Sunday, February 21, 2016

A perfect place to explore place

Image above: An advert for a new store that highlighted that a space is only a space until it turns into a place!  By the way the new shopping area was to be called 'Rundle Place'.

Related links to Spatialworlds
GeogSplace (a teaching blog for Year 12 geography)
Geogaction (geography professional learning blog)
Spatialworlds website

Australian Geography Teachers' Association website

“Our relationships with places are as necessary, varied, and sometimes perhaps just as unpleasant as our relationships with other people.”   
                                                                                  Place and Placelessness, TedRelph  1976

This posting is dedicated to the blog, called 'Placeness, Place and Placelessness'.
It is the blog of Ted Relph in which he explores the concept of place, sense of place, spirit of place, placemaking, placelessness and non-place, and almost everything to do with place and places. Ted started the blog in 2015 and has put together some fascinating postings that reinforces and challenges our understanding of the concept of place. There are numerous Spatialworlds posting on the concept of Place but I was very excited when I came across Ted's blog because it takes the concept to the next level and beyond a simpleview of the concept. 

Place in my experience is not a simple, centred and enduring phenomenon.

Ted, as placeaphile (not sure if this is a word but Ted makes up plenty of place related words in his blog), has been writing about place since 1976, a long time before we started to write the Australian Curriculum: Geography in 2009. His writings certainly makes one think about the fact that there is much more about the study of place than meets the eye. Coupled with the wonderful writings of Yi-Fu Tuan on Topophilia back in 1970, the blog just adds new dimensions, perceptions and complexities to the study and concept of place. Most importantly the blog makes us very aware of the richness of the concept for students and teachers. 

Place is a fundamental concept in the Australian Curriculum: Geography - in fact it can be argued that the emphasis on the modern interpretation of place is what makes the Australian Curriculum: Geography a 21st Century Geography curriculum. As the writings on the Ted's blog show, the concept of place is a complex and multi-dimensional one that goes way beyond the traditional view of place in geography. 

As Ted says:

 “Our relationships with places are as necessary, varied, and sometimes perhaps just as unpleasant as our relationships with other people.”

It is this human construct of the relationship of individuals and groups with place that makes the place concept what it is - in fact it can be argued that a location is only a place when it has been given a name and/or people relate to a location and give it a sense of meaning that links into their identity.

The blog provides discussion on topics such as: topophobia, topophila, spirit of place, place names and mobility and place. 

As a new blog I look forward to what postings Ted creates in months to come. Ted has been quiet since November 2015 (maybe he is in another place?) but he says that he plans to write entries on topics such as the experience of place, pride of place, power of place, displacement, border and boundaries, art and place, nostalgia, site and situation, gender and place, ecology of place, placenessness, books about place and experience of place - they sound fascinating and I look forward to read them in 2016 - what this space (or is it place?). 

Place has changed for ever

Whilst on about Place, this interesting Ted Talk from David Houle, a futurist, thinker, and speaker, who explains how technology, specifically cell phone ubiquity, has radically altered the notion of place in modern society.

A sense of Place from Space

This talk from Joseph Allen, a retired NASA astronaut who flew aboard space shuttles Columbia and Discovery makes us think about the sense of Place on a broader scale .

Monday, February 15, 2016

Food for thought

Image above: The Home page for the Australian Governments Food for thought resource.

Related links to Spatialworlds
GeogSplace (a teaching blog for Year 12 geography)
Geogaction (geography professional learning blog)
Spatialworlds website

Australian Geography Teachers' Association website

 Thinking food!

A resource to help unpack the following conundrum:

"The world produces enough food to feed everyone. Yet, one in nine people on our planet go to bed hungry each night. Why does hunger exist in a world with enough food for all?"

The Department of Foreign Affairs and Trade of the Australian Government, in partnership with Oxfam Australia and the Geography Teachers' Association of Victoria have developed a free resource titled Food 4 Thought. This new education resource is perfect for the teaching of the Australian Curriculum Year 9 Geography Unit 1: Biomes and food security.

The online student-centred learning sequence of the site uses an interactive inquiry-based approach where students can gain knowledge on social justice issues that relate to the global food system. The resource can be found online at

Through exploring Food 4 Thought, students gain an understanding of how biomes are altered to grow food, and how land grabs and climate change pose challenges to food production. Students can also explore how food security can be increased and achieved and what they, as global citizens, can do.

The Food 4 Thought resource includes:
  • Teacher notes and curriculum mapping to key geographical knowledge and understanding, geographical inquiry and skills competencies
  • Interactive online learning activities for students housed on a special online learning space
  • Videos, interactive maps, infographics, reports, photo essays, links to relevant websites and other source material
  • Print and tablet-friendly downloadable PDFs.

For more information, contact Annalise De Mel, Schools Program Coordinator at Oxfam Australia at or 03 9289 9390. 

Whilst on the Oxfam site, check out the other teaching resources developed by Oxfam and other potential activities and programs relevant to the teaching of the geography curriculum.

Click here for more maps relevant to food production and security to support teaching and learning on the Biomes and food security unit of the Australian Curriculum: Geography.


Friday, February 5, 2016

Spatial ineptitude

Image above: Meeting  Karen, the GPS girl - we have all heard her!

Related links to Spatialworlds
GeogSplace (a teaching blog for Year 12 geography)
Geogaction (geography professional learning blog)
Spatialworlds website

Australian Geography Teachers' Association website

A comical look at human spatial ineptitude when using a GPS in the car

Following on from the last posting related to the unfathomable ability of animals and some humans to have extraordinary spatial cognition, I thought it would be fun to have a look at the ineptitude of many humans to navigate and our increasing reliance on GPS to get us from A to B. As mentioned in a previous posting, such spatial navigation tools could in fact be taking away our ability to use our innate navigation tools. It is a slippery spatial intelligence slope we are embarking upon as we increasingly trust technology instead of our spatial instincts.

GPS comedy video clips

GPS prank

A TED Talk on fooling GPS

Todd Humphreys forecasts the near-future of geolocation when millimeter-accurate GPS "dots" will enable you to find pin-point locations, index-search your physical possessions ... or to track people without their knowledge. And the response to the sinister side of this technology may have unintended consequences of its own.

Friday, January 29, 2016

Which way to go? How do they do it?

Image above: The extraordinary navigation skills of the pigeon

Related links to Spatialworlds
GeogSplace (a teaching blog for Year 12 geography)
Geogaction (geography professional learning blog)
Spatialworlds website

Australian Geography Teachers' Association website

The mystery of spatial orientation

For years I have been fascinated with the disparity of the spatial intelligence/orientation between individuals and even more amazed by the spatial intelligence of animals such as cats and pigeons that seem to have an in-built GPS to find their way from place to place with uncanny, and unfathomable skills. In a Spatialworlds posting last year I discussed the parts of the brain that have been identified as our spatial control room with GPS capacity.
My thinking on this was particular prodded by my experience with my son when he was younger. I could walk around large cities all day that he had never been to before and then say lets go back to the hotel - and he would negotiate the streets of places like Hong Kong, without a map and take me back to the hotel, whilst I was hopelessly lost and searching for a map to orientate myself. Maybe that is why I became a geographer, because my spatial control centre was so bad that I had to learn to use maps to orientate myself. After this happened time and time again, I realised that my son had a much better spatial orientation than me, despite his limited knowledge and experience - was it just an innate ability? The following posting explores several examples of the extraordinary spatial orientation skills of some people and animals and suggest some reasons why.

The pigeon's spatial ability

 For years, scientists have struggled to explain carrier pigeons' directional challenges in certain areas, known as release-site biases. This "map" issue, or a pigeon's ability to tell where it is in relation to where it wants to go, is different from the bird's compass system, which tells it which direction it's headed in.
Pigeons have extraordinary navigational abilities. Take a pigeon from its loft and let it go somewhere it has never been before and it will, after circling in the sky for while, head home. This remarkable capacity extends to places tens even hundreds of kilometres from its home and is all the more remarkable to humans because we are apparently incapable of it ourselves. Humans have long made use of the pigeon’s homing ability, principally for carrying messages in the past -  especially in war.

Out of direct contact with home, and out of the landscape to which birds have become familiar, there must nonetheless be large-scale cues available to the navigating bird with which it can estimate its position relative to home. Many theories have been forwarded to explain the navigational ability of pigeons, from reading the sun’s arc to the detection of long-distance infra-sounds. Both unfounded in science! 

Another theory is that pigeons can use the predictable gradients of intensity and dip-angle in the earth’s magnetic field to map their position relative to known values at home. Again scientifically unsubstantiated. It is true that many birds do have a magnetic compass which gives them a sense of direction when they cannot see the sun. A compass helps make long-distance movement efficient and is central to migration, but it cannot help them navigate if they do not know the direction of the goal. This requires a map. It seems this map turns out almost certainly to be olfactory – pigeons, and perhaps all birds, navigate using smell. Pigeons deprived of the ability to smell cannot navigate. Scientist have fooled them with air from the wrong site and they fly in the wrong direction. However there are still experts who doubt it on reasonable grounds.

Another theory relates to the sense of smell. The case is pretty strong that birds learn the rough composition of atmospheric volatiles characteristic of their home area. Considering that this varies with winds that come from different directions, they are able to extrapolate to unfamiliar places if they are blown off-course or taken there by a human and released. Even over the open oceans, birds may use odours to navigate.It seems that olfactory deprivation has little effect on a pigeon’s orientation, and it seems that they switch to a second mechanism dominated by visual landscape cues. 

Recently, through access to miniature on-board tracking technologies such as GPS, birds can be followed with precision to unravel the mechanisms of their spatial cognition in the wild. Spatial tracking has shown that pigeons repeatedly released from the same site soon learn a habitual route home which they stick to faithfully even if it is not the quickest. Routes often follow linear landscape features, such as roads or field margins, but are learnt most effectively over landscapes of intermediate complexity. So if the pigeon’s brain contains a network of learnt routes, how are these memories acquired and how do they interact? Recently,  Andrea Flack and Dora Biro showed that having to learn three routes in parallel doesn’t cause pigeons any additional confusion. Route-learning is memorised independently, regardless of whether the sites they are released from are encountered sequentially, randomly intermingled or in strict rotation.

Other ideas to explain the power of animal navigation over unknown landscapes

It seems that there are places around the world that seem to confuse birds — areas where they repeatedly vanish in the wrong direction or scatter on random headings rather than fly straight home. Geophysicist Jon Hagstrum proposes an intriguing theory for homing pigeon disorientation—that the birds are following ultralow frequency sounds back towards their lofts and that disruptions in their ability to "hear" home is what screws them up. Called infrasound, these sound waves propagate at frequencies well below the range audible to people, but pigeons can pick them up.

"They're using sound to image the terrain [surrounding] their loft," he said. "It's like us visually recognizing our house using our eyes."
Other research supports the theory that homing pigeons use magnetic field lines to find their way home. What homing pigeons are using as their map probably depends on where they're raised. In some places it may be infrasound, and in other places [a sense of smell] may be the way to go."

The pigeon in war
The story of a WWII hero whose feats of navigation saved hundreds of lives. The hero? A pigeon named G.I. Joe. Homing pigeons can find their way home from more than 500 kilometres away and at speeds of 100 Kilometres per hour, said Mindy Rosewitz, curator at the U.S. Army Communications Electronics Museum in Fort Monmouth, N.J.

The fox! 
The foxes spatial orientation to North when hunting mice is an amazing example to affirm the thinking of the magnetic field capacity of the pigeon - this rather amusing video on the red fox is worth a look and wonder about their spatial ability.

The following summary is from the article about the research of Jaroslav Červený that appeared in the Discovery Magazine blog.

Cerveny found that when red foxes pounce, they mostly jump in a north-easterly direction. He thinks that they’re using the Earth’s magnetic field to hunt. Červený spent over two years studying wild red foxes in the Czech Republic, with the help of a 23-strong team of wildlife biologists and experienced hunters. The team recorded almost 600 mousing jumps, performed by 84 foxes at a wide variety of locations and times. They found that foxes strongly prefer to jump in a north-easterly direction, around 20 degrees off from magnetic north. This fixed heading was important for their success as hunters. They were more likely to make a kill if they jumped along their preferred axis, particularly if their prey was hidden by high cover or snow. If they pounced to the north-east, they killed on 73% of their attacks; if they jumped in the opposite direction, they success rate stayed at 60%. In all other directions, only 18% of their pounces were successful. Could the foxes be taking their direction from the environment? Červený thinks not. He found that the animals leapt in the same direction regardless of the time of day, season of year, cloud cover, or wind direction. Červený thinks that the only remaining explanation is that foxes align their pounces to the Earth’s magnetic field.

Many living things can sense magnetic fields. In his New Scientist article Cerveny concluded that other animals have a magnetic sense too, such as sharks and rays, turtles, ants, lobsters, beetles, bats and mole rats. The list also includes cow and deer. In 2008, he found that herds of cow and deer also tend to align in a north-south line like living compass needles. Spying on the animals with Google Earth satellites, it was found that that they tend to face magnetic north regardless of wind strength, time of day, or the position of the sun. A year later, they found more evidence that these animals are influenced by a magnetic sense: their neat lines could be disrupted by high-voltage power lines, which produce strong magnetic fields. The nearer the herds get to the lines, the more chaotic their positions.
In all of these cases – be they cows of birds – it’s not entirely clear what the point of having a magnetic sense is. For example, it’s reasonable to think that magnetic compasses and maps could help migrating animals to find their way, especially when visibility is poor or landmarks aren’t obvious. That makes sense, but there’s little hard data to back it up. Červený’s study is one of the first to demonstrate a clear benefit – red foxes hunt more successfully if they jump in the right direction.

So how do foxes and other animals log into the magnetic fields of the earth? Scientists suggest that animals sense magnetic fields using one of two basic methods. 

The first involves clustered crystals of magnetite, an iron mineral that line up according to magnetic fields. Depending on their direction, the crystals either repel or attract one another, creating tiny forces that could be picked up by proteins. The moving crystals could even open or close molecular gates on the surface of nerve cells. Either way, the crystals convert a magnetic field into a nervous signal.

The second method is used by birds and involves a molecule called cryptochrome, which is found in the retina. When light strikes cryptochrome, it shunts an electron over to a partner molecule called FAD. The result is a pair of ‘radicals’ – molecules with a solo electron. These unpaired electrons have a property called “spin” and they can either spin together, or in opposite directions. The two states can flip from one to another, and they lead to different chemical outcomes. This is where the Earth’s magnetic field comes in: it acts like a switch that influences the flips. In doing so, it can affect the outcome of the radical pair’s chemical reactions. All of this happens in the eyes of common birds, such as robins or warblers. This is why you can deactivate a robin’s internal compass by blindfolding it. In fact, you could make it lose its bearings by blindfolding just its right eye, or covering it with a frosted goggle. Some scientists have suggested that robins and other birds can literally see magnetic fields, as a sort of heads-up display. The fields could appear as light or dark patches (or even colours) that lay on top of what the bird normally sees.

Overall, after reading all this research and trying to piece together a coherent summary of the causes of the amazing spatial orientation of animals, I am more confused than ever!!

Going beyond the spatial skills of animals, here is an interesting human example of unexplainable spatial cognition.

Lera Boroditsky once did a simple experiment: She asked people to close their eyes and point southeast. A room of distinguished professors in the U.S. pointed in almost every possible direction, whereas 5-year-old Australian aboriginal girls always got it right. She says the difference lies in language. Boroditsky, an associate professor of cognitive science at the University of California, San Diego, says the Australian aboriginal language doesn't use words like left or right. It uses compass points, so they say things like "that girl to the east of you is my sister."

Saturday, January 23, 2016

The diversity of place

This post contains links to a lot of pictures, but extraordinary and amazing pictures showing the diversity of the places of the Earth -  the beautiful, unusual, weird, strange, dramatic, unbelievable and extraordinary places that make up our world. 

As previously mentioned on the Spatialworlds blog (over and over), the concept of place is incredibly important as a concept in the Australian Curriculum: Geography. We have talked about place in terms of providing people/cultures with identity, providing meaning to a people and/or individuals, the love and aesthetics of place (topophilia) and the nature of place - all rich conceptual ideas about place. However this post is purely about two things in relation to place:
  • the amazing diversity of places around the world
  • the uniqueness, beauty and quirkiness of the places of the world.
Sometimes we just have to stop and take in the wow of the places of the world and marvel at the wonders of the world. Enjoy the following galleries of places with a difference and/or a significant wow factor beyond the normal suburban world many of us live in.




Friday, January 15, 2016

Interacting with maps to learn about ...

Image above: The statsilk interactive thematic map.

Related links to Spatialworlds
GeogSplace (a teaching blog for Year 12 geography)
Geogaction (geography professional learning blog)
Spatialworlds website

Australian Geography Teachers' Association website

Visual interaction with data - thematic maps galore

Following on from recent posting about data visualisation, it is worth having a look at the Statsilk site. The site offers a download of the StatPlanet software, a free application for creating fully customisable interactive maps. StatPlanet can be used to visualize location-based statistical data, such as life expectancy by country or demographic statistics and voting patterns by US state. In addition to maps, StatPlanet also has the option of including interactive graphs and charts to create feature-rich interactive infographics. StatPlanet can be downloaded as a desktop application and used as free educational software. The free download comes with up-to-date world statistics in a wide range of categories and includes a world map (country level) and a US map (state level) - with a limit of 5 indicators.

 If interested, you can pay to upgrade to StatPlanet Plus, an advanced version of StatPlanet which supports map importing (such as shapefile maps), has no data limit, and includes many more powerful features and customisation options. This purchased program will enable you to build your own interactive world, country or regional maps

Check out Statworld on Statsilk

Most useful for the geography classroom is the free Statworld platform on the site that uses open data to create interactive thematic maps. This section of the website provides hundreds of free interactive thematic maps. For example, the map below shows car theft across the world in map an graph form.

Click here to view the categorized list of all interactive maps in StatWorld

Statsilk also has a range of customised maps for free use.

Video support

Very useful YouTube videos on using the Statsilk site are to be found at:

The EduTube on Statsilk is also worth a look to help you make up your mind on its application and potential in the classroom.