Demonstrate that you are able to perform simple data manipulation and visualization using geographical information systems while also considering the issues (e.g., ethical, legal) and limitations of data collection, storage, analysis and communication
Requirements: long
Data Science: Methods and Context Mid-Term Project Instructions and grading rubric With this mid-term project you are asked to demonstrate that you are able to perform simple data manipulation and visualization using geographical information systems while also considering the issues (e.g., ethical, legal) and limitations of data collection, storage, analysis and communication. (These are learning outcomes of this course) You should produce a map using QGIS. The map should address a question of your choice. Ideally this question, and the map you produce, will be of interest for other students at AUP. You should have at least two data sources. This means that your map will most likely have 3 layers: one raster layer (base map) and two vector layers. Mid-term project proposal deliverable: 1 slide including links to data sources + 3 minutes presentation. The slide should include: • A heading with the project title, your name and your master’s or major, the course name and the semester, the professor’s name, and the university logo • The question you intend to address (see some errors you should avoid) • Why have you chosen this question • The data you intend to use (be specific, provide links and descriptions) When choosing your subject, think also how you will be addressing the items of the mid-term project grading rubric Note that this proposal will be graded following a different grading rubric as compared to the mid-term project. The grading focuses on your presentation of the work you have done so far. This means that, although the proposal may be rejected (because, for example you have chosen a question that is too complex, or the data you have found is not really adapted to the question, etc.), if you can explain clearly the logic of your thinking, you may still achieve a good grade. The purpose of the project proposal and presentation is to make sure you can complete satisfactorily the mid-term project. Make sure you email your slide to me ahead of the deadline so that I can compose the slideshow in time for class presentation. Mid-term project deliverable (software + document + presentation): • A project poster • The entire QGIS project so that I can open it (before sending me the saved project send it to one of your colleagues and make sure that they can open it as a new project, and that the project contains all the information) • A project description document which, together with the software and poster will address the items included in the Mid-term project grading rubric. You should also prepare presentation of your project of about 5 minutes.
About your research question Here are a few mistakes you should not make when you choose your research question: Sample question Problem/Warnings Is there a correlation between covid-19 and divorce rates in America? Be very precise in defining your question. Here there are two variables: covid-19 and divorce rate. How exactly will they be measured? For example, one may look at lockdowns due to covid-19. So, the question can be improved to be: is there a correlation between covid-19 lockdown and divorce rates in America? Next one should check what data are available about lockdown locations, their length, their specific constrains, etc. and the question could be refined accordingly. For example: did states that established a strict lockdown lasting more than a month, saw an increase in divorce rates? (where you provide a precise definition of what “strict” means in this context) Do women migrate to European countries to get married? In general, you cannot deduce people’s intention from data, unless data report the result of asking people about their intentions (in which case you still only know their declared intention). Better questions, in this case would be: Do women who migrate to Europe declare that they intend to get married there? (if you run a survey) or Do women who migrate to Europe generally get married in Europe? Or Do women who migrate to Europe generally marry an European national? Also, be careful of (gender) stereotypes: in this case, why not look at both man and women? Finally, how will you represent this on a map? You may look at different European countries, in which case your question may change to something like: In which European countries women who migrate to Europe are more likely to marry a national of that country? Or you may look at country of origin, and your question would change accordingly. Is there a correlation between violence against journalists and press freedom in the world? Data: • World Press Freedom Index to calculate press freedom • Journalists killed between 1992 and 2021 to calculate violence against journalists There are two problems here. The most important one is that, if you look into the method used to calculate the World Press Freedom Index, you can see that the number of journalists killed is part of the calculation of the index (see section “How the abuses score is calculated”). This implied that a correlation may just be the results of the way the index is calculated. To see how this is problematic consider the following: if the index included in its calculation the amount of cheese consumed by journalists, you would find a correlation between the index and the amount of cheese consumed by journalists without this giving you any real information. The second problem is that your question is about “violence against journalists” but your data only measures the number of journalists killed. So, either your make your question more precise, or you find better data to match your question. What is the relationship between the number of drinking fountains and population in Paris? This question is not well formulated. From the number of drinking fountains in Paris and its population, there is not much one can say except the number of persons per fountains. Normally your question should reflect the fact that you consider several data for one location or several locations for some data. Looking at the data the student proposed to analyze, the question should have been: What is the relationship between the number of drinking fountains and population in each one of the arrondissments of Paris?
The Project Poster The project poster is the public facing description of your project. The poster should be part of your portfolio and you may decide to use it to showcase your work, display it in public spaces or present it to a conference. I will include the posters on the page of my Web site that presents my students work, etc. The posters should be clear and contain all important information but you will also have another document, the Project Description Document, which will contain additional information that you are required to give me so that I can grade your work and may not necessarily be included in the poster. The project poster should include at least the following sections: • Heading including a catchy title describing your project, your name, the course name and the semester, the professor’s name, and the university logo • Introduction or Background section briefly explaining why the issue you address is important • Objective – a clear and short description of your objectives (e.g., a research question) • Methods – Here you explain how you have collected, cleaned, analysed, and visualised your data. Here you may also discuss some of the steps you took to ensure that your data collection, analysis, storage, etc. follow legal requirements and ethical recommendations (e.g., does your study cover all relevant populations?). • Results – in this section you show your map(s) and any other interesting results (e.g., if you have analysed your data, you place the results here) • Conclusions – This section contains the conclusions you can draw about your objective. Here you may discuss legal and ethical implications related to the subject of your study (does your study reveal some ethical issues related to your subject?) • Sources – includes standard references to data and research sources To create your poster, you can use the tool you prefer. Two suggestions: Microsoft PowerPoint or canva. Important: do not print the poster before you have integrated my comments and received final approval (this is just to avoid you having to print more than once). Example of posters created by previous students in this course are online (many other examples are available online, e.g., a collection from Johns Hopkins)
Project Description Document (PDD) The PDD may be any length between 1 and 10 pages. Make sure that you provide all information necessary to fully understand your project (and to grade it using the rubric). Remember that one must be able to read the poster without seeing the PDD but the PDD is read in conjunction with the poster. You may have PDDs longer than 10 pages but consider that I cannot allocate more than a couple of hours per project, including going through your QGIS files and projects. So, if you have a long PDD make sure it is absolutely readable and that I can easily find the information I need for grading. Sometimes, appendices work well. For example, if you have created a guide on how to do something specific in QGIS, or a reference system to QGIS documentation, or an annotated bibliography, etc., you can mention this in the main text and add the guide/reference/bibliography/etc., as appendices. PDD structure Name: Project title: Objective/Question: Provide a brief description of the processes of selecting the question. Was this your original question? If not, why did you change it? If you like, you may expand on the following question that should have been address on the poster: Consider ethical and legal implications with respect to every aspect of your project: the question you ask, the data you use, the data manipulation and storage, etc. Provide the original data sources so that I can easily access them (links, references, etc.) How did you find your data? If you like, you may expand on the following question that should have been address on the poster: How did you prepare your data? (e.g., any cleaning, reorganising?) If you like, you may expand on the following question that should have been address on the poster: The major data manipulation you performed in QGIS should be clearly stated Did you learn something new about QGIS as compared to what we covered in class? (if yes, you may also want to provide a step-by-step guide using screen-shots similar to the one I provided) If you like, you may expand on the following question that should have been address on the poster: You should provide a storied answer to your question (brief but compelling) Any other important information
GRADING RUBRIC SUBJECT WHERE GRADE TECHNICAL COMPONENT % the entire QGIS project so that I can open it software 20 two vector data sources software 2.5 three layers software 2.5 QGIS manipulations (as described in project sheet) software 20 DESCRIPTIVE COMPONENT Objective / Question addressed by this project The objective/question reflects the work done and is clearly stated in one sentence Poster 7.5 The processes of selecting the question is described indicating whether the questin was changed and why PDD* 5 Are there ethical, legal or other implications? Ethical and legal implications are considered with respect to every aspect of the project: objective, data use, data analysis and storage, etc. Poster (may be expandede in PDD*) 5 Timeliness issues are considered Poster 2.5 What data did you use? The original data sources is clearly indicated for easy access Poster and PDD* 5 The process followed to collect the data is described PDD* 2.5 The exact date of data collection is indicated Poster 2.5 The person/entity who collected is indicated along with possible biases Poster 2.5 The data preparation methods are described (e.g., any cleaning, reorganising?) Poster (may be expandede in PDD*) 5 How did you elaborate your data? The major data manipulation performed in QGIS are clearly stated Poster (may be expandede in PDD*) (graded in tech component) New things learned about QGIS as compared to what was covered in class ( step-by-step guide provided?) PDD* 7.5 What are your findings? The storied answer to is brief and compelling Poster (may be expandede in PDD*) 7.5 Any other important information Poster and/or PDD 2.5 TOTAL 100 * PDD = Project Description Document
Mid-Term Project Proposal Grading Rubric EXCELLENT (100%-90%) GOOD (89%-75%) ADEQUATE (74%-55%) WEAK (<55%) RESPONSE TO ASSIGNMENT: Oral presentations are expected to completely address the topic and requirements set forth in the assignment, and are appropriate for the intended audience. The presentation responds to the assignment and addresses the topic and all requirements, at an appropriate technical level for the intended audience The presentation responds to the assignment and addresses the topic, but has minor weaknesses with respect to some of the requirements and/or appropriate technical level The presentation responds to the assignment and addresses the topic, but has significant weaknesses with respect to some of the requirements and/or appropriate technical level The presentation does not respond to many of the requirements of the assignment, and/or is poorly tailored for the intended audience ANALYSIS AND DISCUSSION: Oral presentations are expected to provide an appropriate level of analysis, discussion and evaluation as required by the assignment. Presented material is completely analyzed and evaluated, providing support for main points with reasons, discussion of alternatives, explanations, and examples as appropriate Presented material is analyzed and evaluated and appropriate reasons, discussion of alternatives, explanations, and examples are given for most of the main points Presented material is analyzed and evaluated at a reasonable level but is not used effectively to support many of the main points The depth of analysis and evaluation of the presented material is not sufficient, and discussion contains unnecessary or trivial material ORGANIZATION: Oral presentations are expected to be well-organized in overall structure, beginning with a clear statement of the problem and ending with a clear conclusion. The presentation is well structured; its organization contributes to its purpose. The problem is clearly stated and technical content is well ordered for clarity The presentation is generally well-structured, with only a few flaws in overall organization The presentation has a defined structure, but the organization is not optimal for supporting the presentation’s content The presentation is poorly structured; organizational flaws undermine its effectiveness and clarity STYLE/FORM AND FORMAT: Presentations are expected to be stylistically effective – that is, to consist of visual aids with well-chosen words and graphics which complement the speaker, and consistent with the time limit of the presentation. The visual aids (e.g. PowerPoint slides) are informative, well designed, easy to read, and complement the speaker’s content. The number of slides is consistent with the time limit of the presentation The visual aids are informative and generally supportive of the presentation, but could be improved to more effectively complement the speaker’s content The visual aids are generally supportive of the presentation, but some of them are difficult to read, too busy, and/or not necessary for the intent of the talk Visual aids are not designed to effectively to convey the information intended by the speaker SPEAKING SKILLS: Presenters are expected to use an effective speaking style which exhibits enthusiasm, generates interest in the audience, and communicates the intended information. Speaker is well prepared, establishes effective eye contact with the audience, speaks clearly and audibly, stays on topic and finishes the presentation on time Speaker is prepared and familiar with the content of the visual aids, but may occasionally stray from topic and/or have other deficiencies in speaking style Speaker is reasonably prepared but tends to look at visual aids for prompting, and is not able to communicate all of the intended content Speaker is not prepared and has to read from visual aids or cue cards, does not use voice or body language effectively to engage audience in topic CONCLUSIONS: Presentations are expected to draw appropriate conclusions and recommendations based on its content Key points are clearly re-stated at the end of the talk so that the audience clearly understands the purpose of the technical work The presentation has a conclusion, but some of the key points are not highlighted effectively The presentation has a brief conclusion but is not substantial in content The presentation seems to end abruptly without any summation for the audience
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