Wearable Cartography - Portable Mapping System

Courtesy of GIS Lounge

Researchers from MIT’s Computer Science and Artificial Intelligence Laboratory have developed aportal mapping system that transmits remotely a digital map of the wearer’s environment.  The concept behind the technology is known as simultaneous localization and mapping or SLAM and previously had only been applied to mapping by robots. The device was conceived as a way to help first responders and emergency management personnel assess and understand the spatial component of an emergency situation.  By enabling emergency responders the ability to generate real-time maps as they explore a location, the remote transmission of the spatial layout of a building can help external commanders the ability to better manage emergency situations.

The device is outfitted with several technological sensors to help map the physical environment.  A GPS unit tracks the physical location of the wearer.  The LiDAR rangefinder measures the return of light pulses in a 270° arc as part of the Automatic Mapping System.  Gyroscopes on the device measure the tilt of the rangefinder to adjust the map readings.  The accelerometers measure the speed of the person wearing the device.  An barometer measures changes in air pressure which is used to adjust for when a firefighter or law enforcement person changes floors. Lastly, the device contains a camera that captures a comparative image of the environment.  Software captures 200 types of visual features from imagery involving patterns, topography, and three dimensional entities.  The information extracted from the imagery is compared against the sensor data to ensure the digital map is correct.

The prototype also comes with a button the user can depress to mark areas of interest.  Researchers anticipate that later versions of the device will allow for text and voice annotations for areas of interest.

The device is worn on the chest and is about the size of an iPad with a backpack carrying the additional components.

Maurice Fallon, researcher from MIT's Computer Science and Artificial Intelligence Laboratory, wears the portable mapping device.

Maurice Fallon, researcher from MIT’s Computer Science and Artificial Intelligence Laboratory, wears the portable mapping device.

The researchers tested the device by having a graduate student wandered the halls of a building on MIT’s campus while they sat in a nearby conference room.  A video demonstrating the device’s real-time mapping:



Written by Default at 10:00

Cartographys most persistent myths

Courtesy of Big Think

600 - Münster’s Monster Mash

Munster-a

One of cartography’s most persistent myths: mapmakers of yore, frustrated by the world beyond their ken, marked the blank spaces on their maps with the legend Here be monsters.  

It’s a pleasing hypothesis. For to label a cartographic vacuum with the stuff of nightmares solves two problems at once. It explains why the fringes of contemporary knowledge didn’t match the outer limits of the entire world - monsters were keeping us out! And, by being equal parts fantastic and horrific, those monsters symbolise our fascination with the known unknowns [1] just out of our reach. What keeps us out is also what draws us in.

Unfortunately, the theory suffers from an all too common trifecta: it’s neat, plausible and wrong. No map dating from the Age of Discovery (or before) is emblazoned with the slogan Here be monsters, nor with its variant: Here be dragons [2]. At least not in English, or any other vernacular [3] language. But there is one (if only just one) example in Latin:  h[i]c sunt dracones,placed over the eastern shore of what is barely recognisable as Asia, on the so-called Lenox Globe [4]

Dated to circa 1510, this globe was only first described in the Magazine of American History in 1879. Curiously, the article linked the legend on the map to the Dagroians, a people mentioned in Marco Polo’s Travels. Others have explained the reference as an echo of the Komodo dragons [5], stories of which may have spread far beyond their habitat. This globe, therefore, may not be the original source of the Here be dragons myth. 

The likeliest source are the dragons themselves - images of dragons, that is. Since ancient times, maps have warned of terrifying creatures in faraway lands - not all of them imaginary. The Tabula Peutingeriana lists elephants, scorpions and cenocephali (dog-headed creatures) as hazards of a Roman-era road trip.

In Christian imagery, the dragon symbolises sin, evil, paganism, or the devil himself [6]. This explains why dragons appear on medieval maps, like the Psalter map (ca. 1250), where it is counterweighted by Christ and his angels on the recto side, and trampled by Jesus on the verso side. Other examples include an Asian dragon on the Borgia map (ca. 1430), and a whole menagerie of monsters in the northern Atlantic on the Carta Marina by Olaus Magnus (1539).

Interesting about the Carta Marina is that the map monsters have migrated away from the land. As the Age of Discovery unfolds, mainly via seafaring exploration, the horrors of the unknown are transposed to the high seas.

A few years after Olaus Magnus’s map, another catalogue of cartographic monsters hit the presses: an image in Sebastian Münster’s Cosmographia(1545) of  ‘Wonders of the sea and rare animals, as they are found in the midnight lands in the sea and on the land’ [7].

Munster-BIG

Sebastian Münster (1488-1552) was a Franciscan friar with a talent for Hebrew and geography, who became an influential linguist and cosmographer [8]. He converted to Protestantism before he published his magnum opus, the Cosmographia, in Basel in 1544.  

That work, aimed to be a 'description of the whole world, and everything in it', eventually [9] entailed over 1,800 pages divided into six books, and more than 60 maps plus in excess of 70 vedute [10]. It was a combination of what we would now call an atlas, an encyclopaedia and a syllabus on math, language, history and ethnography. The Cosmographia took 20 years and 120 collaborators to compile. The contributions of those collaborators were not without consequences: Sigismondo Arquer died at the stake for his sharp criticism of the Catholic church in his piece on Sardinia [11].

Other, but perhaps less lethal, criticism can be levelled at the sources, which often confound truth with fables. Among the strange creatures of variable veracity described in the Cosmographia are the aforementioned dog-faced creatures, so-called Blemmyes [12], and the sea monsters on this map.

The creatures are labelled alphabetically, with their description elsewhere in the Cosmographia reading as follows:

Munster-A

A - Whale fish as big as mountains are seen around Iceland. If they are not scared away with trumpet calls or jettisoned barrels, with which they gambol, they turn your ships over. It also happens that seamen assume to approach an island, in fact a whale, cast anchor, and are in a pretty pickle then. Such whales they call troll whales, i.e. devil whales. In Iceland people build their houses with the bones and fishbones of such big whales. 

Munster-B

B - This is a rude ilk of great monster called Pristis or Physeter, mentioned by Solinus and Pliny. It rears up its head, spouts water into the ships and thus sinks and drowns them.

Munster-C

C - In the ocean one finds sea snakes, 200 and 300 feet long. They twist around the ship, harm the sailors, and attempt to sink it, especially when it is calm. 

Munster-D

D - These are two gruesome beasts and monsters, one with cruel teeth, the other with cruel horns and a frighteningly fiery face. Its eyes are sixteen or twenty feet in circumference. Its head is square and has a big beard. But the hind part of is body is small.

Munster-E

E - This beast may not be filled. In Swedish it is called Jerf, and in GermanVielfraß, in Latin Gulo [wolverine]. When its belly is very full, so that no more goes in, it looks for two trees standing close to each other, pulls its belly through between them, so that it has to defecate, thus emptying its belly, and then can eat more. If hunters catch one, they shoot it on account of its spotted fur, which is nicely patterned like a damascene cloth. The nature of people wearing this fur is often changed into this beast’s nature. 

Munster-F

F - [reindeer]

Munster-G

G - [sable, martens, bears & other animals in the woods]

Munster-H

H - This beast is called Ziphius and is a scary sea monster. It devours the black seals. 

Munster-I

I - Duckbirds, commonly called tree birds, grow on trees, as described 400 years ago.

Munster-K

K - This sea monster looks like a pig and was observed in 1537.

Munster-L

L - This is a whale fish, too, and is called Orca by many, but the Norwegian call it springhval on account of its swift movements. 

Munster-M

M - [Monstrous lobsters]

Munster-N

N - A gruesome beast, partly resembling a rhinoceros. Pointed at the nose and the back, eats large crabs called lobsters, is twelve feet long.

These descriptions were taken here from Tom Lytle's website. The list is incomplete: the beasts listed below were not described. Provisory labelling my own.

 

Munster-O

O - Swedish hyena. Hunts in easy to assemble packs. 

Munster-P

P - Santa Claus driving school.

Munster-Q

Q - Snake farmer poking the merchandise to check whether they're ripe.

 

Munster-R

R - Only known representation of the fabled Nordic Emu, reputedly extinct because its large blue tongue made it difficult to swallow its prey.

 

Munster-S

S - Early channel swimmer, bereft of choice: back then, there were only three channels.

 

Munster-T

T - Famously self-conscious, the red-faced sea buffalo rarely breaks the surface of the waters.

 

Munster-V

V - Two examples of the microchip fish. Not clear whether they're extinct, or by now too small to see.

One could contend that Olaus Magnus’ representation of strange animals of the north is as visually arresting as this chart, and more ‘mappy’. But Münster is a favourite of this blog, not in the least because of his uncanny affinity with strange maps - examples previously discussed in #141, #209[13] and #404. Hence, in honour of Mr. Münster, and as an indulgence for the 600th map on this blog, we present Münster's Monster Mash.

 

This map found here on Wikimedia.

__________

[1] This quote might prove to be former U.S. Secretary of Defense Donald Rumsfeld only contribution to popular culture: “There are known knowns; there are things we know we know. We also know there are known unknowns; that is to say, we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know”. 

[2] The difference between a monster and a dragon? A monster is any type of horrific creature that inspires fear and threatens harm. A dragon is a more specific monster: a giant, winged lizard, often keen on fire-breathing and gold-hoarding. 

[3] I.e. domestic, national languages, as opposed to the lingua franca of the day, Latin. 

[4] A.k.a. the Hunt-Lenox Globe, a hollow copper sphere that is one of the oldest surviving terrestrial globes. It only entered modern annals in 1855, when the American architect Richard Morris Hunt (1827-1895; designer of the Metropolitan Museum in New York) acquired it in Paris. Morris then gifted it to the bibliophile and collector James Lenox, who in turn bequeathed it to the New York Public Library. The globe now resides in the NYPL’s Rare Book Division. 

[5] The Komodo dragon is the world’s largest lizard, reaching over 3 metres in length and up to 150 kilos in weight. Its current habitat is limited to a handful of small islands, including Komodo, and small parts of the larger Flores island, all in the Indonesian archipelago. Its main prey is the Java deer. The animal only first came to the attention of Western scientists in 1910, and new aspects of its biology are still being discovered. Only recently has it become clear that the dragon produces a poison, and that it can reproduce parthenogenetically (via ‘virgin birth’). The relatively recent discovery of this giant lizard was an inspiration for the 1933 movie King Kong. 

[6] Hence St. George, slaying the dragon. 

[7] Meerwunder vnd seltzame Thier, wie die in den Mitnächtigen Ländern, im Meer vnd auff dem Landt gefunden werden. The chart was largely based on the Olaus Magnus map. Both images served as sources for the sea animals on Ortelius’ 1587 map of Islandia (Iceland). 

[8] On his tomb in Basel Minster, Münster is called the 'German Strabo', after the Greek geographer. The German word for minster, incidentally, is Münster. Germany honoured Münster by portraying him on the 100-Deutschmark note, which was in circulation between 1962 and 1991. 

[9] At its first edition, the Cosmographia counted 660 pages. Over subsequent editions, many in other languages than German, more information was added. At its last printing, in 1628, it had almost tripled in size, to 1,800 pages. 

[10] A veduta (from the Italian for ‘view’, plural: vedute) is a panoramic painting of a cityscape. 

[11] As described in the 2006 historical novel Le fiamme di Toledo by the Italian novelist Giulio Angioni. 

[12] Headless humanoids with eyes and mouths in their chest.

[13] A 19th-century school atlas map based on this map in theCosmographia. 

Written by Default at 10:00
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Avenza introduces Geographic Imager basic license for Photoshop

Courtesy of Spatial Source

Avenza Systems Inc., producers of MAPublisher cartographic software for Adobe Illustrator and PDF Maps for Apple iOS, recently announced the release of the Geographic Imager 4.1 basic license for Adobe Photoshop. The newly available Basic license provides the well-known georeference framework of Geographic Imager to Adobe Photoshop and the ability to import and export limited file formats at an introductory price point.
 
The Basic license can import all supported spatial imagery that the Full license can (some file size restrictions apply to non-native Adobe Photoshop formats), and allows for limited export to major GIS formats including GeoTIFF and geospatial PDF.
 
“Geographic Imager is recognised in the geospatial software industry as a powerful geospatial import and export tool, and as an important framework for enabling geospatial referencing thorough a Photoshop workflow. The Basic license lowers the price of entry by offering the most essential geospatial functions to users who may not necessarily need the full Geographic Imager toolset,” said Ted Florence, President of Avenza Systems. “An upgrade to a full license is available for users who decide to jump to the entire Geographic Imager suite of tools to take advantage of features like transforming, cropping, mosaicking and tiling”, he added.
 
Geographic Imager Basic License features
 
  • Maintains the georeference framework of Geographic Imager in Adobe Photoshop
  • Ability to read Geographic Imager supported file formats up to 1 GB - no limit on native Adobe Photoshop file formats.
  • Ability to export to major GIS raster formats including GeoTIFF, geospatial PDF, and JPEG 2000.
 
Geographic Imager is software for Adobe Photoshop that transforms it into a powerful geospatial imagery editing tool. Work with satellite imagery, aerial photography, orthophotos, and DEMs in GeoTIFF and other major GIS image formats using Adobe Photoshop features such as transparencies, filters, and image adjustments while maintaining georeferencing and support for hundreds of coordinate systems and projections.
 
Geographic Imager 4.1 Basic license is immediately available at US$199 with a special introductory price of US$149 through Janaury 31, 2013. An upgrade to a Full license is available at US$500 within the first 60 days of activating a Basic license, $549 thereafter. Academic and volume license pricing are also available. Geographic Imager 4.1 Basic license is available for Adobe Photoshop CS5, CS5.1 and CS6 for both Mac and Windows.
 
Written by Default at 15:22

Wearable Cartography - Portable Mapping System

Courtesy of GIS Lounge

Researchers from MIT’s Computer Science and Artificial Intelligence Laboratory have developed a portal mapping system that transmits remotely a digital map of the wearer’s environment.  The concept behind the technology is known as simultaneous localization and mapping or SLAM and previously had only been applied to mapping by robots. The device was conceived as a way to help first responders and emergency management personnel assess and understand the spatial component of an emergency situation.  By enabling emergency responders the ability to generate real-time maps as they explore a location, the remote transmission of the spatial layout of a building can help external commanders the ability to better manage emergency situations.

The device is outfitted with several technological sensors to help map the physical environment.  A GPS unit tracks the physical location of the wearer.  The LiDAR rangefinder measures the return of light pulses in a 270° arc as part of the Automatic Mapping System.  Gyroscopes on the device measure the tilt of the rangefinder to adjust the map readings.  The accelerometers measure the speed of the person wearing the device.  An barometer measures changes in air pressure which is used to adjust for when a firefighter or law enforcement person changes floors. Lastly, the device contains a camera that captures a comparative image of the environment.  Software captures 200 types of visual features from imagery involving patterns, topography, and three dimensional entities.  The information extracted from the imagery is compared against the sensor data to ensure the digital map is correct.

The prototype also comes with a button the user can depress to mark areas of interest.  Researchers anticipate that later versions of the device will allow for text and voice annotations for areas of interest.

The device is worn on the chest and is about the size of an iPad with a backpack carrying the additional components.

Maurice Fallon, researcher from MIT's Computer Science and Artificial Intelligence Laboratory, wears the portable mapping device.

Maurice Fallon, researcher from MIT’s Computer
Science and Artificial Intelligence Laboratory, 
wears the portable mapping device.

The researchers tested the device by having a graduate student wandered the halls of a building on MIT’s campus while they sat in a nearby conference room.  A video demonstrating the device’s real-time mapping:


Written by Default at 10:00

All Over the Map: 10 Ways to Teach About Geography

Courtesy of the NY Times

Population growth in the Brazilian jungle is visible in places like Parauapebas. On the outskirts, slums stretch to the horizon and houses continue to go up. Go to related article »

Population growth in the Brazilian jungle is visible in places like Parauapebas. On the outskirts, slums
stretch to the horizon and houses continue to go up.

Geography frequently takes a back seat to history in the social studies classroom, but teaching geographic literacy is essential if students are going to understanding the challenges and opportunities of our complex world.

We have created 10 activities for teaching about geography using Times content, all related to theNational Geography Standards, which were produced by the Geography Education National Implementation Project.

Our list is a grab-bag of ideas — from designing maps to analyzing border conflicts — and teachers can use the activities in any order, or as a road map for tracking ongoing coverage of geography-related issues.

1. Start with Geography Bingo: Use this BINGO card, which lists many of the geography standards, and find examples of stories from The New York Times that take on topics like migration, culture and ecosystems in various ways. When you have a diagonal, horizontal or vertical row of examples, you have “Bingo!” Students can search either a print copy of the paper or the online archives. (Each of the concepts in the squares was taken from theNational Geography Standards.)

2. People use mental maps to understand the world. Every time you memorize a route to the grocery store or plot a route through the subway, you’re using a mental map. It’s one of the key tools a geographically skilled person uses to navigate their world. Read these stories on the science of mental mapping and the risks of losing such skills because of technology. Then ask students to think of a time when they got lost or figured out how to find something, drawing and annotating their own mental maps to tell the story. Post them in a classroom “Atlas of the Mind” exhibit.

3. Some maps are better than others. What exactly is a ‘map,’ and what does it do? Ask students to define the term. Then look at these examples of maps in The New York Times that use technology, symbols or images to broaden our understanding. Ask students to explain what each map shows, and how it conveys more information than a simple road map. Then students can brainstorm and design their own maps of a place they know well, a location described in a film or novel, or an imaginary place, using similar methods to convey detail and enhance people’s understanding.

4. Groups struggle over boundariesPalestinians and Israelis have struggled for generations over the question of borders. Earlier this month the United Nations General Assembly voted to grant Palestine nonmember observer status, just a week after the latest cease-fire in the conflict and 65 years after the U.N. first called for the creation of separate Jewish and Arab nations in the land then known as Palestine. Why has it taken so long to draw one map? Ask students to brainstorm the factors that have kept Palestinians and Israelis from reaching a final agreement on territory and borders. Then watch this series of five videos, noting the arguments and obstacles cited by each side. Does the conflict seem intractable, or do you see signs of progress?

As a culminating activity, ask students to look for other examples of boundary conflicts in the Borderlines blog at The New York Times, and hold a class contest to find the most interesting or compelling examples that no one has ever heard of.

5. Culture affects perceptions and stereotypes of other places?Everyone holds opinions about other cultures, and they can easily lead to misunderstandings or disputes. Lead students through a safe introductory discussion of stereotyping. Then read highlights from this interview of a business executive who has learned from his mistakes working in Asia and this story about perceptions about immigration in Europe, and discuss the main points or lessons of each story. Ask students to search the archives and track coverage in The New York Times for examples of stereotyping in all cultures, gathering examples and making presentations on how people can resist or counteract this all-too-human tendency.

6. The world’s economy is interconnected, for good and ill. It’s old news that globalization has sent many American jobs overseas. But how exactly does the process work, and what happens when there’s a glitch? Watch this video on the iPhone economy, which explains what happens when the United States gains (or loses) 1,000 manufacturing jobs. Then read stories about how floods in Thailand and an earthquake and tsunami in Japan threw a monkey wrench in the global supply chain. Ask students to make up a fictional American company that produces a very desirable electronic product, and appoint themselves to the job of vice president in charge of logistics and supplies. Write a memo to your boss recommending a long-term strategy for ensuring that your supply chain is never interrupted for long by an international disaster.

7. Geography isn’t just about places on a map; it’s about the people, culture, history and landscape of those places. And every vacation or travel story provides an opportunity to gather information and describe those places. Read some examples of colorful, descriptive writing in the Travel Section of The New York Times, like the Frugal Traveler blog and the Journeys columns. Then ask students to write their own travel stories about a place they’ve visited, either locally or farther from home, using vivid examples and description to help readers fully imagine that place.

8. People change or modify the environment for better or worse.Since the dawn of time, populations have grown and expanded. Read about the growth of cities within the Brazilian rain forest, and watch a video about efforts in Paraguay to protect similar woodlands. Then explore the Dot Earthblog at The New York Times to find more stories about the effort to balance environmental and human needs, like this project by scientists to map gas leaks in cities. Ask students to pick a topic related to humanity’s management of the environment and global resources, track coverage and identify the most promising solutions, presenting their findings in a Sustainability Fair.

9. Physical systems affect or threaten people. From storms and earthquakes to global warming, it’s clear that the physical environment exerts a powerful effect on people. Sometimes, as with Hurricane Sandy, the impact is destructive. But environmental challenges also offer opportunities for people to create new industries and systems to provide a safer future. Brainstorm with students on whether the New York City metropolitan region ought to take steps to prevent future storm-related flooding, or simply move the city to higher ground. Then read this story on floodgates in Connecticut, a proposal for inflatable subway-stoppers and this Room for Debate feature. As a culminating activity, students can write letters to local officials suggesting the wisest policy.

10. People settle or migrate to new places. People make decisions on where to live for all kinds of reasons; some are pulled to a new destination, while others are pushed or blocked from leaving by factors beyond their control. Divide students into small groups, and assign each group to read one of these stories about migration trends within the United StatesAsiaEuropeand Latin America, or find their own stories in the archives of The New York Times. For each story, students can fill in a Post-it note under the heading “Pushed,” “ Pulled” or “Blocked,” summarizing the situation and posting it on a class map of the world. Each group can then present their findings to the class.

Written by Default at 13:00

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