Are you ready to take your passion for Geographic Information Systems (GIS) to the next level? Look no further than the GIS Postgraduate Quiz, a powerful tool developed specifically to help you assess your readiness for advanced studies in GIS.
As the developer of this innovative tool, I’m excited to share how it can set you on an exciting academic journey in the world of GIS. Here’s why the GIS Postgraduate Quiz is a game-changer:
Insightful Questions: The quiz consists of ten carefully crafted questions, each designed to gauge your readiness, enthusiasm, and commitment to GIS postgraduate studies. From your interest in research to your motivation to expand your knowledge, every question is thought-provoking and insightful.
Personalized Feedback: What truly sets this quiz apart is the personalized feedback you receive based on your ‘Yes’ answers. If you’re like me and answered ‘Yes’ to all ten questions, you’ll receive a congratulatory message acknowledging your unwavering commitment and enthusiasm for GIS postgraduate studies. It’s an exciting affirmation that you’re ready to take on the academic challenges that await.
Career Clarity: For those who may have answered ‘Yes’ to a slightly lower number of questions, the quiz gently guides you to reflect on your goals and aspirations. It helps you gain clarity about your career path in the dynamic world of GIS.
User-Friendly: The quiz is user-friendly, making it accessible to all. Whether you’re a GIS enthusiast or someone exploring the possibilities, it’s easy to navigate and gain valuable insights.
Empowering Your Journey: The GIS Postgraduate Quiz isn’t just a quiz; it’s a compass that can guide you towards the academic and career path that aligns perfectly with your interests and aspirations.
In conclusion, if you’re even remotely interested in GIS postgraduate studies, I wholeheartedly recommend trying out the GIS Postgraduate Quiz. Developed with your academic journey in mind, it’s informative, empowering, and an essential step on your path to becoming a GIS expert. Access the quiz here and embark on your GIS adventure today!
Suggestion for Citation:
Amerudin, S. (2023). Unlock Your GIS Potential with the GIS Postgraduate Quiz – Developed Just for You! [Online] Available at: https://people.utm.my/shahabuddin/?p=7159 (Accessed: 23 September 2023).
Geographic Information Systems (GIS) plays an indispensable role in various fields, including environmental science, urban planning, and public health. For GIS students at the Universiti Teknologi Malaysia (UTM), producing a high-quality study area map is a fundamental aspect of their thesis writing. However, this seemingly straightforward task can be surprisingly challenging, especially when it comes to fitting the map within the constraints of an A4 or B5 paper size. As a result, many students resort to using Google Maps as a basemap or backdrop image, rather than creating a map from scratch. In this article, we will delve into the common challenges students face in this regard, the limitations of using Google Maps as a solution, and alternative approaches to produce effective study area maps.
Challenges Faced by GIS Students
Limited Space:
Complex Study Areas: GIS projects often involve the analysis of extensive geographical regions or intricate study areas. Trying to fit all the relevant data into the confines of A4 or B5 paper sizes can be highly challenging. This limitation may lead to the omission of crucial details or areas, potentially affecting the comprehensiveness of the study.
Scale Issues: Reducing a large-scale map to fit on a smaller sheet can result in a significant reduction in detail. This can hinder the ability to convey the spatial relationships and nuances within the study area accurately.
Map Overcrowding: When students attempt to include too much information within the limited space, maps can become cluttered and confusing, making it difficult for readers to interpret the data effectively.
Clarity and Readability:
Text and Symbols: Shrinking a map to fit a smaller paper size can cause text and symbols to become too small to read comfortably. This can lead to frustration for readers who struggle to discern important information.
Loss of Context: When maps lose clarity during scaling, the overall context and significance of certain features can be lost. This might result in the misinterpretation of the data or research findings.
Color and Contrast: Maintaining effective color contrast and choosing colors that work well when printed can be a challenge. Poor choices can reduce map readability, particularly for readers with visual impairments.
Data Sourcing and Integration:
Data Availability: Locating relevant and up-to-date GIS data can be a time-consuming process. Data may be scattered across various sources, and students may need to request or purchase datasets, which can pose logistical challenges.
Data Compatibility: Different datasets may have varying formats, projections, and scales. Integrating these datasets into a cohesive map can be technically complex and may require advanced GIS skills.
Data Quality: Ensuring that data sources are accurate and reliable is essential. Students must critically assess data quality and be aware of potential biases or errors that can affect the outcomes of their research.
Licensing and Copyright Issues:
Legal Consequences: Using Google Maps or other proprietary mapping services as a basemap without proper licensing or permissions can lead to legal repercussions. This can result in the removal of the map from the thesis, fines, or other legal actions against the student.
Ethical Considerations: Encouraging students to respect copyright and licensing agreements fosters ethical research practices and instills a sense of responsibility regarding data usage.
Limited Customization:
Tailoring Maps to Research: Every GIS project has unique requirements. Pre-designed basemaps like Google Maps may not offer the level of customization needed to convey specific research findings accurately. Customization is crucial to align the map with the study’s goals and objectives.
Visual Consistency: Customization allows students to maintain visual consistency with their thesis while accommodating specific mapping needs. This consistency enhances the overall quality and professionalism of the research.
Limitations of Using Google Maps
While Google Maps can be a convenient solution for including geographic context in a thesis, it comes with several limitations that hinder its suitability for academic research:
Limited Control:
Customization Constraints: Google Maps offers a one-size-fits-all approach when it comes to map design. Students have limited control over the color schemes, symbols, fonts, and labeling. This lack of customization can make it challenging to tailor the map to the specific requirements of a thesis or research project.
Visual Consistency: Academic research often requires a high level of visual consistency throughout the thesis. Google Maps’ limited customization options can hinder the ability to maintain a consistent visual style that aligns with the overall thesis design.
Representation Challenges: Certain geographic features or phenomena may require specialized symbols or visual cues that Google Maps cannot provide. This can result in a less accurate representation of the research findings.
Print Quality:
Resolution Issues: When students print Google Maps on paper, they may encounter issues related to resolution. Text and symbols can become blurry or pixelated, particularly when the map is scaled down to fit within the confines of A4 or B5 paper sizes. This reduction in print quality can compromise the clarity and readability of the map.
Scaling Challenges: Google Maps is designed primarily for online and digital viewing, not for high-quality print. As a result, it may not easily adapt to the demands of print production, leading to suboptimal print results.
Data Ownership:
Lack of Data Control: Google Maps uses its own data sources, and students have little control over the data displayed on the map. Google may update or change these data sources without notice. This lack of control can be problematic for academic research, where data accuracy and consistency are crucial.
Dependency on External Data: Students relying on Google Maps may find themselves at the mercy of Google’s data infrastructure. Changes or interruptions in data access can disrupt the research process and compromise the project’s integrity.
Commercial Use:
Terms of Service Restrictions: Google Maps’ terms of service are primarily designed for personal use and may impose limitations on academic or commercial projects. Students using Google Maps for thesis work could unintentionally violate these terms, potentially leading to legal issues or the removal of their maps from their research.
Licensing Considerations: Academic research often requires a clear understanding of licensing agreements and compliance with copyright laws. Using Google Maps without proper licensing can raise ethical and legal concerns.
Data Privacy:
Privacy Risks: Students must exercise caution when using Google Maps for academic purposes, especially when dealing with sensitive or private data. The public nature of online mapping platforms like Google Maps means that inadvertently sharing private information can lead to privacy breaches or unauthorized access to sensitive data.
Solutions for Creating Effective Study Area Maps
Open Source GIS Software:
Advantages: Open-source GIS software like QGIS provides students with a powerful set of tools to create maps that meet their research requirements. It offers greater control over map design, including customizing colors, symbols, labeling, and map layout.
Flexibility: QGIS and similar open-source platforms allow students to start from scratch, giving them complete control over the map’s content and design. This flexibility is particularly valuable when dealing with complex study areas or specialized research needs.
Skill Development: By using open-source GIS software, students can enhance their GIS skills, which are valuable in both academic and professional settings. These skills include data manipulation, spatial analysis, and cartographic design.
Custom Data Collection:
Data Accuracy: Advising students to collect their own data or collaborate with relevant organizations ensures that they have access to accurate and up-to-date spatial data. This is especially important for research that demands precise and current information.
Tailored Data: Custom data collection allows students to gather information specific to their research objectives. They can design data collection methods that align with their study’s unique needs, ensuring data relevance and quality.
Real-World Experience: Engaging in data collection projects provides students with practical, hands-on experience in data acquisition and fieldwork, enhancing their research skills and understanding of geospatial processes.
Custom Basemaps:
Greater Control: Creating custom basemaps using sources like OpenStreetMap empowers students to exercise complete control over the map’s appearance. They can customize features, colors, and labels to align with their research objectives and aesthetics.
Flexibility: OpenStreetMap and similar platforms offer a wide range of data layers and styles, enabling students to adapt the basemap to various study area types, from urban to rural to environmental contexts.
Compliance: Using open-source basemaps eliminates concerns about licensing and copyright violations, ensuring that students can confidently use their maps for academic research and publication.
Cartographic Design:
Clarity and Readability: Emphasizing cartographic design principles helps students enhance map clarity and readability. This includes selecting appropriate fonts, font sizes, and label placements to ensure that information is easily understood.
Visual Hierarchy: Educating students about creating a visual hierarchy on their maps helps them highlight key information and guide the viewer’s attention to critical elements. This improves the map’s effectiveness in conveying research findings.
Consistency: Consistent design elements such as scale bars, legends, and north arrows not only improve map quality but also contribute to the overall professionalism of the thesis.
Map Layout Optimization:
Paper Size Considerations: Teaching students how to optimize map layouts for A4 or B5 paper sizes is crucial. This may involve choosing an appropriate map projection, adjusting scale, and carefully selecting what to include on the map to balance detail and clarity.
Whitespace Utilization: Proper use of whitespace on the map and in the layout design can enhance visual appeal and readability. It helps prevent overcrowding and maintains a clean, organized appearance.
Geospatial Data Ethics:
Legal and Ethical Awareness: Educating students about geospatial data ethics ensures that they are aware of the legal and ethical considerations surrounding data collection, usage, and dissemination. This knowledge is essential for conducting research responsibly and respecting privacy and copyright laws.
Data Ownership: Understanding data ownership and licensing agreements helps students avoid potential legal issues when using data from external sources. It encourages them to seek permission or use data with the appropriate licenses.
Conclusion
Creating an effective study area map for a GIS thesis is a challenging but essential task. While using Google Maps as a basemap may seem like a convenient solution, it comes with limitations and potential pitfalls that students should be aware of. Encouraging students to explore open-source GIS software, collect their own data, and focus on cartographic design principles will empower them to create high-quality study area maps that enhance the overall quality of their research. By addressing these challenges and providing guidance on best practices, GIS educators at UTM can ensure that their students develop the skills needed to produce compelling and informative maps in their academic work.
Suggestion for Citation:
Amerudin, S. (2023). Addressing Common Challenges in Creating Study Area Maps in Thesis Writing. [Online] Available at: https://people.utm.my/shahabuddin/?p=7079 (Accessed: 11 September 2023).
Geographic Information Systems (GIS) play a pivotal role in modern spatial analysis, helping us understand and visualize complex spatial data. Among the fundamental tasks in GIS, creating a study area map is a common challenge that students often encounter. A well-designed study area map is crucial for any GIS project, as it serves as the foundation for data analysis, decision-making, and communication. In this article, we will discuss the importance of a good study area map and the criteria and strategies needed to design one effectively.
The Importance of a Good Study Area Map
A study area map is more than just a visual representation of geographical boundaries; it is a key component of a GIS project that influences the quality and credibility of the analysis. A well-designed study area map:
Defines the Scope: Clearly delineates the boundaries of the study area, ensuring that researchers and stakeholders understand the geographic extent of the project.
Enhances Data Selection: Helps in selecting and collecting relevant spatial data, ensuring that only pertinent information is included.
Supports Analysis: Provides a foundation for spatial analysis, allowing researchers to perform meaningful operations like overlay, proximity analysis, and spatial querying.
Communicates: Findings: Acts as a visual communication tool to convey research findings, making it easier for non-GIS experts to grasp the study’s results.
Criteria for Designing a Good Study Area Map
To design an effective study area map, one must consider several criteria:
Clarity and Simplicity:
Keep the map simple and uncluttered, avoiding unnecessary elements that can distract from the main focus.
Use clear and easy-to-understand symbols, colors, and labels.
Scale and Resolution:
Choose an appropriate scale and resolution that suit the study’s purpose. A smaller scale may be required for regional studies, while a larger scale may be needed for detailed local analysis.
Geographic Extent:
Clearly define the geographic extent of the study area using a well-defined boundary such as administrative borders, physical features, or coordinates.
Data Sources and Attribution:
Accurately cite the sources of spatial data used in the map.
Provide attribution for third-party data if necessary, complying with copyright and licensing agreements.
Legend and Symbols:
Include a legend that explains the meaning of symbols, colors, and any other map elements.
Ensure consistency in symbol usage throughout the map.
Spatial Reference:
Use a consistent spatial reference system (e.g., latitude and longitude or a projected coordinate system) to ensure accurate georeferencing.
Contextual Information:
Provide contextual information that helps viewers understand the significance of the study area, such as its geographical location, relevance, and any unique features.
Data Quality:
Ensure that the spatial data used is accurate, up-to-date, and relevant to the research question.
Cartographic Design:
Apply cartographic principles, such as balance, hierarchy, and visual hierarchy, to create an aesthetically pleasing map.
Solutions for Designing an Effective Study Area Map
Planning and Research: Before starting the map design, conduct thorough research to understand the study area’s characteristics, available data, and the specific requirements of your project. Planning is crucial to determine the appropriate scale, data sources, and map elements.
Data Preparation: Ensure that all spatial data used in the map are properly prepared and georeferenced. Data preprocessing, cleaning, and transformation are essential steps to guarantee data accuracy.
Software Proficiency: Gain proficiency in GIS software (e.g., ArcGIS, QGIS) to effectively create and manipulate spatial data. Familiarity with the software’s cartographic tools will enable you to design visually appealing maps.
Consult Cartographic Guidelines: Consult cartographic guidelines and best practices to ensure that your map adheres to established design principles. These guidelines can help you make informed decisions about color schemes, fonts, and layout.
Iterative Design: Map design is often an iterative process. Don’t hesitate to revise and refine your study area map as you progress through your project. Solicit feedback from peers or mentors to improve its quality.
User-Centered Approach: Consider the needs and preferences of your target audience when designing the map. Tailor the map’s content and design to make it accessible and understandable to your intended users.
Document Your Work: Keep a record of the data sources, software tools, and design choices you make during the map creation process. Proper documentation is essential for transparency and reproducibility.
Conclusion
Designing an effective study area map is a critical skill for GIS students and professionals alike. A well-designed map not only defines the scope of a project but also enhances data selection, supports spatial analysis, and communicates research findings effectively. By adhering to the criteria and solutions outlined in this article, GIS students can overcome the challenges associated with creating a study area map and contribute to more meaningful and impactful spatial analysis and research. Remember that practice and continuous learning are key to mastering the art and science of cartography in GIS.
Further Reading
Longley, P. A., Goodchild, M. F., Maguire, D. J., & Rhind, D. W. (2015). Geographic Information Science and Systems. John Wiley & Sons.
Slocum, T. A., McMaster, R. B., Kessler, F. C., & Howard, H. H. (2009). Thematic Cartography and Geovisualization (3rd ed.). Pearson Prentice Hall.
Peterson, M. P. (2011). Interactive and Animated Cartography. Pearson Prentice Hall.
Bolstad, P. (2019). GIS Fundamentals: A First Text on Geographic Information Systems (6th ed.). Eider Press.
Robinson, A. H., Morrison, J. L., Muehrcke, P. C., Kimerling, A. J., & Guptill, S. C. (2015). Elements of Cartography (7th ed.). Wiley.
Brewer, C. A. (2015). Designing Better Maps: A Guide for GIS Users. Esri Press.
Dent, B. D., & Torguson, J. S. (2007). Cartography: Thematic Map Design (6th ed.). McGraw-Hill.
Suggestion for Citation:
Amerudin, S. (2023). Creating an Effective Study Area Map in GIS. [Online] Available at: https://people.utm.my/shahabuddin/?p=7074 (Accessed: 11 September 2023).
This article embarks on a comprehensive exploration of the shifting landscape of undergraduate degree choices in the United States over the past decade, specifically from 2011 to 2021. We draw upon meticulously collected and analyzed data sourced from the National Center for Education Statistics (NCES), as presented in the insightful article authored by Kashish Rastogi, “The Shifting Landscape of U.S. Undergraduate Degrees: A Decade in Review,” published on September 3, 2023. In doing so, we not only elucidate key trends in higher education but also extrapolate invaluable lessons and critical considerations that should inform the decisions of prospective students, educators, and policymakers for the forthcoming 5-10 years.
Introduction
In an era characterized by soaring tuition fees and the ever-looming specter of mounting student debt, the task of selecting an undergraduate degree program has attained unprecedented significance for aspirants of higher education in the United States. This article builds upon the comprehensive analysis provided by Rastogi (2023), delving deeper into the dynamic interplay of factors that have propelled certain fields of study into ascension while precipitating the decline of others. Moreover, it underscores the pivotal role of data-driven decision-making in shaping the future of higher education.
Methodology
The foundation of this academic inquiry rests upon a meticulous analysis of data harvested from the National Center for Education Statistics (NCES), an authoritative repository of educational statistics. The study encompasses a rigorous examination of 38 discrete fields of study, as meticulously classified by the NCES, with a specific emphasis on the years spanning from 2010–2011 to 2020–2021, thereby affording us a nuanced vantage point to discern the evolving trends in undergraduate degree choices.
Degrees on the Rise
A conspicuous narrative that emerges from the data is the meteoric ascent of certain fields of study, each endowed with its unique characteristics and appeal:
Computer and Information Sciences: The field of computer and information sciences stands as a paragon of exponential growth, manifesting a staggering 144% surge in graduates from 2010–2011 to 2020–2021. This meteoric rise can be attributed to the inexorable expansion of the technology sector, coupled with the allure of lucratively remunerative career prospects.
Health Professions: Experiencing an 87% upswing in graduates, health professions have indisputably claimed the spotlight, drawing in nearly 260,000 graduates in 2020–2021. This surge speaks to the burgeoning prominence of the healthcare sector in contemporary societal discourse, underscored by the exigencies of the global pandemic.
Engineering: The field of engineering, perennially synonymous with resilience and versatility, has registered a substantial 65% augmentation in graduates, affirming its perennial demand and its potential to offer graduates multifaceted career trajectories.
Biomedical Sciences: The niche realm of biomedical sciences, distinguished by its integration of biology with health and medicine, has notched a commendable 46% growth in graduates. Noteworthy is the prominence of epidemiology within this field, significantly amplified by the exigencies of the COVID-19 pandemic, consequently accentuating the field’s relevance.
Business: Despite a relatively modest 7% growth rate, business degrees continue to hold unwavering appeal, consistently commanding a substantial proportion of the graduating class.
Fields in Decline
Conversely, a significant number of fields have borne witness to a disconcerting decline in the number of graduates, evoking questions about their long-term viability:
English: English, once an undisputedly favored choice of undergraduates, has experienced a staggering 32% decrement in enrollment between 2010–2011 and 2020–2021, emblematic of shifting interests and diverging career prospects.
Education: Paradoxically, despite the persistent shortage of educators in the United States, education degrees have sustained a significant 14% diminishment in enrollment figures. This paradox may be ascribed to apprehensions regarding stagnating remuneration, unsustainable working conditions, and a dearth of support for essential classroom resources, collectively dissuading prospective educators.
Liberal Arts: In a paradigm shift emblematic of the modern world’s relentless march toward specialization, liberal arts degrees, characterized by their wide-ranging and interdisciplinary nature, have faced a 10% decline in the number of graduates. This trend underscores the contemporary world’s predilection for specialized skill sets over generalist knowledge.
Lessons for the Next 5-10 Years
The profound implications arising from this analysis crystallize into crucial lessons and discernments that should guide the actions and decisions of prospective students, educators, and policymakers alike over the ensuing 5-10 years:
Adaptability as a Virtue: Prospective students should champion adaptability as a cardinal virtue, placing a premium on fields that synergize with emerging industries, technological transformations, and societal needs.
Healthcare Sector’s Resilience: The healthcare sector’s resilience, as exemplified by the exponential growth in health professions graduates, illuminates its status as a perennially promising field, meriting serious consideration from aspiring students.
Enduring Relevance of STEM Fields: STEM fields (Science, Technology, Engineering, and Mathematics) continue to stand as bulwarks of career viability, epitomizing job security and dynamic career prospects. As such, students harboring an interest in these domains should decisively leverage the sustained demand.
Data-Driven Pragmatism: The article’s unwavering reliance on empirical data underscores the imperative of data-driven pragmatism in the domain of education and career choices. Students, educators, and policymakers must be unwavering advocates for evidence-based decision-making.
Embracing Long-Term Trends: When navigating the labyrinthine landscape of undergraduate degree choices, students should eschew capricious fads in favor of fields underpinned by enduring, long-term growth prospects.
The Enigma of Economic Factors: Economic factors such as income potential and job security should serve as lodestars guiding students toward fields that align with their long-term aspirations and financial well-being.
Conclusion
In the inexorable march toward progress and societal transformation, the canvas of higher education remains mutable, perpetually evolving to mirror the dynamic tapestry of human endeavor. This article, underpinned by the formidable bedrock of data emanating from the National Center for Education Statistics, imparts not only a retrospective understanding of the shifting terrain of undergraduate degree choices but also a prescient gaze into the horizon.
As the chronicle of higher education unfurls, students, educators, and policymakers must stand as vigilant sentinels, cognizant of the imperatives of adaptability, the allure of resilient sectors, the beckoning bastions of STEM fields, the clarion call for data-driven decision-making, and the wisdom of embracing long-term trends. Through this collective mindfulness, they will etch a transformative and sustainable narrative, ensuring that the hallowed halls of academia resound with the footsteps of those who stride boldly into a future of endless possibilities, fortified by knowledge, guided by insight, and empowered by choice.
Reference
Rastogi, K. (2023). Ranked: Most Popular U.S. Undergraduate Degrees (2011–2021). Visual Capitalist. https://www.visualcapitalist.com/cp/charted-most-popular-u-s-undergraduate-degrees-2011-2021/
Suggestion for Citation:
Amerudin, S. (2023). The Evolution of Undergraduate Degree Choices in the United States: A Decade-Long Analysis (2011–2021). [Online] Available at: https://people.utm.my/shahabuddin/?p=6990 (Accessed: 5 September 2023).
21 Februari 2020. Mewakili UTM di dalam jemputan kerjasama penyelidikan bersama dengan Jabatan Pengairan dan Saliran Malaysia. Pembentangan dan perbincangan adalah dari Unit Korporat dan pelbagai unit lain di dalam JPS yang turut sama. Topik kajian penyelidikan ialah menggunakan Agent-Based Model (ABM) di dalam pengurusan banjir di Malaysia.
