Showing posts with label London. Show all posts
Showing posts with label London. Show all posts

Monday, April 25, 2016

Study Abroad Year Report: Conclusion

As April rolls around, my year abroad and therefore my SAY blog enter their final stages. The entire process has been an overwhelmingly positive adventure with new lessons learned, friends made and perspectives developed on a daily basis. I would therefore like to briefly reflect on my experiences of living and studying abroad and the process of documenting my year through the SAY blog.

Reflections on living abroad

Having grown up in London it was to many people’s surprise that I chose to study at UCL. My response to suggestions that I leave the city to experience somewhere different was that London is an enormous and beautifully varied city. Moving from N6 to WC1 would therefore be an exciting change which indeed it was. However it was not until I moved to Los Angeles that I realised how thrilling living in a new city and country could be.

Los Angeles, my home for the year

Before coming to the US my father graced me with one piece of advice: ‘don’t be deceived; the only thing Americans have in common with the British is our language and even that we don’t really share’. While this is partially true, it has been the differences between our two cultures which have made living abroad such a rich learning experience. These differences have also encouraged me to adopt new lifestyles and philosophies. For example the slower pace of life here in Southern California encourages you to enjoy the moment rather than worry too much about the future.

There are of course many things I do not like about living in Los Angeles. As mentioned in several posts, poor public transport infrastructure and horrific congestion make moving around the city a constant challenge. I have also found the insular views of many Angelenos to be quite frustrating. These are often facilitated by a belief that the US is the single most important country in the world with everywhere else being its subordinate. This outlook is mostly held by those who have not travelled beyond its borders. However I can only see these as positive experiences for helping me appreciate other places and people, and making me more aware of our differences in opportunity.

Reflections on studying abroad

Studying for a year abroad is a fantastic and refreshing experience, one that I would recommend to anyone for whom it is available. I think it is very different to studying full time as an international student. Having already spent two years studying Geography at UCL, I came to UCLA with prior experiences and future expectations that would shape my entire year of studies.

Throughout my time here at UCLA I have been constantly comparing my studies with those at home: the size, length and content of my classes, their various forms of assessment, and the overall major/minor degree structure adopted in the US. While I was initially critical of a system that forced students to extend their degree by a year* in order to take a wider breadth of classes, I have come to appreciate the opportunity to broaden my academic horizons by taking courses from a range of different departments. Many of these have supplemented my geographical studies while others have allowed me to engage with passions I would not have been able to explore otherwise.

Numerous UCLA clubs and societies advertising on Bruin Walk 

The experiences of studying abroad extend beyond the classroom to the whole university. At UCLA I have been exposed to many aspects of college life that are not present in the UK. These include extraordinary pride in college sport, ‘Greek life’ (fraternities and sororities) and an enormous variety of different clubs and societies. Taking part in these and many other aspects of American university life has been both fun and deeply insightful, allowing me to draw my own conclusions on what I believe is conducive to a positive university experience in both countries.

Reflections on the SAY blog

As a geographer living and studying in a new place, I am always making comparisons between life here and at home. My SAY blog has not only enabled but also encouraged me to do this. By providing me with a platform to write about my thoughts and experiences, it has helped me understand and explain many differences between the UK and US both at university and beyond.

My favourite spot for working on my SAY blog

The flexibility of the SAY blog has also allowed me to explore themes and topics that are of particular interest to me, urban transport being a key example. While I initially intended to write a single post on the matter, this blog has encouraged me to look further into the subject by writing a series of linked posts. This has been of wider use in helping me choose a thesis for my dissertation. The SAY blog has also encouraged me to examine topics I had previously not studied at much depth, fortification being an example. All of the issues examined in my blog have been formative as I generate views and opinions about UCLA, Los Angeles and the US.

Working on my blog has developed my ability to write concisely (this post perhaps being an exception) and passionately about things that matter to me. It has also opened my eyes to how something that appears mundane, such as a food truck, can in fact be a fascinating topic when forming an argument. The end result has been a series of blog posts that reflect how my thoughts have evolved throughout the year. I am therefore grateful for all the fantastic and formative experiences I have had along the way.

* Undergraduate degrees in the US are typically four years, one year longer than undergraduate programmes available in the UK.

Wednesday, February 10, 2016

How do modes of transport affect our knowledge of cities?

Last week my History M155 (History of Los Angeles) professor, Dr deGuzman, asked if I had any feedback for his class. As a Geography student my response was immediate: I suggested that he use more maps. While listening to events that have happened in Los Angeles’ past, I had realised I did not know where in the city such episodes had taken place. Names like Olvera Street, Fort Hill and the Lower Plaza kept coming up, but I did not know where they were in relation to the rest of the city.

Picking up on my English accent, Dr deGuzman asked if I would need maps for a History of London class. ‘Of course not’ was my response, ‘I know the city like the back of my hand.’ He then asked whether I could study any other city's history without a map. After a little consideration I suggested a History of New York would be a possibility.

Last term I wrote an article about how available modes of transport in Los Angeles, London and New York have affected my ability to experience each city. My discussion with Dr deGuzman has pointed my attention to the impacts different modes of transport can also have on one’s knowledge of where things are within a city.

When travelling around London’s extensive public transport network, one is constantly forced to look at maps. The most prominent of these is Transport for London’s (TFL) famous Tube Map. Though the map is schematic rather than accurately geographic, it gives users a rough overview of where many areas of London are located. This can be the case even if such places are not a part of a traveller’s daily commute. A paper presented in 2008 by Katrin Dziekan (cited in Guo 2011: 2) confirms that transit maps are the ‘primary source of information for passengers traveling to unfamiliar places.’ The power of TFL's map to inform people of the city’s geography has been demonstrated by David Mullins et al. (2012) who argue that locales south of the River Thames, where tube connections are notoriously more sparse, are far less well known to London residents. Zhan Guo (2011) has also found that most commuters plan their routes using transit maps. This leads to many travellers taking routes that appear shorter on maps, but are in fact longer in terms of time and distance.

Transport for London's schematic Tube Map

New York’s MTA Subway map, which is geographically accurate, presents an even greater opportunity to learn how the city is laid out. Indeed every time one looks at the layout of the subway they are confronted with a map of the entirety of New York from Staten Island to Queens. This explains why, in only one week, I was able to quickly understand where everything within the city is located. On reflection, this was certainly one of the reasons I felt a much greater initial sense of belonging in New York than in Los Angeles.

New York's MTA geographically accurate Subway Map

Unlike New Yorkers and Londoners, residents of Los Angeles spend very little time interacting with maps of their city. Instead, with private vehicles comprising almost 79% of Los Angeles’ transport, a driver’s greatest exposure to the city is often through satellite navigation systems which tend to only show one’s immediate surroundings (USCB 2012). Ironically it seems that while commuters in London and New York spend more time underground, they have a greater understanding what is above them than residents of Los Angeles.

Satellite Navigation display whereby drivers can only see their immediate surroundings

I believe this could have quite a severe impact on the psyches of Angelenos. With such a restricted exposure to their city’s layout, I would argue that residents could have a weaker understanding of who and what lies around them. Without such an awareness I believe that residents generate a somewhat more insular outlook towards the rest of the city. This could potentially lead to the creation of more enclave communities as people try to cut themselves off from the surrounding city (Luymes 1997).

References

Bownes, D., O. Green and S. Mullins (2012) London Underground 150: How the Tube Shaped London, London: Penguin Books.
Dziekan, L. (2008) 'The transit experience of newcomers to a city – learning phases, system difficulties, and information search strategies,' paper presented at the 87th meeting of the Transportation Research Board, Washington, DC.
Guo, Z. (2011) ‘Mind the Map! The Impact of Transit Maps on Path Choice in Public Transit’, Transportation Research Part A: Policy and Practice, 45, 7, 625-639.
Luymes, D. (1997) ‘The fortification of suburbia: investigating the rise of enclave communities’, Landscape and Urban Planning, 39, 2, 187-203.
U.S. Census Bureau (2012) ‘2008-2012 American Community Survey’ (WWW), Suitland: U.S. Census Bureau (http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk; 18 November 2015).

Wednesday, February 3, 2016

Grades in the UK and US continued: liberal arts versus STEM

Continuing on from my previous post, I have looked a little further into the differences between grading systems in the UK and the US.

In my earlier post I argue that it is somewhat easier to achieve higher grades in the US than in the UK. However my perspective on this topic is warped by the fact that, rather than belonging to the sciences, I am a liberal arts student. As such it is only appropriate to consider whether grading also differs for STEM (Science, Technology, Engineering and Mathematics) students.

Following some secondary and informal primary research, I have come across an interesting observation: non-STEM students in the UK seem less likely to achieve higher grades than STEM students, while in the US the opposite appears to be true.

In 2012 the UK Higher Education Statistics Agency (HESA) reported that only 8.1% of law students compared with 30% of mathematics students were awarded first class degrees. The table below further demonstrates this disparity. This contrasts with Todd and Ralph Stinebrickner’s (2011) findings that while 19.8% of US students begin university with the intention of majoring in STEM fields, only 7.4% remain true to their word as the remaining 12.4% move towards liberal arts where grading is less harsh.

First class degrees awarded by subject for the academic year (UK) 1998/99 (HESA 2001)

From what I gather this is partly linked to the mechanisms through which liberal arts and STEM subjects are graded. As previously mentioned, from a liberal arts perspective 100% is valued differently in both countries. In the US it refers to the highest expectation placed upon students while in the UK 100% is a standard measured against the entire academic community. However this only holds true when marking subjective and argument driven essays. From a STEM perspective 100% means getting all the questions in a paper correct. In short, getting 7/10 in a STEM subject will result in a 70% being awarded in both the UK and the US, but not the same grade. Rather as my previous post indicates, 70% equals a ‘first’ in the UK and a barely passable ‘C’ in the US.

For the sake of brevity I will not look too much further into this. Certainly with 70% being an entirely different threshold for both countries, I am sure that STEM questions would be much more challenging in the UK to prevent everyone getting artificially high grades. Curving of grades is also something that needs to be taken into consideration. However, the fundamental differences in grading style between both countries do point to it being more possible to achieve higher grades in STEM subjects than the liberal arts in the UK, and the reverse in the US.

References

HESA (2001) ‘Statistics Focus’, Higher Education Statistics Agency, 2, 3, 1-22.
HESA (2012) ‘Higher education student enrolments and qualifications obtained at higher education institution in the United Kingdom for the academic year 2010/11’ (WWW), Higher Education Statistics Agency (https://www.hesa.ac.uk/pr/2355-statistical-first-release-169; 12 January 2016).
Stinebrickner T.R. and R. Stinebrickner (2011) ‘Math or science? Using longitudinal expectations data to examine the process of choosing a college major’ (WWW), Cambridge: National Bureau of Economic Research (http://www.nber.org/papers/w16869; 12 January 2016).

Monday, November 16, 2015

Why I love New York

With time off school last week I was able to take a trip to New York. On my first night I walked from my apartment in Greenwich Village to the infamous Times Square. While others had warned me that I would hate this landmark for its crowds, commercialisation and tackiness, I found myself loving every bit of it. The reason was immediately clear: after two months living in the ‘archetypal automobile city’, it was a relief once again being able to get around by foot or public transport and to be sharing the streets with other pedestrians (Bottles 1992).

Looking at a comparison of the proportion of travel methods in Los Angeles, New York and my hometown London, it is immediately evident that the latter two are far more similar. Clearly I felt at home in a city that offered far greater transport autonomy to non-drivers than my temporary home on the West Coast.

% Method of Transport to Work in Los Angeles, New York and London
Los Angeles, a vastly spread out city with notoriously dire public transport, can only be experienced through the car. With plans needing to be made well in advance in order to find a car and to avoid traffic, the scope for spontaneity is severely reduced. Thus without being able to quickly and cheaply travel to places and events taking place across the city, I do not feel as well integrated into Los Angeles as I did in London and even New York. The introduction of transport and ridesharing companies such as Uber and Lyft have to an extent improved this. However these services, costing an average of $15 per ride, do not compare with the extensive New York Subway or London Underground which cost $2.75 and £2.30-4.70 respectively (UberPeople 2014).

The rest of my trip in New York was brilliant. In just a few days I was able to see a huge amount of the city with highlights including the Museum of Modern Art and the Guggenheim, a stroll through Central Park and the Upper West Side, a walk through the Meatpacking District along the recently redeveloped High Line, and coffees and dinners at numerous cafes and restaurants across the city. Thanks to marvellous transport links and close proximities this was all done at relative ease and little expense with each day planned at very short notice.

In addition to making it easy to see the city, New York’s transport and layout also forces people onto the streets. With Times Square epitomising this, everywhere is packed full with pedestrians which I loved. Indeed, the urban theorist and activist Jane Jacobs (1961: 107) states that while ‘streets in cities serve many purposes besides carrying vehicles’, so too do sidewalks ‘serve many purposes besides carrying pedestrians’. While she goes on to discuss the implications of busy or empty streets in creating a safe or unsafe environment for pedestrians, I believe walking through the bustling New York also allows you to feel a part of the city as you unconsciously interact with everyone around you. This experience contrasts heavily with Los Angeles where wide empty sidewalks and crossings make travel by foot an isolating experience.

Times Square buzzing with late night pedestrian visitors

A typically enormous yet empty pedestrian crossing in Century City, Los Angeles

A year abroad is a fantastic opportunity to experience new places and to learn how you react to them, either positively or negatively. There are many things I love about Los Angeles, as well as many I did not like about New York. However this trip to has highlighted to me that any city I settle in must have an accessible and extensive public transport network, as well as a layout that encourages people to walk around the city. I believe these two features, certainly present in London and New York, make it far easier to become part of the local milieu of the city around you.

References

Bottles, S.L. (1992) Los Angeles and the Automobile, Berkeley: University of California. 
Jacobs, J. (1961) The Death and Life of Great American Cities, New York: Random House.
Office for National Statistics (2013) ‘Method of Travel to Work in England and Wales Report’ (WWW), Newport: Office for National Statistics (http://www.ons.gov.uk/ons/rel/census/2011-census-analysis/method-of-travel-to-work-in-england-and-wales/art-method-of-travel-to-work.html#tab-Commuting-by-public-transport; 18 November 2015).
UberPeople (2014) ‘What's your average fare?’ (WWW), UberPeople (http://uberpeople.net/threads/whats-your-average-fare.1174/; 18 November 2015).
U.S. Census Bureau (2012) ‘2008-2012 American Community Survey’ (WWW), Suitland, U.S. Census Bureau (http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk; 18 November 2015).
U.S. Census Bureau (2013) ‘Commuting/Place of Work/Travel Time’ (WWW), Suitland, U.S. Census Bureau (http://www.census.gov/hhes/commuting/data/commuting.html; 18 November 2015).

Here are a few pictures of the many sights I got to see in only a few days in New York:

Upwards view from Times Square

The Lake in Central Park

The Guggenheim Gallery

View of Upper East Side across the Jacqueline Kennedy Onassis Reservoir in Central Park

Premium real estate shooting up in the now trendy Meatpacking District

Street art from the High Line

A typical water tower equipped apartment building in the Upper West Side