diff --git a/404.html b/404.html index fcb38a3..b42928d 100644 --- a/404.html +++ b/404.html @@ -1 +1 @@ -
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\ No newline at end of file +
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\ No newline at end of file diff --git a/404/index.html b/404/index.html index dbc05c1..a0c987e 100644 --- a/404/index.html +++ b/404/index.html @@ -1 +1 @@ -
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\ No newline at end of file diff --git a/assignments/aerial-imagery/index.html b/assignments/aerial-imagery/index.html index 58d7673..ee54748 100644 --- a/assignments/aerial-imagery/index.html +++ b/assignments/aerial-imagery/index.html @@ -113,4 +113,4 @@

The last two numbers, 13 and 640, define the zoom level and the image size that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

URL diagram -

Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

Assignment

Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

Design a layout to present the images on one or more slides (or GIFs)

Upload to Canvas:

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

\ No newline at end of file +

Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

Assignment

Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

Design a layout to present the images on one or more slides (or GIFs)

Upload to Canvas:

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

\ No newline at end of file diff --git a/assignments/archives/index.html b/assignments/archives/index.html index e813cb5..add653b 100644 --- a/assignments/archives/index.html +++ b/assignments/archives/index.html @@ -62,4 +62,4 @@ streams dig

Challenge

Design a map of NYC's disappeared ecologies.
Continue to digitize other natural features, such as marshes, topography, or shorelines. Each feature type should be its own new layer. Experiment with digitizing point, and polygon features.

Design a basemap using present day data for NYC such as building footprints, curblines, or other planimetric feature

Present your hidden ecologies map as a designed map composition that includes:

You do not need to map all of Manhattan but rather should find a location that interests you and make an argument about that location through your map design.

Assignment

Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.
-More details over at Assignment 2

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

\ No newline at end of file +More details over at Assignment 2

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

\ No newline at end of file diff --git a/assignments/assignment01/index.html b/assignments/assignment01/index.html index 46e2bba..987b07e 100644 --- a/assignments/assignment01/index.html +++ b/assignments/assignment01/index.html @@ -1 +1 @@ -
Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Intentional Re/Mis Use

Due: 2/02

"Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

The main task

Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

Requirements and considerations

  • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
  • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
  • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
  • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
  • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
  • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

Format

  • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
  • Your designed map composition must thoughtfully include:
    • title
    • legend
    • scale bar
    • north arrow (your map doesn't need to have north be pointing vertically...)
    • citations for all data sources
    • projection used
    • your name

Submission

Upload your map:

  • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
  • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

Starting points/guidance

For sources for spatial datasets see:

A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

  • shapefile
  • geojson
  • KML/KMZ
  • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

\ No newline at end of file +
Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Intentional Re/Mis Use

Due: 2/02

"Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

The main task

Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

Requirements and considerations

  • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
  • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
  • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
  • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
  • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
  • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

Format

  • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
  • Your designed map composition must thoughtfully include:
    • title
    • legend
    • scale bar
    • north arrow (your map doesn't need to have north be pointing vertically...)
    • citations for all data sources
    • projection used
    • your name

Submission

Upload your map:

  • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
  • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

Starting points/guidance

For sources for spatial datasets see:

A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

  • shapefile
  • geojson
  • KML/KMZ
  • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

\ No newline at end of file diff --git a/assignments/assignment02/index.html b/assignments/assignment02/index.html index 17add0e..7ec1c4a 100644 --- a/assignments/assignment02/index.html +++ b/assignments/assignment02/index.html @@ -1 +1 @@ -
Selective Digitization<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Selective Digitization

Due: 2/09

What

Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

Think strategically about your basemap: What context is needed to understand the focus of your map?

Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

Requirements

  • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

  • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

  • Your designed map composition must include:

    • title
    • legend
    • scale bar (or two depending on whether you show your map at the same scale...)
    • north arrow (your map doesn't need to have north pointing vertically...)
    • citations for all data sources (please use Chicago style or an equivalent)
    • projection used
    • your name

Submission

  • Upload your designed map & a copy of the scanned map you georeferenced:
    • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
    • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

Resources

Here are a few good resources for finding scanned maps:

\ No newline at end of file +
Selective Digitization<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Selective Digitization

Due: 2/09

What

Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

Think strategically about your basemap: What context is needed to understand the focus of your map?

Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

Requirements

  • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

  • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

  • Your designed map composition must include:

    • title
    • legend
    • scale bar (or two depending on whether you show your map at the same scale...)
    • north arrow (your map doesn't need to have north pointing vertically...)
    • citations for all data sources (please use Chicago style or an equivalent)
    • projection used
    • your name

Submission

  • Upload your designed map & a copy of the scanned map you georeferenced:
    • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
    • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

Resources

Here are a few good resources for finding scanned maps:

\ No newline at end of file diff --git a/assignments/assignment03/index.html b/assignments/assignment03/index.html index 33905af..9dbcdab 100644 --- a/assignments/assignment03/index.html +++ b/assignments/assignment03/index.html @@ -1 +1 @@ -
Collecting & Mapping<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Collecting & Mapping

Due: 2/16

What

Complete either tutorial 4 or 5, and complete the corresponding assignment:

Tutorial 4: Making Data from Field Observations

Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

How

After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

  • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
  • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
  • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
  • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
  • Export it as a CSV file, and create a map of it in QGIS

Requirements

  • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
  • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
  • In assembling data for your basemap you might look to:

Reference

For reference here are the precedent projects we looked at in class on 2/09

Optional additional exercise

Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

Create two maps that speak to the different kinds of information that each approach allows you to gather.

Tutorial 5: Using Data for the US Census

Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

How

  • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
  • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

Requirements

  • The dataset that you add must be from the US census.
  • As usual, add a two sentence summary of your map and argument to your pdf upload.
  • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
  • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
  • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

Submission

  • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
  • Add your map to the Miro board under Assignment 3
\ No newline at end of file +
Collecting & Mapping<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Collecting & Mapping

Due: 2/16

What

Complete either tutorial 4 or 5, and complete the corresponding assignment:

Tutorial 4: Making Data from Field Observations

Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

How

After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

  • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
  • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
  • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
  • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
  • Export it as a CSV file, and create a map of it in QGIS

Requirements

  • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
  • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
  • In assembling data for your basemap you might look to:

Reference

For reference here are the precedent projects we looked at in class on 2/09

Optional additional exercise

Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

Create two maps that speak to the different kinds of information that each approach allows you to gather.

Tutorial 5: Using Data for the US Census

Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

How

  • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
  • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

Requirements

  • The dataset that you add must be from the US census.
  • As usual, add a two sentence summary of your map and argument to your pdf upload.
  • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
  • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
  • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

Submission

  • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
  • Add your map to the Miro board under Assignment 3
\ No newline at end of file diff --git a/assignments/assignment04/index.html b/assignments/assignment04/index.html index d8e8b16..5578ffa 100644 --- a/assignments/assignment04/index.html +++ b/assignments/assignment04/index.html @@ -5,4 +5,4 @@ scale bar north arrow (your map doesn't need to have north pointing vertically...) citations for all data sources (please use Chicago style or an equivalent) -projection used

Submission Materials:

Tutorial 7: Making Data from Aerial Imagery:

Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

Design a layout to present the images on one or more pages (or GIFs)

Submission Materials:

Submission

Optional additional exercise

Do both!

\ No newline at end of file +projection used

Submission Materials:

Tutorial 7: Making Data from Aerial Imagery:

Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

Design a layout to present the images on one or more pages (or GIFs)

Submission Materials:

Submission

Optional additional exercise

Do both!

\ No newline at end of file diff --git a/assignments/assignment05/index.html b/assignments/assignment05/index.html index ad68788..3726b9d 100644 --- a/assignments/assignment05/index.html +++ b/assignments/assignment05/index.html @@ -1 +1 @@ -
Where Next?<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Where Next?

Due: 3/18, with Mapping Portfolio

What

This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

Tutorial 8: Making Data from Street View

Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

Design a layout to present the images on one or more pages (or GIFs)

Submission Materials:

A multi page PDF with:

  • Page 1: the layout you designed, and a link to your google colab notebook.

  • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

  • A downloaded csv or geojson of your final dataset (on canvas)

Tutorial 9: Making Data in Python:

Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

  • Recreate tutorial 5 in your own notebook. (just the tutorial, not the challenge)
  • Wrangle your own data and map something else. (you must have at least one non-spatial dataset, and join it to a spatial one.)

Submission Materials:

  • A single page PDF with your map as a .png, and a link to your google colab notebook.
  • A downloaded csv or geojson of your final dataset

Tutorial 10+11:

Create your own story map, using one of the tutorials we have already made, or your own dataset.

Submission Materials:

A multi-page PDF with:

  • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
  • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

Submission

  • Upload your work on Canvas (refer to specific instructions above)
  • Include it in your finalized Mapping Portfolio

Optional additional exercise

Do all three!

\ No newline at end of file +
Where Next?<!-- -->| <!-- -->A4407-sp2024
A4407-sp2024

Where Next?

Due: 3/25, with Mapping Portfolio

What

This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

Tutorial 8: Making Data from Street View

Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

Design a layout to present the images on one or more pages (or GIFs)

Submission Materials:

A multi page PDF with:

  • Page 1: the layout you designed, and a link to your google colab notebook.

  • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

  • A downloaded csv or geojson of your final dataset (on canvas)

Tutorial 9: Making Data in Python:

Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please wrangle your own data to create your own map. You can choose anything you like, but you must have at least one non-spatial dataset, and join it to a spatial one. If you are not sure of what you may choose, you could recreate tutorial 5 in your notebook (just the tutorial, not the challenge).

Submission Materials:

  • A single page PDF with your map as a .png, and a link to your google colab notebook.
  • A downloaded csv or geojson of your final dataset

Tutorial 10+11:

Create your own story map, using one of the tutorials we have already made, or your own dataset.

Submission Materials:

A multi-page PDF with:

  • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
  • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

Submission

  • Upload your work on Canvas (refer to specific instructions above)
  • Include it in your finalized Mapping Portfolio

Optional additional exercise

Do all three!

\ No newline at end of file diff --git a/assignments/census-data/index.html b/assignments/census-data/index.html index 9289033..58435af 100644 --- a/assignments/census-data/index.html +++ b/assignments/census-data/index.html @@ -58,4 +58,4 @@

I recommend picking a color ramp that won't lead us to conclusions - for example, a color ramp from white to blue has the effect of telling us that blue areas are good, and white need attention. Conversely, red to white signals that the white areas are fine. In truth, I'm not sure what to make of the results of this dataset yet, so I chose Cividis, which is blue to yellow. As a side note, if you ever need help picking the right colors for maps in the future, I highly recommmend Color Brewer 2

Go ahead and export this map to our processed folder, with a right click on the layer, Save Features As, and select the location. This ensures that your work is portable between QGIS projects, and won't get lost in a crash.

Adding a water layer

One thing that is confusing about the map, is that census tracts extend over water as well. This makes it difficult to read at times.

Download the [hydrogaphy basemap from NYC Open Data] (https://data.cityofnewyork.us/Environment/HYDRO/pjs3-c3z5/about_data), and add it to your project. Give it a blue-ish color that doesn't contrast with the data.

final map -

Final Map

Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

Challenge

What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

Module by Adam Vosburgh, Spring 2024.

\ No newline at end of file +

Final Map

Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

Challenge

What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

Module by Adam Vosburgh, Spring 2024.

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Further GIS learning resources

Resources

This page provides a partially-annotated bibliography of mapping resources. -It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

Software Tools and Environments

Desktop GIS Software

  • QGIS - Used in the tutorials!
  • ArcGIS - Commercial GIS software you're likely to find in corporate settings & government agencies. Licenses are very expensive so generally not recommended for personal use.

Javascript Libraries for Web Mapping and Data Visualization

  • GitHub Pages - Not a javascript library but one of the easiest ways to publish a static website. (Used in Tutorials)
  • Mapbox GL - From the Tutorials!
  • OpenLayers - Yet another open-source map library. Support for many different raster and vector data sources.
  • Tangram - Another WebGL-based map library which lets you define custom styles directly rather than depending on vector tiles like Mapbox.
  • Leaflet - Open-Source javascript library for easy web maps, somewhat similar in functionality to Mapbox GL but not as good-looking.
  • D3 - Slightly complicated but very flexible library for interactive data visualization.

Jupyter Notebooks

These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

Data Sources & Archives

Learning Resources

Columbia/Barnard

General Resources/Introductions

  • Programming Historian
  • Baruch College Newman Library GIS Guides
  • GIS StackExchange - StackExchange and related sites (StackOverflow for code/programming topics) are a great resource, especially for open-source GIS tools like QGIS which tend to be less rigorously documented than their commercial counterparts. However, you need to be careful that specific solutions you find here are relevant to the version of the software you're using - comments and threads here are usually more useful at a broader conceptual level than as a way to find viable examples and instructions. Look to the official documentation for these kinds of things as they'll almost always be more up-to-date.

Projections

Remote Sensing

Mapping Online/Webmaps

  • Web Developer Roadmap - As this will show you, web development is a huge topic with many different areas of specialization. This is a good structured overview of what's out there when/if you choose to go beyond the simple static site setup we used in the tutorials.

Blogs, Inspiration

Other Columbia/Barnard Classes

Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

\ No newline at end of file +It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

Software Tools and Environments

Desktop GIS Software

Javascript Libraries for Web Mapping and Data Visualization

Jupyter Notebooks

These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

Data Sources & Archives

Learning Resources

Columbia/Barnard

General Resources/Introductions

Projections

Remote Sensing

Mapping Online/Webmaps

Blogs, Inspiration

Other Columbia/Barnard Classes

Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

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Assignments

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Assignments

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Assignment 0

Design a map, or a series of maps showing your Views of NYC Trees. This is an opportunity to experiment with the nuances between these different ways of representing (and indeed understanding) trees in New York City. Complete the next short module on the print layout functions of QGIS cartographic design before embarking on this.

Consider:
How can your design convey similarities and differences across each of the four ways of understanding trees of New York City?

Will you privilege one view over the others? or give equal voice to all four?

What are the limitations of each view? strengths of each view? how can you communicate these limitations/strengths through your graphic presentation of data?

Format:
-Your designed map compositions must thoughtfully include:

Submission

Upload your completed map to Canvas

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

\ No newline at end of file +Your designed map compositions must thoughtfully include:

Submission

Upload your completed map to Canvas

Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

\ No newline at end of file diff --git a/assignments/observations/index.html b/assignments/observations/index.html index 562743d..e4d3f13 100644 --- a/assignments/observations/index.html +++ b/assignments/observations/index.html @@ -39,4 +39,4 @@ coordinate reference systems -

Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

Module by Dare Brawley, fall 2021.

\ No newline at end of file +

Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

Module by Dare Brawley, fall 2021.

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Precedents & Project Examples

Living document of precedent projects....

General Critical GIS/Radical Cartography resources

Cartographic Projections + Mapping Existing Datasets

  • Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

Making Data from Archives

Making Data From Observation & Sensing

Making Data from Satellites

Maps & Narrative

New York Times Graphics Department map-forward stories:

\ No newline at end of file +

  • Fawaz, Mona, Dounia SalamĂ© and Isabela Serhan. "Seeing the City as a Delivery Driver: Practices of Syrian Men in Beirut, Lebanon." in Refugees as City Makers eds. Fawaz, Mona, Ahmad Gharbieh, Mona Harb, and Dounia SalamĂ©. Beirut: Lebanon. 2018. See page 62 of PDF.

  • Digital Matatus 2014-ongoing.

  • Prado-NĂșñez, Viviana. “Boundaries and Border Crossings: On Public Spanish in Washington Heights,” Conflict Urbanism: Language Justice.

  • Kim, Annette. “Mapping the Unmapped: Mixed Use Sidewalk Spaces,” Sidewalk City: Remapping Public Space in Ho Chi Min City. University of Chicago Press, 2015 pp. 100-169. Book available to view online via CLIO

  • House, Brian. "Stalking the Smart City." 2019

  • Folder. Italian Limes. 2014

  • Weckert,Simon. "Google Maps Hacks." 2020

  • Berardi, Francesca & Grga Basic. "We Can NYC." 2018

  • Troittin, Masson, Tallon. Usages: A subjective and Factual Analysis of Uses of Public Space. 2011

  • Svarre, Birgitte and Jan Gehl. How to Study Public Life. 2013. ebook via Columbia Library

  • MIT Sensable City Lab. "Trash Track." 2008

    • Making Data from Satellites

    Maps & Narrative

    New York Times Graphics Department map-forward stories:

    \ No newline at end of file diff --git a/assignments/print-layout/index.html b/assignments/print-layout/index.html index 1fad58a..d571550 100644 --- a/assignments/print-layout/index.html +++ b/assignments/print-layout/index.html @@ -28,4 +28,4 @@

    Notice difference between the grid and the graticule. Based on the projections and coordinate reference systems module can you interpret these differences?

    Add additional map elements

    Use the left toolbar to add a north arrow and a scale bar. Adjust the style and settings for each using the Item Properties menu for each element.

    Exporting

    It is possible to export a print layout in multiple formats including as a PDF, as an image file (in multiple formats), or in SVG format.

    Export options can be accessed via Layout in the top menu bar or the export buttons in the Layout toolbar (circled below).

    layout toolbar -

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file diff --git a/assignments/python/index.html b/assignments/python/index.html index 9030004..c5d580d 100644 --- a/assignments/python/index.html +++ b/assignments/python/index.html @@ -116,4 +116,4 @@

    That's it! Your final map should look like this:

    final map -

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/assignments/satellites/index.html b/assignments/satellites/index.html index 43f89c9..d5ae2c9 100644 --- a/assignments/satellites/index.html +++ b/assignments/satellites/index.html @@ -45,4 +45,4 @@

    The combination of bands 6-4-2 is particularly well suited for looking at agriculture -- vegetation appears as shades of green and urban areas or bare soil appear as brown/magenta.

    agriculture -

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/assignments/street-view/index.html b/assignments/street-view/index.html index e3bfed3..3c36615 100644 --- a/assignments/street-view/index.html +++ b/assignments/street-view/index.html @@ -80,4 +80,4 @@

    make sure you use the snippet above and not the code from step 3.

    The last five numbers, define the heading, field of view (fov), pitch, and radius that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

    URL diagram -

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file +

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/assignments/syllabus/index.html b/assignments/syllabus/index.html index 591db5b..9edd6ca 100644 --- a/assignments/syllabus/index.html +++ b/assignments/syllabus/index.html @@ -8,8 +8,8 @@ 1.5 credits Ware Lounge

    Adam Vosburgh adam (dot) vosburgh (at) columbia.edu
    -office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/18 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. -Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. +office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/25 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. +Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, use the tools taught in the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. 12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.

    Attendance (6 points)
    Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).

    In-class participation (1 point)
    You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers.

    Assignments + Portfolio (5 points, 1 point each) @@ -17,4 +17,4 @@ Extra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.

    Software

    Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.
    Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available here, and a training manual with good basic tutorials is available here and an introduction to GIS methods using QGIS is available here. Information regarding other GIS softwares will be provided in course resources.
    -Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file +Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file diff --git a/assignments/webmap-1/index.html b/assignments/webmap-1/index.html index 877cd96..f25e789 100644 --- a/assignments/webmap-1/index.html +++ b/assignments/webmap-1/index.html @@ -326,4 +326,4 @@ });

    Tutorial by Adam Vosburgh, Spring 2022.
    -Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file +Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file diff --git a/assignments/webmap-2/index.html b/assignments/webmap-2/index.html index 7ab9dca..c1a051b 100644 --- a/assignments/webmap-2/index.html +++ b/assignments/webmap-2/index.html @@ -768,4 +768,4 @@ ] };

    Looking forward to seeing what you make!

    Tutorial by Adam Vosburgh, Spring 2022.
    -Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file +Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file diff --git a/assignments/xyz-tiles/index.html b/assignments/xyz-tiles/index.html index 6d7c6f6..849cb5d 100644 --- a/assignments/xyz-tiles/index.html +++ b/assignments/xyz-tiles/index.html @@ -1 +1 @@ -
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

    \ No newline at end of file diff --git a/index.html b/index.html index 63dcadb..1bf7956 100644 --- a/index.html +++ b/index.html @@ -8,8 +8,8 @@ 1.5 credits Ware Lounge

    Adam Vosburgh adam (dot) vosburgh (at) columbia.edu
    -office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/18 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. -Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. +office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/25 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. +Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, use the tools taught in the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. 12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.

    Attendance (6 points)
    Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).

    In-class participation (1 point)
    You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers.

    Assignments + Portfolio (5 points, 1 point each) @@ -17,4 +17,4 @@ Extra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.

    Software

    Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.
    Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available here, and a training manual with good basic tutorials is available here and an introduction to GIS methods using QGIS is available here. Information regarding other GIS softwares will be provided in course resources.
    -Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file +Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Access and use multispectral satellite imagery\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Acquire fluency with visual design concepts central to cartographic representations\")), mdx(\"h2\", null, \"Course Overview\"), mdx(\"table\", null, mdx(\"thead\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"thead\"\n }, mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Date\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Week\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Topic\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial due\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment due\"))), mdx(\"tbody\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/19\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Introduction to Critical GIS + Spatial Data Types\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n })), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/26\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Cartographic Projections + Mapping Existing Datasets\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 1 & 2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 0\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/02\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data from Archives\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), 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{\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/18 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.\"), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file +{"componentChunkName":"component---src-pages-assignments-mdx-slug-js","path":"/assignments/syllabus/","result":{"data":{"mdx":{"frontmatter":{"title":"Methods in Spatial Research"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? 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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), 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{\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/25 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, \", mdx(\"strong\", {\n parentName: \"p\"\n }, \"use the tools taught in the relevant tutorials.\")), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file diff --git a/page-data/index/page-data.json b/page-data/index/page-data.json index 16ebc70..8a6e074 100644 --- a/page-data/index/page-data.json +++ b/page-data/index/page-data.json @@ -1 +1 @@ -{"componentChunkName":"component---src-pages-index-js","path":"/","result":{"data":{"mdx":{"frontmatter":{"title":"Methods in Spatial Research"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? 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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Access and use multispectral satellite imagery\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Acquire fluency with visual design concepts central to cartographic representations\")), mdx(\"h2\", null, \"Course Overview\"), mdx(\"table\", null, mdx(\"thead\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"thead\"\n }, mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Date\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Week\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Topic\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial due\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment due\"))), mdx(\"tbody\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/19\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Introduction to Critical GIS + Spatial Data Types\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n })), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/26\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Cartographic Projections + Mapping Existing Datasets\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 1 & 2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 0\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/02\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data from Archives\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), 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{\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/18 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.\"), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{}},"staticQueryHashes":["3159585216"]} \ No newline at end of file +{"componentChunkName":"component---src-pages-index-js","path":"/","result":{"data":{"mdx":{"frontmatter":{"title":"Methods in Spatial Research"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? 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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), 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Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/25 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, \", mdx(\"strong\", {\n parentName: \"p\"\n }, \"use the tools taught in the relevant tutorials.\")), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{}},"staticQueryHashes":["3159585216"]} \ No newline at end of file diff --git a/page-data/resources/assignment05/page-data.json b/page-data/resources/assignment05/page-data.json index beb9d17..4054cc4 100644 --- a/page-data/resources/assignment05/page-data.json +++ b/page-data/resources/assignment05/page-data.json @@ -1 +1 @@ -{"componentChunkName":"component---src-pages-resources-mdx-slug-js","path":"/resources/assignment05/","result":{"data":{"mdx":{"frontmatter":{"title":"Where Next?"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? Object.assign.bind() : function (target) { for (var i = 1; i < arguments.length; i++) { var source = arguments[i]; for (var key in source) { if (Object.prototype.hasOwnProperty.call(source, key)) { target[key] = source[key]; } } } return target; }; return _extends.apply(this, arguments); }\nfunction _objectWithoutProperties(source, excluded) { if (source == null) return {}; var target = _objectWithoutPropertiesLoose(source, excluded); var key, i; if (Object.getOwnPropertySymbols) { var sourceSymbolKeys = Object.getOwnPropertySymbols(source); for (i = 0; i < sourceSymbolKeys.length; i++) { key = sourceSymbolKeys[i]; if (excluded.indexOf(key) >= 0) continue; if (!Object.prototype.propertyIsEnumerable.call(source, key)) continue; target[key] = source[key]; } } return target; }\nfunction _objectWithoutPropertiesLoose(source, excluded) { if (source == null) return {}; var target = {}; var sourceKeys = Object.keys(source); var key, i; for (i = 0; i < sourceKeys.length; i++) { key = sourceKeys[i]; if (excluded.indexOf(key) >= 0) continue; target[key] = source[key]; } return target; }\n/* @jsxRuntime classic */\n/* @jsx mdx */\n\nvar _frontmatter = {\n \"title\": \"Where Next?\",\n \"date\": \"2023-03-08\",\n \"author\": \"Adam Vosburgh\",\n \"sequence\": 5,\n \"cat\": \"assignment\"\n};\nvar layoutProps = {\n _frontmatter: _frontmatter\n};\nvar MDXLayout = \"wrapper\";\nreturn function MDXContent(_ref) {\n var components = _ref.components,\n props = _objectWithoutProperties(_ref, _excluded);\n return mdx(MDXLayout, _extends({}, layoutProps, props, {\n components: components,\n mdxType: \"MDXLayout\"\n }), mdx(\"h3\", null, \"Due: 3/18, with Mapping Portfolio\"), mdx(\"h3\", null, \"What\"), mdx(\"p\", null, mdx(\"strong\", {\n parentName: \"p\"\n }, \"This is an extra credit assignment.\"), \" Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.\"), mdx(\"p\", null, \"Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:\"), mdx(\"h3\", null, \"Tutorial 8: Making Data from Street View\"), mdx(\"p\", null, \"Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.\"), mdx(\"p\", null, \"Design a layout to present the images on one or more pages (or GIFs)\"), mdx(\"p\", null, \"Submission Materials:\"), mdx(\"p\", null, \"A multi page PDF with: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Page 1: the layout you designed, and a link to your google colab notebook.\")), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Page 2: A screenshot of the directory on your computer where you have saved your downloaded images \")), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"A downloaded csv or geojson of your final dataset (on canvas)\"))), mdx(\"h3\", null, \"Tutorial 9: Making Data in Python:\"), mdx(\"p\", null, \"Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Recreate tutorial 5 in your own notebook. 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[available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/18 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.\"), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file +{"componentChunkName":"component---src-pages-resources-mdx-slug-js","path":"/resources/syllabus/","result":{"data":{"mdx":{"frontmatter":{"title":"Methods in Spatial Research"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? Object.assign.bind() : function (target) { for (var i = 1; i < arguments.length; i++) { var source = arguments[i]; for (var key in source) { if (Object.prototype.hasOwnProperty.call(source, key)) { target[key] = source[key]; } } } return target; }; return _extends.apply(this, arguments); }\nfunction _objectWithoutProperties(source, excluded) { if (source == null) return {}; var target = _objectWithoutPropertiesLoose(source, excluded); var key, i; if (Object.getOwnPropertySymbols) { var sourceSymbolKeys = Object.getOwnPropertySymbols(source); for (i = 0; i < sourceSymbolKeys.length; i++) { key = sourceSymbolKeys[i]; if (excluded.indexOf(key) >= 0) continue; if (!Object.prototype.propertyIsEnumerable.call(source, key)) continue; target[key] = source[key]; } } return target; }\nfunction _objectWithoutPropertiesLoose(source, excluded) { if (source == null) return {}; var target = {}; var sourceKeys = Object.keys(source); var key, i; for (i = 0; i < sourceKeys.length; i++) { key = sourceKeys[i]; if (excluded.indexOf(key) >= 0) continue; target[key] = source[key]; } return target; }\n/* @jsxRuntime classic */\n/* @jsx mdx */\n\nvar _frontmatter = {\n \"title\": \"Methods in Spatial Research\",\n \"cat\": \"syllabus\"\n};\nvar layoutProps = {\n _frontmatter: _frontmatter\n};\nvar MDXLayout = \"wrapper\";\nreturn function MDXContent(_ref) {\n var components = _ref.components,\n props = _objectWithoutProperties(_ref, _excluded);\n return mdx(MDXLayout, _extends({}, layoutProps, props, {\n components: components,\n mdxType: \"MDXLayout\"\n }), mdx(\"p\", null, mdx(\"span\", {\n parentName: \"p\",\n \"className\": \"gatsby-resp-image-wrapper\",\n \"style\": {\n \"position\": \"relative\",\n \"display\": \"block\",\n \"marginLeft\": \"auto\",\n \"marginRight\": \"auto\",\n \"maxWidth\": \"800px\"\n }\n }, \"\\n \", mdx(\"span\", {\n parentName: \"span\",\n \"className\": \"gatsby-resp-image-background-image\",\n \"style\": {\n \"paddingBottom\": \"25.5%\",\n \"position\": \"relative\",\n \"bottom\": \"0\",\n \"left\": \"0\",\n \"backgroundImage\": \"url('data:image/png;base64,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')\",\n \"backgroundSize\": \"cover\",\n \"display\": \"block\"\n }\n }), \"\\n \", mdx(\"img\", {\n parentName: \"span\",\n \"className\": \"gatsby-resp-image-image\",\n \"alt\": \"sample maps\",\n \"title\": \"sample maps\",\n \"src\": \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/5a190/header_img.png\",\n \"srcSet\": [\"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/772e8/header_img.png 200w\", \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/e17e5/header_img.png 400w\", \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/5a190/header_img.png 800w\", \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/c1b63/header_img.png 1200w\", \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/29007/header_img.png 1600w\", \"/methods-in-spatial-research-sp2024/static/c2902c27fde35edf36fefb1c84fa9fc5/cfad9/header_img.png 2717w\"],\n \"sizes\": \"(max-width: 800px) 100vw, 800px\",\n \"style\": {\n \"width\": \"100%\",\n \"height\": \"100%\",\n \"margin\": \"0\",\n \"verticalAlign\": \"middle\",\n \"position\": \"absolute\",\n \"top\": \"0\",\n \"left\": \"0\"\n },\n \"loading\": \"lazy\",\n \"decoding\": \"async\"\n }), \"\\n \")), mdx(\"p\", null, \"From left:\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://placesjournal.org/article/everything-sings-maps-for-a-narrative-atlas/?cn-reloaded=1\"\n }, \"Dennis Wood. 2011. \\u201CEverything Sings: Maps for a Narrative Atlas\\u201D via Places Journal\"), \";\\nHans Haacke \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Shapolsky et al. Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Access and use multispectral satellite imagery\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Acquire fluency with visual design concepts central to cartographic representations\")), mdx(\"h2\", null, \"Course Overview\"), mdx(\"table\", null, mdx(\"thead\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"thead\"\n }, mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Date\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Week\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Topic\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial due\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment due\"))), mdx(\"tbody\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/19\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Introduction to Critical GIS + Spatial Data Types\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n })), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/26\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Cartographic Projections + Mapping Existing Datasets\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 1 & 2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 0\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/02\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data from Archives\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 1\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/09\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"4\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data From Observation & Sensing\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 3\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 2\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/16\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"5\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data from Satellites\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 4\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 3\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/25 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, \", mdx(\"strong\", {\n parentName: \"p\"\n }, \"use the tools taught in the relevant tutorials.\")), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. 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This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file diff --git a/page-data/tutorials/assignment05/page-data.json b/page-data/tutorials/assignment05/page-data.json index c6aa287..a5c073f 100644 --- a/page-data/tutorials/assignment05/page-data.json +++ b/page-data/tutorials/assignment05/page-data.json @@ -1 +1 @@ -{"componentChunkName":"component---src-pages-tutorials-mdx-slug-js","path":"/tutorials/assignment05/","result":{"data":{"mdx":{"frontmatter":{"title":"Where Next?"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? 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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Access and use multispectral satellite imagery\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Acquire fluency with visual design concepts central to cartographic representations\")), mdx(\"h2\", null, \"Course Overview\"), mdx(\"table\", null, mdx(\"thead\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"thead\"\n }, mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Date\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Week\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Topic\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial due\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment due\"))), mdx(\"tbody\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/19\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Introduction to Critical GIS + Spatial Data Types\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n })), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/26\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Cartographic Projections + Mapping Existing Datasets\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 1 & 2\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 0\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"2/02\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Making Data from Archives\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), 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{\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/18 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.\"), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file +{"componentChunkName":"component---src-pages-tutorials-mdx-slug-js","path":"/tutorials/syllabus/","result":{"data":{"mdx":{"frontmatter":{"title":"Methods in Spatial Research"},"body":"var _excluded = [\"components\"];\nfunction _extends() { _extends = Object.assign ? 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Manhattan Real Estate Holdings, a Real-Time Social System, as of May 1, 1971\"), \". 1971; \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\"), \" \"), mdx(\"h2\", null, \"Syllabus\"), mdx(\"p\", null, \"Spring 2024\\nFriday 9-11, session A\\n1.5 credits\\nWare Lounge\"), mdx(\"p\", null, \"Adam Vosburgh\\nadam (dot) vosburgh (at) columbia.edu\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"office hours by appointment, sign up \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://calendar.app.google/GNLUhXf1bNQQrp348\"\n }, \"here\")), mdx(\"h2\", null, \"Description\"), mdx(\"p\", null, \"This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research. \"), mdx(\"p\", null, \"Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses. \"), mdx(\"p\", null, \"This is a \\\"making & doing\\\" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design. \"), mdx(\"h2\", null, \"Learning Objectives\"), mdx(\"p\", null, \"After completing the course participants will: \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"Develop robust familiarity with QGIS and its functions\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Gain fluency with foundational GIS concepts (including how the GIS data model abstracts geographic phenomena)\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Understand GIS spatial data types and the kinds of analysis that are possible with each \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from field observation and participatory sensing\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Create new spatial datasets from archival sources\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Access and use multispectral satellite imagery\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"Acquire fluency with visual design concepts central to cartographic representations\")), mdx(\"h2\", null, \"Course Overview\"), mdx(\"table\", null, mdx(\"thead\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"thead\"\n }, mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Date\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Week\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Topic\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial due\"), mdx(\"th\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment due\"))), mdx(\"tbody\", {\n parentName: \"table\"\n }, mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1/19\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"1\"), mdx(\"td\", {\n parentName: 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{\n parentName: \"tr\",\n \"align\": null\n }, \"2/23\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Maps & Narrative\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Tutorial 5 OR Tutorial 6\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 4\")), mdx(\"tr\", {\n parentName: \"tbody\"\n }, mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"3/18\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Portfolio Due\"), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }), mdx(\"td\", {\n parentName: \"tr\",\n \"align\": null\n }, \"Assignment 5 (for extra credit)\")))), mdx(\"h2\", null, \"Weekly Schedule, Readings, & Assignments\"), mdx(\"p\", null, \"All course tutorials and assignments will be posted \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://centerforspatialresearch.github.io/methods-in-spatial-research-sp2024/\"\n }, \"here\"), \" on the course website.\"), mdx(\"p\", null, \"All readings and previous lecture slides will be posted on Canvas and in the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course drive\"), \". \"), mdx(\"h3\", null, \"1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types\"), mdx(\"h4\", null, \"In class\"), mdx(\"p\", null, \"Group map critiques. Examples to be distributed during class\"), mdx(\"h3\", null, \"1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets\"), mdx(\"h4\", null, \"Assignment 0 due \\u2013 NYC Trees\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D 2014.\"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.\"), \" \"), mdx(\"p\", null, \"Optional: Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. [available online via CLIO \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://clio.columbia.edu/catalog/12582759?counter=1\"\n }, \"here\"), \"]\"), mdx(\"h3\", null, \"2/02 | Week 3 | Making Data from Archives\"), mdx(\"h4\", null, \"Assignment 1 due \\u2013 Intentional Misuse\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D 2016.\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is an interdisciplinary paper with insights about both the history of land use in New York City and new methods for uncovering such histories with GIS. The link between these two aspects of the paper is really key and helpful, I think, as an illustration of how to develop spatial projects. They discuss three different sets of methods about three different urban land use phenomena. If you need to skim this piece read the introduction/conclusion and then pick at one of the sections on methods to focus on.\")), mdx(\"p\", null, \"Wilson, Mabel. \\\"The Cartography of W.E.B. Du Bois\\u2019s Color Line\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century.\"), \" Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. \", \"[selections]\", \" \"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"This is a short essay on the significance and context of the cartographic work of W.E.B. Du Bois, a scholar and civil rights leader working in the United States in the early-mid 20th century. This essay discusses a historical mapping project, but unlike the other readings/projects for this week, it does not re-draw or further develop GIS methods/data from that historical material. Instead a key point this article brings to our conversations in class is the importance of interrogating historical/archival materials in relation to the context in which they were created. \"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"n.b. Scan includes required short essay by Mabel Wilson as well as optional introduction to the scanned plates and a selection of a few of the maps/data visualizations that were included in the exhibition discussed. \")), mdx(\"p\", null, \"Digital Scholarship Lab, University of Richmond. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Mapping Inequality\"), \" 2015-ongoing\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"explore the \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/\"\n }, \"interactive maps\"), \" & be sure to read \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://dsl.richmond.edu/panorama/redlining/#loc=5/39.1/-94.58&text=intro\"\n }, \"the introduction\"))), mdx(\"h3\", null, \"2/09 | Week 4 | Making Data From Observation & Sensing\"), mdx(\"h4\", null, \"Assignment 2 due \\u2013 Selective Digitization\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://urbanomnibus.net/2019/05/stalking-smart-city/\"\n }, \"House, Brian. \\\"Stalking the Smart City.\\\" 2019\")), mdx(\"p\", null, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.italianlimes.net/\"\n }, \"Folder. \", mdx(\"em\", {\n parentName: \"a\"\n }, \"Italian Limes\"), \". 2014\")), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. \", mdx(\"em\", {\n parentName: \"p\"\n }, \"A Moving Border: Alpine Cartographies of Climate Change\"), \" \", \"[Selections]\", \". 2019\"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D 2015.\"), mdx(\"h3\", null, \"2/16 | Week 5 | Making Data from Satellites\"), mdx(\"h4\", null, \"Assignment 3 due \\u2013 Mapping Observations\"), mdx(\"h4\", null, \"Readings (available in \", mdx(\"a\", {\n parentName: \"h4\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"course Drive\"), \")\"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D 2013. \"), mdx(\"p\", null, mdx(\"em\", {\n parentName: \"p\"\n }, \"Please also review from week 2: Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D 1992\"), \" \"), mdx(\"h3\", null, \"2/23 | Week 6 | (last day of Session A) | Maps & Narrative\"), mdx(\"h4\", null, \"Assignment 4 due \\u2013 Mapping Remotely\"), mdx(\"h4\", null, \"Readings\"), mdx(\"p\", null, \"Please watch: \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://dsrny.com/project/in-plain-sight\"\n }, mdx(\"em\", {\n parentName: \"a\"\n }, \"In Plain Sight.\"), \" by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.\"), \" \"), mdx(\"p\", null, \"Please read these map-based articles from the New York Times:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/10/02/opinion/amazon-under-threat.html\"\n }, \"Serkez, Yaryna. \\u201COpinion: Every Place Under Threat.\\u201D The New York Times, October 2, 2020, sec. Opinion.\"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.nytimes.com/interactive/2020/08/24/climate/racism-redlining-cities-global-warming.html\"\n }, \"Plumer, Brad, Nadja Popovich, and Brian Palmer. 2020. \\u201CHow Decades of Racist Housing Policy Left Neighborhoods Sweltering.\\u201D The New York Times, August 31, 2020, sec. Climate.\"), \" \"), mdx(\"ul\", {\n parentName: \"li\"\n }, mdx(\"li\", {\n parentName: \"ul\"\n }, \"across these articles and when watching \", mdx(\"em\", {\n parentName: \"li\"\n }, \"In Plain Sight\"), \" try to focus on identifying the core narrative, and then on discerning \", mdx(\"em\", {\n parentName: \"li\"\n }, \"how\"), \" the narrative is being conveyed via the maps and other media used\"), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"em\", {\n parentName: \"li\"\n }, \"n.b.\"), \" there is a longer list of New York Times map-based articles included at the end of the precedents page \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"\"\n }, \"here\"), \", please feel free to read several of these in addition to the two listed above (if you choose to read an NYT map article that is not already on cited on the precedents page list, please include a link to the article in your discussion question post on Canvas). \"))), mdx(\"li\", {\n parentName: \"ul\"\n }, mdx(\"p\", {\n parentName: \"li\"\n }, \"Columbia University Libraries provides access to NYTimes.com for all students. Please see instructions \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://guides.library.columbia.edu/nytimes\"\n }, \"here\"), \" to set up an account\"))), mdx(\"h3\", null, \"3/25 | Mapping Portfolio Due\"), mdx(\"p\", null, \"Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software.\\nAdd a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.\"), mdx(\"p\", null, \"If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.\"), mdx(\"p\", null, \"All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, \", mdx(\"strong\", {\n parentName: \"p\"\n }, \"use the tools taught in the relevant tutorials.\")), mdx(\"p\", null, \"Assignment 5 is available for those who would like an extra credit point (as described below).\"), mdx(\"h2\", null, \"Class Requirements and Grading\"), mdx(\"p\", null, \"Grading for the class is as follows:\"), mdx(\"p\", null, \"There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point.\\n12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.\"), mdx(\"p\", null, \"Attendance (6 points)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).\"), mdx(\"p\", null, \"In-class participation (1 point)\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers. \"), mdx(\"p\", null, \"Assignments + Portfolio (5 points, 1 point each)\\nWeekly map assignments will allow you to apply the skills acquired via tutorials and begin to experiment with creative applications of spatial methods. Five map assignments will be completed over the course of the six week course and as such are intended to be limited in scope; experimental; and geared towards learning and creative engagement rather than demonstrating advanced skills. Assignment descriptions and associated assessment rubrics can be found on the assignments tab of the course site.\"), mdx(\"p\", null, \"For the final course session you will assemble your map assignments into a single document/portfolio/atlas.\"), mdx(\"p\", null, \"Extra Credit (1 point each)\\nExtra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.\"), mdx(\"h2\", null, \"Software\"), mdx(\"p\", null, \"Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/user_manual/\"\n }, \"here\"), \", and a training manual with good basic tutorials is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/training_manual/\"\n }, \"here\"), \" and an introduction to GIS methods using QGIS is available \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://docs.qgis.org/3.16/en/docs/gentle_gis_introduction/\"\n }, \"here\"), \".\\nInformation regarding other GIS softwares will be provided in course resources.\", mdx(\"br\", {\n parentName: \"p\"\n }), \"\\n\", \"Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required. \"), mdx(\"h2\", null, \"Course google drive folder\"), mdx(\"p\", null, \"All readings and course data will be available via Google Drive \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://drive.google.com/open?id=1Tg8DHP23Y19q6bbjMeUctUM2aqsPuZ8q&usp=drive_fs\"\n }, \"here\"), \".\"), mdx(\"h2\", null, \"Academic Integrity\"), mdx(\"p\", null, \"The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity. \"), mdx(\"p\", null, \"Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited. \"), mdx(\"p\", null, \"In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent. \"), mdx(\"p\", null, \"Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia. \"), mdx(\"p\", null, \"For more information on academic integrity at Columbia, students may refer to the \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"http://www.college.columbia.edu/academics/academicintegrity\"\n }, \"Columbia University Undergraduate Guide to Academic Integrity\"), \" as well as the GSAPP \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/honor-system\"\n }, \"Honor System\"), \" and \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://www.arch.columbia.edu/plagiarism-policy\"\n }, \"Plagiarism Policy\"), \". \"), mdx(\"h2\", null, \"Community & Accessibility\"), mdx(\"p\", null, \"This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.\"), mdx(\"p\", null, \"GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with \", mdx(\"a\", {\n parentName: \"p\",\n \"href\": \"https://health.columbia.edu/content/disability-services\"\n }, \"Disability Services (DS)\"), \" and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations. \"), mdx(\"h2\", null, \"Email Policy\"), mdx(\"p\", null, \"Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.\"), mdx(\"p\", null, \"Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:\"), mdx(\"ul\", null, mdx(\"li\", {\n parentName: \"ul\"\n }, \"a clear description of what you are trying to do, and what the problem is\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a summary of the steps you have already taken to address the issue\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"screenshots (where applicable) that help to explain the problem\"), mdx(\"li\", {\n parentName: \"ul\"\n }, \"a link to at least one website you consulted for assistance with the issue before writing the email.The \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://docs.qgis.org/3.10/en/docs/index.html\"\n }, \"QGIS docs\"), \" is a good starting place as is \", mdx(\"a\", {\n parentName: \"li\",\n \"href\": \"https://gis.stackexchange.com/\"\n }, \"GIS Stack Exchange\"), \".\")), mdx(\"h2\", null, \"Bibliography\"), mdx(\"p\", null, \"Baics, Gergely, and Leah Meisterlin. \\u201CZoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.\\u201D Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152\\u201375. \"), mdx(\"p\", null, \"Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois\\u2019s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. \", \"[Amherst, Massachusetts]\", \"\\u202F: Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst\\u202F; Princeton Architectural Press, 2018.\"), mdx(\"p\", null, \"Corner, James. \\u201CThe Agency of Mapping.\\u201D In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.\"), mdx(\"p\", null, \"Cooper, Danika. \\u201CDrawing Deserts, Making Worlds.\\u201D Essay. In Deserts Are Not Empty, edited by Samia Henni, 79\\u2013107. Columbia University, 2022. \"), mdx(\"p\", null, \"Couclelis, Helen. \\u201CPeople Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.\\u201D In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65\\u201377. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. \"), mdx(\"p\", null, \"Desimini, Jill, and Charles Waldheim. \\u201CIntroduction: Projecting the Landscape Imaginary.\\u201D In Cartographic Grounds\\u202F: Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016. \"), mdx(\"p\", null, \"Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019. \"), mdx(\"p\", null, \"House, Brian. \\\"Stalking the Smart City.\\\" \", mdx(\"em\", {\n parentName: \"p\"\n }, \"Urban Omnibus\"), \" 2019 \"), mdx(\"p\", null, \"Kurgan, Laura. \\u201CMapping Considered as a Problem of Theory and Practice.\\u201D In Close up at a Distance\\u202F: Mapping, Technology, and Politics, 9\\u201318. Brooklyn, NY: Zone Books, 2013. \"), mdx(\"p\", null, \"M\\xF6rtenb\\xF6ck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015. \"), mdx(\"p\", null, \"Rankin, William. \\\"Introduction Territory and the Mapping Sciences\\\" in \", mdx(\"em\", {\n parentName: \"p\"\n }, \"After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century\"), \". Chicago: University of Chicago Press. 2016. \"), mdx(\"p\", null, \"Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. \\u201CDigital Matatus: Using Mobile Technology to Visualize Informality.\\u201D ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9. \"), mdx(\"p\", null, \"Wood, Dennis. \\\"Everything Sings: Maps for a Narrative Atlas.\\\" In Places Journal. 2011.\"), mdx(\"p\", null, \"Woods, Clyde Adrian., and Katherine. McKittrick. \\u201CNo One Knows the Mysteries at the Bottom of the Ocean.\\u201D In Black Geographies and the Politics of Place. Toronto, Ont.\\u202F: Cambridge, Mass.: Between the Lines\\u202F; South End Press, 2007. \"));\n}\n;\nMDXContent.isMDXComponent = true;"}},"pageContext":{"id":"f0430ce5-6e1b-5c61-b01e-666238c8be3c","slug":"syllabus","__params":{"slug":"syllabus"}}},"staticQueryHashes":["3159585216"]} \ No newline at end of file diff --git a/resources/aerial-imagery/index.html b/resources/aerial-imagery/index.html index 60a407e..fa1cf0d 100644 --- a/resources/aerial-imagery/index.html +++ b/resources/aerial-imagery/index.html @@ -113,4 +113,4 @@

    The last two numbers, 13 and 640, define the zoom level and the image size that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

    URL diagram -

    Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

    Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

    Assignment

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Upload to Canvas:

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file +

    Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

    Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

    Assignment

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Upload to Canvas:

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/resources/archives/index.html b/resources/archives/index.html index 90a3481..1d3db50 100644 --- a/resources/archives/index.html +++ b/resources/archives/index.html @@ -62,4 +62,4 @@ streams dig

    Challenge

    Design a map of NYC's disappeared ecologies.
    Continue to digitize other natural features, such as marshes, topography, or shorelines. Each feature type should be its own new layer. Experiment with digitizing point, and polygon features.

    Design a basemap using present day data for NYC such as building footprints, curblines, or other planimetric feature

    Present your hidden ecologies map as a designed map composition that includes:

    You do not need to map all of Manhattan but rather should find a location that interests you and make an argument about that location through your map design.

    Assignment

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.
    -More details over at Assignment 2

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file +More details over at Assignment 2

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/resources/assignment01/index.html b/resources/assignment01/index.html index ee6ebd4..546a46c 100644 --- a/resources/assignment01/index.html +++ b/resources/assignment01/index.html @@ -1 +1 @@ -
    Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Intentional Re/Mis Use

    Due: 2/02

    "Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

    The main task

    Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

    Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements and considerations

    • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
    • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
    • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
    • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
    • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
    • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

    Format

    • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
    • Your designed map composition must thoughtfully include:
      • title
      • legend
      • scale bar
      • north arrow (your map doesn't need to have north be pointing vertically...)
      • citations for all data sources
      • projection used
      • your name

    Submission

    Upload your map:

    • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
    • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

    Starting points/guidance

    For sources for spatial datasets see:

    A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

    I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

    • shapefile
    • geojson
    • KML/KMZ
    • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

    If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

    This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

    \ No newline at end of file +
    Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Intentional Re/Mis Use

    Due: 2/02

    "Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

    The main task

    Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

    Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements and considerations

    • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
    • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
    • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
    • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
    • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
    • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

    Format

    • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
    • Your designed map composition must thoughtfully include:
      • title
      • legend
      • scale bar
      • north arrow (your map doesn't need to have north be pointing vertically...)
      • citations for all data sources
      • projection used
      • your name

    Submission

    Upload your map:

    • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
    • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

    Starting points/guidance

    For sources for spatial datasets see:

    A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

    I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

    • shapefile
    • geojson
    • KML/KMZ
    • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

    If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

    This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

    \ No newline at end of file diff --git a/resources/assignment02/index.html b/resources/assignment02/index.html index 4fa6485..2d4c24e 100644 --- a/resources/assignment02/index.html +++ b/resources/assignment02/index.html @@ -1 +1 @@ -
    Selective Digitization<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Selective Digitization

    Due: 2/09

    What

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

    Think strategically about your basemap: What context is needed to understand the focus of your map?

    Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements

    • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

    • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

    • Your designed map composition must include:

      • title
      • legend
      • scale bar (or two depending on whether you show your map at the same scale...)
      • north arrow (your map doesn't need to have north pointing vertically...)
      • citations for all data sources (please use Chicago style or an equivalent)
      • projection used
      • your name

    Submission

    • Upload your designed map & a copy of the scanned map you georeferenced:
      • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
      • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

    Resources

    Here are a few good resources for finding scanned maps:

    \ No newline at end of file +
    Selective Digitization<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Selective Digitization

    Due: 2/09

    What

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

    Think strategically about your basemap: What context is needed to understand the focus of your map?

    Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements

    • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

    • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

    • Your designed map composition must include:

      • title
      • legend
      • scale bar (or two depending on whether you show your map at the same scale...)
      • north arrow (your map doesn't need to have north pointing vertically...)
      • citations for all data sources (please use Chicago style or an equivalent)
      • projection used
      • your name

    Submission

    • Upload your designed map & a copy of the scanned map you georeferenced:
      • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
      • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

    Resources

    Here are a few good resources for finding scanned maps:

    \ No newline at end of file diff --git a/resources/assignment03/index.html b/resources/assignment03/index.html index 1c7fa84..d27d4eb 100644 --- a/resources/assignment03/index.html +++ b/resources/assignment03/index.html @@ -1 +1 @@ -
    Collecting & Mapping<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Collecting & Mapping

    Due: 2/16

    What

    Complete either tutorial 4 or 5, and complete the corresponding assignment:

    Tutorial 4: Making Data from Field Observations

    Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

    • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
    • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
    • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
    • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
    • Export it as a CSV file, and create a map of it in QGIS

    Requirements

    • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
    • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
    • In assembling data for your basemap you might look to:

    Reference

    For reference here are the precedent projects we looked at in class on 2/09

    Optional additional exercise

    Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

    Create two maps that speak to the different kinds of information that each approach allows you to gather.

    Tutorial 5: Using Data for the US Census

    Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
    • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

    Requirements

    • The dataset that you add must be from the US census.
    • As usual, add a two sentence summary of your map and argument to your pdf upload.
    • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
    • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
    • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

    Submission

    • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
    • Add your map to the Miro board under Assignment 3
    \ No newline at end of file +
    Collecting & Mapping<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Collecting & Mapping

    Due: 2/16

    What

    Complete either tutorial 4 or 5, and complete the corresponding assignment:

    Tutorial 4: Making Data from Field Observations

    Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

    • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
    • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
    • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
    • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
    • Export it as a CSV file, and create a map of it in QGIS

    Requirements

    • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
    • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
    • In assembling data for your basemap you might look to:

    Reference

    For reference here are the precedent projects we looked at in class on 2/09

    Optional additional exercise

    Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

    Create two maps that speak to the different kinds of information that each approach allows you to gather.

    Tutorial 5: Using Data for the US Census

    Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
    • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

    Requirements

    • The dataset that you add must be from the US census.
    • As usual, add a two sentence summary of your map and argument to your pdf upload.
    • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
    • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
    • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

    Submission

    • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
    • Add your map to the Miro board under Assignment 3
    \ No newline at end of file diff --git a/resources/assignment04/index.html b/resources/assignment04/index.html index 03f7ee3..233b062 100644 --- a/resources/assignment04/index.html +++ b/resources/assignment04/index.html @@ -5,4 +5,4 @@ scale bar north arrow (your map doesn't need to have north pointing vertically...) citations for all data sources (please use Chicago style or an equivalent) -projection used

    Submission Materials:

    Tutorial 7: Making Data from Aerial Imagery:

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    Submission

    Optional additional exercise

    Do both!

    \ No newline at end of file +projection used

    Submission Materials:

    Tutorial 7: Making Data from Aerial Imagery:

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    Submission

    Optional additional exercise

    Do both!

    \ No newline at end of file diff --git a/resources/assignment05/index.html b/resources/assignment05/index.html index f9f851d..448aa5a 100644 --- a/resources/assignment05/index.html +++ b/resources/assignment05/index.html @@ -1 +1 @@ -
    Where Next?<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Where Next?

    Due: 3/18, with Mapping Portfolio

    What

    This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

    Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

    Tutorial 8: Making Data from Street View

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    A multi page PDF with:

    • Page 1: the layout you designed, and a link to your google colab notebook.

    • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

    • A downloaded csv or geojson of your final dataset (on canvas)

    Tutorial 9: Making Data in Python:

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    • Recreate tutorial 5 in your own notebook. (just the tutorial, not the challenge)
    • Wrangle your own data and map something else. (you must have at least one non-spatial dataset, and join it to a spatial one.)

    Submission Materials:

    • A single page PDF with your map as a .png, and a link to your google colab notebook.
    • A downloaded csv or geojson of your final dataset

    Tutorial 10+11:

    Create your own story map, using one of the tutorials we have already made, or your own dataset.

    Submission Materials:

    A multi-page PDF with:

    • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
    • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

    Submission

    • Upload your work on Canvas (refer to specific instructions above)
    • Include it in your finalized Mapping Portfolio

    Optional additional exercise

    Do all three!

    \ No newline at end of file +
    Where Next?<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Where Next?

    Due: 3/25, with Mapping Portfolio

    What

    This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

    Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

    Tutorial 8: Making Data from Street View

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    A multi page PDF with:

    • Page 1: the layout you designed, and a link to your google colab notebook.

    • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

    • A downloaded csv or geojson of your final dataset (on canvas)

    Tutorial 9: Making Data in Python:

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please wrangle your own data to create your own map. You can choose anything you like, but you must have at least one non-spatial dataset, and join it to a spatial one. If you are not sure of what you may choose, you could recreate tutorial 5 in your notebook (just the tutorial, not the challenge).

    Submission Materials:

    • A single page PDF with your map as a .png, and a link to your google colab notebook.
    • A downloaded csv or geojson of your final dataset

    Tutorial 10+11:

    Create your own story map, using one of the tutorials we have already made, or your own dataset.

    Submission Materials:

    A multi-page PDF with:

    • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
    • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

    Submission

    • Upload your work on Canvas (refer to specific instructions above)
    • Include it in your finalized Mapping Portfolio

    Optional additional exercise

    Do all three!

    \ No newline at end of file diff --git a/resources/census-data/index.html b/resources/census-data/index.html index fdd70e6..b40f636 100644 --- a/resources/census-data/index.html +++ b/resources/census-data/index.html @@ -58,4 +58,4 @@

    I recommend picking a color ramp that won't lead us to conclusions - for example, a color ramp from white to blue has the effect of telling us that blue areas are good, and white need attention. Conversely, red to white signals that the white areas are fine. In truth, I'm not sure what to make of the results of this dataset yet, so I chose Cividis, which is blue to yellow. As a side note, if you ever need help picking the right colors for maps in the future, I highly recommmend Color Brewer 2

    Go ahead and export this map to our processed folder, with a right click on the layer, Save Features As, and select the location. This ensures that your work is portable between QGIS projects, and won't get lost in a crash.

    Adding a water layer

    One thing that is confusing about the map, is that census tracts extend over water as well. This makes it difficult to read at times.

    Download the [hydrogaphy basemap from NYC Open Data] (https://data.cityofnewyork.us/Environment/HYDRO/pjs3-c3z5/about_data), and add it to your project. Give it a blue-ish color that doesn't contrast with the data.

    final map -

    Final Map

    Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

    Challenge

    What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

    Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Final Map

    Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

    Challenge

    What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

    Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/resources/further-learning/index.html b/resources/further-learning/index.html index 6950557..88885ec 100644 --- a/resources/further-learning/index.html +++ b/resources/further-learning/index.html @@ -1,2 +1,2 @@
    Further GIS learning resources<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Further GIS learning resources

    Resources

    This page provides a partially-annotated bibliography of mapping resources. -It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

    Software Tools and Environments

    Desktop GIS Software

    • QGIS - Used in the tutorials!
    • ArcGIS - Commercial GIS software you're likely to find in corporate settings & government agencies. Licenses are very expensive so generally not recommended for personal use.

    Javascript Libraries for Web Mapping and Data Visualization

    • GitHub Pages - Not a javascript library but one of the easiest ways to publish a static website. (Used in Tutorials)
    • Mapbox GL - From the Tutorials!
    • OpenLayers - Yet another open-source map library. Support for many different raster and vector data sources.
    • Tangram - Another WebGL-based map library which lets you define custom styles directly rather than depending on vector tiles like Mapbox.
    • Leaflet - Open-Source javascript library for easy web maps, somewhat similar in functionality to Mapbox GL but not as good-looking.
    • D3 - Slightly complicated but very flexible library for interactive data visualization.

    Jupyter Notebooks

    These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

    Data Sources & Archives

    Learning Resources

    Columbia/Barnard

    General Resources/Introductions

    • Programming Historian
    • Baruch College Newman Library GIS Guides
    • GIS StackExchange - StackExchange and related sites (StackOverflow for code/programming topics) are a great resource, especially for open-source GIS tools like QGIS which tend to be less rigorously documented than their commercial counterparts. However, you need to be careful that specific solutions you find here are relevant to the version of the software you're using - comments and threads here are usually more useful at a broader conceptual level than as a way to find viable examples and instructions. Look to the official documentation for these kinds of things as they'll almost always be more up-to-date.

    Projections

    Remote Sensing

    Mapping Online/Webmaps

    • Web Developer Roadmap - As this will show you, web development is a huge topic with many different areas of specialization. This is a good structured overview of what's out there when/if you choose to go beyond the simple static site setup we used in the tutorials.

    Blogs, Inspiration

    Other Columbia/Barnard Classes

    Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

    \ No newline at end of file +It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

    Software Tools and Environments

    Desktop GIS Software

    Javascript Libraries for Web Mapping and Data Visualization

    Jupyter Notebooks

    These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

    Data Sources & Archives

    Learning Resources

    Columbia/Barnard

    General Resources/Introductions

    Projections

    Remote Sensing

    Mapping Online/Webmaps

    Blogs, Inspiration

    Other Columbia/Barnard Classes

    Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

    \ No newline at end of file diff --git a/resources/index.html b/resources/index.html index 439caff..cfcf2ad 100644 --- a/resources/index.html +++ b/resources/index.html @@ -1 +1 @@ -
    Resources<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Resources

    \ No newline at end of file +
    Resources<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Resources

    \ No newline at end of file diff --git a/resources/mapping-where/index.html b/resources/mapping-where/index.html index 24fedc7..9ac3ecd 100644 --- a/resources/mapping-where/index.html +++ b/resources/mapping-where/index.html @@ -83,4 +83,4 @@ graduated trees map

    Assignment 0

    Design a map, or a series of maps showing your Views of NYC Trees. This is an opportunity to experiment with the nuances between these different ways of representing (and indeed understanding) trees in New York City. Complete the next short module on the print layout functions of QGIS cartographic design before embarking on this.

    Consider:
    How can your design convey similarities and differences across each of the four ways of understanding trees of New York City?

    Will you privilege one view over the others? or give equal voice to all four?

    What are the limitations of each view? strengths of each view? how can you communicate these limitations/strengths through your graphic presentation of data?

    Format:
    -Your designed map compositions must thoughtfully include:

    Submission

    Upload your completed map to Canvas

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +Your designed map compositions must thoughtfully include:

    Submission

    Upload your completed map to Canvas

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/resources/observations/index.html b/resources/observations/index.html index 580dff2..df9e2fd 100644 --- a/resources/observations/index.html +++ b/resources/observations/index.html @@ -39,4 +39,4 @@ coordinate reference systems -

    Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

    Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

    To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

    You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

    Module by Dare Brawley, fall 2021.

    \ No newline at end of file +

    Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

    Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

    To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

    You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

    Module by Dare Brawley, fall 2021.

    \ No newline at end of file diff --git a/resources/precedents-examples/index.html b/resources/precedents-examples/index.html index ef7555c..866be5e 100644 --- a/resources/precedents-examples/index.html +++ b/resources/precedents-examples/index.html @@ -1,3 +1,3 @@
    Precedents & Project Examples<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Precedents & Project Examples

    Living document of precedent projects....

    General Critical GIS/Radical Cartography resources

    Cartographic Projections + Mapping Existing Datasets

    • Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Making Data from Archives

    Making Data From Observation & Sensing

    Making Data from Satellites

    Maps & Narrative

    New York Times Graphics Department map-forward stories:

    \ No newline at end of file +

  • Fawaz, Mona, Dounia SalamĂ© and Isabela Serhan. "Seeing the City as a Delivery Driver: Practices of Syrian Men in Beirut, Lebanon." in Refugees as City Makers eds. Fawaz, Mona, Ahmad Gharbieh, Mona Harb, and Dounia SalamĂ©. Beirut: Lebanon. 2018. See page 62 of PDF.

  • Digital Matatus 2014-ongoing.

  • Prado-NĂșñez, Viviana. “Boundaries and Border Crossings: On Public Spanish in Washington Heights,” Conflict Urbanism: Language Justice.

  • Kim, Annette. “Mapping the Unmapped: Mixed Use Sidewalk Spaces,” Sidewalk City: Remapping Public Space in Ho Chi Min City. University of Chicago Press, 2015 pp. 100-169. Book available to view online via CLIO

  • House, Brian. "Stalking the Smart City." 2019

  • Folder. Italian Limes. 2014

  • Weckert,Simon. "Google Maps Hacks." 2020

  • Berardi, Francesca & Grga Basic. "We Can NYC." 2018

  • Troittin, Masson, Tallon. Usages: A subjective and Factual Analysis of Uses of Public Space. 2011

  • Svarre, Birgitte and Jan Gehl. How to Study Public Life. 2013. ebook via Columbia Library

  • MIT Sensable City Lab. "Trash Track." 2008

    • Making Data from Satellites

    Maps & Narrative

    New York Times Graphics Department map-forward stories:

    \ No newline at end of file diff --git a/resources/print-layout/index.html b/resources/print-layout/index.html index 3f05400..45120be 100644 --- a/resources/print-layout/index.html +++ b/resources/print-layout/index.html @@ -28,4 +28,4 @@

    Notice difference between the grid and the graticule. Based on the projections and coordinate reference systems module can you interpret these differences?

    Add additional map elements

    Use the left toolbar to add a north arrow and a scale bar. Adjust the style and settings for each using the Item Properties menu for each element.

    Exporting

    It is possible to export a print layout in multiple formats including as a PDF, as an image file (in multiple formats), or in SVG format.

    Export options can be accessed via Layout in the top menu bar or the export buttons in the Layout toolbar (circled below).

    layout toolbar -

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file diff --git a/resources/python/index.html b/resources/python/index.html index c9a2541..966b10a 100644 --- a/resources/python/index.html +++ b/resources/python/index.html @@ -116,4 +116,4 @@

    That's it! Your final map should look like this:

    final map -

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/resources/satellites/index.html b/resources/satellites/index.html index d5adebc..627d3c5 100644 --- a/resources/satellites/index.html +++ b/resources/satellites/index.html @@ -45,4 +45,4 @@

    The combination of bands 6-4-2 is particularly well suited for looking at agriculture -- vegetation appears as shades of green and urban areas or bare soil appear as brown/magenta.

    agriculture -

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/resources/street-view/index.html b/resources/street-view/index.html index 5c4a002..ae7bb48 100644 --- a/resources/street-view/index.html +++ b/resources/street-view/index.html @@ -80,4 +80,4 @@

    make sure you use the snippet above and not the code from step 3.

    The last five numbers, define the heading, field of view (fov), pitch, and radius that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

    URL diagram -

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file +

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/resources/syllabus/index.html b/resources/syllabus/index.html index f1b8587..11445f3 100644 --- a/resources/syllabus/index.html +++ b/resources/syllabus/index.html @@ -8,8 +8,8 @@ 1.5 credits Ware Lounge

    Adam Vosburgh adam (dot) vosburgh (at) columbia.edu
    -office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/18 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. -Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. +office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/25 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. +Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, use the tools taught in the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. 12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.

    Attendance (6 points)
    Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).

    In-class participation (1 point)
    You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers.

    Assignments + Portfolio (5 points, 1 point each) @@ -17,4 +17,4 @@ Extra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.

    Software

    Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.
    Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available here, and a training manual with good basic tutorials is available here and an introduction to GIS methods using QGIS is available here. Information regarding other GIS softwares will be provided in course resources.
    -Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file +Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file diff --git a/resources/webmap-1/index.html b/resources/webmap-1/index.html index 3a5640e..d79866a 100644 --- a/resources/webmap-1/index.html +++ b/resources/webmap-1/index.html @@ -326,4 +326,4 @@ });

    Tutorial by Adam Vosburgh, Spring 2022.
    -Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file +Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file diff --git a/resources/webmap-2/index.html b/resources/webmap-2/index.html index fae83f3..7932aef 100644 --- a/resources/webmap-2/index.html +++ b/resources/webmap-2/index.html @@ -768,4 +768,4 @@ ] };

    Looking forward to seeing what you make!

    Tutorial by Adam Vosburgh, Spring 2022.
    -Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file +Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file diff --git a/resources/xyz-tiles/index.html b/resources/xyz-tiles/index.html index 5cef022..5b79dfb 100644 --- a/resources/xyz-tiles/index.html +++ b/resources/xyz-tiles/index.html @@ -1 +1 @@ -
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

    \ No newline at end of file diff --git a/styles.9a24bc4454d539d62795.css b/styles.9a24bc4454d539d62795.css deleted file mode 100644 index 5f2ef21..0000000 --- a/styles.9a24bc4454d539d62795.css +++ /dev/null @@ -1 +0,0 @@ -@import url(https://fonts.googleapis.com/css2?family=Karla:ital,wght@0,400;0,700;1,400;1,700&family=Open+Sans:ital,wght@0,400;0,600;0,700;1,400;1,700&family=Poppins:ital,wght@0,300;0,400;0,700;1,400;1,700&family=Roboto+Mono:wght@400&display=swap);code[class*=language-],pre[class*=language-]{word-wrap:normal;color:#657b83;font-family:Consolas,Monaco,Andale Mono,Ubuntu Mono,monospace;font-size:1em;-webkit-hyphens:none;hyphens:none;line-height:1.5;tab-size:4;text-align:left;white-space:pre;word-break:normal;word-spacing:normal}code[class*=language-] ::selection,code[class*=language-]::selection,pre[class*=language-] ::selection,pre[class*=language-]::selection{background:#073642}pre[class*=language-]{border-radius:.3em;margin:.5em 0;overflow:auto;padding:1em}:not(pre)>code[class*=language-],pre[class*=language-]{background-color:#fdf6e3}:not(pre)>code[class*=language-]{border-radius:.3em;padding:.1em}.token.cdata,.token.comment,.token.doctype,.token.prolog{color:#93a1a1}.token.punctuation{color:#586e75}.token.namespace{opacity:.7}.token.boolean,.token.constant,.token.deleted,.token.number,.token.property,.token.symbol,.token.tag{color:#268bd2}.token.attr-name,.token.builtin,.token.char,.token.inserted,.token.selector,.token.string,.token.url{color:#2aa198}.token.entity{background:#eee8d5;color:#657b83}.token.atrule,.token.attr-value,.token.keyword{color:#859900}.token.class-name,.token.function{color:#b58900}.token.important,.token.regex,.token.variable{color:#cb4b16}.token.bold,.token.important{font-weight:700}.token.italic{font-style:italic}.token.entity{cursor:help}.layout-module--container--78b04{font-family:Karla,sans-serif;margin:auto;max-width:800px}.layout-module--heading--f158c{color:#030303}.layout-module--nav-links--1113b{display:flex;list-style:none;padding-left:0}.layout-module--nav-link-item--a5f0a{padding-right:2rem}.layout-module--nav-link-text--69cda{color:#000}.layout-module--site-title--e4dea{color:#000;font-size:1rem;font-weight:700;margin:2rem 0}a{color:#000}a:hover{background-color:#d9ff00}.layout-module--caption--95d12{font-size:.25rem}pre{background-color:#fdf6e3}code{font-feature-settings:"clig" 0,"calt" 0;word-wrap:break-word;background:#ffeff0;border-radius:.1rem;-webkit-box-decoration-break:clone;box-decoration-break:clone;font-family:Roboto Mono,monospace;font-size:90%} \ No newline at end of file diff --git a/tutorials/aerial-imagery/index.html b/tutorials/aerial-imagery/index.html index 2c89f35..1530ebd 100644 --- a/tutorials/aerial-imagery/index.html +++ b/tutorials/aerial-imagery/index.html @@ -113,4 +113,4 @@

    The last two numbers, 13 and 640, define the zoom level and the image size that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

    URL diagram -

    Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

    Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

    Assignment

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Upload to Canvas:

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file +

    Note on file paths: depending on where / how you are running this python script you may need to use either an absolute or a relative path to your csv files

    Images for the latitude and longitude coordinates specified in your csv file will be downloaded into whatever location on your hard drive you are running the script from

    Assignment

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Upload to Canvas:

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/tutorials/archives/index.html b/tutorials/archives/index.html index d59ab39..6c941ce 100644 --- a/tutorials/archives/index.html +++ b/tutorials/archives/index.html @@ -62,4 +62,4 @@ streams dig

    Challenge

    Design a map of NYC's disappeared ecologies.
    Continue to digitize other natural features, such as marshes, topography, or shorelines. Each feature type should be its own new layer. Experiment with digitizing point, and polygon features.

    Design a basemap using present day data for NYC such as building footprints, curblines, or other planimetric feature

    Present your hidden ecologies map as a designed map composition that includes:

    You do not need to map all of Manhattan but rather should find a location that interests you and make an argument about that location through your map design.

    Assignment

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.
    -More details over at Assignment 2

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file +More details over at Assignment 2

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/tutorials/assignment01/index.html b/tutorials/assignment01/index.html index 4643e66..8e0ef3d 100644 --- a/tutorials/assignment01/index.html +++ b/tutorials/assignment01/index.html @@ -1 +1 @@ -
    Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Intentional Re/Mis Use

    Due: 2/02

    "Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

    The main task

    Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

    Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements and considerations

    • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
    • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
    • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
    • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
    • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
    • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

    Format

    • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
    • Your designed map composition must thoughtfully include:
      • title
      • legend
      • scale bar
      • north arrow (your map doesn't need to have north be pointing vertically...)
      • citations for all data sources
      • projection used
      • your name

    Submission

    Upload your map:

    • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
    • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

    Starting points/guidance

    For sources for spatial datasets see:

    A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

    I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

    • shapefile
    • geojson
    • KML/KMZ
    • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

    If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

    This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

    \ No newline at end of file +
    Intentional Re/Mis Use<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Intentional Re/Mis Use

    Due: 2/02

    "Data are always collected for a specific purpose, by a combination of people, technology, money, commerce, and government." (Kurgan 2013, 35)

    The main task

    Find two digital spatial datasets about a place (that is not New York City) that are related to a topic that interests you and have some relevance to one another. Create a single map which uses these two datasets together to make an argument that was likely not intended by the original creator(s) of either dataset.

    Write a pithy 2 sentence summary of your map's intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements and considerations

    • The place you select must be somewhere that you have lived and/or spent a significant enough amount of time to know something about lived experience there.
    • Investigate the origins of your two datasets. Some starting points to cover (at a minimum): who made the data? what is/was the intended use(s) the data? when was the data made? how was it made?
    • Craft an argument through the juxtaposition, overlay, or presentation of the two datasets together in a map. This argument should try to in some way alter, stretch, or subvert the originally intended use of one or both datasets.
    • Research the appropriate projected coordinate reference system to use for your chosen place, reproject your data and map canvas accordingly (see tutorial 1)
    • Consider the role that the title and other map elements can play in assisting you in making your argument clear.
    • As you design your map choose one of the projects we have looked at thus far in class as a visual precedent (see slides posted on Canvas, examples on Miro boards, as well as the precedents page here), and imitate some aspect of its graphic style.

    Format

    • Your final map must be a designed map composition on a single slide with a 16:9 aspect ratio.
    • Your designed map composition must thoughtfully include:
      • title
      • legend
      • scale bar
      • north arrow (your map doesn't need to have north be pointing vertically...)
      • citations for all data sources
      • projection used
      • your name

    Submission

    Upload your map:

    • as a PDF document to Canvas (the PDF should include your 2 sentence summary on a second page)
    • add it to the Miro board under Assignment 1 (with your gallery text as an annotation below your map)

    Starting points/guidance

    For sources for spatial datasets see:

    A general rule of thumb for finding data: think about who would have the motivation (and the money/resources) to create the dataset you are looking for then try to research that entity.

    I suggest working with vector datasets for this assignment (but not required). When looking for vector geospatial data you should be looking for one of these file types:

    • shapefile
    • geojson
    • KML/KMZ
    • a csv with latitude and longitude coordinates (review tutorial 1 for how to open something like this)

    If you plan to use raster data you should be looking for something with a '.tif' format or that is called a 'geoTIFF' or 'geoJPG'

    This guide to writing clear gallery text from the Victoria & Albert Museum is perhaps helpful in composing your map description.

    \ No newline at end of file diff --git a/tutorials/assignment02/index.html b/tutorials/assignment02/index.html index b52a91d..364863f 100644 --- a/tutorials/assignment02/index.html +++ b/tutorials/assignment02/index.html @@ -1 +1 @@ -
    Selective Digitization<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Selective Digitization

    Due: 2/09

    What

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

    Think strategically about your basemap: What context is needed to understand the focus of your map?

    Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements

    • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

    • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

    • Your designed map composition must include:

      • title
      • legend
      • scale bar (or two depending on whether you show your map at the same scale...)
      • north arrow (your map doesn't need to have north pointing vertically...)
      • citations for all data sources (please use Chicago style or an equivalent)
      • projection used
      • your name

    Submission

    • Upload your designed map & a copy of the scanned map you georeferenced:
      • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
      • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

    Resources

    Here are a few good resources for finding scanned maps:

    \ No newline at end of file +
    Selective Digitization<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Selective Digitization

    Due: 2/09

    What

    Research and obtain a scanned map, georeference it, and then digitize selected features in order to produce a new map that has a different focus or narrative.

    Think strategically about your basemap: What context is needed to understand the focus of your map?

    Write a pithy 2 sentence summary of your map’s intended argument (think of this as something like gallery text that might accompany a work of art).

    Requirements

    • Your final work must be a designed map composition in a single image with a 16:9 aspect ratio (1920x1080 pixels).

    • Select one of the map examples discussed thus far during class (look back at lecture slides and/or examples from precedents page and imitate some aspect of its graphic style when designing the map of digitized features. This is the best way to learn and practice designing beautiful maps.

    • Your designed map composition must include:

      • title
      • legend
      • scale bar (or two depending on whether you show your map at the same scale...)
      • north arrow (your map doesn't need to have north pointing vertically...)
      • citations for all data sources (please use Chicago style or an equivalent)
      • projection used
      • your name

    Submission

    • Upload your designed map & a copy of the scanned map you georeferenced:
      • as a single pdf to Canvas (the PDF should include your 2 sentence summary on a third page))
      • add your map & the original scanned map (as well as your 2 sentence summary) to the Miro board under Assignment 2

    Resources

    Here are a few good resources for finding scanned maps:

    \ No newline at end of file diff --git a/tutorials/assignment03/index.html b/tutorials/assignment03/index.html index 9724421..fa38b9d 100644 --- a/tutorials/assignment03/index.html +++ b/tutorials/assignment03/index.html @@ -1 +1 @@ -
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    Collecting & Mapping

    Due: 2/16

    What

    Complete either tutorial 4 or 5, and complete the corresponding assignment:

    Tutorial 4: Making Data from Field Observations

    Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

    • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
    • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
    • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
    • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
    • Export it as a CSV file, and create a map of it in QGIS

    Requirements

    • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
    • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
    • In assembling data for your basemap you might look to:

    Reference

    For reference here are the precedent projects we looked at in class on 2/09

    Optional additional exercise

    Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

    Create two maps that speak to the different kinds of information that each approach allows you to gather.

    Tutorial 5: Using Data for the US Census

    Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
    • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

    Requirements

    • The dataset that you add must be from the US census.
    • As usual, add a two sentence summary of your map and argument to your pdf upload.
    • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
    • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
    • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

    Submission

    • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
    • Add your map to the Miro board under Assignment 3
    \ No newline at end of file +
    Collecting & Mapping<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    Collecting & Mapping

    Due: 2/16

    What

    Complete either tutorial 4 or 5, and complete the corresponding assignment:

    Tutorial 4: Making Data from Field Observations

    Create a vector dataset of point locations through field work using the GPS receiver of a cell phone. The points should represent the locations of some thing (object, phenomena, landmark) that you encounter in the immediate surroundings of your everyday life or significant points along some kind of path (route, invisible border, etc). Design a map using the dataset you created.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    After you have a grasp on the process of setting up a form to collect data using Kobo Toolbox as outlined in tutorial 4:

    • Decide on what you would like to collect data about. (Choose a location you can easily travel to and where you will feel comfortable being in public space.)
    • Write out what information you would like to collect about each point location (these will become the fields in the attribute table of the new dataset you are creating)
    • Design a form to collect point locations and each of the attribute fields you are interested in using the Kobo Toolbox website
    • Go out into the world and collect your data. (Please observe social distancing & wear a mask).
    • Export it as a CSV file, and create a map of it in QGIS

    Requirements

    • Collect ten to fifteen data points, or as many as is necessary to convey what you hope to show in your map.
    • Design a map that uses a graphic/visual approach which is related in some way to the data it is depicting OR some aspect of the experience of collecting that data (draw on precedent projects !)
    • In assembling data for your basemap you might look to:

    Reference

    For reference here are the precedent projects we looked at in class on 2/09

    Optional additional exercise

    Use Field Papers to generate a paper atlas for the area where you are collecting data using Kobo Toolbox. While you are out in the field using your Kobo Toolbox data collection tool, record information about your topic using Field Papers as well.

    Create two maps that speak to the different kinds of information that each approach allows you to gather.

    Tutorial 5: Using Data for the US Census

    Add another dataset from data.census.gov to provide a bit of context to our sample size percentage map from the end of tutorial 5.

    Note: you may not use maptiles (Stamen, Open Street Maps, XYZ Tiles) as the basemap for this assignment but must instead locate data to design your own basemap (or design your map in such a way that a basemap isn't necessary...). See suggestions below for places to look for basemap datasets for NYC, if you are not in NYC then look for similar open data portals for your municipality.

    How

    • Collect at least one more dataset, and add it by either layering it on, or by creating a new field in addition to our sample percentage.
    • Check the bottom of tutorial 5 under Challenge for a suggestion of some datasets that you might think to add.

    Requirements

    • The dataset that you add must be from the US census.
    • As usual, add a two sentence summary of your map and argument to your pdf upload.
    • Design a map that is visually clear and makes an argument that someone unaquanted with the data could see.
    • Your map does not have to provide answers - but can rather ask more precise questions. Feel free to also zoom in a specific area if you think that that aids your argument.
    • If you think that mapping sample size vs population is actually a very bad way to go about this - feel free to make a map saying that!

    Submission

    • Upload your designed map as a single pdf to Canvas (the PDF should include your 2 sentence summary on an additional page)
    • Add your map to the Miro board under Assignment 3
    \ No newline at end of file diff --git a/tutorials/assignment04/index.html b/tutorials/assignment04/index.html index 3d8e3c6..0d7e598 100644 --- a/tutorials/assignment04/index.html +++ b/tutorials/assignment04/index.html @@ -5,4 +5,4 @@ scale bar north arrow (your map doesn't need to have north pointing vertically...) citations for all data sources (please use Chicago style or an equivalent) -projection used

    Submission Materials:

    Tutorial 7: Making Data from Aerial Imagery:

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    Submission

    Optional additional exercise

    Do both!

    \ No newline at end of file +projection used

    Submission Materials:

    Tutorial 7: Making Data from Aerial Imagery:

    Use the Google Static Maps API to download satellite/aerial images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    Submission

    Optional additional exercise

    Do both!

    \ No newline at end of file diff --git a/tutorials/assignment05/index.html b/tutorials/assignment05/index.html index 8b1bb9f..a0fef84 100644 --- a/tutorials/assignment05/index.html +++ b/tutorials/assignment05/index.html @@ -1 +1 @@ -
    Where Next?<!-- -->| <!-- -->A4407-sp2024
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    Where Next?

    Due: 3/18, with Mapping Portfolio

    What

    This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

    Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

    Tutorial 8: Making Data from Street View

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    A multi page PDF with:

    • Page 1: the layout you designed, and a link to your google colab notebook.

    • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

    • A downloaded csv or geojson of your final dataset (on canvas)

    Tutorial 9: Making Data in Python:

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    • Recreate tutorial 5 in your own notebook. (just the tutorial, not the challenge)
    • Wrangle your own data and map something else. (you must have at least one non-spatial dataset, and join it to a spatial one.)

    Submission Materials:

    • A single page PDF with your map as a .png, and a link to your google colab notebook.
    • A downloaded csv or geojson of your final dataset

    Tutorial 10+11:

    Create your own story map, using one of the tutorials we have already made, or your own dataset.

    Submission Materials:

    A multi-page PDF with:

    • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
    • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

    Submission

    • Upload your work on Canvas (refer to specific instructions above)
    • Include it in your finalized Mapping Portfolio

    Optional additional exercise

    Do all three!

    \ No newline at end of file +
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    A4407-sp2024

    Where Next?

    Due: 3/25, with Mapping Portfolio

    What

    This is an extra credit assignment. Completing this assignment will add one point to the rubric explained in 'Class Requirements and Grading' on the syllabus.

    Complete either tutorial 8, 9, or 10+11 (as a pair) and complete the corresponding assignment:

    Tutorial 8: Making Data from Street View

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing. Also pay attention to the camera bearing/orientation.

    Design a layout to present the images on one or more pages (or GIFs)

    Submission Materials:

    A multi page PDF with:

    • Page 1: the layout you designed, and a link to your google colab notebook.

    • Page 2: A screenshot of the directory on your computer where you have saved your downloaded images

    • A downloaded csv or geojson of your final dataset (on canvas)

    Tutorial 9: Making Data in Python:

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please wrangle your own data to create your own map. You can choose anything you like, but you must have at least one non-spatial dataset, and join it to a spatial one. If you are not sure of what you may choose, you could recreate tutorial 5 in your notebook (just the tutorial, not the challenge).

    Submission Materials:

    • A single page PDF with your map as a .png, and a link to your google colab notebook.
    • A downloaded csv or geojson of your final dataset

    Tutorial 10+11:

    Create your own story map, using one of the tutorials we have already made, or your own dataset.

    Submission Materials:

    A multi-page PDF with:

    • Page 1: a representative screenshot of your story map, with a title, two sentence summary, and a link to the live map.
    • Page 2: A representative screen recording of your story map (less than 30 seconds, does not have to be the full story).

    Submission

    • Upload your work on Canvas (refer to specific instructions above)
    • Include it in your finalized Mapping Portfolio

    Optional additional exercise

    Do all three!

    \ No newline at end of file diff --git a/tutorials/census-data/index.html b/tutorials/census-data/index.html index be28dfa..f458c2b 100644 --- a/tutorials/census-data/index.html +++ b/tutorials/census-data/index.html @@ -58,4 +58,4 @@

    I recommend picking a color ramp that won't lead us to conclusions - for example, a color ramp from white to blue has the effect of telling us that blue areas are good, and white need attention. Conversely, red to white signals that the white areas are fine. In truth, I'm not sure what to make of the results of this dataset yet, so I chose Cividis, which is blue to yellow. As a side note, if you ever need help picking the right colors for maps in the future, I highly recommmend Color Brewer 2

    Go ahead and export this map to our processed folder, with a right click on the layer, Save Features As, and select the location. This ensures that your work is portable between QGIS projects, and won't get lost in a crash.

    Adding a water layer

    One thing that is confusing about the map, is that census tracts extend over water as well. This makes it difficult to read at times.

    Download the [hydrogaphy basemap from NYC Open Data] (https://data.cityofnewyork.us/Environment/HYDRO/pjs3-c3z5/about_data), and add it to your project. Give it a blue-ish color that doesn't contrast with the data.

    final map -

    Final Map

    Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

    Challenge

    What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

    Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Final Map

    Looking at our final map, what is it telling us? It is actually very interesting, and kind of surprising to me. In many cases, areas that are wealthier seem to have a lower sample size to final population estimate ratio, whereas communities I often think of as underserved sometimes show the opposite. This trend doesn't carry to many places, but why could this be? Is it because perhaps the ACS surveyors believe they have enough supporting data to accurately count the populations in wealthier areas, so they prioritize underserved communities? That would make sense, but it also could potentially mean that perhaps the sample ratio is higher in underserved communities, precisely because they are undercounted, and their population should be higher than in actually is. This map asks many more questions that it solves, which is exactly what you want.

    Challenge

    What other datasets could you add to what we have here to ask more questions, or start to provide answers about what our sample percentage means? Some datasets that could do that our:

    Also, it may be helpful to do more background research on the datasets that we have used so far - perhaps something in there can point you in the right direction?

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/tutorials/further-learning/index.html b/tutorials/further-learning/index.html index 3786ff5..4819611 100644 --- a/tutorials/further-learning/index.html +++ b/tutorials/further-learning/index.html @@ -1,2 +1,2 @@
    Further GIS learning resources<!-- -->| <!-- -->A4407-sp2024
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    Further GIS learning resources

    Resources

    This page provides a partially-annotated bibliography of mapping resources. -It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

    Software Tools and Environments

    Desktop GIS Software

    • QGIS - Used in the tutorials!
    • ArcGIS - Commercial GIS software you're likely to find in corporate settings & government agencies. Licenses are very expensive so generally not recommended for personal use.

    Javascript Libraries for Web Mapping and Data Visualization

    • GitHub Pages - Not a javascript library but one of the easiest ways to publish a static website. (Used in Tutorials)
    • Mapbox GL - From the Tutorials!
    • OpenLayers - Yet another open-source map library. Support for many different raster and vector data sources.
    • Tangram - Another WebGL-based map library which lets you define custom styles directly rather than depending on vector tiles like Mapbox.
    • Leaflet - Open-Source javascript library for easy web maps, somewhat similar in functionality to Mapbox GL but not as good-looking.
    • D3 - Slightly complicated but very flexible library for interactive data visualization.

    Jupyter Notebooks

    These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

    Data Sources & Archives

    Learning Resources

    Columbia/Barnard

    General Resources/Introductions

    • Programming Historian
    • Baruch College Newman Library GIS Guides
    • GIS StackExchange - StackExchange and related sites (StackOverflow for code/programming topics) are a great resource, especially for open-source GIS tools like QGIS which tend to be less rigorously documented than their commercial counterparts. However, you need to be careful that specific solutions you find here are relevant to the version of the software you're using - comments and threads here are usually more useful at a broader conceptual level than as a way to find viable examples and instructions. Look to the official documentation for these kinds of things as they'll almost always be more up-to-date.

    Projections

    Remote Sensing

    Mapping Online/Webmaps

    • Web Developer Roadmap - As this will show you, web development is a huge topic with many different areas of specialization. This is a good structured overview of what's out there when/if you choose to go beyond the simple static site setup we used in the tutorials.

    Blogs, Inspiration

    Other Columbia/Barnard Classes

    Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

    \ No newline at end of file +It includes map-related software tools/environments, data sources and archives, online learning resources, and finally other mapping classes you can take here at Columbia. It is by no means exhaustive but hopefully it might help each of you identify some new territory for exploration as you continue your journey with critical mapping.

    Software Tools and Environments

    Desktop GIS Software

    Javascript Libraries for Web Mapping and Data Visualization

    Jupyter Notebooks

    These are beyond the scope of our 6-week class but provide a third category of environment for spatial data analysis. Here your workspace is a 'notebook' that combines blocks of text with code snippets (usually in Python or R) that share a common computational environment. Using different libraries, code snippets can also generate interactive, data-driven visualizations. Mostly these are used in more quantitative/programming-heavy workflows that deal with large datasets or complex computational requirements. If you're interested in working with census data or machine learning, this is a good space to explore.

    Data Sources & Archives

    Learning Resources

    Columbia/Barnard

    General Resources/Introductions

    Projections

    Remote Sensing

    Mapping Online/Webmaps

    Blogs, Inspiration

    Other Columbia/Barnard Classes

    Resources compiled by Dare Brawley, Nadine Fattaleh, Carsten Rodin, Spring 2020-22.

    \ No newline at end of file diff --git a/tutorials/index.html b/tutorials/index.html index d59e787..18f63dd 100644 --- a/tutorials/index.html +++ b/tutorials/index.html @@ -1 +1 @@ -
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    Tutorials

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    Tutorials

    \ No newline at end of file diff --git a/tutorials/mapping-where/index.html b/tutorials/mapping-where/index.html index 0cb93f3..73b863f 100644 --- a/tutorials/mapping-where/index.html +++ b/tutorials/mapping-where/index.html @@ -83,4 +83,4 @@ graduated trees map

    Assignment 0

    Design a map, or a series of maps showing your Views of NYC Trees. This is an opportunity to experiment with the nuances between these different ways of representing (and indeed understanding) trees in New York City. Complete the next short module on the print layout functions of QGIS cartographic design before embarking on this.

    Consider:
    How can your design convey similarities and differences across each of the four ways of understanding trees of New York City?

    Will you privilege one view over the others? or give equal voice to all four?

    What are the limitations of each view? strengths of each view? how can you communicate these limitations/strengths through your graphic presentation of data?

    Format:
    -Your designed map compositions must thoughtfully include:

    Submission

    Upload your completed map to Canvas

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +Your designed map compositions must thoughtfully include:

    Submission

    Upload your completed map to Canvas

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/tutorials/observations/index.html b/tutorials/observations/index.html index 0753625..3b9e2c5 100644 --- a/tutorials/observations/index.html +++ b/tutorials/observations/index.html @@ -39,4 +39,4 @@ coordinate reference systems -

    Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

    Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

    To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

    You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

    Module by Dare Brawley, fall 2021.

    \ No newline at end of file +

    Remember from the Projections and Coordinate Reference Systems module that all GPS coordinates are collected in WGS84 coordinate reference system. If you look at the CRS for your newly collected data points you will see it is EPSG 4326, WGS84.

    Before you continue to work with your newly collected data you should reproject it in a projected coordinate reference system that is well suited to the location you are mapping.

    To do this right click the layer name in the layers panel, select Export then Save Features As specify the location where you will save this new dataset then use the select CSR button to choose the projected coordinate reference system that is best for your location.

    You have now collected your own dataset and are ready to begin analyzing what you have collected, and to design a map that conveys a narrative based on your work.

    Module by Dare Brawley, fall 2021.

    \ No newline at end of file diff --git a/tutorials/precedents-examples/index.html b/tutorials/precedents-examples/index.html index 4931caa..fa285a4 100644 --- a/tutorials/precedents-examples/index.html +++ b/tutorials/precedents-examples/index.html @@ -1,3 +1,3 @@
    Precedents & Project Examples<!-- -->| <!-- -->A4407-sp2024
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    Precedents & Project Examples

    Living document of precedent projects....

    General Critical GIS/Radical Cartography resources

    Cartographic Projections + Mapping Existing Datasets

    • Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Making Data from Archives

    Making Data From Observation & Sensing

    Making Data from Satellites

    Maps & Narrative

    New York Times Graphics Department map-forward stories:

    \ No newline at end of file +

  • Fawaz, Mona, Dounia SalamĂ© and Isabela Serhan. "Seeing the City as a Delivery Driver: Practices of Syrian Men in Beirut, Lebanon." in Refugees as City Makers eds. Fawaz, Mona, Ahmad Gharbieh, Mona Harb, and Dounia SalamĂ©. Beirut: Lebanon. 2018. See page 62 of PDF.

  • Digital Matatus 2014-ongoing.

  • Prado-NĂșñez, Viviana. “Boundaries and Border Crossings: On Public Spanish in Washington Heights,” Conflict Urbanism: Language Justice.

  • Kim, Annette. “Mapping the Unmapped: Mixed Use Sidewalk Spaces,” Sidewalk City: Remapping Public Space in Ho Chi Min City. University of Chicago Press, 2015 pp. 100-169. Book available to view online via CLIO

  • House, Brian. "Stalking the Smart City." 2019

  • Folder. Italian Limes. 2014

  • Weckert,Simon. "Google Maps Hacks." 2020

  • Berardi, Francesca & Grga Basic. "We Can NYC." 2018

  • Troittin, Masson, Tallon. Usages: A subjective and Factual Analysis of Uses of Public Space. 2011

  • Svarre, Birgitte and Jan Gehl. How to Study Public Life. 2013. ebook via Columbia Library

  • MIT Sensable City Lab. "Trash Track." 2008

    • Making Data from Satellites

    Maps & Narrative

    New York Times Graphics Department map-forward stories:

    \ No newline at end of file diff --git a/tutorials/print-layout/index.html b/tutorials/print-layout/index.html index edc6345..2eace63 100644 --- a/tutorials/print-layout/index.html +++ b/tutorials/print-layout/index.html @@ -28,4 +28,4 @@

    Notice difference between the grid and the graticule. Based on the projections and coordinate reference systems module can you interpret these differences?

    Add additional map elements

    Use the left toolbar to add a north arrow and a scale bar. Adjust the style and settings for each using the Item Properties menu for each element.

    Exporting

    It is possible to export a print layout in multiple formats including as a PDF, as an image file (in multiple formats), or in SVG format.

    Export options can be accessed via Layout in the top menu bar or the export buttons in the Layout toolbar (circled below).

    layout toolbar -

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +

    Notes on workflow

    It is possible to use the print layout tool within QGIS to design visually compelling maps. However, it is generally much faster to use the print layout to: define a map/paper size, set the spatial scale of your map(s), and add any orienting map elements (scale, legend) and then export to continue your work in a dedicated graphics editing software.

    Exporting maps with vector-based data in SVG format allows you to edit the representation of your data in Illustrator or another vector graphics software.

    Any raster-based data should be exported separately as in a high resolution image format which can be layered in your graphics editor of choice with any vector-based elements.

    Further resources

    Print-layout how-to:

    Map design more generally:

    Optional challenge: build and use an atlas of references

    1. Locate at least five to ten examples (the more the better!) of maps you find visually compelling, especially clear in their narrative, or otherwise enjoy looking at. Design a method for keeping track of these examples and their sources (for example: are.na channel, a well organized folder structure, or a Zotero library).

    2. In conjunction with the challenge for the Mapping Where module: choose 2-3 individual elements from within your reference atlas and apply them in the design of your Four Views of Trees in New York City.

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2023.

    \ No newline at end of file diff --git a/tutorials/python/index.html b/tutorials/python/index.html index b76e86c..d94d462 100644 --- a/tutorials/python/index.html +++ b/tutorials/python/index.html @@ -116,4 +116,4 @@

    That's it! Your final map should look like this:

    final map -

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Challenge

    Now that we have recreated a portion of Tutorial 1 in Python, for the assignment please either:

    Module by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/tutorials/satellites/index.html b/tutorials/satellites/index.html index 4fc0d95..4982c8b 100644 --- a/tutorials/satellites/index.html +++ b/tutorials/satellites/index.html @@ -45,4 +45,4 @@

    The combination of bands 6-4-2 is particularly well suited for looking at agriculture -- vegetation appears as shades of green and urban areas or bare soil appear as brown/magenta.

    agriculture -

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file +

    Export false color composites

    To export a false color composite as a GeoTiff image (that freezes the given false color composite you've chosen) right click on the virtual band set in the layers menu. Select save as and choose rendered image as your output mode, and select a location and file name to save the image. This false color composite is now saved, you no longer have access to the raw data of each of the Landsat bands that originally comprised it but you can work with it as a base map or for other uses or bring it into a different program.

    If you'd like you can repeat the steps above on the second Landsat image bundle we downloaded to compare false color composites before and after Hurricane Maria to see the visible flooding.

    Take it further: supervised classification

    Beyond false color composites researchers use the spectral signatures for different features of the earths surface to classify land use and land cover and a variety of other phenomena. The USGS for example produces and maintains data on land use and land cover which it creates using Landsat and other remotely sensed data.

    You can create your specific land use classifications using something called supervised classification. This is beyond the required scope of this assignment but if you are interested in going further please follow the instructions for using the SCP for creating your own land use classification contained in this external tutorial produced by the Applied Remote Sensing Training Program at NASAhere

    Assignment

    Create a map using Landsat Satellite imagery that shows land use change over time. Download two (or more!) images captured by the Landsat 8 satellite of the same location on different dates, import them into QGIS and symbolize with a false color composite that helps to highlight a change in the landscape that is visible in your chosen location.

    Requirements

    Module by Dare Brawley, fall 2021. Updated by Adam Vosburgh, Spring 2024.

    \ No newline at end of file diff --git a/tutorials/street-view/index.html b/tutorials/street-view/index.html index 9b17720..2c40c2d 100644 --- a/tutorials/street-view/index.html +++ b/tutorials/street-view/index.html @@ -80,4 +80,4 @@

    make sure you use the snippet above and not the code from step 3.

    The last five numbers, define the heading, field of view (fov), pitch, and radius that the funciton will query the API in. What is essentially happening here is we simply providing the parameters that will go into a URL that makes up an API query. For a breakdown of what is what, see the image below.

    URL diagram -

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file +

    You should see the names of the images print in your notebook and images for the latitude and longitude coordinates specified in your csv file will begin to download to the downloads folder of your computer.

    If you did not change anything in the above script, you will notice that the images you download all point directly north. Querying static images from an API that queries panoramas means that you have to think about where the camera is in relation to the objects or phenomena that you want to capture.

    Challenge

    Use the Google Street View Static API to download street view images for 20 - 100 significant locations of your choosing.

    Design a layout to present the images on one or more slides (or GIFs)

    Module by Adam Vosburgh, spring 2024.

    \ No newline at end of file diff --git a/tutorials/syllabus/index.html b/tutorials/syllabus/index.html index 12fcf69..75292e6 100644 --- a/tutorials/syllabus/index.html +++ b/tutorials/syllabus/index.html @@ -8,8 +8,8 @@ 1.5 credits Ware Lounge

    Adam Vosburgh adam (dot) vosburgh (at) columbia.edu
    -office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/18 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. -Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and use the tools dictated by the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. +office hours by appointment, sign up here

    Description

    This course provides an introduction to the critical use of geographic information systems (GIS) and the use of spatial methods for urban humanities research.

    Maps and geographic analysis are key tools for interpreting the built environment and the social conditions it contains. GIS methods allow for the analysis of geographic features together with attributes (environmental, social, demographic, political) of those places. The thoughtful use of spatial data can reveal previously unseen patterns, changing the way we see and engage with our world. However, maps are never just representations, they are nearly always active agents in shaping the worlds they describe. With this in mind, students will be introduced to a range of approaches for creating and manipulating spatial data with a focus on the forms of authorship, design, subjectivity embedded in spatial data and its uses.

    This is a "making & doing" workshop course that is open to students from within GSAPP, GSAS and the Columbia and Barnard Colleges and is designed to expand the disciplinary locations in which spatial data analysis takes place. Through hands-on exercises and weekly assignments participants will develop basic fluency with open-source mapping software, QGIS, methods of data collection and creation, and approaches and concepts in critical spatial analysis and map design.

    Learning Objectives

    After completing the course participants will:

    Course Overview

    DateWeekTopicTutorial dueAssignment due
    1/191Introduction to Critical GIS + Spatial Data Types
    1/262Cartographic Projections + Mapping Existing DatasetsTutorial 1 & 2Assignment 0
    2/023Making Data from ArchivesAssignment 1
    2/094Making Data From Observation & SensingTutorial 3Assignment 2
    2/165Making Data from SatellitesTutorial 4Assignment 3
    2/236Maps & NarrativeTutorial 5 OR Tutorial 6Assignment 4
    3/18Portfolio DueAssignment 5 (for extra credit)

    Weekly Schedule, Readings, & Assignments

    All course tutorials and assignments will be posted here on the course website.

    All readings and previous lecture slides will be posted on Canvas and in the course drive.

    1/19 | Week 1 | Introduction to Critical GIS + Spatial Data Types

    In class

    Group map critiques. Examples to be distributed during class

    1/26 | Week 2 | Cartographic Projections + Mapping Existing Datasets

    Assignment 0 due – NYC Trees

    Readings (available in course Drive)

    Corner, James. “The Agency of Mapping.” 2014.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Review projects/precedent examples page. Pick out two-three examples each week to review thoroughly on your own.

    Optional: Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016. [available online via CLIO here]

    2/02 | Week 3 | Making Data from Archives

    Assignment 1 due – Intentional Misuse

    Readings (available in course Drive)

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” 2016.

    Wilson, Mabel. "The Cartography of W.E.B. Du Bois’s Color Line" in W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. Battle-Baptiste, Whitney, and Britt Rusert, eds. Princeton Architectural Press, 2018. [selections]

    Digital Scholarship Lab, University of Richmond. Mapping Inequality 2015-ongoing

    2/09 | Week 4 | Making Data From Observation & Sensing

    Assignment 2 due – Selective Digitization

    Readings (available in course Drive)

    House, Brian. "Stalking the Smart City." 2019

    Folder. Italian Limes. 2014

    Ferrari, Marco, Elisa Pasqual, Alessandro Busi, Aaron Gillett. A Moving Border: Alpine Cartographies of Climate Change [Selections]. 2019

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” 2015.

    2/16 | Week 5 | Making Data from Satellites

    Assignment 3 due – Mapping Observations

    Readings (available in course Drive)

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” 2013.

    Please also review from week 2: Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” 1992

    2/23 | Week 6 | (last day of Session A) | Maps & Narrative

    Assignment 4 due – Mapping Remotely

    Readings

    Please watch: In Plain Sight. by Diller Scofidio + Renfro, Laura Kurgan, Robert Gerard Pietrusko with Columbia Center for Spatial Research at the 2018 U.S. Pavilion.

    Please read these map-based articles from the New York Times:

    3/25 | Mapping Portfolio Due

    Combine all of your assignments in one PDF. This is also your chance to catch up on assignments that may have stumped you, or refine them now that you have a bit better control of the software. +Add a title to the top of each page with the assignment number, which tutorial they are following (for assignment 3, 4, and 5) and your two sentence summary.

    If you are missing any assignments on courseworks, or have updated the maps, please upload them there as well.

    All assignments are grade on completion. That said, they must answer the prompts laid out in each of the assignments, contain relevant elements of the map (like legends), and most importantly, use the tools taught in the relevant tutorials.

    Assignment 5 is available for those who would like an extra credit point (as described below).

    Class Requirements and Grading

    Grading for the class is as follows:

    There are a total of 12 possible points, attendance for each session, assignments and in class contribution each count for one point. 12 points is a HP, 10 points is a P, 8 points is a LP, and anything below that is a F.

    Attendance (6 points)
    Attendance at all six class sessions is required. Per GSAPP attendance policy, three unexcused absences is an automatic Unofficial Withdrawal (UW).

    In-class participation (1 point)
    You are expected to give engaged and generous participation in class discussions and in critique workshops with your peers.

    Assignments + Portfolio (5 points, 1 point each) @@ -17,4 +17,4 @@ Extra credit will be given for the completion of assignment 5, and additional extra credit can be assigned by the instructor in the even that a student has a LP or F.

    Software

    Geographic Information Systems is not a software. As such this course will not seek to provide students with proficiency in a particular software platform.
    Tutorial resources will be primarily provided for QGIS 3.16 (LTR). This is an open source software program for geographic analysis that runs on Windows, Mac, and Linux operating systems. All students will be expected to download and install QGIS 3.16 (LTR). Documentation for QGIS is available here, and a training manual with good basic tutorials is available here and an introduction to GIS methods using QGIS is available here. Information regarding other GIS softwares will be provided in course resources.
    -Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file +Knowledge of design and layout programs (Adobe Illustrator, and InDesign) may be useful to you but is not required.

    Course google drive folder

    All readings and course data will be available via Google Drive here.

    Academic Integrity

    The intellectual venture in which we are all engaged requires of faculty and students alike the highest level of personal and academic integrity. As members of an academic community, each one of us bears the responsibility to participate in scholarly discourse and research in a manner characterized by intellectual honesty and scholarly integrity.

    Scholarship, by its very nature, is an iterative process, with ideas and insights building one upon the other. Collaborative scholarship requires the study of other scholars' work, the free discussion of such work, and the explicit acknowledgement of those ideas in any work that inform our own. This exchange of ideas relies upon a mutual trust that sources, opinions, facts, and insights will be properly noted and carefully credited.

    In practical terms, this means that, as students, you must be responsible for the full citations of others' ideas in all of your research papers and projects; you must be scrupulously honest when taking your examinations; you must always submit your own work and not that of another student, scholar, or internet agent.

    Any breach of this intellectual responsibility is a breach of faith with the rest of our academic community. It undermines our shared intellectual culture, and it cannot be tolerated. Students failing to meet these responsibilities should anticipate being asked to leave Columbia.

    For more information on academic integrity at Columbia, students may refer to the Columbia University Undergraduate Guide to Academic Integrity as well as the GSAPP Honor System and Plagiarism Policy.

    Community & Accessibility

    This is a discussion and collaborative-critique based course. All students and the instructor must be respectful of others in the classroom. If you ever feel that the classroom environment is discouraging your participation or is problematic in anyway please contact me.

    GSAPP is committed to full inclusion of all students. Students needing any form of accommodation due to a disability should check in with Disability Services (DS) and speak with me at the beginning of the semester to provide the accommodations letter from DS. Alternatively you may ask your advisor to consult with me regarding your accommodations.

    Email Policy

    Students should not rely on or expect an immediate response to questions sent via email to the instructor. Please begin assignments with enough time to attend office hours or ask a question several days before the assignment is due.

    Learning how to troubleshoot technical issues and locate relevant resources is crucial in your long-term success with GIS methods. With this in mind emails with technical questions must at a minimum contain the following:

    Bibliography

    Baics, Gergely, and Leah Meisterlin. “Zoning Before Zoning: Land Use and Density in Mid-Nineteenth-Century New York City.” Annals of the American Association of Geographers 106, no. 5 (September 2, 2016): 1152–75.

    Battle-Baptiste, Whitney, and Britt Rusert, eds. W.E.B. Du Bois’s Data Portraits: Visualizing Black America: The Color Line at the Turn of the Twentieth Century. First edition. [Amherst, Massachusetts] : Hudson, NY: The W.E.B. Du Bois Center at the University of Massachusetts Amherst ; Princeton Architectural Press, 2018.

    Corner, James. “The Agency of Mapping.” In Landscape Imagination: Collected Essays of James Corner 1990-2010. New York, UNITED STATES: Princeton Architectural Press, 2014.

    Cooper, Danika. “Drawing Deserts, Making Worlds.” Essay. In Deserts Are Not Empty, edited by Samia Henni, 79–107. Columbia University, 2022.

    Couclelis, Helen. “People Manipulate Objects (but Cultivate Fields): Beyond the Raster-Vector Debate in GIS.” In Theories and Methods of Spatio-Temporal Reasoning in Geographic Space, edited by A. U. Frank, I. Campari, and U. Formentini, 639:65–77. Lecture Notes in Computer Science. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

    Desimini, Jill, and Charles Waldheim. “Introduction: Projecting the Landscape Imaginary.” In Cartographic Grounds : Projecting the Landscape Imaginary. New York: Princeton Architectural Press, 2016.

    Ferrari, Marco, Elisa Pasqual, and Andrea Bagnato. A Moving Border: Alpine Cartographies of Climate Change. New York, NY: Columbia Books on Architecture and the City, 2019.

    House, Brian. "Stalking the Smart City." Urban Omnibus 2019

    Kurgan, Laura. “Mapping Considered as a Problem of Theory and Practice.” In Close up at a Distance : Mapping, Technology, and Politics, 9–18. Brooklyn, NY: Zone Books, 2013.

    Mörtenböck, Peter, and Helge Mooshammer, eds. Informal Market Worlds: The Architecture of Economic Pressure. Rotterdam: NAI010 Publishers, 2015.

    Rankin, William. "Introduction Territory and the Mapping Sciences" in After The Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century. Chicago: University of Chicago Press. 2016.

    Williams, Sarah, Jacqueline Klopp, Daniel Orwa, Peter Waiganjo, and Adam White. “Digital Matatus: Using Mobile Technology to Visualize Informality.” ACSA Annual Meeting Proceedings, The Expanding Periphery and the Migrating Center, 2015, 9.

    Wood, Dennis. "Everything Sings: Maps for a Narrative Atlas." In Places Journal. 2011.

    Woods, Clyde Adrian., and Katherine. McKittrick. “No One Knows the Mysteries at the Bottom of the Ocean.” In Black Geographies and the Politics of Place. Toronto, Ont. : Cambridge, Mass.: Between the Lines ; South End Press, 2007.

    \ No newline at end of file diff --git a/tutorials/webmap-1/index.html b/tutorials/webmap-1/index.html index 857ad2f..06ba57d 100644 --- a/tutorials/webmap-1/index.html +++ b/tutorials/webmap-1/index.html @@ -326,4 +326,4 @@ });

    Tutorial by Adam Vosburgh, Spring 2022.
    -Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file +Adapted from tutorial written by Dare Brawley, Spring 2020 & by Brian House for Mapping for Architecture, Urbanism, and the Humanities, Fall 2018.

    \ No newline at end of file diff --git a/tutorials/webmap-2/index.html b/tutorials/webmap-2/index.html index 1ba4123..8593cb8 100644 --- a/tutorials/webmap-2/index.html +++ b/tutorials/webmap-2/index.html @@ -768,4 +768,4 @@ ] };

    Looking forward to seeing what you make!

    Tutorial by Adam Vosburgh, Spring 2022.
    -Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file +Written for Methods in Spatial Research, Spring 2022.

    \ No newline at end of file diff --git a/tutorials/xyz-tiles/index.html b/tutorials/xyz-tiles/index.html index 25df8b4..6d7ebc2 100644 --- a/tutorials/xyz-tiles/index.html +++ b/tutorials/xyz-tiles/index.html @@ -1 +1 @@ -
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

    \ No newline at end of file +
    XYZ Tiles<!-- -->| <!-- -->A4407-sp2024
    A4407-sp2024

    XYZ Tiles

    XYZ Tiles

    This information is also included in tutorial 3, but is here seperately to make it easier to find.

    XYZ tiles are layers comprised of multiple tiles that reside on a server and are made available to the public. When added to QGIS or another mapping service, what appears as a seamless map is actually a collection of many smaller images in a grid, delivered by a web server. The maps in Google Maps and other web mapping services are served as XYZ tiles. They are often useful for a quick basemap when exploring preliminary data, but as a general rule it is always good to eventually remove it and have just the right amount of information to communicate the purpose of the map.

    Open Street Maps is an open geographic database contributed to by volunteers. Let's add the default OSM (Open Street Map) XYZ Tile in QGIS, to get a basemap of streets and buildings, among other features.

    You can add XYZ tiles in the Browser Panel of QGIS. Right-click “XYZ Tiles” and select “New Connection”. Give your new connection a name like “Open Street Map”, and paste the following URL into the URL field:

    https://tile.openstreetmap.org/{z}/{x}/{y}.png

    You should now see your entry for Open Street Maps if you expand the XYZ option in the browser panel. Drag this to your layers panel to add it to your QGIS project.

    Other than the default Open Street Map raster tile, there are many more styles based off of that. Some notable ones are:

    • Stamen Toner (black and white): http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Stamen Terrain: http://a.tile.stamen.com/toner/{z}/{x}/{y}.png
    • Mapbox Satellite: https://api.mapbox.com/styles/v1/mapbox/satellite-v9/tiles/256/{z}/{x}/{y}@2x?access_token=MAPBOX_TOKEN_HERE This one requires an access token, which you can get for free with a mapbox account. Instructions here

    Resources compiled by Adam Vosburgh, Spring 2023.

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