GIS Capacity Building in the Pacific Island Countries: Facing the Realities of Technology, Resources, Geography and Cultural Difference
Notice bibliographique
Résumé
Historically, development projects in GIS and related disciplines implemented by Western agencies in developing countries have reflected the importance placed on advances in technology and method by Western GIS literature and industry. Such projects, which often focus on human development activity, attempt to replicate operating environments in the West within organizations in the developing world. Such an approach reflects a modernization model for development and is, it is suggested, potentially inappropriate for the needs of developing countries. Based on preliminary work conducted as part of an overall study of GIS development in the Pacific Island countries, this article examines some of the problems surrounding GIS education and training efforts in the region. While recognizing the importance of GIS to developing countries, the article draws a comparison between approaches that reflect the interests of those supplying and those receiving such assistance. Problems cited in the implementation of effective education and training programs include an emphasis on technical issues, an unclear knowledge and skill base for GIS, short-term and disparate educational and training opportunities, and a small user community in the Pacific Island countries. Different types of educators and trainers are profiled, as well as different types of learning opportunities. It is suggested that learning projects that focus primarily, and at all stages, on the needs of recipients and are implemented over longer time frames stand a greater chance of success and will have enduring effect. The importance of regionally based development and educational organizations that provide longer-term support to local GIS organizations is highlighted. An argument is made for including human resource development components in all GIS projects executed by external agencies as well as for the systematic support of user groups and other mechanisms that both initiate and nourish GIS awareness and understanding. The emphasis on diverse and longer-term learning opportunities is tied to a suggested "richer" approach to GIS development - an approach that addresses the wider needs of individuals working in GIS and takes into account different learning styles found outside the developed world. Lastly, it is suggested that more research is required that draws together GIS and development theory in order to more carefully assess the nature and impacts of GIS implementation in the developing world.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».