field visits, but the role of webcams has not been evaluated. To investigate the potential for webcams to substitute for field trips, participants viewed urban and physical landscapes either in-person or by webcam. Differences in landscape interpretation responses between webcam viewers and field trip participants were often statistically insignificant, suggesting that webcams hold potential as substitutes for field trips. However, upon reflection, field trip participants valued their experience, while webcam participants had mixed views.     

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

Field trips have long been central to geography, but have been subject to assessment of the role of the ‘field’ in teaching. At the same time, academics face barriers to running field trips. Distance education and enhanced educational access for non-metropolitan students represented such an obstacle at an Australian university. These obstacles were taken as an opportunity to draw on the regional nature of the students and staff to enhance teaching goals, run critically informed field trips by and manage academic workloads. We evaluate the field trips by conducting surveys and interviews with students and tutors, and as an example of innovation within constraints.     

Effects of place attachment on home return travel: a spatial perspective

Recent studies on place--mobility relationships suggest an increasing possibility that people can have multiple place attachments at varied spatial scales. Yet, our understanding of how place attachment in different spatial scales affects mobility remains limited. This study investigates home return visits by Chinese diaspora tourists from North America who have made multiple trips to China. A total of 27 in-depth interviews with repeat home return travellers were conducted. Four different types of return movements were identified: local; dispersed; local & dispersed; and second-migration locale focused. A relationship was found between the participants’ sense of place, place identity, and home return travel. The findings suggest that home return travel is more complex than previously thought. More focused sense of place and strong personal connection to ancestral homes may lead to more localized return, while a more generic sense of place (i.e. to ‘China’) and collective personal identity would result in a more dispersed travel pattern. Family migration history and strong attachment to family's first-migration destination also lead to focused return to the place. The study highlights the fact that place and place attachment are deeply personal and can evolve over time and space.     

世界遗产申报对居民地方感的影响——以湖南崀山为例

地方感已成为旅游研究的新热点,国内外关于旅游者、旅游地居民的地方感实证研究不断涌现,但关于重大外部事件对居民地方感的影响研究较少.本文以湖南崀山为例,通过设计量表以测量世界遗产申报作为外部事件对社区居民地方感的影响,通过发放问卷和访谈等方式进行实地调研.研究发现,世界遗产申报使居民对崀山有了全新认识,并对地方认同、地方依赖、自然环境感知和社会文化感知等4个方面产生了较大影响.虽然不同利益群体的居民对待申遗和旅游业的态度不同,但总体上世界遗产申报强化了居民的地方感,提高了其对当地旅游发展的期望和支持度.     

Learning Desert Geomorphology Virtually versus in the Field

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.     

What Has the Geography of Sleeping Arrangements Got to Do with the Geography of Our Teaching Spaces?

As geographers we are used to researching and teaching about those other than ourselves and it is timely to turn our gaze on the social and spatial practices of our own teaching spaces. One particular teaching space is the overnight geography field trip, a context in which geography fieldwork is ostensibly the main focus for two or more consecutive days. Teaching spaces such as classrooms and field trips, like all social spaces, are imbued with spoken and unspoken assumptions about sexuality, gender and 'race'. Geography field trips are one site in which to examine how social space is constituted via spoken and unspoken assumptions and how these assumptions shape field trip participants' understandings of themselves within these spaces. Simultaneously, field trips offer a site for the consideration of the socio-spatial relations of the reproduction of contemporary geographic knowledge. This article is one response to what Jon Binnie identified as an urgent need for geographers to understand how geography is being taught. Although sleeping arrangements are 'not formally notified' as part of fieldwork activity, the author demonstrates how sleeping arrangements conveyed important messages about sexuality, gender and cultural practices during seven overnight field trips held by two universities and two high schools in New Zealand. The concern is how apparently mundane arrangements such as the organisation of sleeping might reveal the ongoing hegemonic social and spatial relations of teaching and learning geography, as these are shaped by sexuality, gender and 'race', so that we might be better informed to challenge and change these practices.     

A Note on Trip Benefits in Spatial Interaction Models

We extend the well-known transport users' benefits measure (TUB) for the doubly-constrained spatial interaction model derived by Williams (1976). The original formula expresses the TUB as composed by two terms associated with the origin and the destination zones. First, the TUB is associated here with trips instead of zones, providing a natural interpretation as a rule-of-a-half measure of benefit under inelastic demand (for the short-run case). Second, a TUB formula for the long-run case is derived, that is, when the total number of trips, trip origins, and trip destinations change. We then propose updated measures of accessibility for location behavior.     

Assessing the Use of Real-time DataStreme Weather Data in an Introductory Physical Geography Course

The online data from the American Meteorological Society's DataStreme course have been used successfully in a traditional undergraduate college weather and climate class. DataStreme was designed to train K-12 teachers to transform weather data into exciting learning experiences. Adaptation of these materials so that some of this excitement could be infused in a traditional college setting was the goal of this pedagogical experiment. These data and associated learning materials have been adapted specifically for use in undergraduate weather and climate courses and are now being made available by AMS as Online Weather Studies. This paper describes and assesses the use of online data. The assessment involved a comparison of student self-reports of factual knowledge mastery, skills acquisition and satisfaction with the methods used in two sections of the same course, one offered with the real-time weather data and one without.     

The Silverton Field Experience: a model geography course for achieving high-impact educational practices (HEPs)

High-Impact Educational Practices (HEPs) are a set of specific teaching and learning approaches proven effective in university education. This paper focuses on the benefits derived from utilizing three particular HEPs (inquiry-based collaborative activities, undergraduate research, and experiential learning) while teaching a snow and ice field course titled “Silverton Field Experience.” Student evaluations and instructor feedback reinforce the notion that HEPs encourage deep learning. Deep learning is manifest through increased enthusiasm and participation as well as learning in ways that are meaningful, creative, and stimulating. In terms of pedagogy in geography, these HEPs also create an expanded sense of place and a new way to encourage spatial thinking. The HEPs outlined here are replicable in different geography sub-disciplines and among different settings in higher education and prove exciting to an audience of pedagogic researchers and teacher-practitioners in geographical education.     

地方发展变迁与居民地方感关系研究——以广州荔枝湾涌历史文化街区为例

本文以广州荔枝湾涌历史文化街区为例,运用扎根理论研究荔枝湾涌1940年代以来地方发展变迁与居民地方感的关系,进而挖掘居民地方感变化机制。研究发现：荔枝湾涌居民的地方感主要受生态环境、建筑与配套服务、集体记忆、活动类型、人际关系等因素的影响,其中生态环境起主导性作用;积极地方感主要来源于集体记忆的保留与延续;消极地方感主要来源于破旧的居住环境及落后的配套服务;此外,文章提出内向型地方感和外向型地方感的概念,认为随着城市发展,在地方发展变迁过程中,地方感由内向型地方感转变为内向型和外向型相结合的地方感。两种地方感相互作用,互相调节,更有利于地方稳定、开放、包容地发展。     

基于集体记忆的震后北川老县城空间重构

汶川地震重灾区北川老县城为案例地,以地震受灾群体老县城居民为研究样本,通过问卷调查与访谈挖掘灾后遗址唤起居民的集体记忆和空间,通过认知地图和GIS空间分析对比遗址官方记忆空间、居民集体认知-情感空间、行为空间的差异,揭示现实空间与居民集体记忆空间互动影响机制。灾后日常记忆、灾难记忆夹杂在一起,产生怀旧、创伤等情感,构成居民复杂的集体记忆。尽管具体空间引发的情感以负面为主,但居民对老县城整体还是充满了积极的地方依恋和认同。     

地方感的多态与分异：不同人群对旧城街区的感知

地方感指人与地方的情感关联,是地理学特别是人文主义地理学的关键概念。快速城镇化使得“地方”剧变,地方感也变得复杂多样,多元主体的地方感形成机制值得探讨。本文基于人文主义地理学视角,选取江苏省如皋市东大街为典型案例,通过实地调研,运用半结构化访谈等方法,将不同主体的地方感归纳为三类：根植型、创造型和关怀型。老年原住民形成了根植型地方感,其重点在血缘联结、归属感、身份认同;沿街商户生成了创造型地方感,主要涉及美学、经验与私人空间等;虽从地方抽离但仍与地方保持着积极情感纽带的“乡邻”们则形成了关怀型地方感,主要涉及关注、社会互动、熟悉等。借助案例剖析和质性研究方法,本文对地方感多元类型和形成机制的深入探讨将有助于理解地方感的多态性和分异性。     

A Generalization of the Utility Theory Approach To the Problem of Spatial Interaction

The derivation of the gravity model from utility theory is reformulated and generalized in order to show (1) how both the number of trips to individual destinations and the total travel budget may be determined simultaneously, and (2) how the effect of both distance and destination quality on trip distribution and total budget may be analyzed. Results are compared with the revealed space preference approach and are found to be superior in dealing theoretically with trip frequency and the effects of spatial context. For empirical applications, however, the revealed preference approach is advantageous.     

Sense of place and tourism business development

This study is to investigate the role of sense of place on residents' participation in tourism-related businesses. Emphasis was placed on understanding whether and how sense of place influenced people's decisions to operate a tourism-related business. Thus, this framework and the empirical validation presented are the result of triangulating quantitative survey data (n = 118) tourism business operators and follow-up with qualitative interviews (n = 72) respondents in Tai O, Hong Kong, the linkages between sense of place and small and medium business enterprises (SMTEs) were explored. The findings revealed that sense of place played an important role in encouraging move-out residents and their descendants to return and participate in a tourism-related business. Sense of place also influenced some people's decisions regarding the type of business they were involved in and the manner in which they operated their business. The findings suggested that operators of tourism-related businesses who have a strong sense of place, whether local residents or outsiders, can contribute to preserving a community's culture and for sustainable tourism development.     

跨国移民的地方感研究：以在穗非洲移民为例

本文从“地方感”这一核心概念出发，采用问卷调查、参与式观察和访谈等综合研究方法，系统地评估了在穗非洲移民对广州的城市感知特征及其内在机制。基于研究提出的五维地方感评价体系，本文得到主要结论如下：①在穗非洲移民对广州地方感的五个维度的评价中，呈现出“地方满意度>地方依赖>地方信任>地方依恋>地方认同”的总体特征；②在穗非洲移民的积极地方感主要是通过广州的物质和资源环境构建起来的；③在穗非洲移民的消极地方感则主要是通过地方信任、地方认同和地方依恋等精神维度的交流形成的；④在穗非洲移民地方感的形成路径有积极地方感和消极地方感的区别，但是它们之间的边界并不是很明显，有比较强的流变性。本文从研究对象、研究内容和研究方法上对中国的跨国移民及其地方感研究进行了拓展，为我国城市规划和建设提供一定的借鉴价值。     

广州市高峰小时居住用地交通产生与分布——基于出租车GPS起讫关联的分析

本文以广州为案例,通过通勤高峰期间出租车GPS数据的时空挖掘,分析基于GPS起讫关联的居住地交通产生与分布特征,并讨论其所隐含的城市职住空间关系及在交通需求分析中的潜在价值。研究发现居住用地交通产生的出行距离存在ZIPF法则所表现的衰减规律,到达工业、商业金融和公共服务等用地的距离依次降低,而空间上距离呈中心城区向郊区增加的同心环模式。此外,本文还尝试从交通模型参数设定、职-住关系等方面探讨本文研究的应用方向。     

Buffon's Needle and the Probability of Intercepting Short-Distance Trips by Multiple Screen-Line Surveys

For transport planning purposes, information on origin-destination movements may be obtained by stopping traffic at the roadside and interviewing drivers. The roadside interview stations are usually located so that they lie on one of a number of lines (called screen lines) that cross from one side of the survey area to another. In this way, all movements with the origin on one side of a screen line and the destination on the other are intercepted. For regional surveys, a grid of screen-lines may be used. The movements intercepted are not, however, representative of all those in the region. That is because shorter-distance movements are underrepresented; the coarser the grid, the worse the effect. The extent of this underrepresentation is estimated in this paper by calculating the probability of intercepting a trip of given direct length, under the assumption that the screen lines constitute a uniform rectangular grid, and that trips of a given length are distributed over the region at random. The result is an extension to the Buffon needle problem. Ways in which such a result, obtained for an idealized situation, may be extended to apply to more realistic situations, are discussed: in particular it is shown how the trip-length frequency distribution of all trips may be estimated from that of intercepted trips, using a simple formula that is applicable to a much more general pattern of screen lines.     

中国手机移动地图使用对居民出行的影响及其机理分析

手机移动地图作为一种新兴的地图形式近年来迅速发展并对居民出行特征产生了深远的影响。本文通过问卷与访谈相结合的方式进行了相关定性定量分析,研究了当前居民对移动地图的使用情况、不同人群对移动地图的使用差异及移动地图的使用对居民出行特征的直接影响,并且进一步探究了其背后的机理模型。一方面移动地图对出行的直接影响造成了信息化时代下居民出行的新特征。另一方面不同年龄,性别,教育,区域的居民对移动地图的使用存在差异,而这种差异或放大或削弱了个人属性对出行特征的影响,从而间接作用于出行特征,改变了传统出行模式。最终,本文讨论了目前移动地图存在的问题及其在未来对城市交通的影响并提出了相应意见建议。     

These are not ‘regular places’: women and gender studies classrooms as heterotopias

This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students from two contrasting Canadian universities, this article explores how women and gender studies classrooms function as heterotopias or ‘other places’ – sites that challenge ‘regular’ places outside of the academy. Critically analyzing student experiences illustrates to how the intersections of space/location, power, and identities inform notions of privilege and oppression within these classrooms. Analysis of the participants' reflections points to how it is through these ‘other places’ that students are able to recognize identities that were once unknown to them, become conscious of their embodiments via feelings of worry and discomfort, and question their sense of place in the classroom. It is because of these findings that this research functions as a call to instructors regarding the need to prioritize student experiences, so as to be able to critically reflect upon the social and academic significance of women and gender studies classrooms.