CODA 110: GIS Applications in Demography Course Outline Winter 2011

INSTRUCTOR: Ian Williams E-MAIL: iwilliam@arts.ryerson.ca COURSE HOURS: Mondays 6:30 9:30 PM CLASSROOM: KHW71

Every effort will be made to manage the course as stated. However, adjustments may be necessary at the discretion of the instructor. If so, students will be advised and alterations discussed in the class prior to implementation.

It is the responsibility of students to ensure that they understand the Universitys policies and procedures, in particular those relating to course management and academic integrity. A list of relevant policies is included at the end of this outline. ____________________________________________________________________________ COURSE DESCRIPTION: This course introduces geotechnology applications to demographic analysis, specifically the use of GIS for spatial analysis of demographics. Students will have the opportunity to synthesize their learning about demographic issues with hands-on use of GIS applications built on census data analysis through discussions and the presentation of case studies related to a variety of issues including the implications of demographic change for health care, social services, education, the economy, etc. Lectures will include illustrative case studies applied to demographic and settlement patterns at provincial, municipality, and neighbourhood scales within Canada, with emphasis placed on Canada's urban centres.

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This course is designed to provide students with a number of spatial analytical tools which will advance their analysis of demographics.

Three broad areas will be examined: Demographic datasets and Census Geography Hierarchy Spatial Analysis of Demographic Datasets Applications of Spatial Demographic Analysis for Planning OBJECTIVES:

To provide students with opportunities to explore and develop expertise in applied demographic analysis with a focus on spatial techniques. To provide practical examples of spatial techniques using such computer-based applications as MapInfo 10.0 and ArcGIS 10.0; To provide a sound foundation in spatial demographic analysis for further studies in the Advanced Certificate in Digital Geography and GIS. CORE TOPICS:

Census Demographic Data: The best starting point for a census data user is probably the questionnaire itself. Familiarity with question wording, response categories, and accompanying instructions is helpful in understanding the results of any survey. It is particularly important in the case of the census, since most respondents complete the questionnaire themselves (selfenumeration), relying on their own interpretation and understanding of the questions. Users should keep in mind, nevertheless, that some census questions are not translated directly into public variables upon release but instead are represented in output data as derived variables (for example, there is no disseminated variable that contains responses that look exactly like the response options listed in Q.19 Population Group: instead the main variable resulting from Q.19 is the Visible Minority Groups variable which contains different derived response categories).

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Analysis of Demographic Data: Hands on applications will be applied to spatial demographic data in order to establish a foundation for identifying suitable site selection of hospitals, grocery stores, gas stations, and other retail businesses. The use of demographics as a means to identify suitable sites by creating profiles will be shown through a geodemographic profile of neighbourhoods across the City of Toronto. Using data at the Dissemination Area and Census Tract level, students will apply population growth forecasts and analyses.

Visualizing demographic data: The process of mapping attributes frequently entails further problems of classification because many spatial attributes are inherently uncertain. For example, in order to create a map of occupational type, individuals occupations will first be classified into socio-economic groups (factory worker, office worker, etc.) and perhaps into super groups such as blue collar or white collar. At every stage in the aggregation process we inevitably do injustice to many individuals who perform a mix of white and blue collar, intermediate and skilled functions into a single group. It can be difficult to classify certain professions. In practice, the validity and usefulness of an occupational classification will have become established over repeated applications, and the task of mapping is to convey thematic variation in as efficient way as possible. The classifications used in mapping are often subjective. Attribute mapping entails use of graphic symbols which may be referenced by points, lines, or areas. Basic point, line and area symbols are modified in different ways in order to communicate different types of information. The ways in which these modifications take place adhere to cognitive principles and the accumulated experience of applications. Choropleth mapping allows any large areas to visually dominate the map. A variant on the conventional choropleth map is the dot density map, which using points as a more aesthetically pleasing means of representing the relative density of zonally averaged data.

Spatial Data: Spatial data is a digital representation of the real world in a way that the data can be presented on a flat (2D) surface. Advances in software now allow much of this information to be presented on a 3D surface. Discrete objects give us the ability to create a field view of this information which is known as an attribute table in GIS systems. It provides a description of a number of variables that relate to a given point, line or polygon, making each feature measurable at any given point and allowing us to understand changes in values across the earths surface.

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TEXT, READINGS AND RELATED MATERIAL: Text: None Required. Readings and Related Material: Hertel, K., Sprague, N. GIS and Census Data: Tools for Library Planning. January 2006. University of Idaho Library. Thrall, G.I., Demographic Ring Study Reports with GIS Technology. 1999. Journal of Real Estate Literature. 7: 211-217. Malley, L. Retailer use of Geodemographic and other data sources: an empirical investigation. 1997. International Journal of Retail and Distribution Management. Vol. 25. No.6. 188196. Weeks, J.R. The Role of Spatial Analysis in Demographic Research. 2001. Spatially Integrated Social Science: Examples in Best Practice (New York: Oxford University Press). Nicholson, A. Desktop GIS Tools for demographic information: ArcView vs. MapInfo. 2002. Searcher. Vol. 10. No. 6.

COURSE STRUCTURE AND ORGANIZATION: Each class will consist of three components: A lecture that covers theory and an overview of practical applications of concepts; a demonstration of spatial applications; a lab session with time to work on a workshop or assignment.

SCHEDULE OF TOPICS:

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Week WK 1 WK 2

Date 10-Jan 17-Jan

Topic Introduction The Nature of Spatial Data Attribute Database Structure Census Data Variables Assignment 1

Details Introduction to Spatial applications of demographic analysis Spatial data introduction Raster, Vector and types of data Workshop 1

WK 3 WK 4

24-Jan 31-Jan

Structure of spatial databases and methods for querying Introduction to the Census data universe Use of ArcGIS, MapInfo to run queries, complete joins and update fields Choropleth Mapping - MapInfo & ArcGIS Classifying datasets of demographic information and spatial datasets Workshop 2 NO CLASS Spatial Autocorrelation - Moran's I and LISA Workshop 3 Identify Neighbourhoods in Calgary that would benefit from French Language Services for Residents Identify Locations in Toronto that would be suitable for a new large-format shopping centre Create Trade Areas for demographic analysis and market planning Workshop 4 Presentation of MAUP and Geodemographic Analysis & Course Review/ Exam Prep Exam: Multiple Choice/Short Answer

WK 5 WK 6 WK 7 WK 8 WK 9 WK 10 WK 11

7-Feb 14-Feb 21-Feb 28-Feb 7-Mar 14-Mar 21-Mar

Visualizing Cartographic Data Classification of Area Data Assignment 1 Due FAMILY DAY Data and Scale Issues Assignment 2 Case Study 1 Case Study 2 Mapping Population Projections Assignment 3 Assignment 2 Due Modifiable Areal Unit Problem and Geodeomographics Exam Assignment 3 Due

WK 12 WK 13 Wk 14

28-March 04-Apr 11-Apr

Work Period

EVALUATION:

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Due by 6:30pm on 3 lab assignments worth 25% each (out of 25 marks) Feb 14th, March 14th April 11th Final examination (non-lab) Total Lab Assignments (graded): Lab Assignment 1: Introduction to ArcGIS/MapInfo. Demonstration of the use of ArcGIS or MapInfo to run queries, complete joins and update fields. Lab Assignment 2: Choropleth and Dot Density Mapping of Demographic Data. Lab Assignment 3: Creation of Trade Area boundaries and production of demographic profiles. Lab assignments are due at the beginning of the evening set out in the schedule above. The instructor must approve any extension prior to the due date. No lab assignment submission will be accepted for grading once graded labs have been returned to students, normally at the next class after being handed in. iwilliam@arts.ryerson.ca. Workshops (ungraded): There will be three workshops that will be completed during lab time and are designed to provide step-by-step instructions on applications in ArcGIS and MapInfo. The workshops are designed to provide students with the technical ability to use both ArcGIS and MapInfo to complete their graded lab assignments. Work not handed in during class may be e-mailed to 6:30 pm, April 4th 25% 100% 75% (25% each)

CHANG SCHOOL AND RYERSON POLICIES

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1. Missed Term Work and Examination Policy: Students are expected to complete all assignments, tests, and exams within the time frames and by the dates indicated in this outline. Exemption or deferral of an assignment, term test, or final examination is only permitted for a medical or personal emergency or due to religious observance. The instructor must be notified by e-mail prior to the due date or test/exam date, and the appropriate documentation must be submitted. For absence on medical grounds, an official student medical certificate, downloaded from the Ryerson website at http://www.ryerson.ca/senate/forms/medical.pdf or picked up from The Chang School at Heaslip House, 297 Victoria St., Main Floor, must be provided. For absence due to religious observance, visit http://www.ryerson.ca/senate/forms/relobservforminstr.pdf to obtain and submit the required form.

Absence from mid-term examination or tests: Instructor must be notified by e-mail before the test. Documentation must be presented at the next class. Depending on course policy, the instructor may arrange a makeup exam or re-weigh the course requirements.

Absence from final exam: Instructor must be notified by e-mail before the examination. Documentation must be presented at The Chang School at Heaslip House, Main Floor, within three working days. Student must make arrangements with their instructor to write a makeup exam on a prescheduled makeup exam date published by The Chang School.

Incomplete (INC) grade: On written petition by a student, an incomplete (INC) grade may be assigned for incomplete coursework or a missed final examination due to documented medical or compassionate grounds.

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If the majority of the course work has been completed with a passing performance, and if the documentation is acceptable, an INC grade will be entered by the instructor. An INC grade will not be granted if term work was missed or failed. The outstanding work or final examination must be written within four months after the submission of the incomplete grade. Failure to do this will result in an F grade. It is the students responsibility to contact The Chang School office to arrange to write a makeup final exam.

2. Plagiarism: The Ryerson Student Code of Academic Conduct defines plagiarism and the sanctions against student who plagiarize. The minimum penalty for plagiarism at Ryerson is a 0 on the work, and a Disciplinary Notice put on the students record. Please see the Ryerson Student Code of Conduct http://www.ryerson.ca/senate/policies/pol60.pdf

3. Course Repeats: Senate GPA policy prevents students from taking a course more than three times. For complete GPA policy see Policy No. 46 at http://www.ryerson.ca/senate/policies/

4. Other Ryerson Academic Policies: Ryersons academic policies can be found at the Senate website: http://www.ryerson.ca/senate/policies/

Course Management Policy No. 145 Student Code of Academic Conduct No. 60 Examination Policy No. 135 Policy on Grading, Promotion, and Academic Standing Policy No. 46 Undergraduate Academic Consideration and Appeals Policy No. 134 Accommodation of Student Religious Observance Obligations Policy No. 150

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