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"Map reading."
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Map my country
Map My Country explains what a map of a country shows and what it is used for. Young readers are introduced to basic map components, such as keys and symbols, and are given the skills to map their own country.
Book
Map Reading and Analysis with GPT-4V(ision)
In late 2023, the image-reading capability added to a Generative Pre-trained Transformer (GPT) framework provided the opportunity to potentially revolutionize the way we view and understand geographic maps, the core component of cartography, geography, and spatial data science. In this study, we explore reading and analyzing maps with the latest version of GPT-4-vision-preview (GPT-4V), to fully evaluate its advantages and disadvantages in comparison with human eye-based visual inspections. We found that GPT-4V is able to properly retrieve information from various types of maps in different scales and spatiotemporal resolutions. GPT-4V can also perform basic map analysis, such as identifying visual changes before and after a natural disaster. It has the potential to replace human efforts by examining batches of maps, accurately extracting information from maps, and linking observed patterns with its pre-trained large dataset. However, it is encumbered by limitations such as diminished accuracy in visual content extraction and a lack of validation. This paper sets an example of effectively using GPT-4V for map reading and analytical tasks, which is a promising application for large multimodal models, large language models, and artificial intelligence.
Journal Article
A comparison of the performance on extrinsic and intrinsic cartographic visualizations through correctness, response time and cognitive processing
The aim of this study was to compare the performance of two bivariate visualizations by measuring response correctness (error rate) and response time, and to identify the differences in cognitive processes involved in map-reading tasks by using eye-tracking methods. The present study is based on our previous research and the hypothesis that the use of different visualization methods may lead to significant cognitive-processing differences. We applied extrinsic and intrinsic visualizations in the study. Participants in the experiment were presented maps which depicted two variables (soil moisture and soil depth) and asked to identify the areas which displayed either a single condition (e.g., “find an area with low soil depth”) or both conditions (e.g., “find an area with high soil moisture and low soil depth”). The research sample was composed of 31 social sciences and humanities university students. The experiment was performed under laboratory conditions, and Hypothesis software was used for data collection. Eye-tracking data were collected for 23 of the participants. An SMI RED-m eye-tracker was used to determine whether either of the two visualization methods was more efficient for solving the given map-reading tasks. Our results showed that with the intrinsic visualization method, the participants spent significantly more time with the map legend. This result suggests that extrinsic and intrinsic visualizations induce different cognitive processes. The intrinsic method was observed to generally require more time and led to higher error rates. In summary, the extrinsic method was found to be more efficient than the intrinsic method, although the difference was less pronounced in the tasks which contained two variables, which proved to be better suited to intrinsic visualization.
Journal Article
Augmented Reality Technology Used for Developing Topographic Map-Reading Skills in an Earth Science Course and its Potential Implications in Broader Learning Venues
Topographic map-reading skills are critical for certain professions but can be difficult to learn. The purpose of this pilot study is to provide insight on the role augmented reality technology can play in the development of topographic map-reading skills. Using a situated cognition theoretical framework, this study tracks the development of students’ skills in three different instructional approaches using the Topographic Mapping Assessment (TMA), instructor observations, and student feedback. Using a quasi-experimental research design, 85 college-level students in eight sections of an introductory undergraduate geoscience laboratory course were assigned to a control group (
n
= 19) that was instructed using the standard curriculum (paper-and-pencil lab exercises and field trips), a 2-D group (
n
= 14) that completed six activities using 2-D maps, or an augmented reality sandbox (ARS) group (
n
= 52) that completed six activities requiring both 2-D maps and augmented reality technology. Results from multi-level analyses of covariance suggest no significant difference in overall post-instruction scores, except female students in the ARS groups (
n
= 17) tended to score higher than students in the control group (
n
= 11), potentially indicating this method can increase outcomes for females in STEM. Other identified instructional benefits of using the ARS include increased collaboration between students, greater visibility to the instructor of student difficulties and challenges, and improved ability for the instructor to provide real-time feedback and guidance.
Journal Article
Ultimate mapping guide for kids
Provides expert guidance on reading maps and using them to navigate in the outdoors, and shares tips for drawing maps, with explanations of cartographic terminology.
Book
An association between fingerprint patterns with blood group and lifestyle based diseases: a review
In the current era of the digital world, the hash of any digital means considered as a footprint or fingerprint of any digital term but from the ancient era, human fingerprint considered as the most trustworthy criteria for identification and it also cannot be changed with time even up to the death of an individual. In the court of law, fingerprint-proof is undeniably the most dependable and acceptable evidence to date. Fingerprint designs are exclusive in each human and the chance of two individuals having identical fingerprints is an exceptional case about one in sixty-four thousand million also the fingerprint minutiae patterns of the undistinguishable twins are different, and the ridge pattern of each fingertip remain unchanged from birth to till death. Fingerprints can be divided into basic four categories i.e. Loop, whorl, arch, and composites, nevertheless, there are more than 100 interleaved ridge and valleys physiognomies, called Galton’s details, in a single rolled fingerprint. Due to the immense potential of fingerprints as an effective method of identification, the present research paper tries to investigate the problem of blood group identification and analysis of diseases those arises with aging like hypertension, type 2-diabetes and arthritis from a fingerprint by analyzing their patterns correlation with blood group and age of an individual. The work has been driven by studies of anthropometry, biometric trademark, and pattern recognition proposing that it is possible to predict blood group using fingerprint map reading. Dermatoglyphics as a diagnostic aid used from ancient eras and now it is well established in number of diseases which have strong hereditary basis and is employed as a method for screening for abnormal anomalies. Apart from its use in predicting the diagnosis of disease; dermatoglyphics is also used in forensic medicine in individual identification, physical anthropology, human genetics and medicine. However, the Machine and Deep Learning techniques, if used for fingerprint minutiae patterns to be trained by Neural Network for blood group prediction and classification of common clinical diseases arises with aging based on lifestyle would be an unusual research work.
Journal Article
Differences in Thematic Map Reading by Students and Their Geography Teacher
A school world atlas is likely the first systematic cartographic product which students encounter in their lives. However, only a few empirical studies have analysed school atlases in the context of map reading and learning geographical curricula. The present paper describes an eye-tracking study conducted on 30 grammar school students and their geography teacher. The study explored ten tasks using thematic world maps contained in the Czech school world atlas. Three research questions were posed: (i) Are students able to learn using these particular types of maps? (ii) Have the cartographic visualization methods in the school atlas been adequately selected? (iii) Does the teacher read the maps in the same manner as students? The results proved that the students were sufficiently able to learn using thematic maps. The average correctness of their answers exceeded 70%. However, the results highlighted several types of cartographic visualization methods which students found difficult to read. Most of the difficulties arose from map symbols being poorly legible. The most problematic task was estimating the value of the phenomenon from the symbol size legend. Finally, the difference between the students’ and teacher’s manner of reading maps in each task was analysed qualitatively and then quantitatively by applying two different scanpath comparison methods. The study revealed that the geography teacher applied a different method than her students. She avoided looking at the map legend and solved the task using her knowledge.
Journal Article