Journal articles: 'Cartography for children'

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Almeida, Tiago, and Luciano Bedin Costa. "cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil." childhood & philosophy 17 (February 27, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56968.

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This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other.

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Njore, Catherine M., Charles Mwangi Kimari, and Kuria Thiong’o. "Initiative aiming to introduce children to maps in Kenya." Proceedings of the ICA 2 (July 10, 2019): 1–4. http://dx.doi.org/10.5194/ica-proc-2-93-2019.

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Abstract. The age at which one is introduced to cartography and map making skills has been identified as a major factor in creating interest and awareness in mapping, more so when incorporated in the education system. Additionally, participation of children in various cartographic arts and maps competitions develops their cognitive knowledge and skills. Despite this information, Kenya continues to lag behind in the incorporation of qualified cartographic products into the education curriculum. The objective of this project therefore was to sensitize the various education stakeholders in the country on the need to develop childrens’ cognitive skills and abilities at an early stage in their life. The project, which is at its initial stage, formulated under a book club called “ThinkWords” mainly targets primary school children (4&ndash;10 years) and is currently working with one of the schools based in Nyeri County, Kenya as a pilot project. The children are engaged in various activities which include maps and their uses. Currently the “ThinkWords” club has a membership of 50, which is inclusive of children and their teachers. The ultimate goal of the project is to convince the relevant education stakeholders in the country on the importance of introducing cartography in schools, by sharing the children’s work with the relevant government authorities and stakeholders on need of children themed maps in terms of symbology. The project is then envisioned to be rolled out to other parts of the country and eventually lead to the inclusion of cartographic training skills into the education system.

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Bevilacqua, Silvia. "The Cartography of Childhood. A Parcours of Philosophy for Children / Community and Cartography." ETHICS IN PROGRESS 10, no. 1 (May 30, 2019): 54–66. http://dx.doi.org/10.14746/eip.2019.1.5.

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The following reflections are born from some practical and theoretical trajectories undertook by the writer – already since a few years in my research scope – around philosophy for children/community and philosophical practices. The experience of some activities proposed at the Liceo Vasco/Beccaria/Govone in Mondovì during the Cespec Summer School 2017 around the issue of Humanitas in the contemporary society was recently added to these reflections. It is a theme that engaged us in several experiences of Philosophy for Community. Throughout these gatherings, we proposed a cartographic writing and philosophical approach. In particular, this contribution will explore the concept of children cartography (cartografia d’infanzia), as an occasion of translating the philosophical discourse into a map of a philosophical debate, also mutuating the concept of philosophical confluence considered by Pierpaolo Casarin. The adopted perspective is the transdisciplinary border where human geography, philosophy, and writing, as disciplinary subjects, can confound their identities and boundaries in a space of immanence in the making. Summarizing, we intend to highlight the themes, concepts, and practical propositions around some practical and theoretical research trajectories, current and future, which hold implications for all of us (and for humanity). Such practices allow again – and still – the possibility of orienting and losing oneself thanks to the Humanitas.

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Kanakubo, Tositomo. "Cognitive Maps, Children and Educution in Cartography." TRENDS IN THE SCIENCES 2, no. 3 (1997): 68–69. http://dx.doi.org/10.5363/tits.2.3_68.

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Conceição, André Luiz. "CONCURSO DE DESENHOS:." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 635–44. http://dx.doi.org/10.46789/edugeo.v10i20.901.

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Esse texto é resultado de projeto escolar desenvolvido por meio de um concurso de desenhos de cartografia para crianças e adolescentes em um sistema de ensino filantrópico com escolas nas cidades de Jundiaí e de São Paulo, tendo como um dos principais objetivos o fortalecimento da cartografia escolar. Realizado ao longo do ano letivo de 2019, o projeto foi inspirado no Concurso Cartografia para Crianças – CCC, realizado nacionalmente pela Sociedade Brasileira de Cartografia – SBC, cuja edição daquele ano abordou o tema “Mapeando o Futuro”. No total, pouco mais de 1300 desenhos foram feitos pelos educandos, resultando em uma multiplicidade de visões de futuro. Cada desenho trouxe uma mensagem, seja ela de esperança para um futuro melhor ou de certa preocupação com o futuro do planeta e da humanidade. Outro importante resultado dessa prática de ensino foi a publicação de um livro que reuniu os cem melhores desenhos, intercalados com pequenos relatos de alunos, docentes e orientadoras pedagógicas que participaram de todo o processo. Conclui-se que todo o projeto contribuiu para a formação de cidadãos mais capacitados para a leitura e a interpretação de representações cartográficas, o que auxilia na localização e no deslocamento espacial. Complementa-se a isso, o desenho como uma das principais estratégias para a alfabetização cartográfica de crianças e adolescentes. PALAVRAS-CHAVE Cartografia, Desenho, Ensino de Geografia. DRAWING CONTEST:strategy to strengthen school cartography in geography teaching ABSTRACT This text is the result of a school project developed through a contest of cartography drawings for children and teenagers in a philanthropic education system with schools in Jundiaí and São Paulo, one of the main goals of this project is to strengthen school cartography. Offered throughout the 2019 academic year, the project was inspired by the Cartography for Children Contest - CCC, offered nationally by the Brazilian Cartography Society - SBC, whose edition of that year addressed the theme “Mapping the Future”. In total just over 1,300 drawings were done and handed by students, the result was the multiplicity of visions about the future. Being simpler or more elaborate, each drawing brought a message about hope for a better future or about showing a certain concern related to the future of the planet and humanity. Another important result of this teaching practice was the publication of a book that brought together the 100 best drawings, interspersed with short reports from students, teachers and pedagogical advisors who participated in the entire process. Therefore the whole project contributes to the formation of citizens more capable of reading and interpreting cartographic representations, which helps in the location and spatial locomotion. In addition, the drawing can be one of the main strategies for cartographic literacy of children and teenagers. KEYWORDS Cartography, Drawing, Geography teaching.

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Andrade, Leia de, Maria Teresa Machado Vilaça, and Ruth Emília Nogueira. "A IMPORTÂNCIA DO LIVRO DIDÁTICO NO ENSINO DA CARTOGRAFIA ESCOLAR EM GEOGRAFIA PARA CRIANÇAS COM DEFICIÊNCIA VISUAL." Revista Brasileira de Educação em Geografia 8, no. 16 (January 22, 2019): 294–311. http://dx.doi.org/10.46789/edugeo.v8i16.544.

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O presente artigo é resultado de uma investigação sobre o ensino de cartografia em escolas de Portugal. Com o objetivo de compreender como estava o ensino de cartografia nos anos iniciais para as crianças com deficiência visual e normovisuais, por meio da análise dos livros didáticos utilizados pelos professores. Foram selecionados oito livros didáticos de Geografia dos anos iniciais, escolhidos critérios sobre como o conteúdo cartográfico é apresentado e analisados os conceitos de: orientação, lateralidade, proporção, projeção, escala e tipos de mapas. Os livros didáticos de Geografia observados concentram imagens das casas e do cotidiano dos estudantes. É por meio da utilização do livro como recurso que se apresentam os múltiplos aspectos dos conceitos relacionados com a cartografia, constituindo-se também como uma produção cultural em que as crianças constatam com diferentes linguagens. É preciso ainda destacar a importância dos métodos de ensino para a aprendizagem e o desenvolvimento social e cultural das crianças com necessidades educativas especiais, ressaltando o papel da cartografia escolar no ensino de Geografia como fator determinante para apreender e compreender o espaço geográfico e suas representações para o desenvolvimento da competência de leitura do mundo, que está relacionada com as vidas das crianças e os espaços por elas construídos.Palavras-chaveCartografia escolar, Livros didáticos, Ensino de Geografia, Crianças com deficiência visual, Portugal.THE IMPORTANCE OF TEXTBOOKS IN THE TEACHING OF SCHOOL CARTOGRAPHY IN GEOGRAPHY FOR CHILDREN WITH VISUAL DISABILITYAbstractThis paper is a result of a research regarding how the teaching of cartography in the Portuguese schools is, with the objective to understand how was teaching of cartography occurs in the initial years of schooling for children with visual disability, the textbooks used by teachers were analysed. Eight textbooks of geography were selected from the initial years of schooling. Criteria on the way the cartographic content is presented were chosen and the concepts of orientation, laterality, proportion, projection, scale and types of maps were analysed. The textbooks of Geography analysed, concentrate images of the houses and daily life of students. It is the use of the textbook as a resource, that the multiple aspects of the concepts related to cartography are presented to students, also constituting themselves as a cultural production in which the children contact with different languages. The importance of the teaching methods for the learning and social and cultural development of children with special educational needs and do not emphasize the role of the school cartography in the Geography teaching as a determining factor to understand the geographic space and its representations for the development of the world reading competence, which is related to the children's lives and spaces constructed by them.KeywordsSchool cartography, Textbooks, Geography teaching, Children with visual impairment, Portugal.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br

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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.

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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.

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Stella, Massimo, and Manlio De Domenico. "Distance Entropy Cartography Characterises Centrality in Complex Networks." Entropy 20, no. 4 (April 11, 2018): 268. http://dx.doi.org/10.3390/e20040268.

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We introduce distance entropy as a measure of homogeneity in the distribution of path lengths between a given node and its neighbours in a complex network. Distance entropy defines a new centrality measure whose properties are investigated for a variety of synthetic network models. By coupling distance entropy information with closeness centrality, we introduce a network cartography which allows one to reduce the degeneracy of ranking based on closeness alone. We apply this methodology to the empirical multiplex lexical network encoding the linguistic relationships known to English speaking toddlers. We show that the distance entropy cartography better predicts how children learn words compared to closeness centrality. Our results highlight the importance of distance entropy for gaining insights from distance patterns in complex networks.

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Radičević, Z., Lj Jeličić Dobrijević, and M. Subotić. "Auditory information processing in children with subepileptic activity examined by EEG cartography." Clinical Neurophysiology 126, no. 9 (September 2015): e182. http://dx.doi.org/10.1016/j.clinph.2015.04.041.

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Almeida, Rosângela Doin de. "CARTOGRAFIA PARA CRIANÇAS E ESCOLARES: uma área de conhecimento?" Revista Brasileira de Educação em Geografia 7, no. 13 (August 14, 2017): 10–20. http://dx.doi.org/10.46789/edugeo.v7i13.483.

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A Cartografia para Crianças e Escolares, após vinte anos de produção, consiste em conhecimentos presentes, entre outros meios, em artigos, livros, teses e dissertações. Isto leva à consideração a respeito da validade científica dessa produção com base na metodologia da pesquisa em educação principalmente. O objetivo do artigo é levantar questionamentos com vistas à melhoria da qualidade da produção científica nesse campo. PALAVRAS-CHAVE Cartografia escolar. Pesquisa educacional. Metodologia de pesquisa.CARTOGRAPHY FOR CHILDREN AND SCHOOLS: an area of knowledge?ABSTRACT Cartography for Children and Schools, after twenty years of production, consists of present knowledge, among other means, in articles, books, theses and dissertations. This leads to consideration regarding the scientific validity of this production based on research methodology in education mainly. The objective of the article is to raise questions with a view to improving the quality of scientific production in this field. KEYWORDSSchool cartography. Educational research. Research Methodology.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br

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Juliasz, Paula Cristiane Strina, and Sonia Maria Vanzella Castellar. "Spatial Thinking in Children’s Education: The relationship between Geography and Cartography." Proceedings of the ICA 2 (July 10, 2019): 1–6. http://dx.doi.org/10.5194/ica-proc-2-56-2019.

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Abstract. Spatial thinking, comprised of concepts, representations and spatial abilities, is a cognitive activity developed in everyday living, and can be systematized through different school disciplines, mainly Geography. The comprehension of this concept and the investigation of how it can be developed and systematized in schools are critical points, involving different languages that represent the space. Our main objective is to propose theoretical and methodological references for the spatial knowledge of children aged between 4 and 6 years old. The research is based on the following question: Which spatial abilities and concepts can be addressed in activities aimed at developing spatial thinking in children aged 4 to 6 years old? To answer this question and achieve the main objective, the specific objectives were: a) to investigate and analyze the pertinence, possibilities and approaches regarding the spatial notions in children’s education; b) develop teaching situations based on guiding theories about spatial thinking, children’s drawing and the concept construction under a historical and cultural perspective; c) understand the patterns in children’s graphic representations; and d) analyze the children’s dialogues. The analysis of the research data allowed us to conclude that drawing is part of the cartographic initiation, and words are fundamental elements that concretize the way of thinking, in this case, spatial thinking ability. In this research, we reaffirm the direct relationship between Geography and the development of spatial thinking, considering the very nature of this Science, and Cartography as the language used to materialize this way of thinking.

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Curti, Giorgio Hadi, Stuart C. Aitken, and Fernando J. Bosco. "A doubly articulated cartography of children and media as affective networks-at-play." Children's Geographies 14, no. 2 (January 14, 2016): 175–89. http://dx.doi.org/10.1080/14733285.2015.1127325.

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Davidson, Lindy Grief. "Would You Like a Map?" Departures in Critical Qualitative Research 5, no. 1 (2016): 23–36. http://dx.doi.org/10.1525/dcqr.2016.5.1.23.

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Parents of seriously ill children struggle to traverse both the physical and emotional spaces of hospitals. Off the Map, a performance born out of an ethnographic research project and personal experience, employs a digital map to explore the institutional guidance offered to parents of hospitalized children. In this article, the script from Off the Map is integrated with text from a classroom discussion about the performance, ethnographic interviews with parents of seriously ill children, and a theoretically-grounded discussion of cartography as a performance metaphor. Implications for practice include a call for parents and practitioners to consider multiple ways of mapping healthcare spaces and experiences.

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Barrera Cárdenas, Mauricio. "The Golden Mill." Enletawa Journal 10, no. 2 (November 22, 2018): 81–92. http://dx.doi.org/10.19053/2011835x.8696.

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The Bourdeur Family was a traditional family that lived in Tolouse, France in the 1870’s. Two brothers were descendants of this family. Reyner, was born in 1871, and his brother Victorine, was born in 1872. These children were raised during the boom of the industrial revolution, but each followed a different life path. Reyner was attracted to cartography, and Victorine decided to become a literature teacher.

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Velasco Tirado, Ana, and Celia Sevilla Sánchez. "Educational Resources of Cartography and Geography in the IGN of Spain." Abstracts of the ICA 1 (July 15, 2019): 1–4. http://dx.doi.org/10.5194/ica-abs-1-381-2019.

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Abstract. The National Geographic Institute (Instituto Geográfico Nacional, IGN) of Spain is the state mapping agency in charge of the Cartography, Photogrammetry, Astronomy and Geophysics of the country.The IGN commitment to the education of children and young adults in Earth sciences comes from decades ago. Many educational resources made in the last ten years, related to geography, cartography and Earth science are available in both digital and physical formats.Educa IGN [1] is the section of IGN main website [2] that hosts the digital educational resources. In 2019, this site has been updated, not only in its contents but also in its appearance and usability. It is possible to filter resources by type, subject and education level.

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Holzer, Werther, and Selma Holzer. "Cartografia para crianças: qual o seu lugar? / Cartography for Children: what is their/its place?" Geograficidade 3 (September 19, 2013): 93. http://dx.doi.org/10.22409/geograficidade2013.30.a12877.

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Este texto propõe uma reflexão teórica sobre o papel da cartografia para crianças. Nosso referencial teórico é a fenomenologia. A cartografia é um ato de comunicação intersubjetivo, é também uma maneira de se colocar no mundo, a arte ou ciência de representá-lo, de se orientar, trazer o lá para aqui, tornar o espaço familiar, torná-lo um Lugar. Para levar a cartografia às crianças precisamos ouvir suas vozes, observá-las, participar de seu mundo, deixar que elas o construam a partir de seu arbítrio. A cartografia para crianças está necessariamente vinculada a este modo de se apropriar do mundo. O espaço existencial infantil exige então uma cartografia da macroescala. Esta cartografia dos lugares, principalmente dos lugares que povoam a infância, é desafiadora exatamente porque tem caráter holístico, e porque possuem estabilidade e identidade muito mais transitória do que a vivenciada pelos adultos.

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Gomes, Marquiana de F. Vilas Boas. "CARTOGRAFIA SOCIAL E GEOGRAFIA ESCOLAR: aproximações e possibilidades." Revista Brasileira de Educação em Geografia 7, no. 13 (August 14, 2017): 97–110. http://dx.doi.org/10.46789/edugeo.v7i13.488.

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A cartografia social (CS) tem se configurado como uma importante metodologia participativa para o engajamento político e social de comunidades tradicionais e grupos sociais fragilizados social e economicamente. Na luta pelo território e sua defesa, um processo de CS configura-se como instrumento de produção de conhecimento e mobilização. Tal potencial tem fomentado a incorporação desta metodologia em processos formativos, devido as suas contribuições reais à Geografia Escolar (GE). Neste artigo, objetiva-se problematizar as aproximações entre este tipo de cartografia com a escola, dando enfoque para as contribuições que levem à compreensão do espaço geográfico por crianças e jovens escolares. Os posicionamentos se apoiam na literatura sobre CS, Cartografia e na GE. Como resultados apresentam-se, sumariamente, alguns cuidados a serem observados pelo professor de geografia quando este estiver usando essa metodologia para fins pedagógicos. Dentre estes estão: compreender os princípios da cartografia social; a adequação ao nível de ensino; intencionalidade pedagógica definida; estar aberto ao inesperado; a valorização dos saberes dos escolares, objetivos e subjetivos; o investimento na dialogicidade, criatividade e ludicidade; valorizar a escala local contextualizada em relação às demais dimensões nacional e global; e a compreensão do processo e divulgação do produto (fascículo), com textos, imagens e mapa situacional; Isto posto como forma de engajamento político, proposições e encaminhamentos junto à comunidade. PALAVRAS-CHAVE Cartografia Social. Geografia Escolar. Crianças e Jovens Escolares. SOCIAL CARTOGRAPHY AND SCHOLAR GEOGRAPHY: approaches and possibilities ABSTRACT The social cartography (SC) has been set as an important participative methodology for the social and political engagement of traditional communities and social groups weakened social and economically. In the struggle for the territory and in its defense, a process of SC set itself as knowledge production tool and mobilization. This potential has promoted the incorporation of this methodology on formative processes, due to their real contributions for scholar geography. In this paper, the aim is to problematize the approaches between this kind of cartography with the school, giving focus to the contributions that lead to an understanding of the geographic space by the children and the young people students. The positions are supported by the literature about SC and the scholar geography. The results are showed, summarily, some thoughts to be observed by the geography teacher when he is using this methodology for educational purposes. Among them are: to comprehend the social cartography principles; the adaptation to the learning level; pedagogical intentionality defined; be open to the unexpected; the valorization of the subjective and objective knowledge from the school; the investment in the degree of dialogue [dialogicidade], creativity, and playfulness; to value the contextualized local scale in relation to the other dimensions national and global; and the process comprehension and dissemination of the product (fascicle), with texts, images and the situational map; This put as a way of political engagement, propositions and issues forwards at the community. KEYWORDS Social Cartography. Scholar Geography. Children and young. People students. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br

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Sena, Carla Cristina Reinaldo Gimenes de, Barbara Gomes Flaire Jordão, and Sonia Maria Vanzella Castellar. "Cartographical Knowledge and Training of Geography Teachers." Proceedings of the ICA 2 (July 10, 2019): 1–6. http://dx.doi.org/10.5194/ica-proc-2-115-2019.

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Abstract. This article raises a few discussion topics concerning the cartographical learning for children and young adults as well as the training of Geography teachers in Brazil. It's necessary to clarify that one can't assing to teachers the full responsibility for the problems that the school and the cartography teaching are facing. We agree with Souza and Katuta (2001), who affirm there is a relevant and complex group of political, social and economic elements that can help explaining the educational situation Brazil is facing, especially in public schools. However, these elements end up being concealed along the education process. Therefore, we will present only the part of the scenario that includes the practices of Geography teachers, since they are responsible for forming the future generation of map-readers and producers. When dealing with the subject of teaching the teachers, we researched the literature that covers the teaching of Geography and Cartography at school and we applied it to national scope and to our own experience as teachers and researchers.

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Gatti, Ignacio Agustin, Federico Ariel Robledo, Sol Hurtado, Julieta Canneva, Diego Moreira, Mariano Re, Elodie Briche, Magdalena Falco, Leandro David Kazimierski, and Ana Paula Micou. "Anticipating the Flood. Community-based cartography for disaster flood events in Argentina." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-36-2019.

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Abstract. “Anticipando la Crecida” Project (Anticipating the Flood) is an interdisciplinary project which deals with flood risk management strategies associated with intense rain events and southeasterly wind « sudestadas » in socio-economical vulnerable urban areas in Argentina. The objective of the current study is to use local knowledge through participatory activities to strengthen the phase of risk awareness of an early warning system by using cartography as a work tool. For this purpose, eleven workshops with adults and children were held between 2014 and 2017 in Buenos Aires metropolitan area and the towns of San Antonio de Areco and Santa Lucía.By helping communities articulate and communicate spatial knowledge through workshops, enable the possibility to advocate for a change. That change result in a new direction on how the community and stakeholders can act towards a flood event. Analysing community-based maps of 85 adults, flood theoretical models can be evaluated and perhaps improved. Additionally, overall 287 students between 10 and 17 years old learned about cartography and interacted with poster maps during the workshops held in different schools.

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Rystedt, Bengt, Ferjan Ormeling, Aileen Buckley, Serena Coetzee, Vit Voženilek, David Fairbairn, and Ayako Kagawa. "International Map Year: Results and Implications." Proceedings of the ICA 1 (May 16, 2018): 1–4. http://dx.doi.org/10.5194/ica-proc-1-98-2018.

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IMY was a worldwide celebration of maps and their unique role in our world. Supported by the United Nations, IMY provides opportunities to demonstrate, follow, and get involved in the art, science, and technology of making and using maps and geographic information. International Map Year (IMY) started in Paris 2011 when the General Assembly of the International Cartographic Association (ICA) asked the ICA Executive Committee (EC) to follow up on the proposal given in a motion from the Swedish Cartographic Society. An IMY Working Group (WG) was constituted &ndash; it defined the IMY goals and the activities required to reach them, and it proposed a suitable time period for the IMY to the ICA EC. IMY commenced in August 2015 and ended in December 2016. The success of IMY was dependent on all member nations of the ICA participating in an effort to broaden the knowledge of cartography and geographic information in society in general, especially among citizens and school children. Member nations of the ICA were responsible for organizing IMY activities, such as a national Map Day, through national IMY committees tasked to engage national organizations and spearheading collaboration. The IMY WG set up an IMY web site with general information on IMY, guidelines for how to organize Map Days, suggestions relating to activities aimed at general map awareness, and more. The web site also provides access to the electronic book The World of Maps, which has been translated from English into five other languages.

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Theves, Denise Wildner. "CRIANÇA GUARDA AS COISAS NA MEMÓRIA E REPRESENTA SUAS VIVÊNCIAS EM MAPAS: ENTRE ÁRVORES, RIACHOS, ANIMAIS, TESOUROS E O METEORO / CHILDREN SAVE THINGS TO MEMORY AND REPRESENT THEIR EXPERIENCES IN MAPS: AMONG TREES, STREAMS, ANIMALS, TREASURES AND THE METEOR." Geographia Meridionalis 3, no. 2 (November 2, 2017): 159. http://dx.doi.org/10.15210/gm.v3i2.11865.

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O texto aborda momentos de leitura e representação espacial em diferentes contextos socioculturais. As reflexões apresentadas são decorrentes de uma proposta na qual as crianças são as produtoras dos seus mapas a partir de suas territorialidades, em situações vivenciadas com a utilização da Cartografia. A atividade foi aplicada em duas classes de alfabetização, cujas escolas estão localizadas em municípios e contextos culturais diferentes. Uma das propostas foi desenvolvida em uma classe de alfabetização dos anos iniciais do Ensino Fundamental, de uma escola indígena de uma comunidade Mbyá Guarani, localizada no município de Viamão, RS. O trabalho foi desenvolvido a partir do espaço percorrido e explorado pelas crianças dessa comunidade indígena. A outra atividade aconteceu em uma turma de primeiro ano do Ensino Fundamental em uma escola comunitária, localizada em Lajeado, RS, a partir de deslocamentos no pátio da escola. Assim, o objetivo dessas atividades foi de buscar compreender a forma pela qual essas crianças representam sua espacialidade em mapas vivenciais e também oportunizar atividades de leitura e representação do espaço através de mapas. Durante a interação com as crianças, foram propostos questionamentos sobre as suas leituras e observados seus trabalhos de representação espacial, buscando compreender os sentidos atribuídos a esses movimentos e os registros feitos por essas crianças. E com elas refletir sobre possibilidades de trabalho com a Cartografia com as crianças. Os movimentos de produção dos mapas vivenciais e a leitura dos mesmos pelas crianças revela que o uso de mapas em um ambiente alfabetizador pode provocar situações que oportunizam pensar e construir relações sobe a espacialidade e sua representação. A Geografia pode contribuir com a alfabetização, afinal, com ela, podemos estabelecer a interlocução com o mundo, fazendo a sua leitura.ABSTRACTThe text approaches reading moments and spatial representation in different sociocultural contexts. The reflections presented are the result of a proposal in which children are the producers of their own maps, based on their territorialities, in experienced situations, using cartography. The activity was applied in two literacy classes, in two different schools from two different cities and sociocultural contexts. One proposal was applied in a literacy class of the initial years of Elementary school, in an indigenous community called Mbyá- Guarani, located in Viamão, RS. Thus, the purpose of these activities was to seek to understand the way in which these children represent their spatiality in living maps and also to opportunize activities of reading and representation of space through maps. The work was developed from the spacewhich this community’s children explored and roamed. The other activity took place in a community school, located in Lajeado, RS, with a first year class of Elementary school, from movements in the school yard. During the interaction with children, many questions were asked about the readings, and the children’s spatial representation activities were observed, in an attempt to understand the meanings attributed to these movements and the records made by these children. And to reflect with them on possibilities of work with cartography. The movements of production of the living maps and the reading of the same by the children reveals that the use of maps in a literacy environment can provoke situations that allow thinking and building relationships on spatiality and its representation. Geography can contribute to literacy, after all, with it, we can establish the interlocution with the world, making it read.Keywords: Children; Lived space; Cartography.

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Souto-Manning, Mariana, and Ayesha Rabadi-Raol. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42, no. 1 (March 2018): 203–25. http://dx.doi.org/10.3102/0091732x18759550.

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In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.

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García-Parra, Martín, Francisca Negre, and Sebastià Verger. "Educational Programs to Build Resilience in Children, Adolescent or Youth with Disease or Disability: A Systematic Review." Education Sciences 11, no. 9 (August 25, 2021): 464. http://dx.doi.org/10.3390/educsci11090464.

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Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life projects and developing academic potentialities. Thus, the objective of this systematic review of the literature is cartography programs that promote resilience in children, adolescents, or youths who are facing a challenging condition, such as a disease or disability. The PRISMA declaration was used to guide this systematic search. The databases consulted were Web of Science, Scopus, EBSCOhost, ERIC and Dialnet Plus. Open access articles were selected between 2016 and 2021. The selection resulted in 15 educational programs. The results indicate that there are several models for building resilience, such as ecosystem, family, community, and academic models. In conclusion, interdisciplinarity is a cross-cutting axis for enhancing resilience in vulnerable settings.

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Castellar, Sonia Maria Vanzella, and Paula Cristiane Strina Juliasz. "Mental map and spatial thinking." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-18-2018.

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The spatial thinking is a central concept in our researches at the Faculty of Education of University of São Paulo (FE-USP). The cartography is fundamental to this kind of thinking, because it contributes to the development of the representation of space. The spatial representations are the drawings &ndash; mental maps &ndash; maps, chart, aerial photos, satellite images, graphics and diagrams. To think spatially &ndash; including the contents and concepts geographical and their representations &ndash; also corresponds to reason, defined by the skills the individual develops to understand the structure, function of a space, and describe your organization and relation to other spaces. The aim of this paper is to analyze the role of mental maps in the development of concepts of city and landscape &ndash; structuring concepts for school geography. The purpose is to analyze how students in Geography and Pedagogy &ndash; future teachers &ndash; and young children in Early Childhood Education think, feel, and appropriate these concepts. The analys is indicates the importance of developing mental map in activities with pedagogy and geography graduate student to know that students at school can be producers of maps. Cartography is a language and allows the student to develop the spatial and temporal relationships and notions such as orientation, distance and location, learning the concepts of geographical science. Mental maps present the basic features of the location such as the conditions &ndash; the features verified in one place &ndash; and the connections that is to understand how this place connects to other places.

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Anastasiou, Evgenia. "Geographies of Child Adoption in Greece During the Economic Crisis (2011-2018): Spatial Thinking of Inequalities, Trends, and Policies." Journal of Population and Social Studies 29 (March 19, 2021): 351–69. http://dx.doi.org/10.25133/jpssv292021.022.

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This paper aims to investigate an area previously unexplored by human geographers: the spatial and sociodemographic structure of adoptions in Greece during the economic crisis. The main purpose is twofold: (a) to examine potential inequalities emerging either from the gender and age of the adopted child or from the spatial distribution of the children and (b) to capture agglomeration or dispersion clusters of adoptions in Greece. The study employed panel data across the 13 regions of Greece for the period 2011-2018. To detect inequalities in adoptions, demographic and spatial indicators were used as well as specific inequality measures via statistical computing (R). Through thematic cartography and spatial analysis methods, the proximity effects in child adoption during the economic crisis were examined. The results led to the conclusion that crisis periods dramatically affect the rates of child adoption. Both gender and spatial inequalities were intertemporal and particularly high. Greece is marked by uneven geographies calling for new policy measures. Thus, the present paper could serve as a basis for an ‘adoption observatory’ in Greece.

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Ailwood, Joanne. "Care: Cartographies of power and politics in ECEC." Global Studies of Childhood 10, no. 4 (December 2020): 339–46. http://dx.doi.org/10.1177/2043610620977494.

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Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care. In this paper I will explore some threads of care in early childhood education and care. I make use of Braidotti’s concept of cartographies to critically examine aspects of care in early childhood education. A cartography enables an exploration of power and knowledge in relation to care. Care, like classrooms, is messy, relational, in action, situated and contextual. This examination of care enables the perceived connection between care as a necessary ‘good’ to be contested. Instead, care is mapped across multiple threads and potentials, threads that might sometimes be warm and sustaining, while sometimes being oppressive and stressful.

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BONE, MARTYN. "Capitalist Abstraction and the Body Politics of Place in Toni Cade Bambara's Those Bones Are Not My Child." Journal of American Studies 37, no. 2 (August 2003): 229–46. http://dx.doi.org/10.1017/s0021875803007059.

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The autobiographical Prologue to Toni Cade Bambara's Those Bones Are Not My Child (1999) provides an intensely localized narrative cartography of a working-class, African American neighborhood in southwest Atlanta circa 1981. We witness the authorial figure “running down the streets of southwest Atlanta like a crazy woman” – running because “[a] cab can't jump the gully back of the fish joint and can't take the shortcut through the Laundromat lot.” Bambara does not detail these quotidian geographies just for the sake of it: her novel is immersed in the period (1979–81) when Atlanta's black community was both torn asunder and brought together by the disappearance and death of a number of local children. The Prologue's protagonist walks through the wooded lot because, in such secluded spaces, she might find evidence that will help to solve the Atlanta Child Murders: “You stub your toe on brown glass … you pry loose a crusty beer bottle … beneath the bottle is a rain-blurred Popsicle wrapper. Late summer, you figure, moving on.” The narrator runs frantically because she is supposed to collect her twelve-year-old child (apparently Bambara's own daughter, Karma) from school in a time and place when local youths are going missing, and being found murdered.

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Calantropio, A., F. Chiabrando, J. Comino, A. M. Lingua, P. F. Maschio, and T. Juskauskas. "UP4DREAM CAPACITY BUILDING PROJECT: UAS BASED MAPPING IN DEVELOPING COUNTRIES." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2021 (June 30, 2021): 65–72. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2021-65-2021.

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Abstract. UP4DREAM (UAV Photogrammetry for Developing Resilience and Educational Activities in Malawi) is a cooperative project cofounded by ISPRS between the Polytechnic University of Turin and the United Nations Children Fund (UNICEF) Malawi, with the support of two local Universities (Lilongwe University of Agriculture and Natural Resources, and Mzuzu University), and Agisoft LLC (for the use of their photogrammetry and computer vision software suite). Malawi is a flood-prone landlocked country constantly facing natural and health challenges, which prevent the country's sustainable socio-economic development. Frequent naturals shocks leave vulnerable communities food insecure. Moreover, Malawi suffers from high rates of HIV, as well as it has endemic malaria. The UP4DREAM project focuses on one of the drone project's critical priorities in Malawi (Imagery). It aims to start a capacity-building initiative in line with other mapping missions in developing countries, focusing on the realization and management of large-scale cartography (using GIS - Geographic Information Systems) and on the generation of 3D products based on the UAV-acquired data. The principal aim of UP4DREAM is to ensure that local institutions, universities, researchers, service companies, and manufacturers operating in the humanitarian drone corridor, established by UNICEF in 2017, will have the proper knowledge and understanding of the photogrammetry and spatial information best practices, to perform large-scale aerial data acquisition, processing, share and manage in the most efficient, cost-effective and scientifically rigorous way.

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Huang, Sheng-Wen, Ching-Hui Tai, Judith M. Fonville, Chin-Hui Lin, Shih-Min Wang, Ching-Chung Liu, Ih-Jen Su, Derek J. Smith, and Jen-Ren Wang. "Mapping Enterovirus A71 Antigenic Determinants from Viral Evolution." Journal of Virology 89, no. 22 (September 2, 2015): 11500–11506. http://dx.doi.org/10.1128/jvi.02035-15.

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ABSTRACTHuman enterovirus A71 (EV-A71) belongs to theEnterovirus Aspecies in thePicornaviridaefamily. Several vaccines against EV-A71, a disease causing severe neurological complications or even death, are currently under development and being tested in clinical trials, and preventative vaccination programs are expected to start soon. To characterize the potential for antigenic change of EV-A71, we compared the sequences of two antigenically diverse genotype B4 and B5 strains of EV-A71 and identified substitutions at residues 98, 145, and 164 in the VP1 capsid protein as antigenic determinants. To examine the effects of these three substitutions on antigenicity, we constructed a series of recombinant viruses containing different mutation combinations at these three residues with a reverse genetics system and then investigated the molecular basis of antigenic changes with antigenic cartography. We found that a novel EV-A71 mutant, containing lysine, glutamine, and glutamic acid at the respective residues 98, 145, and 164 in the VP1 capsid protein, exhibited neutralization reduction against patients' antisera and substantially increased virus binding ability to human cells. These observations indicated that this low-neutralization-reactive EV-A71 VP1-98K/145Q/164E mutant potentially increases viral binding ability and that surveillance studies should look out for these mutants, which could compromise vaccine efficacy.IMPORTANCEEmerging and reemerging EV-A71 viruses can cause severe neurological etiology, primarily affecting children, especially around Asia-Pacific countries. We identified a set of mutations in EV-A71 that both reduced neutralization activity against humoral immunity in antisera of patients and healthy adults and greatly increased the viral binding ability to cells. These findings provide important insights for EV-A71 antigenic determinants and emphasize the importance of continuous surveillance, especially after EV-A71 vaccination programs begin.

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Castner, Henry W. "Relating Cognitive Development To Cartographic Education With A Model Of Orientation Space." Cartographic Perspectives, no. 16 (September 1, 1993): 3–8. http://dx.doi.org/10.14714/cp16.956.

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An "orientation space" is briefly described as a means of synthesizing a vast literature and of providing psychologists and cartographers with some common ground for discussing the issues of cognitive development in children as they might ap ply to elementary cartographic education. The vast literature refers to the work in many fields on the questions of how children navigate and orient themselves, how they visualize and organize space and spatial relationships, and how they express these ideas graphically.

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Chernov, V. M., G. S. Ovsyannikova, M. B. Yudina, A. V. Rogov, N. E. Sokolova, A. V. Shamin, O. V. Suriyaninova, et al. "Epilemiological characteristics of Diamond–Blackfen anemia in pediatric population of the Russian Federation." Pediatric Hematology/Oncology and Immunopathology 18, no. 3 (September 13, 2019): 22–28. http://dx.doi.org/10.24287/1726-1708-2019-18-3-22-28.

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Diamond–Blackfen Anemia (DBA) is a rare, clinically and genetically heterogeneous disorder from the group of congenital syndromes of bone marrow failure. The purpose of this work is to identify the main medical-frequency characteristics of DBA (incidence, prevalence, mortality, cartographic analysis) in children in the Russian Federation during the observation period 2011–2016. The study was approved by the Independent Ethics Committee of the Dmitry Rogachev National Medical Research Center of Pediatric Hematology, Oncology, and Immunology. The Russian register of DBA patients, which had been developed and maintained since 2012 year by NMITS DGOI, was used to obtained epidemiological data and their analysis. At the end of 2018 year 141 patients from 137 families were included in the register. The average annual incidence rate of children with DBA for the Russian Federation was 0.63 ± 0.034, the average annual prevalence rate – 5.75 ± 0.87 per 100 thousand newborns born alive; mortality rate – 2.12%; the cartographic method of research showed that the largest number of patients was registered in the Central Federal District of the country, which is explained by the high population living in this district.

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Castner, Henry W. "The Nature of Creativity in Cartographic Design with Special Reference to the Barbara Petchenik Map Design Competition." Cartographic Perspectives, no. 36 (June 1, 2000): 12–22. http://dx.doi.org/10.14714/cp36.822.

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Every other year, the International Cartographic Association sponsors an international map design competition, for children 15 years old or younger, that coincides with its biennial congress. The competition promotes the creative representation of the world. The theme of the latest competition was “A World Map.” The breadth and ambiguity of this theme does not convey information about its conceptual basis or the grounds upon which entries might be judged. In promotional material, words like “creativity” often appear but it is unclear what is meant in this cartographic context. In comparing what cartographers and art educators say about creativity, it is clear that there are perceptual skills and a body of principles of graphic design which cartographers can systematically apply to enhance creative map design particularly when specific problems are being addressed. This paper provides some background on these and other related questions and suggests ways that the Map Design Competition might provide more useful guidance for competitors and judges alike.

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Varanka, Dalia. "Interpreting Map Art with a Perspective Learned from J.M. Blaut." Cartographic Perspectives, no. 53 (March 1, 2006): 15–23. http://dx.doi.org/10.14714/cp53.359.

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Map art has been mentioned only briefly in geographic or cartographic literature, and has been analyzed almost entirely at the interpretive level. This paper attempts to define and evaluate the cartographic value of contemporary map-like art by placing the body of work as a whole in the theoretical concepts proposed by J.M. Blaut and his colleagues about mapping as a cognitive and cultural universal. This paper discusses how map art resembles mapping characteristics similar to those observed empirically in very young children as described in the publications of Blaut and others. The theory proposes that these early mapping skills are later structured and refined by their social context and practice. Diverse cultural contexts account for the varieties, types, and degrees of mapping behavior documented with time and geographic place. The dynamics of early mapping are compared to mapping techniques employed by artists. The discipline of fine art serves as the context surrounding map artists and their work. My visual analysis, research about the art and the artists, and interviews with artists and curators form the basis of my interpretation of these works within varied and multiple contexts of late 20th century map art.

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Giordano, Alberto. "Cartographies of Genocide." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-95-2019.

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Abstract. Maps and visual representations in general are powerful tools of propaganda and construction of the “other” that perpetrators of genocide employ in different ways and in different contexts and depending on audience, purpose, and stage of genocide. Maps and visual representations are also powerful tools to denounce genocide and are used by the victims to relate, remember, and communicate their experience. These topics will be discussed in the context of the Holocaust and focusing specifically on cartographic design. The role of propaganda, semiotics, the concept of “myth,” and iconography will be briefly discussed to frame the theoretical context of the presentation. These topics are part of a broader research agenda on the geographies and cartographies of genocide that I have been engaged in for several years. In particular, I am interested in how cartography, geography and GIScience may contribute to defining, studying, and understanding past genocides, and, hopefully, help preventing future ones. As the majority of my past and current research has been on the Holocaust, the examples discussed in my presentation are relative to that specific genocide. To start with, it is useful to review and define what genocide is and who its perpetrators are. Genocide has been defined in various ways. According to the United Nations (1951), genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: (a) killing members of the group; (b) causing serious bodily or mental harm to members of the group; (c) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) imposing measures intended to prevent births within the group; (e) forcibly transferring children of the group to another group. This definition stresses the physical destruction of the group targeted by direct or indirect methods, such as the prevention of births by members of the group or the forcible transfer of children from the targeted group to another group. Harff and Gurr (1988) highlight the role of the State and the policy dimensions of genocide: "by our definition, genocide… is the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group.” Katz (1994) remarks the fact that it is the perpetrator that defines who the targeted victims and groups: “...the actualization of the intent, however successfully carried out, to murder in its totality any national, ethnic, racial, religious, political, social, gender or economic group, as these groups are defined by the perpetrator, by whatever means.” However defined, genocide is carried out in stages that may vary temporally and geographically, as well as in the methods used to commit it, and this is especially the case when acts of genocide are committed over a long period of time and over a large area, as the Holocaust as well as the Armenian genocide, on which I have also worked, show well. Hampton (1986) has proposed a model of the stages of genocide &ndash; later modified and redefined, by Stanton (2013) and others &ndash; that identifies eight steps, more or less in succession, that include classification (“us vs them”), symbolization (“Jews”, “Germans”, “Tutsi”, swastikas, yellow stars), dehumanization (one group denies the humanity of members of another group and calls them “vermin,” rats,” or “cockroaches”), organization (as a group crime, as opposed to an individual act, genocide needs to be organized, usually by the State), polarization (this is when rhetoric is ramped up, legislation is introduced, extremists emerge, and political moderates are silenced), preparation (victims are forced to wear identifying symbols, lists are made, victims separated from rest of population, for example in ghettos), extermination (words such as “extermination” or “cleansing” are typically used since the victims are explicitly defined as not fully humans by the perpetrators), and denial (this is always present and starts as soon as during and immediately after the extermination stage, and can outlive the perpetrators themselves; denial includes the destruction of evidence, the destruction of the reputation and credibility of the survivors or witnesses, the claim that deaths were due to famine, migration, disease or, as in the Armenian genocide, all of the above plus the effects of WW1, and &ndash; as an ultimate insult &ndash; the blaming of the victims themselves). Once genocide is defined and its stages are identified, a third element is crucial to its understanding: why people commit genocide. Doing so is needed to determine what role maps play in genocide from the perspective of both perpetrators and victims. Several models have been proposed to try and explain why seemingly normal individuals engage in genocide, and models have even been proposed to estimate the likelihood of genocide happening in a given society at a certain time. Waller’s model (2005) is perhaps the most influential and, in my opinion, the most convincing. I will discuss Waller’s work in more detail during my presentation; here, let just say that the model identifies “ultimate influences” (human nature) as well as “proximate influences” as the reasons why people commit genocide. Most interesting in the context of my research are the “proximate influences,” which include the cultural construction of worldviews, the psychological construction of the “other,” and the social construction of cruelty. In turn, these “proximate influences” are historicized, i.e., they take different forms in different places at different times depending on the specific context. Thus, the indoctrination of SS members during the Holocaust included collectivistic values, authority orientation, and social dominance (cultural influences); “us vs. them” mentality, moral disengagement, and the blaming of the victims (psychological influences); professional socialization, group identification, and the identification of binding factors for the group (social influences). Maps, and images in general (including posters, paintings, movies and other forms of mass communications), can and do play a role in all of the “proximate stages” in Waller’s model. In my presentation, as an illustration and for brevity, I will show examples of psychological proximate influences, including the construction of the “other,” and in particular I will discuss strategies for the definition, communication, and mass diffusion of an “us vs. them” mentality, the gradual construction and spreading of “moral disengagement” among the perpetrators, and, also among the perpetrators (but also among the bystanders of genocide), the gradual development of a “blaming the victim” mentality to justify active participation, or at least acquiescence, to genocide. In general, to understand the role maps play in this context it is useful to refer to the literature on propaganda and on semiotics, and cartographers have traditionally written about these topics. Perhaps less studied, although not less useful general and specifically in the context of genocide and the definition of the “other,” is an iconographical (or iconological) approach; borrowed from art history, this is an especially complex and difficult technique to apply to the interpretation and study of maps, but a promising one. In my presentation I will touch on semiotics, propaganda, and iconography as well as reference and discuss Roland Barthes and his definition of the concept of “myth,” which I believe play a central role, one that overlaps all “proximate influences” as defined above, to explain how maps and images relate to genocide. In the final part of my presentation, I will show examples of the use of maps by perpetrators and victims of genocide. From the perpetrators’ perspective, myth and propaganda work together in the service of the State; crucial to the effectiveness of genocide, propaganda and the creation of myths have to be monopolies of the State or they will not work effectively. Nazi Germany was especially effective and efficient from this point of view, with a body of work that I will introduce that include both images and writings from Nazi leaders and propagandists. Referring back to the stages of genocide discussed above, I will make the case that different cartographic design principles are applied for the first six stages (classification, symbolization, dehumanization, organization, polarization, and preparation) of genocide &ndash; as well as the psychological construction of the “other” &ndash; as opposed to the seventh (extermination) stage. Interestingly, from the point of view of cartographic design, there is a distinct similarity between the maps and images produced by the victims and those produced by the perpetrators, at least as far as the first six stages of genocide are concerned. As I will show in the presentation, this argument is better made via examples, tables, and direct comparisons of design elements, but to briefly summarize my point, depending on their purpose and audience, genocide maps are intended to be alternatively unambiguous or euphemistic, for the masses or for the military and/or political elites, impressionistic or emotional rather than rational and scientific, for public consumption or for private and secret use. In terms of specific elements of design, it is possible to identify the intended audience, purpose, and genocide stage in terms of the use of muted vs. saturated colors, the presence or absence of a legend, the use or not use of graduated symbols and arrows, the scale of the map, how visual contrast is employed to highlight certain elements, the use of black and white, etc. As concerns more specifically the seventh stage of genocide &ndash; extermination &ndash; this is when the application of the methods and tools of scientific cartography become the urgent preoccupation of the perpetrators, as many examples from the Nazi archives prove; hence, the search for accuracy and precision in the representation of places, times, and themes, including the insistence on the exactness of measurements, the standardization of design elements, and in general the teaching and application of clear, unambiguous, and replicable designs and methods to make maps. Briefly put, maps produced for the extermination of the victims are characterized as the triumph of denotation and technology, while in the previous six stages connotation and the creation of “myth” are guiding principles by which maps are designed and produced, and their effectiveness is measured. In my conclusions, I will remark on the fact that as much as maps (and, by extension and in the present time, GIS) have been used and will continue to be used to commit genocide, they can also be effectively used to counteract and denounce genocide. To do so, one should learn how to exploit propaganda techniques and how to use the theories of semiotics and iconography and the idea of myth to counter-map and resist genocide.

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Plumert, Jodie M. "The Development of Children's Spatial Knowledge: Implications for Geographic Education." Cartographic Perspectives, no. 16 (September 1, 1993): 9–18. http://dx.doi.org/10.14714/cp16.957.

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One of the many challenges facing the education system today is providing children with a better understanding of geography. Increasingly, cartographers and educators have turned to developmental psychologists for information about how children's spatial cognitive development influences their ability to understand and learn about the spatial relations on maps. Central to the process of learning and remembering spatial relations is the ability to organize locations within some kind of spatial structure. Recently, the role that hierarchical organization plays in remembering and reasoning about locations has received increasing attention within the field of cognitive psychology. Studies have shown that both children and adults alike tend to organize locations into regions with nested levels of detail. For example, the location of a toothbrush might be remembered as on the second shelf in the medicine cabinet in the bathroom upstairs, or the location of Iowa City might be known as in the state of Iowa in the Midwest region of the United States. There are, however, limitations in children's ability to make use of hierarchical spatial structures; this has important implications for cartographic education. As a result, younger children may require more visual aids and explicit organizational frameworks when learning and communicating information about locations. The ideas and suggestions presented here about the relations between children's spatial cognitive development and their understanding of geography are aimed at fostering further collaboration between cartographers and developmental psychologists.

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K., Akobi, Yabi Ibouraima, Agnon Nacisse, Amoussou Ernest, and Boko Michel. "Peuplement Spontané Et Accès À L’éducation Primaire Dans La Commune De Bantè Au Centre Du Bénin." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 168. http://dx.doi.org/10.19044/esj.2017.v13n19p168.

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Achieving universal primary education is the second Millennium Development Goals that Benin missed in 2015 with a national rate of 74 percent. The reasons for this failure are varied with notable spatial specificities. The present research aims to contribute to the analysis of the specific causes of this failure in the Bantè Commune. The data used relate to the number of children enrolled in schools, the number of schools, and the number of settlements (villages, hamlets, and manned farms) on several dates in the Commune. In addition, information was collected from selected households in several localities. Individual interviews and groups as well as direct field observations were the collection techniques used. The tools and parameters of the descriptive statistics and the cartographic approach made it possible to process the data collected. The results show a disparity in the spatial distribution of primary schools compared to inhabited places. The result shows a geographical inaccessibility of schools for the children of many hamlets and farms. This situation is mainly inherent to a spontaneous settlement dynamics which characterizes the Commune. This concern, therefore, deserves consideration if access to primary education is a global challenge that is again relaunched by 2030. This is usually done within the framework of the Sustainable Development Goals.

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Rodrigues, Aurea Maria Pires. "Childhood: a device of governmentality of the child body." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 12, 2021): e12345. http://dx.doi.org/10.20952/jrks2112345.

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This work aimed to problematize the production of the object childhood as a governmentality device, gradually reconfigured in disciplinary society, biopolitics, as Foucault (1979) says, and in the society of control, as explained by Deleuze (1990) and Lazzari (2008). To do so, we used the cartographic method, which points out that, following legal procedures, we research and intervene, intending to produce other realities, seeking to break with the logic of capture established, we will follow the practices of a psychologist in a Specialized Reference Center of Social Assistance (CREAS), which works with children and adolescents victims of rights violations. Pointing out how the production of a literature of Education, at the same time as its production as a field of knowledge, it produced a certain mode of action and a certain subjective profile of childhood, affecting another relationship between families and the Modern State through public policies.

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Ferland, Yaïves, and Margot Kaszap. "Geoliteracy, cartology, and a mobile serious game." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-75-2019.

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Abstract. Some actual research teams in Education Science go toward the development of educative serious games on mobile devices for letting elementary school pupils (i.e. primary school students) playing outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called ‘cartology’, before their adolescence as critical development ‘threshold’. The aspects one has to work on consider the ways to learn, use, and comprehend maps as geospatial representations, both concrete display of a terrain on the paper sheet or on a digital screen and, on another hand, cognitive configuration in the mind that structures, interprets, and recalls on demand geospatial information on location or orientation at geographical scales. The fundamental interest of cartographic abilities to make and read a map is that it creates information value, structures memory about places and events, and enhances mobility. In fact, there is a societal concern that a majority of adult population is not geographically literate neither efficient in reading and using maps in real-life context, even for just path finding. The main concern to address early at school is still “why” and “how to repair that situation”? If their geospatial cognitive development was weak at school, then that impedes them to comprehend geospatial concepts, structures, and information, later as adults. If a student does not succeed to pass over a kind of learning threshold, even the few abilities feebly acquired may vanish without significant usage neither interest in them. Later, it will be very hard to restart learning of that same matter without the necessary mental frames to organize geographical concepts and relations into an actionable knowledge. Facing this geoliteracy challenge, the geographical map appears as the best, powerful, and necessary support or instrument of geospatial knowledge representation. One may define geoliteracy as a set of stabilized and adaptive cognitive abilities and functional competencies to handle, by self, geographical realities and cartographical representations. According to Edelson (2012), the three components of achieved geoliteracy are to develop consciousness of geographical interactions (understanding of human and natural systems in space), interconnections (geographic reasoning), and implications (systematic decision-making). Thus in detail, a geoliterate adult should develop abilities in geospatial thinking and possess a complete (but rarely exhaustive) set of skills that are necessarily useful in normal autonomous life to: <ul><li>read, use, and even detect errors on maps and other carto-geographic representations (at any format, support,and scale or zoom level);</li><li>locate places and situations occurring here and there, find new ways in space (at any scales); </li><li>understand and interpret geospatial concepts, signs, and structures on a critical, reasoned, and wise fashion,while discarding misconceptions; </li><li>determine, delimit, plan, and select best places to install activities; </li><li>recall modes and patterns of geospatial (not only geometrical neither topological) representation, even withoutmaps at hand (not just from mental images, capital cities, touristic metaphors, or evocative pictures to comeout from memory, which is necessary, of course, but not sufficient); </li><li>enhance own geographic culture, multiscale perspective, and useful geospatial awareness; </li><li>elaborate an opinion or explanation regarding daily geospatial situations or circumstances.</li></ul> What a troubling concern is the multiple evidences that the majority of adult population is not literate neither efficient in just reading and using maps, i.e. cannot perform most of the precedent list of geospatial abilities and competencies. A research team joined with elementary schoolteachers, within a small community of practice, in order to identify pedagogic needs and test some game components as exercises in class context; then emerged the project Géolittératie (2015-2017). The pedagogic goal in designing an educative serious game on mobile device is to apply conceptual and applied methods for both learning and teaching geospatial competencies accordingly to the official school curriculum. That requires theoretical and methodological considerations about educative serious game (Kaufman & Sauvé, 2010), cartographical semiology (Bertin, 1967, 1983), the four cognitive development stages for geospatial representation by children (Piaget, 1967), and the experiential learning cycle model (Kolb, 1978, 1984). This kind of cycle supports Piaget’s learning phases, from topologic perception to spatial conceptualisation, as well as the three main cartographic processes of map-making, reflexive visualization, and map-reading, which sustain any geographical reasoning. A methodological framework of a mobile serious game was designed didactically with maps and other components following an increasing complexity, step by step of play. The teacher has to prepare a sequence of tasks to perform in a progressive game according to the different learning styles, for exposing practically the pupils to the cartographical process of making a plan, then a map to use thereafter. Students should like going outdoor on the terrain to gather data in order to answer a question on a theme of investigation related to a curriculum matter. They will consider a designed scenario of typical steps (or “rounds”), within a geospatial environment, that tells a progressive plot and the rules of the game. Thus, they will choice and follow different types of geometrical and geospatial trajectories, that lead the story toward the goal of the game, while taking field-notes on their way as answering questions of the scenario. Then, they draw their collected data on a plan or map and explain in conclusion what happened to the story (and what they learn) due to the spatial organisation of the site or area. Progress in complexity levels of scenario may start with choosing between right or left to reach the next point of interest, to trying to plan both the shortest and the more pleasant paths to visit the spots where to settle a youth club in the neighbourhood. Types of trajectories going from place to place, in increasing complexity as the rounds of game advance, are based on geometrical primitives: point, succession of points, line, side of line, polyline, polygon, network, open surface, limited surface. The pedagogic result encompasses both concrete display of a terrain (on paper or on a screen) and learned cognitive configurations in the mind. Only such mental or cognitive representations allow structuring, interpreting, and recalling on demand from memory geospatial information on location, distance, or orientation, within a situation that occurs at geographical scales. Therefore, for these pupils, the fundamental question in geography shall no more be “where” but “how and why is this situation there?” At that point, only the first half of the experiential learning cycle is accomplished and the cognitive development process be achieved just at the phase associated to a threshold of operational comprehension. Now, the students know how to describe a spatial situation and to make a map, good but not enough. The challenge remains to learn from this quite technical knowledge how to deeply read a map, any map, and to get dense information from it; it is a reflexive, analytical, abstract new phase called visualization. That phase engages a second process along the second half of the experiential learning cycle, which mirror or complement the cartographic one: a cartological process. A definition for cartology could say “to make the map talking”, even for telling a new story. Since player students now know the characteristics of a map, its cartographic “alphabet” composed of dimensions, scale, extent, and semiological symbols, the way is open to ask question by self to the map. They can read on it information that even the map-maker did not know neither put on it, project the map over the place represented and make a wise decision for planning or travelling. One can organize the steps of the cartologic process into another mobile game with scenarios and trajectories for gaining a better understanding of the power of maps for the cognitive structuration of geographical space and learn more efficiently about a specified theme that, for instance, composes historical thought and geographical reasoning about that place. A good theme to begin with is about the meaning of the toponymy in the neighbourhood. A prototype mixes these mobile serious game components (map, theme, scenario, and trajectory) into a scheme of about fifteen successive rounds of play, then engaging the abilities relative to the three main cartographic processes, along a complete experiential cycle. Part of this method for developing geoliteracy by combination of both cartography and cartology within a serious game was tested recently with undergraduate students in didactic course. Practical experiments must continue strengthen the theoretical and methodological frame and ease the schoolteacher’s work in the best usage of maps to structure the geographical comprehension of home place and the World.

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Antonenko, Anna M., Olena P. Vavrinevych, Maria M. Korshun, and Sergii T. Omelchuk. "HYGIENIC ASSESSMENT OF THE EFFECTS OF PESTICIDES APPLICATION ON CHILDREN POPULATION MORBIDITY WITH THYROID GLAND DISEASES." Wiadomości Lekarskie 72, no. 2 (2019): 267–70. http://dx.doi.org/10.36740/wlek201902123.

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Introduction: It is proved that some groups of fungicides and herbicides are capable of affecting the thyroid gland, provoking its growth, leading to a compensatory change in the activity of the hormones synthesis. Therefore, the presence of their residual amounts in plant may affect the level of thyroid gland pathology. The aim of the work was to analyze the influence of pesticide application on the Ukrainian child population morbidity with thyroid diseases in the period from 2001 to 2014. Materials and methods: The methods of empirical and theoretical research of scientific information, namely analysis, synthesis, induction, deduction and systematization, epidemiological, cartographic and statistical methods were used. Review: The maximum level of thyroid pathology was found in the northern, western and northwestern regions, where the diffuse goiter dominates in the morbidity and prevalence of thyroid diseases; minimal – in the southern, eastern and south-eastern regions. It was established that the highest volumes of application of chemical plant protection products in the period 2001-2013 took place in the southern and central regions of Ukraine, namely in Poltava, Vinnitsa, Kharkiv, Dnipropetrovsk, Khmelnytsky regions. Sufficiently high levels of pesticide application were in the Kyiv, Kherson regions, Zaporizhia, Kirovograd and Cherkasy regions. Conclusions: The probability of the active chemical plant protection products application effect on the level of thyroid cancer, various types of goiter, hypothyroidism, thyrotoxicosis and thyroiditis in the central and southern regions was determined. These are regions with well-developed agricultural production.

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Koroleva, Elena G., S. K. Rakhimbek, and S. S. Tupov. "MEDICAL AND GEOGRAPHICAL ASPECTS OF MONITORING OF POPULATION MORBIDITY." Hygiene and sanitation 98, no. 11 (November 15, 2019): 1285–95. http://dx.doi.org/10.18821/0016-9900-2019-98-11-1285-1295.

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AnnotIntroduction. The study was carried out with the use of geographic approaches. It provides an integral characteristic and assessment of the population morbidity in Kazakhstan, including ecologically determined pathologies. Material and methods. The basis of the work is the data of medical and demographical statistics of the adult and children population for the period from 2000 to 2016 in the context of administrative regions and districts of the Republic of Kazakhstan. Mathematical-cartographic modeling of population health indices was carried out using geo-information technologies and evaluation mapping. Results. Medico-geographical zoning of the territory of Kazakhstan on the basis of calculated integral indices allowed to distinguish five groups of regions by incidence rates: from very high (Mangistau, Kyzylorda, the East Kazakhstan region) to very low (the Atyrau region). Spatial and temporal analysis of the morbidity rate showed that Pavlodar and North Kazakhstan regions are distinguished in terms of the prevalence of ecologically caused pathologies and districts with unfavorable situations. Respiratory diseases (40-60%) are the most common environmental pathologies in Kazakhstan among all age groups. For the last 15 years most of the respiratory diseases are registered in the Pavlodar region and they show a positive trend in both adults and children. Conclusion. The medico-ecological situation in the regions of Kazakhstan has regional differences, but in most cases, there is a tendency to an increase in overall morbidity, prevalence of ecologically caused pathologies and especially respiratory diseases, which can serve as an index of the environment state. Further studies should be directed to in-depth investigations in ecologically unfavorable regions and the development of the Medical-Geographical Atlas of the Republic of Kazakhstan.aciya

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Emirova, M. E. "RESULTS OF EXPERIMENTAL WORK ON THE IMPLEMENTATION OF THE DEVELOPED METHODOLOGY FOR THE FORMATION OF THE BASICS OF CARTOGRAPHIC LITERACY IN PRIMARY SCHOOL CHILDREN." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 3 2021 (2021): 37. http://dx.doi.org/10.17513/spno.30797.

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Schmeinck, Daniela, and Allen Thurston. "The influence of travel experiences and exposure to cartographic media on the ability of ten‐year‐old children to draw cognitive maps of the world." Scottish Geographical Journal 123, no. 1 (March 2007): 1–15. http://dx.doi.org/10.1080/00369220718737280.

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Schmeinck, Daniela, and Allen Thurston. "The influence of travel experiences and exposure to cartographic media on the ability of ten-year-old children to draw cognitive maps of the world." Scottish Geographical Journal 123, no. 1 (March 2007): 1–15. http://dx.doi.org/10.1080/14702540701383397.

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Chu, Gregory H., Chul Sue Hwang, and Jongnam Choi. "Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-22-2018.

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This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as “a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.

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Lohvynova, Maryna. "Scales, Dynamics and Spatial Patterns of Forced Internal Displacement of Population in the East of Ukraine." Ekonomichna ta Sotsialna Geografiya, no. 83 (2020): 29–36. http://dx.doi.org/10.17721/2413-7154/2020.83.29-36.

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Eastern Ukraine is a region where for the first time during the time of independent Ukraine in 2014 forced internal migration of the population arose, as well as a region that accepted almost 2/3 of all internally displaced persons (IDPs). The uneven concentration of IDPs in the Eastern region of Ukraine creates an excessive burden on the labor market, infrastructure, and local authorities. The purpose of the study is to identify and explain the spatio-temporal features of forced internal displacement in the East of Ukraine from 2014 to 2019. The study is based on statistics from the Ministry of Social Policy of Ukraine, Donetsk, Luhansk and Kharkiv regional state administrations. The following research methods were used in the work: mathematical-statistical, analysis and synthesis method, generalization, description, systematization, retrospective, graphic, cartographic and cartographic modeling. The study of the dynamic aspects of IDPs in the region revealed a gradual decrease in the dynamics of the number of IDPs, which may be due to the successful integration of forced migrants into host communities, the reluctance to confirm the status of IDPs through bureaucratic procedures and periodic inspections, or with repeated displacement. Analysis of the spatial characteristics of IDPs by city, city councils and districts of the Eastern region of Ukraine allowed us to distinguish three categories of IDPs depending on their location in the region. Among them: the overwhelming majority – IDPs of retirement age, who are guided by the factor of territorial proximity, are registered in the areas closest to the demarcation line, although most of them actually live in territory beyond the control of Ukraine, and carry out periodic trips through the demarcation line; IDPs of working age, which are mainly located in cities for the purpose of employment and access to quality services; the most vulnerable and socially unprotected categories living in places of compact accommodation of IDPs, but their minority. The age structure of IDPs is considered, the predominant age group of all regions of Eastern Ukraine are pensioners. The regions with the highest share of pensioners and a large demographic burden of pensioners and IDP children on the local population are identified. In particular, in some areas of the Luhansk region, the number of IDP pensioners is almost double that of the local population of all age groups. This situation requires special attention, since an excessive concentration of IDP pensioners in these territories can lead to a deep demographic crisis. So, the socio-geographical analysis of the spatial distribution of IDPs in the Eastern region of Ukraine shows the real extent of forced internal population displacement in the region, and the analysis of the age structure of IDPs allows one to determine the options for the impact of forced migrations on the socio-economic development of host regions and serves as an indicator of the need to adopt appropriate programs or decisions regarding the improvement of the situation of IDPs.

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Mustofa, Fakhruddin, Ellen Suryanegara, and Mulyanto Darmawan. "The Republic of Indonesia Territorial Atlas as Geo-literation Tools for the Adolescents." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-90-2019.

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Abstract. As an independent country and has a long history that forms The Unitary State of The Republic of Indonesia, introduction to the territory and history is very necessary for Indonesia's young generation, especially for adolescents. Various efforts were made by the Government of Indonesia to provide a territorial comprehension in order to make the younger generation understand about the circumstances of their country. One effective way is through Territorial Atlas of The Republic of Indonesia, which is the result from collaboration project between Geospatial Information Agency and Ministry of Education and Culture of Indonesia. This atlas is intended towards the benefit of teenage children, who are taking middle education level between the ages of 12&ndash;15 years. It is necessary for children at that age to be equipped with spatial intelligence related to the territorial comprehension of Indonesia, the historical development of the Republic of Indonesia, and also the natural resources potential of their country. This comprehension is needed considering that adolescence is a vulnerable age who require self-actualization, so they need to get a correct understanding of the NKRI region in order to foster the sense of nationalism. On the other hand, the important reason for production the Territorial Atlas is due to the rapid growth of development and the administrative area expansion, especially since the era of regional autonomy, was applied. Furthermore, another reason is that the atlases on the market were not up to date and geometrically did not obey the cartographic principle appropriately. This will cause a misconception for the reader, especially students in the middle school if they receive incorrect information. Therefore, it is important to produce a territorial atlas that uses the mapping principle and correct geospatial data and information. The method used in production the territorial atlas is using the GIS method complemented by literature studies and focused group discussions with education and geospatial experts. In general, the atlas is a compilation of coherent and comprehensive geospatial information regarding 34 provinces in Indonesia, the history of the Republic of Indonesia, introduction of neighboring countries and also equipped with narratives and interesting photographs/images. The results of this activity are in the form of The Republic of Indonesia Territorial Atlas which has been adjusted based on the applicable curriculum and will be disseminated to approximately 3,500 Junior High Schools in all regions of Indonesia in print and digital format. It is expected that through the atlas, the spatial comprehension of young people towards the NKRI region will be better and easier.

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Stręk, Żanna, Paweł Postek, Angelika Sobczak, and Paulina Rybaczek. "Suburbanization as a problem of rural development." E3S Web of Conferences 171 (2020): 02013. http://dx.doi.org/10.1051/e3sconf/202017102013.

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Polish agriculture is now facing many problems. One of them is the fragmentation of land. This phenomenon is rooted in history. Farmers willing to distribute their assets among their children gave a certain part of the farm to each of them. Due to their intention to split the assets fairly between the heirs, the fragmentation of land increased. The arduousness of this phenomenon is manifested in the fact that plots that are too small or too narrow and their irregular shape make running profitable agricultural activity difficult. Another negative factor affecting the spatial arrangement of rural areas is the process of suburbanization. During suburbanization specific links are formed between the city and rural areas such as the flow of people, goods or capital. They play an important role in transforming those areas, and in particular in determining the method of management of such areas and the location of respective types of activity. Suburbanization leads to a decrease in the population density in city centres and an increase in the suburbs. The emigration of the indigenous city people to the suburbs grew in popularity. The effect of the process is a growing fragmentation of plots in order to separate building plots that are smaller and smaller. In many cases the plots used for agricultural purposes but in local spatial development plans destined for housing development are split into multiple smaller plots and with time they are turned into suburban single-family housing estates. The influx of urban communities and the related expansion of building development in rural areas lead to the loss of rural identity. This is how the agricultural nature of rural areas where farms withdraw from agricultural activity changes. This article aims at exploring the selected spatial factors such as the analysis of use and fragmentation of land owned by private farmers, as well as the analysis of the suburbanization process in the villages within the commune of Konopnica in the Lublin county, Lublin voivodeship. The surveys were based on a cartographic and descriptive method. The method comprised a detailed survey of the spatial structure of selected villages within the commune of Konopnica based on a cadastral map, the index of plots and a reconnaissance. Information about the area of each plot and information about the registration unit was used as input data for a detailed analysis of the fragmentation of private plots in five area ranges, an analysis of the use of land, and a detailed analysis of changes in the size of farms in 2012-2017. The results of studies will make it possible to determine the direction and scope of changes in the fragmentation of land in the villages situated within the analysed commune.

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Günther-Diringer, Detlef. "AR-applications with historical maps." Abstracts of the ICA 2 (October 9, 2020): 1–2. http://dx.doi.org/10.5194/ica-abs-2-34-2020.

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Abstract. In cooperation with the Badische Generallandesarchiv (GLA) Karlsruhe, the officially archive of the former state Baden, various projects in the field of virtual and augmented reality (VR/AR) have been carried out.The VR project “Danube - Floating Spaces” refers to an exhibition by the GLA Karlsruhe in cooperation with the Institute for Danube Swabian History and Regional Studies, Tübingen. The entire exhibition was constructed in the third dimension and can now be experienced using different devices (offline PC version, WebGL version for Internet access or VR version for the HTC-Vive (VR glasses). An important functionality is the detailed enlargement option of the historical maps, so that many details in the maps can now be seen better than in the original exhibition (Keller 2019). WebGL-version: https://www.hs-karlsruhe.de/gim/angebote-fuer-schueler-und-interessierte/virtuelle-ausstellung.One of the highlights of the map inventory of the GLA is certainly the Great Palatinate Rhine Map from 1590. This hand-drawn unique measures approx. 0.45m × 12m and is to be presented in an exhibition in 2021 or 2022. Based on the high-quality digital copy available from the GLA, various student projects and theses are currently being carried out to augment digitally this fascinating map. Due to their geometrical-graphic structures, analogue cartographic representations are generally very suitable for performing AR applications. Based on the geographical uniqueness, sections of the maps can be defined as necessary image AR targets, so that the software of a game engine, such as e.g. Unity with the Vuforia extension recognizes that a digital element has to be placed at a specified place. This can be made visible using a tablet or smartphone with a camera. The aim is for visitors of the exhibition to receive additional geographical information with prepared tablets that are held over the map: Figure 1: 3D-visualization of the historical development of the fortress Philippsburg (Udenheim in 1590, left: part of the original map, right: with overlayed AR-element). In addition to the 3D-visualization of 1590 (see figure on the right), the fortifications of the 30 Years War and subsequent extensions are also visible (1635/1690/1735). At that time, Philippsburg was one of the largest fortresses in all of Germany, but it was destroyed by Napoleon around 1800. The final timeline from 1856 is an excerpt from the “Carte from the course of the Rhine” with the straightening of the Rhine through Tulla and shows the significant changes in the landscape that moved the main stream of the Rhine away from Philippsburg (Färber 2019).Animated visualizations of pictorial representations:In addition to the historical landscapes, the map from 1590 also contains many small pictorial drawings that show human activities during this time, from ferries, fishermen, gold washers to hunters and wine merchants. These drawings were visualized in 3D, animated and, with the help of Unity, placed in the appropriate place. It is intended as a search game for children who can use a tablet and this app to search for more than 20 different scenes on the map and thus experience this historical map in a playful way (Boric 2019): Figure 2: 3D-visualization of a ship on the river Rhine (left: original map, right: 3D-AR-element).The last project currently planned is the tablet-supported visualization of the landscape changes from the Upper Rhine regulation by Tulla (beginning in the 1820s) until today. On the basis of various historical and current geodata (Rhine river maps 1838/1872, current aerial photos and OpenStreetMap data), the 400-year cultural history of the Upper Rhine between Rastatt and Speyer can be imagined. The georeferencing of the historical map is very challenging. While the maps of the Rhine river from the 19th century are precise in terms of surveying technology, the Great Electoral Palatinate Rhine river map is more of a landscape picture and is far from an exact map representation. Here, the locations of the historical settlements are the only point of reference for a link with the available exact georeferenced geodata. This application will be presented at the exhibition in the GLA in 2021/22.

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"The feminist movement and children�s literary criticism in Galicia: a cartography." Abriu: estudos de textualidade do Brasil, Galicia e Portugal, no. 5 (2016). http://dx.doi.org/10.1344/abriu2016.5.7.

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Lobok, Alexander M. "The Cartography of Inner Childhood: Fragments from the book." Dialogic Pedagogy: An International Online Journal 5 (March 24, 2017). http://dx.doi.org/10.5195/dpj.2017.200.

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Presented here are fragments of my book The cartography of inner childhood in the translation from Russian. The main hero of this book is our childhood experience. Or, rather, the book is about our remembrances of our childhood experience. Some people would exclaim, “These remembrances are extremely subjective, utterly personal and therefore untrue!” I wonder, however, if one’s ultimate subjective experience may very well be one’s innermost human core, exactly what is important about any person. For an ‘objective’ external onlooker, the childhood of different children is largely indistinguishable. All children play certain games, absorbedly listen to fairytales, react to various events, and so on. In fact, nearly all modern psychology research testifies to these ‘childhood uniformities’ and their typologies. The reason for this supposed uniformity is a flaw in the main approach of modern psychology. Modern psychology often focuses on universal, generalizable, predictable, and regular principles, which is the standard of the science. Anything else is viewed as non-scientific. How else it can be?!The problem with this conventional approach to psychology, however, is that the human being is the only ‘object’ in the Universe that is defined by a subjective cognizing world of her or his own, building above the subjective lived experiences and feelings and redefining them – a world, unique for each person, which cannot possibly be viewed from outside, except for some of its outward objective artifact manifestations of this subjective cognizing world. That is why the childhood of each one of us is not simply a childhood of some external events or a childhood of typical or universal, but rather a childhood of absolutely unique and un-borrowed inner life that makes every person’s internal experience absolutely precious. This very situation compels one to look most carefully into ‘the inner child’ each of us is capable of re-discovering in her-or himself.The structure of the book is the following: Each chapter presents excerpts of the memoirs of one of the world-famous people, after which, there is a commentary analysis. Presented here are only three of those memoirs: by Orhan Pamuk, George Orwell and Ingmar Bergman.

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Journal articles on the topic 'Cartography for children'

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