DOCSLIB.ORG

Introducing the WISERD Geoportal

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Introducing the WISERD Geoportal Introducing the WISERD Geoportal WISERD DATA TEAM Dr Robert Berry & Dr Richard Fry, University of Glamorgan Dr Scott Orford, Cardiff University WISERD What is WISERD? Wales Institute of Social and Economic Research, Data and Methods • Major investment in research infrastructure in Economic and Social Sciences across Wales (£4.8 million over 3 years) • 28 posts at 5 higher education institutions in Wales • Strategy for generating research grant bids and sustainability • Major innovations in qualitative, quantitative and mixed methods • Links with WAG, ONS, LAs and other institutions/partners across Wales • Establish integrated sets of socio‐economic metadata & data relating to Wales WISERD –Main Themes • ‘Knowing’ localities – Cardiff City Centre – Heads of Valleys – Ceredigion – A55 corridor • Policy analysis and evaluation • Training and capacity building • Data integration (discovery, re‐use, sharing) Bringing together expertise in criminology, economics and finance, geography and GIS, public health, urban studies, political science, sociology and social policy The WISERD Geoportal (WGP) Why? • Enhance a researcher’s ability to discover quantitative and qualitative socio‐economic research data for Wales • Enable geographic as well as thematic and temporal searching • Encourage re‐use of existing data and more collaborative research What? • Online map and text‐based application for accessing META‐database: – Quantitative Survey Data (e.g. Living in Wales, Welsh Health Survey) – Qualitative Data (e.g. WISERD research interviews) – Administrative data (e.g. PLASC, Benefits, health records) – ‘Grey’ data (e.g. academic publications) – Public data and linked data (e.g. data.gov.uk, DBPedia) • Disparate data ‘integrated’ into spatial framework using Geographical Information Systems (GIS) technology Example Queries • Textual: Show me all the surveys conducted in Wales that are related to health or contain questions on health. • Spatial: I need to find out what socio‐economic exists that relates to Cardiff. • Spatial: Show me all the data you have for this area (user‐defined) • Textual/Spatial: I’m conducting a project on schools in Merthyr Tydfil –I want a printed report of all the datasets related to education within the Merthyr UA. The WISERD Meta-Database (30/08/2011) • Surveys: Stats: – Census (1991, 2001) – Labour Force Survey 2010 •63 surveys – Living in Wales (2004‐2008) •30 with responses mapped – National Survey for Wales (2010) – Shelter Cymru HAC •5122 tables – Skills Surveys (1997‐2006) – Wales Rural Obs. Rural Business (2004‐ •6700 questions 2010) – Wales Rural Obs. Household Survey (2004‐ 2010) – Welsh Health Survey (2003‐2011) – Working in Britain (1999‐2002) – Workplace Employment Relations (2004) WISERD Meta-Database: Current Status (30/08/2011) • Administrative Data: selected PLASC stats (2003‐10) mapped at UA level. School‐level stats mapping planned. • Qualitative Data: Dozens of WISERD stakeholder interview transcripts • Grey MDB: 20+ academic journal articles and PhD theses • Public: No data added yet (future development) Architecture Standards compliant metadata Metadata Tables (*) Survey Data Qualitative Data * Survey * Keywords * Questions * Geo‐tags * Responses * Dublin Core (Metadata about the metadata) * GEMINI 2.1 (Spatial metadata –INSPIRE compliant) Grey Data Admin Data Public Data * Keywords * As supplied * Geo‐tags Free and Open Source Technology OR Spatial Search Tools • Find by Location • Find by Point and Click • Find by drag rectangle • Find by user defined area….. Issues! • Huge amounts of data for Web delivery. Working on simplifying and adding topology to boundary data for more accurate representation/faster loading. • Map labelling • Speed (database, mapping). Investment required (database server), although CLOUD‐BASED Geoportal may be explored. • Valuable and original technological research as well innovative tool for social sciences. Further Developments (‐Dec 2011) • Expand meta‐database ‐ inc. new metadata types: – Public (NOMIS; ONS Neighbourhood Stats) – Environmental – Linked data/RDF (e.g. DB Pedia, data.gov) • Improve data analysis and charting • Refine user interface and cartography • Spatial statistics • Fully‐featured help and video tutorials • Print and save metadata and metadata reports to PDF • Multi‐browser support Future Developments ‐ pending additional funding (2012>) • Enhance hardware infrastructure (Database server, storage) • Integrate metadata entry tools into WGP for end‐ user metadata generation • Potential secure download of source data • Metadata download in GIS formats • ‘Community’ features (forums, sharing etc.) • Publish linked data on other sites (e.g. Data.gov) • Expansion into a ‘Wales Geoportal’ ??? Schedule • Release ‘Alpha’ version 1.00 for user‐testing October 2011. • Incorporate user feedback and develop release version October‐December 2011 • First release version of WISERD Geoportal end of December 2011. • 2012>....???? http://wiserd.comp.glam.ac.uk/home/ [email protected].
Load more

Recommended publications
  • Beacon for Wales Final Report Beacon for Wales - Final Report 1
    Beacon for Wales Final Report Beacon for Wales - Final Report 1 Contents Executive Summary 2 Strategic priorities for the Beacon 4 Overall approach to culture change 4 Impact 7 Stories of change 17 Lessons learnt 19 Beacon for Wales Sustainability plans 21 Final Report Conclusions and recommendations 22 2 Beacon for Wales - Final Report Beacon for Wales - Final Report 3 Executive Summary 27 projects exploring new ways of undertaking engagement or working with new audiences were funded and these delivered over 35,000 The Beacon for Wales has initiated a culture change in Welsh Universities where public engagement is more embedded, more contact hours of engagement. supported and more visible than it was 5 years ago. The Beacon for Wales was a partnership Glamorgan and Cardiff universities have adapted The project also looked to engage with policy between Cardiff University, University of their reward and recognition structures so that makers in Wales to improve the quality of Glamorgan, Techniquest, Amgueddfa Cymru staff can include public engagement activities public, political and academic dialogue in Wales. – National Museum Wales and BBC Cymru as a dedicated part of their role. At Cardiff, Events were attended by many Ministers and Wales. Working in the context of Wales, the two academic promotions are being made on the Assembly Members. We also began a pairing lead universities, Cardiff and Glamorgan, and basis of excellent engagement work. Glamorgan scheme linking Welsh politicians with academics the other Welsh universities have supported has appointed a reader and a fellow in public across Wales which will be continued next and encouraged their staff and students to engagement.
    [Show full text]
  • People, Places and Policy
    People, Places and Policy Set within the context of UK devolution and constitutional change, People, Places and Policy offers important and interesting insights into ‘place-making’ and ‘locality-making’ in contemporary Wales. Combining policy research with policy-maker and stakeholder interviews at various spatial scales (local, regional, national), it examines the historical processes and working practices that have produced the complex political geography of Wales. This book looks at the economic, social and political geographies of Wales, which in the context of devolution and public service governance are hotly debated. It offers a novel ‘new localities’ theoretical framework for capturing the dynamics of locality-making, to go beyond the obsession with boundaries and coterminous geog- raphies expressed by policy-makers and politicians. Three localities – Heads of the Valleys (north of Cardiff), central and west coast regions (Ceredigion, Pembrokeshire and the former district of Montgomeryshire in Powys) and the A55 corridor (from Wrexham to Holyhead) – are discussed in detail to illustrate this and also reveal the geographical tensions of devolution in contemporary Wales. This book is an original statement on the making of contemporary Wales from the Wales Institute of Social and Economic Research, Data and Methods (WISERD) researchers. It deploys a novel ‘new localities’ theoretical framework and innovative mapping techniques to represent spatial patterns in data. This allows the timely uncovering of both unbounded and fuzzy relational policy geographies, and the more bounded administrative concerns, which come together to produce and reproduce over time Wales’ regional geography. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license.
    [Show full text]
  • Future Directions for Higher Education in Wales: Students As Partners
    Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39.
    [Show full text]
  • SB 13/2014 Students in Higher Education Institutions, 2012/13
    SB 13/2014 20 February 2014 Students in Higher Education Institutions – Wales, 2012/13 This Bulletin provides information about students enrolled at Welsh Higher Education Institutions (HEIs) and Welsh domiciled Higher Education (HE) students enrolled at HEIs throughout the UK in the 2012/13 academic year. The data included are taken primarily from the Higher Education Statistics Agency (HESA) Student Record and based on the HESA standard registration population, which includes student enrolments throughout the year. Summary of main findings Compared with 2011/12, enrolments at Welsh HEIs fell by 2 per cent in 2012/13, whilst HE enrolments by Welsh domiciled students at UK HEIs saw a slightly smaller decrease of one per cent. The two per cent fall in enrolments was evenly split between full-time postgraduate and full-time undergraduate enrolments. Part-time enrolments at Welsh HEIs have fallen from around 51,000 in 2006/07 to just below 36,000 in 2012/13, a 30 per cent decrease. Overall there were 101,270 Welsh domiciled enrolments to HE at UK HEIs in 2012/13, approximately 800 fewer than in the previous year. Enrolments of Welsh students peaked in 2004/05, with a downward trend in numbers since then. The fall in part-time undergraduate enrolments has been the main factor in the overall decrease in numbers. In 2012/13, there were 21,610 Welsh domiciled enrolments at UK HEIs outside of Wales and 33,080 enrolments at Welsh HEIs from students normally resident elsewhere in the UK. Wales remained a net importer of students, although the net flow into Wales fell by 12 per cent in 2012/13.
    [Show full text]
  • ICT Use and Connectivity of Minority Communities in Wales
    Connected Communities ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry 1 ICT USE AND CONNECTIVITY OF MINORITY COMMUNITIES IN WALES ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry Executive Summary This project has aimed to gain an understanding of the impact of Information and Communication Technologies (ICTs) on changing cultures and patterns of connectivity within and between minority communities and the potential of multifaceted digital divides in constraining or shaping these forms of connectivity. It has used Wales as a test-bed and focused on ethnic communities (and their language and cultural attributes) and people with disabilities. The project activities ranged from reviewing the literature and existing research to undertaking stakeholder engagement activities. The project findings highlight that ICTs and the Internet are perceived as being key to promoting community connectivity in contemporary society and that the minority communities are at risk of both social and digital exclusion. There is clear anecdotal evidence that these communities require bespoke policy which reflects their specific needs and requirements. However, the evidence provided in existing (mostly quantitative) research data fails to adequately explore these issues and „grey data‟ is both difficult to identify and access. Therefore there is a clear rationale for developing more qualitative, fine grained, community-based
    [Show full text]
  • Between the Generations in Wales Raising the Profile Of
    Between the Generations In Wales Raising the Profile of Intergenerational Practice March 2007 For Lloyds TSB Foundation for England and Wales Foreword Intergenerational Practice (IP) is an innovative response to the issues raised by the progressive ageing of the Welsh population, more than 28 per cent of which will be over the age of 60 by 2020. It is, therefore, a vital strand of the Welsh Assembly Government Strategy for Older People in Wales, which aims to encourage a coordinated and effective response to this issue through collaboration between different community partners, such as the Welsh Assembly Government, local government and the voluntary and private sector. The strategy makes a specific commitment to developing intergenerational linkages in Wales and I was, therefore, delighted to approve the Beth Johnson Foundation for Assembly funding of £87,000 over three years to develop and implement a Welsh IP strategy. While IP is being developed strongly in a number of areas of the UK, I believe that this will be the first time that it has been linked to a national strategy. The Cymru Centre for Intergenerational Practice (CCIP), through its work with the Beth Johnson Foundation, has already developed an impressive range of local IP approaches and projects – a sample of which are outlined in this booklet. Hard work has been rewarded with tangible progress and visible results: intergenerational work in Wales has already contributed to the breakdown of harmful stereotypes by providing a framework for the young and old to adopt an active role in helping themselves and their own communities, together.
    [Show full text]
  • Promise and Performance
    PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT PROMISE AND PERFORMANCE: The Report of the Independent Review of the Mission and Purpose of Further Education in Wales in the context of the Learning Country: Vision into Action PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT December 2007 Acknowledgements: The Chair and Panel would like to thank all those who gave their time and evidence to the Review and supported their work over the last 12 months. Especial thanks should go to the groups of learners who made such clear, articulate and constructive contributions. ISBN 978-0-7504-4482-8 For further copies of this report and queries please contact: Webb Review Secretariat Welsh Assembly Government Unit 6, St Asaph Business Park, St Asaph Denbighshire LL17 0LJ Telephone: 01745 538761 E-mail: [email protected] The report is also available to download at: http://new.wales.gov.uk/topics/educationandskills/ policy_strategy_and_planning/127035/webb-report?lang=en This Review has been conducted by an independent panel of three experts. Sir Adrian Webb (Chair) Professor Sir Adrian Webb is Chair of the Pontypridd and Rhondda NHS Trust and a non-executive member of the Welsh Assembly Government’s Executive Board. He was Vice-Chancellor of the University of Glamorgan until December 2005. He was previously an academic at the London School of Economics and Professor of Social Policy at Loughborough University. His academic career resulted in many research projects, publications and consultancies.
    [Show full text]
  • Title Four Stages of Lifelong Learning
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Kyoto University Research Information Repository Four Stages of Lifelong Learning : An Institutional Case Study Title from Wales Author(s) Saunders, Danny; Adams, Helen; Jones, Gwynoro Citation Lifelong education and libraries (2005), 5: 135-141 Issue Date 2005-05-01 URL http://hdl.handle.net/2433/43708 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University 135 Four Stages of Lifelong Learning: An Institutional Case Study from Wales Danny Saunders, Helen Adams and Gwynoro Jones In this article a lifelong learning case study is presented from Wales. It supports national and regional strategies which stress the need for widening access and increasing participation within higher education. Four stages of education are identified within a continuum of learning which covers the developmental lifespan. First is compulsory education in primary and secondary schools, with a special emphasis on helping teenagers who lack confidence or motivation. Second, disadvantaged young adults who join universities, and the need for special campus based support through the development of retention initiatives. Third, continuing professional development and work-based learning for employees who find it difficult to visit a university campus. Fourth, community based learners who are especially linked with unemployment or retirement. The case study emphasises the value of using non-threatening learning environments which then lead to other things. It concludes with the recognition of the need for diverse and flexible progression pathways which emerge for students of all ages as they gain in confidence. These pathways begin with workshop or project based activity which is essentially non-assessed but which can lead in to more mainstream awards in further and higher education.
    [Show full text]
  • Science-For-Wales-2017-Report
    Science for Wales 2017 Science for Wales 2017 Cover: False-colour representation of a Gravitational Wave pattern from binary rotating masses. Credit: Numerical – relativistic Simulation: S. Ossokine, A. Buonanno (Max Planck Institute for Gravitational Physics). Scientific Visualization: W. Benger (Airborne Hydro Mapping GmbH). The Gravitational Physics Group at Cardiff University helped in the first detection of Gravitational Waves – at 9:51am GMT on 14 September 2015. Print ISBN 978-1-78859-764-7 Digital ISBN 978-1-78859-762-3 © Crown copyright 2017 WG33146 Science for Wales 2017 Index Ministerial Foreword Ken Skates AM, Cabinet Secretary for Economy and Transport ii Introduction Professor Julie Williams, Chief Scientific Adviser for Wales 1 Executive summary 3 Chapter 1 How Science benefits alesW 8 Chapter 2 The rationale for developing our strategic approach 12 Chapter 3 Building on research strengths and increasing capacity 18 Chapter 4 Strengths, emerging strengths and impact in research 40 Chapter 5 Women in science in Wales 58 Chapter 6 Engaging the next generation 64 Chapter 7 Science across the Welsh Government 74 Chapter 8 Conclusions, way forward and recommendations 78 Annex 1 NSA 2015 programmes in detail 83 Annex 2 Welsh Strategic Awards for Capital Equipment 86 Annex 3 Research Income of Higher Education Institutions in Wales 2015-16 87 Annex 4 List of acronyms 89 i Science for Wales 2017 Ministerial Foreword The First Minister launched Science for Wales has been added, in light of this research, to – the Welsh Government’s guiding document increase capacity further through bringing for growing science and research for Wales’ in many excellent earlier career researchers.
    [Show full text]
  • Higher Education Reconfiguration
    Members’ Research Service: Topic Brief Gwasanaeth Ymchwil yr Aelodau: Papur Byr Higher Education Reconfiguration Introduction The Welsh Assembly Government (WAG) decided in 2002 that in order for the higher education (HE) sector in Wales to reduce overhead costs, and to attract research investment, it would require reconfiguration. The detail of this proposal is available in the WAG policy document Reaching Higher i. In the same year, in response to Reaching Higher, the Higher Education Funding Council for Wales (HEFCW) launched the ‘Reconfiguration and Collaboration’ (R&C) fund to support the reshaping of the sector in the interests of achieving major performance gains and enhanced competitiveness. During the first phase of this fund, 2002-04, the fund supported the merger of Cardiff University with the University of Wales, College of Medicine, in 2004. In 2004 the Minister for Education and Lifelong Learning reiterated the WAG’s commitment to the reconfiguration of the HE sector. Following an appraisal of the sector’s performance, HEFCW launched the second phase of the R&C fund, to run from 2004/05 until further notice. In reporting to the Education, Lifelong Learning and Skills Committee in 2006, HEFCW voiced concerns about meeting the targets set by the WAG in Reaching Higher. Specifically targets relating to reducing administrative costs and attracting more research fundingii. Recent progress on the reconfiguration agenda has included the merger of Merthyr College and the University of Glamorgan, a strategic alliance being formed between the Royal Welsh College of Music and Drama and the University of Glamorgan, and the establishment of several research and enterprise partnerships Progress since 2002 Successful Merger On 1 December 2004, Cardiff University and the University of Wales, College of Medicine formally merged into one institution with more than 5,000 staff, 22,000 students and an annual turnover of £300 million iii.
    [Show full text]
  • Assessing the Impacts of Changing Public Service Provision on Geographical Accessibility Higgs, Gary; Jones, Samuel ; Langford, Mitch; Heley, Jesse
    Aberystwyth University Assessing the Impacts of Changing Public Service Provision on Geographical Accessibility Higgs, Gary; Jones, Samuel ; Langford, Mitch; Heley, Jesse Published in: Environment and Planning C: Government and Policy DOI: 10.1177/2399654417715457 Publication date: 2017 Citation for published version (APA): Higgs, G., Jones, S., Langford, M., & Heley, J. (2017). Assessing the Impacts of Changing Public Service Provision on Geographical Accessibility: an examination of public library provision in Pembrokeshire, South Wales. Environment and Planning C: Government and Policy, 36(3), 548-568. https://doi.org/10.1177/2399654417715457 General rights Copyright and moral rights for the publications made accessible in the Aberystwyth Research Portal (the Institutional Repository) are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the Aberystwyth Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the Aberystwyth Research Portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. tel: +44 1970 62 2400 email: [email protected] Download date: 27. Sep. 2021 Assessing the Impacts of Changing Public Service Provision on Geographical Accessibility: an examination of public library provision in Pembrokeshire, South Wales GARY HIGGS*1, SAMUEL JONES2, MITCH LANGFORD1 and JESSE HELEY3 1.
    [Show full text]
  • Building Bridges: Community – University Partnerships for Social Justice
    Building Bridges: Community – University Partnerships for Social Justice A conference to increase awareness of social justice: Examining best practice in developing sustainable Community – University partnerships and community based learning to facilitate regeneration. Thursday 28th March 2013 Cardiff School of Education, Cyncoed Campus Keynote Speakers at Conference Professor David Adamson, OBE Dave Adamson is the Chief Executive of the Centre for The conference organisers are pleased to Regeneration Excellence Wales (CREW). Dave has announce Professor Dave Adamson and extensive experience of research, evaluation and policy Professor Gareth Rees as Key Note Speakers. development in regeneration related areas and has worked with a wide range of regeneration partners including the Professor Gareth Rees Welsh Government, third sector organisations, RSLs and Professor Gareth Rees is from the Cardiff School of Social local authorities in Wales. Dave is internationally recognised Sciences at Cardiff University. His work has investigated for his work on community empowerment in regeneration themes including educational policy, adult learning, the partnerships through his long-term engagement with the learning society and the relationship between learning and design, delivery and analysis of Communities First in Wales. regeneration. Professor Rees is the Director of the Wales His current interests include regeneration policy, measuring Institute of Social & Economic Research, Data & Methods impact, evaluation techniques, community empowerment
    [Show full text]