The new quantitative revolution

Wyly, Elvin

doi:10.1177/2043820614525732

Cited by 37 publications

(26 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One bright spot is that geographers are embracing big data and spatial cyberinfrastructure (Wright and Wang 2011) that drive so much work in physics, while critically engaging with underlying precepts of this 'new quantitative revolution' (Wyly 2014a). Even so, many geographers continue to reject quantitative spatial analysis when other disciplines are advancing quantitative spatial research.…”

Section: What To Do: Seeing the Forest And The Treesmentioning

confidence: 99%

“…Thrift (2002) suggests that large-scale computing holds much promise for human geography, such as in the analysis of video or its deployment in ethnographic fieldwork, and we can also point to work in land change science that adopts a fruitful mixed-method approach (Lambin et al 2003;Turner et al 2007). More broadly, a growing number of geographers see that it is necessary to move beyond facile dualisms such as quantitative vs. qualitative and positivist vs. post-positivist to recognize how statistical and mathematical approaches can be used for critical inquiry and practice (Sheppard 2001b;Barnes 2009;Wyly 2009). Indeed, it seems ever more apparent that numeracy is essential to fostering social change and "deciphering and challenging regressive political agendas, now often supported by numbers and quantitative analysis" (Kwan and Schwanen 2009).…”

Section: What To Do: Seeing the Forest And The Treesmentioning

confidence: 99%

See 1 more Smart Citation

Do Physicists Have Geography Envy? And What Can Geographers Learn from It?

O’Sullivan

Manson

2015

Annals of the Association of American Geographers

View full text Add to dashboard Cite

Recent years have seen an increasing amount of work by physicists on topics outside their traditional research domain, including in geography. We explore the scope of this development, place it in a historical context dating back at least to statistical physics in the nineteenth century, and trace the origins of more recent developments to the roots of computational science after the Second World War. Our primary purpose is not historical, however. Instead, we are concerned with understanding what geographers can learn from the many recent contributions by physicists to understanding spatiotemporal systems. Drawing on examples of work in this tradition by physicists, we argue that two apparently different modes of investigation are common: model-driven and data-driven approaches. The former is associated with complexity science, while the latter is more commonly associated with the 'fourth paradigm', more recently known as 'big data'. Both modes share technical strengths, and more importantly a capacity for generalization, which is absent from much work in geography. We argue that although some of this research lacks an appreciation of previous geographical contributions, when assessed critically, it nevertheless brings useful new perspectives, new methods and new ideas to bear on topics central to geography, yet neglected in the discipline. We conclude with some suggestions for how geographers can build on these new approaches, both inside and outside the discipline.

show abstract

Section: What To Do: Seeing the Forest And The Treesmentioning

confidence: 99%

Section: What To Do: Seeing the Forest And The Treesmentioning

confidence: 99%

Do Physicists Have Geography Envy? And What Can Geographers Learn from It?

O’Sullivan

Manson

2015

Annals of the Association of American Geographers

View full text Add to dashboard Cite

show abstract

“…As noted by Wyly (2014), this implies a sea change not just in the amount of data -some quantity of data has always been 'big' in the sense that standard statistical software had difficulty handling it -but in the way data are collected, in the people who collect the data, in the people who supply the data and in the motivation for the data collection.…”

Section: Big Datamentioning

confidence: 99%

Spatial science – Looking outward

Brunsdon

2014

Dialogues in Human Geography

View full text Add to dashboard Cite

When reviewing quantitative content in the geography curriculum, amongst other things it is important to review developments in data analysis outside of the discipline of geography. In this response to the paper by Johnston et al. (2014), a number of such developments are considered. In particular, the issues of big data, data journalism, reproducibility and statistical inference are discussed. In conclusion, it is argued that all of these would make some kind of positive contribution to the geography curriculum, providing in the words of Johnston et al. (2014) 'an important role in the formation of an informed citizenry in data-driven, evidence-based-policy societies'.

show abstract

“…[1] The rise of MOOC offers opportunities for the revolution of nursing education, but it also has its limitations, such as online teaching, which cannot completely replace face-to-face classes. Blending learning is a combination of the advantages of both traditional learning and Internet learning.…”

Section: Introductionmentioning

confidence: 99%

Application of Blending Teaching Based on MOOC in the Training of Undergraduate Nursing Students' Cardiopulmonary Resuscitation Skills

Zhang¹,

Hu²

2018

2017 2nd International Conference on Education &Amp; Education Research (EDUER 2017)

View full text Add to dashboard Cite

Abstract. The purpose of the paper is to discuss how to carry out the blending teaching in the training of undergraduate nursing students' cardiopulmonary resuscitation (CPR) skills and its effects. The method is selecting two groups of nursing students randomly from Class 1, Class 4 and Class 2, Class 3 who are general undergraduates of 2014 and are learning the operation of CPR with the course Basic Nursing. They were respectively divided as the control group and the experimental group. In the control group, the teaching was carried out in the form of traditional teacher demonstrations. The experimental group adopted the blending teaching mode based on MOOC of Basic Nursing. it is the combination of learning and discussing of online courses and demonstration and answering in class. The result of examination on CPR shows a statistic difference ( P＜0.05) between the two groups. Considering the result, the conclusion is that the blending teaching based on MOOC resources is more in line with the learning needs of undergraduate nursing students on CPR skills as beginners. It effectively implements the harmonious unification of "teaching" and "learning", and enhances the training effect of CPR.

show abstract

The new quantitative revolution

Cited by 37 publications

References 39 publications

Do Physicists Have Geography Envy? And What Can Geographers Learn from It?

Do Physicists Have Geography Envy? And What Can Geographers Learn from It?

Spatial science – Looking outward

Application of Blending Teaching Based on MOOC in the Training of Undergraduate Nursing Students' Cardiopulmonary Resuscitation Skills

Contact Info

Product

Resources

About