The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media

People have a deep need to connect to places, but modernity has weakened many of the traditional ways that people have bonded with localities. Geographers of the past believed that a core responsibility of geography was to describe places. This connection between geography and place education, however, has attenuated as geographers have become increasingly concerned with theory and have eschewed regional geography. This research seeks to revitalize the geographic tradition of topography (writing about small places) by examining its best works, while at the same time exploring new ways to connect people with places. It answers the question, “What lessons can we learn about place writing for non-academic audiences from the genre’s best examples, and how can these lessons inform the use of new media to connect people with places?” Examples of excellent topographic books and audio podcasts were analyzed to answer this question. Based on a study of the topographic tradition, literature on place attachment, and an empirical examination of topographic books, three essential features of a modern public topography are proposed: 1) topography teaches people to appreciate particular places; 2) topography engages the general public; and 3) topography is inherently geographical. Topographic works that incorporate these elements are found to use one or more of three strategies for facilitating the appreciation of place: 1) an explanatory strategy; 2) a poetic strategy; 3) or an experiential strategy. Specific recommendations for the application of these features and strategies to topographic writing are given. These essential features and strategies were used to analyze audio podcasts about small places. The result is a series of recommendations for the creation of topographic podcasts. To illustrate the utility of these recommendations, a podcast about the influence of the Brazos River on the landscape of Texas’s Brazos Valley was produced, along with an accompanying webpage. This research suggests that while modernity has created significant obstacles to place attachment, a new interpretation of the old geographic tradition of topography has the potential to reduce those obstacles and to help the public to better appreciate places obstacles to place attachment, a new interpretation of the old geographic tradition of topography has the potential to reduce those obstacles and to help the public to better appreciate places.Based on a study of the topographic tradition, literature on place attachment, and an empirical examination of topographic books, three essential features of a modern public topography are proposed: 1) topography teaches people to appreciate particular places; 2) topography engages the general public; and 3) topography is inherently geographical. Topographic works that incorporate these elements are found to use one or more of three strategies for facilitating the appreciation of place: 1) an explanatory strategy; 2) a poetic strategy; 3) or an experiential strategy. Specific recommendations for the application of these features and strategies to topographic writing are given. These essential features and strategies were used to analyze audio podcasts about small places. The result is a series of recommendations for the creation of topographic podcasts. To illustrate the utility of these recommendations, a podcast about the influence of the Brazos River on the landscape of Texas’s Brazos Valley was produced, along with an accompanying webpage. This research suggests that while modernity has created significant obstacles to place attachment, a new interpretation of the old geographic tradition of topography has the potential to reduce those obstacles and to help the public to better appreciate places

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Representing Strategic International Human Resource Management: Is the Map the Territory?

This paper is focused on the emergent field of strategic international human resource management (SIHRM). We suggest that SIHRM is becoming an integrated intellectual map in terms of: (1) the typologies created; (2) the language used; and (3) its pedagogy. Does the way in which we articulate SIHRM assist theory development or enact intellectual imperialism? Or both? It is argued that, by exploring the implications of SIHRM for theory, research, practice and teaching, we may raise awareness of current deficiencies and unanswered questions. Do we need to set a new course, or at least make explicit our navigational assumptions

8th Annual Research in the Capitol [Program], March 26, 2013

Program of research presentations given at the Capitol by students from the University of Northern Iowa, Iowa State University, and the University of Iowa.https://scholarworks.uni.edu/programs_rcapitol/1009/thumbnail.jp

The cognitive representation of the large-scale environment

This thesis is concerned with the processes involved in the acquisition and use of cognitive representations of the large-scale environment, or 'cognitive mapping'. The first half of the thesis reviews relevant literature in three main sections. Firstly, the historical roots of the subject are described in chapters on early investigations of wayfinding and orientation, theoretical models of behaviour incorporating the concept of subjective knowledge and multidisciplinary studies of environmental images. Secondly, studies of group differences in cognitive mapping and initial theoretical frameworks are reviewed. Finally, the current state of research evidence is assessed in relation to four research areas. These concern methodological issues, the structure of internal representations, the process of acquiring new representations and individual differences in cognitive mapping.The remainder of the thesis reports and discusses four experimental studies of issues which were judged to be inadequately researched on the basis of the literature review. The first compared the utility of freehand sketch-mapping and three-dimensional modelling with educated, adult subjects. The second investigated the rate of acquisition of cognitive maps, particularly during the first days of environmental experience; using a structured mapping task. Objective accuracy, subjective ratings of accuracy and recall order were examined in relation to building usage and spatial experience. The third experiment compared artificial map learning with spatial relations ability, visual imagery ratings and everyday map usage. Additionally, the effect upon learning of stimulus mode (map or verbal list), response mode and stimulus-response mode compatibility was measured. The final experiment compared performance upon the 'real-life' mapping task of the second study with the map learning and spatial ability measures used in the third study. Evidence was found that cognitive mapping. spatial ability and attitudes to navigational problems are positively related. It was concluded that future work should emphasize the process of cognitive mapping and the relationship between map form and practical needs

Information display from board wargame for marketing strategy identification

Marketing warfare is an alternative solution for a company to defend itself or to win market parts. This approach presents consumer spirit as a battleground where companies make military maneuvers to confront each other. But a problem subsists, how make a link between market and battle or war? May be a solution exists: business wargames. But now, they are too complex or only role playing oriented without any solution to map battles. However, before being business wargames, wargames were developed to propose visual solutions to recreate a specific war situation. Now, wargames for civilians exist, with a particular kind: board wargames, which we found very interesting for information display. In this paper, we develop a methodology to apply a board wargame tool for a market situation. This methodology contributes to creative competitive intelligence (or creative watch) a new kind of competitive intelligence, in the sense it participates to information discovery that directly contributes to the creation and innovation process.intelligence économique, veille stratégique, veille concurrentielle, veille marché, veille créative, veille des innovations, veille des créations, visualisation d'information, innovation, jeu de guerre, wargame, war game, jeu sérieux // creative intelligence, strategic intelligence, competitive intelligence, economic intelligence, market intelligence, business intelligence, information visualization, wargaming, wargame, war game, marketing warfare, innovation, watch, serious game, serious gaming, creative competitive intelligence

Neural processes underpinning episodic memory

Episodic memory is the memory for our personal past experiences. Although numerous functional magnetic resonance imaging (fMRI) studies investigating its neural basis have revealed a consistent and distributed network of associated brain regions, surprisingly little is known about the contributions individual brain areas make to the recollective experience. In this thesis I address this fundamental issue by employing a range of different experimental techniques including neuropsychological testing, virtual reality environments, whole brain and high spatial resolution fMRI, and multivariate pattern analysis. Episodic memory recall is widely agreed to be a reconstructive process, one that is known to be critically reliant on the hippocampus. I therefore hypothesised that the same neural machinery responsible for reconstruction might also support ‘constructive’ cognitive functions such as imagination. To test this proposal, patients with focal damage to the hippocampus bilaterally were asked to imagine new experiences and were found to be impaired relative to matched control participants. Moreover, driving this deficit was a lack of spatial coherence in their imagined experiences, pointing to a role for the hippocampus in binding together the disparate elements of a scene. A subsequent fMRI study involving healthy participants compared the recall of real memories with the construction of imaginary memories. This revealed a fronto-temporo-parietal network in common to both tasks that included the hippocampus, ventromedial prefrontal, retrosplenial and parietal cortices. Based on these results I advanced the notion that this network might support the process of ‘scene construction’, defined as the generation and maintenance of a complex and coherent spatial context. Furthermore, I argued that this scene construction network might underpin other important cognitive functions besides episodic memory and imagination, such as navigation and thinking about the future. It is has been proposed that spatial context may act as the scaffold around which episodic memories are built. Given the hippocampus appears to play a critical role in imagination by supporting the creation of a rich coherent spatial scene, I sought to explore the nature of this hippocampal spatial code in a novel way. By combining high spatial resolution fMRI with multivariate pattern analysis techniques it proved possible to accurately determine where a subject was located in a virtual reality environment based solely on the pattern of activity across hippocampal voxels. For this to have been possible, the hippocampal population code must be large and non-uniform. I then extended these techniques to the domain of episodic memory by showing that individual memories could be accurately decoded from the pattern of activity across hippocampal voxels, thus identifying individual memory traces. I consider these findings together with other recent advances in the episodic memory field, and present a new perspective on the role of the hippocampus in episodic recollection. I discuss how this new (and preliminary) framework compares with current prevailing theories of hippocampal function, and suggest how it might account for some previously contradictory data

Beyond Acceptance and Commitment Therapy: Process-Based Therapy

This article describes process-based therapy (PBT) as a natural evolution toward more effective and efficient mental healthcare. Using acceptance and commitment therapy as an example of an early prototype of PBT, this paper explicates the broader features of PBT and the shift in mindset researchers and clinicians will need to take to fully embrace PBT with respect to assessment, conceptualization, and intervention. In addition, the paper enumerates challenges to implementing the PBT model and proposes recommendations for circumventing these challenges in the areas of theory development, research methodology, and clinical practice. Finally, we make the argument shifting to PBT is the logical next step for our field

The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development

This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion