Information Gathering for Geography Data Collection

Information Gathering for Geography Data Collection Introduction: During the last decade, there has been an increase of the integration of visual methodologies, with geographical research. This aspect has managed to gain an increased attention from geographic researchers. Currently, it is easy for Geographers to access the tools of visual reproduction and production. The society is heavily influenced by visual representations and images. It is easier to pass on information through visual and imagery representation, as opposed to the use of words and symbols. However, the interpretations of these visual images normally lack a critical awareness or analysis. This is because they are always interpreted on a face value. Cloke (2004) explains that visual communication normally occurs through the help of visual aids. It is described as a conveyance of information and ideas in forms that it is easy to read, understand, and look upon. Thrift and Kitchin (2009) further explains that visual communication greatly relies on vision. Furthermore, it is always expressed or presented with two dimensional images. This includes typography, signs, graphic design, drawings, animation, illustration, advertising, industrial design, etc. Visual communication, explores the concept that visual messages that are accompanied by words have great capability of educating, informing, or persuading the audience of the message under consideration (Rubenstein, 2009). Geographers mainly use visual methodology as part of qualitative method of gathering data. This paper gives a discussion on the different ways whereby geographers have managed to incorporate the various visual methods in their research. This is by using a range of examples. Some of the major visual techniques analyzed in this paper include auto-photography, and participatory video making. Auto-Photography and Geographic Research: Auto photography is an example of an ethnographic research methodology. It provides a tool used in qualitative research methods that help in understanding the qualities of an environment, and geographic locations. This tool is on most occasions used by human geographers for purposes of collecting information. This is mainly because of advances in photographic technology, it is easy to access it, and it is also affordable. Stockinger (2013) explains that auto-photography is directly related to film development, and it relies on the camera technology. In geography, the use of auto-photography is directly related to the invention of disposable cameras (Phoenix, 2010). This was a one-time user camera which could not operate without a film. These types of cameras were very popular in the 1990s, and this is because it was a new technology, and it was easy to use the cameras for purposes of taking images (Kitchin, 2009). For new researchers, and those without a substantial amount of research funds, this method of data collection was very expensive (Teese, 2008). However, with the emergence of digital cameras, it is now cheaper to use auto-photography for purposes of collecting geographic data. Furthermore, it is easy to take a large volume of photos, through the use of digital cameras (Rubenstein, 2009). Furthermore, because of a drop in the cost of equipments, geographic researchers have gained the capability of developing their own videos that consists of data collected. Under human geography, researchers have used auto-photography to study the geographic location and elements of children all over the world (Gomez and Jones, 2010). This technology is easy to use, when studying children. This is because it is easy to categorize these children into subject groups. These children might find it intimidating or difficult to understand the verbal language of research, hence the use of auto-photography. Stockinger (2013) explains that auto-photography is not restricted to the study of only children. It can be used to study and collect data on time-space geographies, human identity, and the interactions between human beings, and the environment. The early pioneers on the use of auto-photography in geography are Joan Wingate and Stuart Aitken (Stockinger, 2013). This is through their study on how the environment affects children, and how to use auto-photography to help adult researchers to understand the different views of children, regarding their environments. This work was able to incorporate the methodological approach in the children’s geographies which emphasized on the everyday and local lives of children. It further analyzed the impact of social differences like ethnicity, race and income, on the environmental mobility and experience of children (Reason, 2008). In concluding their research, the two authors denoted that children who suffered from cerebral palsy, and whose movements were restricted, engaged in taking photographs, as compared to their counter parts, who were normal (Rubenstein, 2009). Furthermore, watching other children playing was a way in which a disabled child was able to participate in the playing activity. Auto-Photography is not only used in the geographic study of children. It is also possible to use it in studying time and space. This is better depicted in a study by Johnson, May and Cloke (2008) on the geography of homelessness. Under this research, the researcher were analyzing the various strategies in which homeless people use for purposes of protecting themselves, and maintaining their areas of residence, i.e. space. This is because the homeless are always vulnerable to intimidations and exploitation, and when they are found in wrong places, people would chase them. Johnson, May and Cloke (2008) believes that aut o-photography is an important source of getting information. It is far much more useful that traditional sources of information such as books, and newspapers. It complements these sources of information. Furthermore, auto-photography has been used in accelerating the spatial development of Urbanization on Guangzhou (Phoenix, 2010). This is a province located in China. For example, in the year 2000, Guangzhou began a series of spatial expansion. This was after its merger with the districts of Huadu and Panyu. To effectively develop the province, there was a need of proper urban planning and development (Kochak, 2006). The use of auto-photography was essentially in this aspect. Urban planners of Guangzhou took a series of photographs, of various locations of the province. This was for purposes of studying them, and hence coming up with a better policy, on how to plan the province. Policy formulators were able to use these photos for purposes of planning to build an extensive road network that connected the province of Guangzhou and Foshan (Chiang, 2005). This is clearly depicted on the North Western border of the provinces of Guangzhou and Foshan. The construction land between the borders of these two provinces is directly connected with one another, and road network has approximately sixty intersections (Loo, 20 09). This is for future expansion. Participatory Video Making and Geographic Research: Participatory video is a process in which the participants work together for purposes of creating a video in regard to their common experiences. It is also a way of making an inquiry of the various challenges that affect the lives of the participants (Kitchin, 2009). This concept is widely used in the collection of data when studying human geography. Due to the immense benefits that participatory video making has, geographers have emphasized on its use in the collection of data. Under participatory video making, the participants and the researcher are joint owners of the data that emanates from the research (Rubenstein, 2009). This research emphasizes that social action is an important part of a research. Furthermore, social action is exploratory, relational, and unpredictable. Participatory video making is therefore seen as an opportunity for empowering geographers with social skills that can help them to efficiently interact with the participants of the research (Chiang, 2005). Don Snowden was the first person to engage in participatory video making (Kitchin, 2009). He pioneered the use of media for purposes of enabling the community to develop various solutions to their problems. In his research, Snowden was able to work Colin Low a film maker (Kitchin, 2009). He carried out a study of Fogo Island, which was a small fishing community in Canada. His main aim was to identify the various challenges and opportunities that are experienced by the residents of this community. In this research, Snowden managed to develop a film on different villages in the Island (Hueber and Alderman, 2011). These films illustrated various challenges that they were facing, and the ways of overcoming these challenges. By watching the videos of each village, the different villagers in the island were able to realize that they were facing similar problems (Bergman, 2010). On this basis, they had to come together for purposes of ensuring that they develop a solution to the problems that were facing them (Hueber and Alderman, 2011). Politicians were also able to view these videos. On most occasions, politicians were very busy, and unable to visit the Island, and learn on the different problems that the Islanders were facing. Furthermore, the Island was far away from the main land of Canada. As a result of the production of this video, the government was able to change its policies regarding the Fogo Island (Hueber and Alderman, 2011). This is by improving the welfare of the people of Fogo Island through education, and building of infrastructures that could enable them carry out their fishing practices in an efficient manner. Furthermore, people within the Island began collaborating with each other for purposes of finding a solution to the problems that affected them. This technique was so successful that other geographers began using participatory video making in collecting data. Hester Parr examines the use of participatory video making in a mental health institution. Parr (2007) believes that it is possible to use participative video making for purposes of helping to change the manner in which the society views people with mental problems or disability. Furthermore, she explains that video making is useful in helping to hold important data about the effects that arts has on the mental health of another person. Parr (2007) argues that participative video making is a collaborative process that requires the cooperation of all the parties involved in it. This would therefore make it possible for the participants to provide an in-depth data regarding the problems of the research. On this basis, Parr (2007) explains that participative video making is an important aspect that can help in solving the problems of a society. For instance, Parr (2007) explains that the use of a video referred to as Recovering Lives was successful in positively depicting the mentally ill people in Dundee. The filmmakers were able to collaborate with the mentally ill individuals in coming up with this video. They had an opportunity of telling their experiences and challenges that they face while living with this disability (Hay, 2010). On this basis, the filmmakers succeeded in explaining the different problems that mentally ill people face. Conclusion: Currently, most geographers are involved in gathering information through the use of visual methods of data collection. The most prominent of these methods are auto-photography, and the use of participative video making. Auto- Photography has been made possible because of the emergence of digital cameras. This makes it easier for geographers to take as many photos as possible. It is also a cheap method of collecting data, because digital carry are easy to afford. On the other hand, participative video making involves collection of data through film. Under this method, the geographer would collaborate with the population, while gathering data concerning a particular area of their research. These methods are used by geographers to solve a particular social problem. They are widely used in the area of human geography. Bibliography: Bergman, B. J. (2010). Making the Most of Your Video Collection: Trends in Patron Access and  Resource Sharing. Library Trends, 58(3), 335-348. Chiang, T. (2005). Historical geography in China. Progress in Human Geography, 29(2), 148-164. Cloke, P. J. (2004). Practising human geography. London: SAGE. Gomez, B., Jones, J. P. (2010). Research methods in geography: a critical introduction.  Chichester, West Sussex, U.K.: Wiley-Blackwell. Hay, I. (2010). Qualitative research methods in human geography (3rd ed.). Oxford: Oxford  University Press. Hueber, A. M., Alderman, D. H. (2011). Analyzing resident place satisfaction in a tourist  destination through auto-photography the case of Southern Shores, North Carolina.  Greenville, N.C.: East Carolina University. Johnsen, S., May, J., Cloke, P. (2008). Imag(in)ing ‘homeless places’: using auto-photography  to (re)examine the geographies of homelessness. Area, 40, 194-207. Kitchin, R. (2009). International encyclopedia of human geography. Amsterdam: Elsevier. Kochak, A. K. (2006). Development Indices: A Comparative Study of India and China. China  Report, 42(1), 57-68. Loo, B. P. (2009). An overview of transport geography in China. Journal of Transport  Geography, 17(5), 419-420. Parr, H. (2007). Collaborative film-making as process, method and text in mental health  research. Cultural Geography, 14, 114-138. Phoenix, C. (2010). Auto-photography In Aging Studies: Exploring Issues Of Identity  Construction In Mature Bodybuilders. Journal of Aging Studies, 24(3), 167-180. Reason, P. (2008). The SAGE handbook of action research: participative inquiry and practice  (2nd ed.). Los Angeles, Calif.: SAGE. Rubenstein, J. M. (2005). The cultural landscape: an introduction to human geography (8th ed.).  Upper Saddle River, N.J.: Pearson/Prentice Hall. Stockinger, P. (2013). Digital Audiovisual Archives. London: Wiley. Teese, B. (2008). Making Use of Video Interlacing. The Physics Teacher, 46(L1), L1. Thrift, N. J., Kitchin, R. (2009). International encyclopedia of human geography. Amterdam:  Elsevier.

L Shaddock & Associates Essay

I’ll be presenting the case: L Shaddock & Associates case v Parramatta City Council. First, I’ll provide a brief summary of situation that resulted in the court case, followed by the case itself, which brings up issues of duty of care and negligent mis-statement, and concluding with the judgement that was passed. The CASE: Shaddock proposed to purchase a property for the purpose of redevelopment. A telephone inquiry made by Mr Carroll, Shaddock’s solicitor, as to whether there was any local road widening proposal, was answered in negative. A written application lodged with the Council, for various certificates, AND an request for an indication of any such proposal, returned with no reference made, so Shaddock entered into a contract to purpose the property. However after the settlement of the property, part of the land was subsumed by the Council, for road widening purposes, and Shaddock sued Parramatta City Council for damages of negligent misstatement, breach of duty and care and liability for providing erroneous information. DUTY OF CARE: This case brings to light, issues of duty and care associated with liability of providing negligent mis-statement. To establish whether there was indeed a duty of care or not, 3 criteria must be satisfied. These are: The advice is of business or serious nature Defendant should have known that the plaintiff intended to rely on advice Reasonable in circumstances for plaintiff to rely on defendant’s advice In reference to judgement passed in another case: Mutual Life & Citizens’ Assurance Co. Ltd: The majority view held was that, duty of care is cast only on a person who carries on a business or profession which involves giving of advice of a kind which calls for special skill and competence, or let it be known he claims to possess skill and competence. In this case, it was argued that there was a difference in giving of advice and the giving of information, where the later, would not necessarily require an exercise of skill or judgement. It was established that the Council: As a public body, it was common practice to supply information for purposes of public functions: That the information given would be relied upon by others, and thus Under a duty to exercise reasonable care that information is given is correct. In the present case, it was also found that: Mr Carroll believed that the absence of any notation to a local road widening proposal indicated that there was indeed none. His previous experience indicated that it was practice of Council, to type or write (in red ink), a reference to the any proposal at the foot of the certificate. An examination in Council files of period January 1971 to July 1973, found 650 certificates indorsed with references to road widening proposals. There was no evidence to explain the failure to make a reference on the certificate issued to Mr Carroll. He also relied on Council to exercise reasonable care in advising him, as the Council was in a better position of the existence of such proposal. This was inferred from the fact that the supplier was the exclusive possessor of the information. Given the importance of certificates sought, the purpose of information as conveyancing, conveyed quite clearly that in the inquiry has been made in connexion with the sale of a property and, thus indicative that the advice was of business or serious nature. In conclusion, The duty of care did not exist when Mr Carroll made an oral inquiry, as it was informal, and he did not identify the officer to whom he spoke, nor followed oral request by confirming the conversation in writing. The duty of care gave rise to liability for negligent mis-statement, in the written application, as it were practice of the council to do so, knowing that one may suffer loss if info proved incorrect. Liability is not confined to those who have special skill or competence, but also to those whose profession to give advice or information. Resulted in damage compensation of $173938 for purchase of property and expenses related to holding the property

Comparison and Contrast Essay

If you were to compare and contrast going to a community college verses going to a university, they can be very different but also one in the same. Some similarities include activities and, class choices. Differences between these two subjects are class size, living, and cost. Going away to school can be a lot different from going to a community college, but in some ways they can be similar also. The first point in which I will discuss is class size. When going to a community college, the class sizes are much smaller than going to a university. With a small class size, it is easier to get more help understanding the subject because there aren’t so many students. Teachers can give their students more one on one attention this way. A similarity between community college and a university is that some universities do have smaller class sizes. There are some classes at universities that aren’t lectures, making class sizes smaller than the usual 100 or more students. Class size at a university is usually much larger because there are a lot more students, with fewer classes. The second point to make in regards to comparing going to a community college and going to a university is the costs are very different. At a university you are paying for all four years whereas at a community college, you only have to pay for a minimum of two years, which makes for saving a lot more money. At a community college, you don’t have to pay anywhere near what you have to pay at a university. Also, at a community college, you aren’t paying for dorm living, which adds on thousands more of dollars. The only similarity between these two different schools costs is the online classes. You have to pay for taking an online class, but of course with a university it will still cost a lot more. They both offer online classes however. Another similarity between going to a community college verses going to a university is you have to pay if you want to be on a sport team. Both schools require money. Participating in activities at school such as sports, clubs, and concert events can be different when going to a community college and a university. Some ways they can be different is at a community college, some based on the size, don’t have football teams. All universities have football teams and stadiums. Community colleges, since they are smaller don’t have big stadiums or a football team. Going along with not having football teams, this means that community colleges don’t have marching bands either. Also, universities have famous people who give concerts and community colleges don’t do that either. Some similarities between school activities are both schools have some kind of clubs where students can join groups and become friends with the people in their clubs. Both colleges offer clubs. They also both have music programs as in band or orchestra or chorus. Both colleges offer music in the music departments. They may not be as large of a group as a university, but they are still offered. As you can see, if you go to a community college you won’t be able to participate sometimes in football, or marching band. Also, if you attend a community college, you can save a lot of money from not living on campus. The other topic I mentioned was class size and how much smaller the class size is compared to a university. The differences between both colleges that I mentioned were at a university there are larger classes, football stadiums, dorm living, and you have to pay much more money for attending a university for four years. Finally, the last thing I talked about were how going to a community college and a university have some things in common such as both having chorus, band, and orchestra. Also, they both have online classes and similar subjects that a student can take. Both colleges have similar activities such as clubs and after school activities. Since attending a community is much smaller, and a university is much larger, there are going to be many differences between these two colleges. But since they are both colleges, there are some similarities between the two of course as well. Regardless, you can now see exactly what they have in common, and what they don’t more clearly now.

Effects Of Divorce On Children And Divorce - 1460 Words

In today’s world, most people accept divorce or separation as a way of life. Parents are unaware or do not understand the damage it can have on their children. However, in some instances, it is better to get out of an abusive relationship because that can be as toxic as divorce. On average, 50% of children who are born with married parents, will experience divorce before the age of 18 (Children and Divorce Baucom, 2010-2017). Along with divorce statistics, 40% of children in America are raised without a father being present (Children and Divorce Baucom, 2010-2017). Children who are raised in broken homes are more likely to have health related problems, behavioral issues, and physical and emotional damage (Children and Divorce Baucom,†¦show more content†¦If your child has had a routine that they are content in, changing the routine may lead to some of the issues that are mentioned by Ferber. They may refuse to eat or have a loss of interest in certain activities an d that is their actions in rebelling to the situation. Sometimes they may react in ways to get their parents attention because they may feel like they have been forgotten in the middle of all of the chaos. In such instances, the child can benefit from seeing a licensed counselor to get professional help with these negative behaviors (Redmond, Ferber, Love To Know, 2017). Through experience and education, Donna Ferber thinks that children can benefit from a divorce or separation under certain circumstances. However, through psychological evaluations, it has been found that children experience behavioral issues when a divorce or separation occurs. All children may experience behavioral issues at certain ages throughout their lives. Terrible two’s, terrible three’s, meltdowns of young children, and outbursts of teenagers are all very common. 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