Urban regeneration in Bristol Harbourside - Royal Geographical ...
Urban regeneration in Bristol Harbourside - Royal Geographical ...
Urban regeneration in Bristol Harbourside - Royal Geographical ...
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Land use<br />
Students can walk around the area to map the land use on a simple base map. Later these maps<br />
can be compared to official land use maps. Provide the students with a general map of the survey<br />
area, 1:10,000 should be adequate scale. Provide the students with a list of potential land uses<br />
(this can be construct<strong>in</strong>g us<strong>in</strong>g comments form lessons before the visit). The base map should<br />
have a grid drawn over it, and students should colour or annotate each grid square to show the<br />
land use. Po<strong>in</strong>ts of <strong>in</strong>terest, transport or heritage can be added, along with general impressions and<br />
op<strong>in</strong>ions about the area. The results of an environmental survey can then be l<strong>in</strong>ked to each land<br />
use area, show<strong>in</strong>g how land use can affect an area <strong>in</strong> a variety of positive and negative ways.<br />
Environmental quality<br />
Students can gather data on environmental quality, judg<strong>in</strong>g factors such as litter, graffiti and noise.<br />
If this is done <strong>in</strong> a newly regenerated area as well as a neighbour<strong>in</strong>g undeveloped area,<br />
comparisons can be made of the impact of <strong>regeneration</strong> on environmental quality.<br />
Environmental surveys can be taken by <strong>in</strong>dividuals or groups of pupils at regular <strong>in</strong>tervals<br />
throughout the day. Try and f<strong>in</strong>d very different positions with<strong>in</strong> the area to take these surveys,<br />
<strong>in</strong>clud<strong>in</strong>g car parks, by visitor facilities, <strong>in</strong> open space, <strong>in</strong> residential areas, by transport l<strong>in</strong>ks etc. It<br />
is usually an idea to scope these areas before pupils take the survey, to ensure results are<br />
sufficiently different to produce <strong>in</strong>terest<strong>in</strong>g bi-polar graphs.<br />
Location:<br />
Date:<br />
Weather:<br />
Observations:<br />
Poor road access<br />
Few facilities<br />
Limited park<strong>in</strong>g<br />
No room to expand<br />
Ord<strong>in</strong>ary<br />
Cramped<br />
Dirty<br />
Ugly<br />
Noisy<br />
Bor<strong>in</strong>g<br />
Untidy<br />
Unattractive<br />
Unpleasant<br />
Badly kept<br />
Dangerous<br />
Unfriendly<br />
All the same<br />
Polluted air<br />
Total score<br />
-2 -1 0 +1 +2<br />
Good road access<br />
Many facilities<br />
Lots of park<strong>in</strong>g<br />
Room to expand<br />
Dist<strong>in</strong>ctive<br />
Spacious<br />
Clean<br />
Beautiful<br />
Quiet<br />
Interest<strong>in</strong>g<br />
Tidy<br />
Attractive<br />
Pleasant<br />
Well kept<br />
Safe<br />
Friendly<br />
Varied<br />
Fresh air<br />
The results of these are transferred <strong>in</strong>to a bi-polar graph, which can be analysed together to show<br />
the environmental quality of areas <strong>in</strong> the study area. These results can be mapped onto a map of<br />
the area, so that any impacts on the environmental quality can be clearly seen i.e. litter, graffiti etc