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| 1 | +{% extends "base.html" %} |
| 2 | +{% block head %} |
| 3 | + <link rel="stylesheet" href="{{url_for("static", filename="bundles/case-studies.css") }}"> |
| 4 | +{% endblock head %} |
| 5 | +{% block header_message %} |
| 6 | + {{ _('Case Study') }} |
| 7 | +{% endblock header_message %} |
| 8 | + |
| 9 | +{% block body %} |
| 10 | + |
| 11 | +<main class="container"> |
| 12 | + <h1>{{ _('Participatory Mapping for Cultural Landmarks') }}</h1> |
| 13 | + <figure> |
| 14 | + <img src="{{ url_for("static", |
| 15 | + filename="assets/images/case-study-cultural-landmarks/banner.png") }}" |
| 16 | + alt="{{ _('') }}"> |
| 17 | + <!-- TODO --> |
| 18 | + <figcaption>{{ _('') }}</figcaption> |
| 19 | + </figure> |
| 20 | + <div class="grid"> |
| 21 | + <div> |
| 22 | + <small>Claudio Sossio De Simone</small> |
| 23 | + <br> |
| 24 | + <small>University of Rome Tor Vergata</small> |
| 25 | + <br> |
| 26 | + <small>September 2023 to February 2024</small> |
| 27 | + <br> |
| 28 | + </div> |
| 29 | + <div> |
| 30 | + <br> |
| 31 | + <small><a href="{{ url_for('case_study_cultural_landmarks_pdf', lang=lang) }}">Download as PDF</a></small> |
| 32 | + </div> |
| 33 | + </div> |
| 34 | +<br> |
| 35 | + <p> |
| 36 | + {{ _('Claudio Sossio De Simone is a PhD candidate at the University of Rome |
| 37 | + Tor Vergata in the field of Cultural Heritage, Education and Territory. His |
| 38 | + research interests include GIS science and geoinformation applied to |
| 39 | + cultural heritage, as well as the geo-historical study of rural |
| 40 | + landscapes.') }} |
| 41 | + </p> |
| 42 | + <p> |
| 43 | + {{ _('The Sketch Map Tool was used as part of his PhD research on the |
| 44 | + changing territory around an artificial dam in a rural area in southern |
| 45 | + Italy. The research aimed to identify significant landmarks and provide |
| 46 | + decision-makers with geographical data to develop cultural, environmental, |
| 47 | +and touristic initiatives <a href="#1">[1]</a>.') }} |
| 48 | + </p> |
| 49 | + |
| 50 | + <h2>{{ _('Why was the Sketch Map Tool used?') }}</h2> |
| 51 | + <p> |
| 52 | + {{ _('The Sketch Map Tool was used as a means to capture the local |
| 53 | + perception of the area around the Occhito dam by identifying |
| 54 | + environmentally, culturally or socially significant landmarks as perceived by |
| 55 | + the local community.') }} |
| 56 | + </p> |
| 57 | + |
| 58 | + <h2>{{ _('The Project') }}</h2> |
| 59 | + <p> |
| 60 | + {{ _('The study area is a rural region between Molise and Apulia in Southern |
| 61 | + Italy that is mostly mountainous and only sparsely populated.') }} |
| 62 | + </p> |
| 63 | + |
| 64 | + <p> |
| 65 | + {{ _('In the late 1950s, an artificial dam was built in this area to form the |
| 66 | + Lake Occhito. The area is included in the protected areas of the Natura 2000 |
| 67 | + network <a href="#2">[2]</a>, with the vegetation surrounding the lake providing habitats |
| 68 | + for several protected species. However, the dam has altered the local |
| 69 | + environment. The instability of the new waterscape has caused frequent |
| 70 | + flooding. In addition, the agricultural system has been profoundly changed |
| 71 | + and the local traditional pastoral activities have almost completely |
| 72 | + disappeared.') }} |
| 73 | + </p> |
| 74 | + <p> |
| 75 | + {{ _(' This changing scenario, along the ongoing efforts by stakeholders and |
| 76 | + communities to develop a new governance plan, underscores the need for |
| 77 | + enhanced spatial knowledge of the area by combining institutional data with |
| 78 | + the local community expertise. ') }} |
| 79 | + </p> |
| 80 | + |
| 81 | + <h2>{{ _('How was the Sketch Mapping organized?') }}</h2> |
| 82 | + |
| 83 | + <p> |
| 84 | + {{ _('Community mapping was conducted with both local adults and school |
| 85 | + children aged 11 to 14, who were instructed to jointly work on Sketch Maps |
| 86 | + in small groups. The mapping session with A3 (large scale) and A0 (small |
| 87 | + scale) Sketch Maps took place on the field as well as in the classroom. |
| 88 | + Participants could draw landmarks and identify them as “cultural-natural |
| 89 | + places” (e.g. monuments, archaeological sites, birdwatching sites), |
| 90 | + “problematic places” (e.g. areas littered with garbage, flood-prone areas), |
| 91 | + and “special places” with a strong subjective value (e.g. a place for |
| 92 | + picnicking with family, the spot where the mapper kissed for the first time) |
| 93 | + <a href="#3">[3]</a>.') }} |
| 94 | + </p> |
| 95 | + <figure> |
| 96 | + <img src="{{ url_for("static", |
| 97 | + filename="assets/images/case-study-cultural-landmarks/1.png") }}" alt="{{ |
| 98 | + _('A Sketch Map of the area around the Occito lake in QGIS software.') }}"> |
| 99 | + <figcaption> |
| 100 | + {{ _('A Sketch Map of the area around the Occito lake in QGIS software.') |
| 101 | + }} |
| 102 | + </figcaption> |
| 103 | + </figure> |
| 104 | + |
| 105 | + <h2>{{ _('How were the Sketch Maps analysed?') }}</h2> |
| 106 | + <p> |
| 107 | + {{ _('As a first step, the geodata from the digitalized Sketch Maps was |
| 108 | + manually cleaned, corrected and enhanced. Then, the collected markings of |
| 109 | + landmarks were uploaded to the Google My Maps platform for a quicker and |
| 110 | + better visualization of the collected data during the mapping session in the |
| 111 | + classroom.') }} |
| 112 | + </p> |
| 113 | + <p> |
| 114 | + {{ _(' As a further step, the Heatmap Plugin in QGIS was used to perform a |
| 115 | + density analysis on the point layers, resulting in heatmaps that visualize |
| 116 | + the intensity of a phenomenon in an area based on the density of points. |
| 117 | + Multiple heatmaps were created to map the density areas of the selected |
| 118 | + landmarks, which can later be used to analyze the cultural and social |
| 119 | + aspects of the area <a href="#4">[4]</a>.') }} |
| 120 | + </p> |
| 121 | + |
| 122 | + <h2>{{ _('Results and Impact') }}</h2> |
| 123 | + <p> |
| 124 | + {{ _('The VGI data collected with the Sketch Map Tool sessions is to be |
| 125 | + merged with institutional data (e. g. land use maps, census data, maps of |
| 126 | + cultural sites) into a GIS platform, creating a web map that can be used to |
| 127 | + develop new cultural and touristic initiatives as well as a better |
| 128 | + governance of the problematic areas.') }} |
| 129 | + </p> |
| 130 | + <p>{{ _('Lesson learnt:') }}</p> |
| 131 | + <ol> |
| 132 | + <li> |
| 133 | + {{ _('Adult mappers demonstrated greater skills in orienting themselves on |
| 134 | + the map and geolocating landmarks, while the younger participants had more |
| 135 | + difficulties in orienting themselves in space, but identified more |
| 136 | + unconventional, subjectively relevant landmarks, showing interest in |
| 137 | + different areas and characteristics of the landscape.') }} |
| 138 | + </li> |
| 139 | + |
| 140 | + <li> |
| 141 | + {{ _('Community mapping clearly showed its potential to highlight some |
| 142 | + aspects of the local resources and landmarks that are not present in the |
| 143 | + official cartography, particularly in regard to places with a cultural or |
| 144 | + subjective value.') }} |
| 145 | + </li> |
| 146 | + <li> |
| 147 | + {{ _('Many community mappers can orientate themselves more easily on a |
| 148 | + satellite map than on the OSM base maps. Since the Sketch Map Tool 1.0 was |
| 149 | + used, which only supported OSM as base map, satellite maps were used along |
| 150 | + OSM-based Sketch Maps to help with the orientation. Sketch Map Tool 2.0. |
| 151 | + now allows to integrate satellite imagery directly in the base maps.') }} |
| 152 | + </li> |
| 153 | + </ol> |
| 154 | + <p>{{ _(' ') }}</p> |
| 155 | + |
| 156 | + <h6>{{ _('Sources') }}</h6> |
| 157 | + <ol class="list-sources"> |
| 158 | + <li id="1"> |
| 159 | + {{ _('La media valle del fiume Fortore (Campobasso), un caso di |
| 160 | + destrutturazione e ristrutturazione di un paesaggio d’acqua: variazioni |
| 161 | + nell’uso del suolo come indicatore di cambiamento, 2021') }} |
| 162 | + </li> |
| 163 | + <li id="2">{{ _('Biodiversity – Enviromental Inforamtion Systems') }}</li> |
| 164 | + <li id="3">{{ _('Millenium Ecosystem Assessment') }}</li> |
| 165 | + <li id="4">{{ _('Data Analysis with QGIS – GIS Resource Training Center') }}</li> |
| 166 | + </ol> |
| 167 | +</main> |
| 168 | +{% endblock body %} |
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