Iste 2015 byod session presentation
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This document summarizes a presentation by Dr. Elizabeth Langran and Dr. Janine Dewitt from Marymount University on mobile mapping and place-based learning approaches. It discusses using mobile devices and geospatial technologies like GPS, GIS maps, and geotagging to have students conduct mapping projects to learn about their community. Examples are given of projects conducted by high school, undergraduate, and graduate students. It also introduces some geospatial tools like Ushahidi Crowdmap, ESRI ArcGIS Online, and Google Maps that can be used and provides information on contributing to an online map being created for the conference.
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Resume for Web
Sanjiv Vajjala has experience with GIS software like ArcGIS and skills in SQL, geodatabase design, and GPS. He has a Master's in GIS from Eastern Illinois University and Bachelor's in Environmental Science from Central Queensland University. His professional experience includes working as a GIS technician for the city of Danville mapping sewer systems and for the Champaign-Urbana Public Health District conducting mosquito surveillance and testing for West Nile virus. He also has experience assisting with forensic investigations and updating GIS records.
Google earth
Google Earth is a tool that allows users easy access to explore locations around the world. It has strengths such as providing access to anywhere on the planet and being intuitive to use. However, it also has weaknesses in that the maps are not always up to date and accurate. While it enables interactive learning for subjects like history, geography, and science, threats include loss of privacy if street views reveal homes and the potential for students to overshare personal information online.
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10 Learning & Leading with Technology February 2012The .docx
10 Learning & Leading with Technology | February 2012
The “anchor standards” in the
Common Core State Standards
define college and career read-
iness, in part, as the ability to
“integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.”
www.corestandards.org
Meet the Standards
The NETS for Students address skill sets that include the
interpretation and creation of infographics. The NETS’
Creativity and Innovation indicators include creating
original works and using models, its Communication
and Collaboration indicators speak to communicating
information and ideas using a variety of media, and
the Research and Information Fluency section refers to
processing data and reporting results using a variety of tools.
iste.org/standards/nets-students
Most subject-matter
standards give attention
to sense-making and
information literacy,
both of which students
develop when they
interpret and design
infographics.
By Jane Krauss
More Than Words Can Say
Good learning experiences
ask students to investigate
and make sense of the
world. While there are
many ways to do this, K–12
curriculum has traditionally
skewed toward reading
and writing to interpret
and express students’
sense-making. But there
is another way. Infographics
represent data and ideas
visually, in pictures, engag-
ing more parts of the brain
to look at a problem from
more than one angle.
Infographics ask for an
active response from the
viewer, raising the ques-
tions, “What am I seeing?”
and “What does it mean?”
As the old adage goes,
a picture is worth 1,000
words, and pictures can be
essential when complexity
demands more than words
can say.
Infographics
is
to
c
k
p
h
o
to
.c
o
m
/b
u
s
im
a
r
u
s
i
What Is an
Infographic?
Simply put, infographics
are visual displays
of information.
An
infographic
is handcrafted to
bundle related data sets
into a unified, visually
compelling representation.
The juxtaposition of those
sets of information relates
a more complex
story.
Infographics go
a step beyond the old-
fashioned graphics—charts,
timelines, tables, and graphs—
created by simply applying a
computer program to a few
like data sets.
Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
February 2012 | Learning & Leading with Technology 11
Boost Comprehension
Much of the mental processing that goes
into the development of infographics has
parallels in computational thinking (CT), the
thinking patterns that computer scientists
use to solve problems. CT skills have value
beyond computer science, as they help us
approach problems and apply processes to
solve them. CT can help students practice
with data sets of any size, manipulate that
data, and represent it in an infogr.
10 Learning & Leading with Technology February 2012The .docx
10 Learning & Leading with Technology | February 2012
The “anchor standards” in the
Common Core State Standards
define college and career read-
iness, in part, as the ability to
“integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.”
www.corestandards.org
Meet the Standards
The NETS for Students address skill sets that include the
interpretation and creation of infographics. The NETS’
Creativity and Innovation indicators include creating
original works and using models, its Communication
and Collaboration indicators speak to communicating
information and ideas using a variety of media, and
the Research and Information Fluency section refers to
processing data and reporting results using a variety of tools.
iste.org/standards/nets-students
Most subject-matter
standards give attention
to sense-making and
information literacy,
both of which students
develop when they
interpret and design
infographics.
By Jane Krauss
More Than Words Can Say
Good learning experiences
ask students to investigate
and make sense of the
world. While there are
many ways to do this, K–12
curriculum has traditionally
skewed toward reading
and writing to interpret
and express students’
sense-making. But there
is another way. Infographics
represent data and ideas
visually, in pictures, engag-
ing more parts of the brain
to look at a problem from
more than one angle.
Infographics ask for an
active response from the
viewer, raising the ques-
tions, “What am I seeing?”
and “What does it mean?”
As the old adage goes,
a picture is worth 1,000
words, and pictures can be
essential when complexity
demands more than words
can say.
Infographics
is
to
c
k
p
h
o
to
.c
o
m
/b
u
s
im
a
r
u
s
i
What Is an
Infographic?
Simply put, infographics
are visual displays
of information.
An
infographic
is handcrafted to
bundle related data sets
into a unified, visually
compelling representation.
The juxtaposition of those
sets of information relates
a more complex
story.
Infographics go
a step beyond the old-
fashioned graphics—charts,
timelines, tables, and graphs—
created by simply applying a
computer program to a few
like data sets.
Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
February 2012 | Learning & Leading with Technology 11
Boost Comprehension
Much of the mental processing that goes
into the development of infographics has
parallels in computational thinking (CT), the
thinking patterns that computer scientists
use to solve problems. CT skills have value
beyond computer science, as they help us
approach problems and apply processes to
solve them. CT can help students practice
with data sets of any size, manipulate that
data, and represent it in an infogr.
Google maps project
This document discusses various mapping mashups that combine Google Maps with other data sources. It provides examples of several mapping applications, including: Instagram which shows photo locations on a map; Mashspots which finds places around any map location; and Pothole Season which maps pothole locations and driving directions to avoid them. It also discusses uses of mapping mashups for education, such as Earthquakes in the Last Week which maps recent earthquake data, and Historypin which constructs narratives on maps. Overall, the document explores how combining maps with other information creates new applications and educational opportunities.
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This document provides guidance for using technology in social studies education. It discusses using adaptive devices to make lessons accessible, ensuring appropriate and legal internet use, and utilizing webquests and other online resources to engage students. Productivity tools like spreadsheets and word processing can help students organize and analyze information. Multimedia tools like virtual field trips, digital storytelling, and adventure learning can provide authentic learning experiences. The document also includes examples of rubrics for assessing student projects and links to online lesson plans integrating appropriate technology.
Giant State Maps (Rebecca Theobold)
National Geographic is developing giant state maps and traveling trunks with accompanying lessons to teach geography. Several states have already created these resources, including Vermont, Pennsylvania, Missouri, Indiana, and Wyoming. Colorado is working to create its own giant state map and plans to have five maps available along with online atlases and interdisciplinary curriculum. The goal is to engage students and the public in learning about Colorado's geography. GIS Colorado could help by providing expertise for the online atlas, raising funds, and encouraging educators to utilize the maps.
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Presentation given by Julia Barrett, Head of Research Services, and Jane Nolan, Maps and GIS Librarian, University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Enhancing user engagement and experiences through the development of UCD Libr...
This document discusses the development of geospatial services at the UCD James Joyce Library. It outlines how the library introduced GIS support services including training workshops and drop-in clinics to address the lack of GIS skills and assistance identified in a 2012 survey. Over 80 individuals have attended free GIS clinics and the library's GIS guide has received over 27,000 views globally. Case studies demonstrate how the services have increased researchers' ability to visualize and analyze spatial data. The library also partners with the School of Geography to map UCD research projects. Opportunities exist to further mainstream GIS education and take advantage of new national geospatial data agreements.
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2) Ten students experienced Sydney's education system and issues of social inequality through excursions and lectures. They created augmented reality experiences and virtual reality videos using equipment provided by the Tennessee Board of Regents.
3) The trip exposed typically underrepresented community college students to cutting-edge technologies and showed that innovation is possible even at urban community colleges. The faculty hoped to influence more women and minorities to participate in educational technology.
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QR codes can be used in educational settings to allow students, teachers, and administrators to easily share resources over a school's computer network. They provide a mobile-compatible way to link to online information from physical materials like printouts. The document provides several examples of how QR codes could be incorporated into lessons for subjects like history, language arts, music, art, and geography to direct students to additional online resources. It also outlines the hardware, software, and network infrastructure required to generate and read QR codes in a school environment.
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This document discusses using GIS (Geographic Information Systems) in geography classrooms. It provides examples of free and easy to use GIS tools for students, such as Google Earth. It also discusses the benefits of using GIS to help students explore and analyze geographic data, and recommends starting by finding questions the students want to answer. The document encourages teachers to have students think critically about the maps and data they are presented with.
Not the Geography You Remember
If you took a Geography course over 20 years ago, you might recall the subject involving little more than memorizing the locations of continents, countries, cities, as well as climate and cultural facts. In that time, many universities have expanded their geography programs by entering the world of Geographic Information Systems, or GIS for short. In the beginning GIS was an obscure field of specialized hardware, software, and cryptic keyboard commands that allowed a skilled professional to query data to get answers to geographic-based inquiries. Queries, such as the quantity of forested acres within an area, were the beginning of the geographicbased analysis revolution that has since unfolded. But today’s leading geography programs are teaching students more than just the where, what, who, and why of our world, but also bring to the table an interdisciplinary approach to solving today’s local, regional, national, and global problems. Many of these programs are not limited to just universities, now involving the K-12 space, tapping into young people’s minds to unleash innovative ideas in what is now an interdisciplinary field. To maintain a competitive advantage in today’s world, leading countries, companies, and research organizations are embracing these new capabilities and the talent that is available in the marketplace.
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This document discusses using technology as an environmental education tool. It explains that STEM education emphasizes hands-on, project-based learning and real-world application. The document then lists several apps that can be used in environmental education programs, including apps to identify birds, plants, stars, record wildlife observations, and more. It also provides information on writing grants to fund STEM and environmental education programs, listing some potential grant opportunities.
ESSDACK Teaching with Maps
The Kansas Geographic Alliance created this presentation to support the integration of geography and history.
Map It! 090717
This document provides an introduction to using maps in research. It explains that maps can visually convey spatial and temporal aspects of a topic to make a quick point. The Carleton University library has a large collection of printed and digital maps covering many subjects that are useful for research in fields like history, biology, and geography. The library also has software for creating maps from spatial data and accessing online map resources. Library staff in the Maps, Data and Government Information Centre can help students find and cite maps for their research papers.
I have a discussion in class Please read and brief the foll.docx
I have a discussion in class
Please read and brief the following cases in one page
with making sure you cover all the below points
What are?
1-The fact of the cases.
2-The Issues.
3-Decisions.
4-Reasonings.
5-Conclusion.
I PROVIDED YOU WITH THE LINKS
New York Times v. Sullivan
https://www.law.cornell.edu/supremecourt/text/376/254
New York Times v. US
https://www.law.cornell.edu/supremecourt/text/403/713
I am an international student so please easy wording is
required.
NO plagiarism.
Thank you.
SPATIAL AWARENESS HISTORY PROJECT
Using the discipline, ‘Emergency Preparedness’. Explain using the guidelines below the history.
1. Clearly explain importance of the chosen discipline to self
2. Comprehensively explain how cartographic representations in the chosen discipline have changed over time and supports explanation with research
3. Accurately analyze the impact of the geospatial revolution on the chosen discipline and supports analysis with research
4. Clearly explain how the human understanding of space in the chosen discipline has changed throughout history and supports explanation with research
5. Comprehensively discuss how spatial reasoning has impacted the chosen discipline and supports discussion with research
6. Accurately identify patterns in spatial awareness or spatial reasoning in the chosen discipline and supports identification with research
7. Clearly illustrate future applications of spatial awareness for the chosen discipline and supports applications with research
Running head: GEOSPATIAL SCIENCE
1
GEOSPATIAL SCIENCE
4
GIS application in the community
Student’s Name
Institution Affiliation
A GIS is a computer-based tool that connects geographic data with graphic information for instance what things are like. In essence, the technology is used to display, capture, and study spatial data. In our communityDenver, Colorado fire hazards occur every other time, any delay of reacting to the hazard can mean the difference between the rescue of residents or grave harm or large scale demise. Therefore the crucial timespan between fire suppression and flashover can be gauged and contained in just a matter of seconds; inferring speedy access to essential information is paramount. GIS tools that aid firefighter rescue personnel pinpoint the disaster call scene, equally assist in assessing the potential magnitudes of the fire and establish the most effectual plan will abate property damage and protection of residents and fire service personnel. In the past, first fire responders mainly depend on handy gear, experience, communication, and collaboration to realize effective emergency response (Guzzetti, Marchetti & Pasquinelli, 2012). Nonetheless, with all the encounters facing emergency teams in the present day Colorado, effective response therefore necessitates prudent planning, broad training, risk management and intelligent organization by way of earl.
The Diamonds of 2023-2024 in the IGRA collection
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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This document summarizes John Henry Chukwudi's workshop on digital humanities and geospatial exploration for culture digitalization in Nigeria. It begins with an introduction of John Henry Chukwudi and his educational and professional backgrounds. It then defines key concepts in digital humanities, digital culture, and geospatial analysis. Several free and open-source geospatial tools for digital humanities are listed, along with examples of digital humanities projects in Nigeria, including LitTech Lagos and NIG-MUSE. The workshop concludes by outlining steps to create a real-time digital humanities corpus and soliciting project ideas from attendees.
10 Learning & Leading with Technology February 2012The .docx
10 Learning & Leading with Technology | February 2012
The “anchor standards” in the
Common Core State Standards
define college and career read-
iness, in part, as the ability to
“integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.”
www.corestandards.org
Meet the Standards
The NETS for Students address skill sets that include the
interpretation and creation of infographics. The NETS’
Creativity and Innovation indicators include creating
original works and using models, its Communication
and Collaboration indicators speak to communicating
information and ideas using a variety of media, and
the Research and Information Fluency section refers to
processing data and reporting results using a variety of tools.
iste.org/standards/nets-students
Most subject-matter
standards give attention
to sense-making and
information literacy,
both of which students
develop when they
interpret and design
infographics.
By Jane Krauss
More Than Words Can Say
Good learning experiences
ask students to investigate
and make sense of the
world. While there are
many ways to do this, K–12
curriculum has traditionally
skewed toward reading
and writing to interpret
and express students’
sense-making. But there
is another way. Infographics
represent data and ideas
visually, in pictures, engag-
ing more parts of the brain
to look at a problem from
more than one angle.
Infographics ask for an
active response from the
viewer, raising the ques-
tions, “What am I seeing?”
and “What does it mean?”
As the old adage goes,
a picture is worth 1,000
words, and pictures can be
essential when complexity
demands more than words
can say.
Infographics
is
to
c
k
p
h
o
to
.c
o
m
/b
u
s
im
a
r
u
s
i
What Is an
Infographic?
Simply put, infographics
are visual displays
of information.
An
infographic
is handcrafted to
bundle related data sets
into a unified, visually
compelling representation.
The juxtaposition of those
sets of information relates
a more complex
story.
Infographics go
a step beyond the old-
fashioned graphics—charts,
timelines, tables, and graphs—
created by simply applying a
computer program to a few
like data sets.
Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
February 2012 | Learning & Leading with Technology 11
Boost Comprehension
Much of the mental processing that goes
into the development of infographics has
parallels in computational thinking (CT), the
thinking patterns that computer scientists
use to solve problems. CT skills have value
beyond computer science, as they help us
approach problems and apply processes to
solve them. CT can help students practice
with data sets of any size, manipulate that
data, and represent it in an infogr.
10 Learning & Leading with Technology February 2012The .docx
10 Learning & Leading with Technology | February 2012
The “anchor standards” in the
Common Core State Standards
define college and career read-
iness, in part, as the ability to
“integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.”
www.corestandards.org
Meet the Standards
The NETS for Students address skill sets that include the
interpretation and creation of infographics. The NETS’
Creativity and Innovation indicators include creating
original works and using models, its Communication
and Collaboration indicators speak to communicating
information and ideas using a variety of media, and
the Research and Information Fluency section refers to
processing data and reporting results using a variety of tools.
iste.org/standards/nets-students
Most subject-matter
standards give attention
to sense-making and
information literacy,
both of which students
develop when they
interpret and design
infographics.
By Jane Krauss
More Than Words Can Say
Good learning experiences
ask students to investigate
and make sense of the
world. While there are
many ways to do this, K–12
curriculum has traditionally
skewed toward reading
and writing to interpret
and express students’
sense-making. But there
is another way. Infographics
represent data and ideas
visually, in pictures, engag-
ing more parts of the brain
to look at a problem from
more than one angle.
Infographics ask for an
active response from the
viewer, raising the ques-
tions, “What am I seeing?”
and “What does it mean?”
As the old adage goes,
a picture is worth 1,000
words, and pictures can be
essential when complexity
demands more than words
can say.
Infographics
is
to
c
k
p
h
o
to
.c
o
m
/b
u
s
im
a
r
u
s
i
What Is an
Infographic?
Simply put, infographics
are visual displays
of information.
An
infographic
is handcrafted to
bundle related data sets
into a unified, visually
compelling representation.
The juxtaposition of those
sets of information relates
a more complex
story.
Infographics go
a step beyond the old-
fashioned graphics—charts,
timelines, tables, and graphs—
created by simply applying a
computer program to a few
like data sets.
Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
February 2012 | Learning & Leading with Technology 11
Boost Comprehension
Much of the mental processing that goes
into the development of infographics has
parallels in computational thinking (CT), the
thinking patterns that computer scientists
use to solve problems. CT skills have value
beyond computer science, as they help us
approach problems and apply processes to
solve them. CT can help students practice
with data sets of any size, manipulate that
data, and represent it in an infogr.
Google maps project
This document discusses various mapping mashups that combine Google Maps with other data sources. It provides examples of several mapping applications, including: Instagram which shows photo locations on a map; Mashspots which finds places around any map location; and Pothole Season which maps pothole locations and driving directions to avoid them. It also discusses uses of mapping mashups for education, such as Earthquakes in the Last Week which maps recent earthquake data, and Historypin which constructs narratives on maps. Overall, the document explores how combining maps with other information creates new applications and educational opportunities.
Group d power_point
This document provides guidance for using technology in social studies education. It discusses using adaptive devices to make lessons accessible, ensuring appropriate and legal internet use, and utilizing webquests and other online resources to engage students. Productivity tools like spreadsheets and word processing can help students organize and analyze information. Multimedia tools like virtual field trips, digital storytelling, and adventure learning can provide authentic learning experiences. The document also includes examples of rubrics for assessing student projects and links to online lesson plans integrating appropriate technology.
Giant State Maps (Rebecca Theobold)
National Geographic is developing giant state maps and traveling trunks with accompanying lessons to teach geography. Several states have already created these resources, including Vermont, Pennsylvania, Missouri, Indiana, and Wyoming. Colorado is working to create its own giant state map and plans to have five maps available along with online atlases and interdisciplinary curriculum. The goal is to engage students and the public in learning about Colorado's geography. GIS Colorado could help by providing expertise for the online atlas, raising funds, and encouraging educators to utilize the maps.
Enhancing User Engagement and Experiences through the Development of UCD Libr...
Presentation given by Julia Barrett, Head of Research Services, and Jane Nolan, Maps and GIS Librarian, University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Enhancing user engagement and experiences through the development of UCD Libr...
This document discusses the development of geospatial services at the UCD James Joyce Library. It outlines how the library introduced GIS support services including training workshops and drop-in clinics to address the lack of GIS skills and assistance identified in a 2012 survey. Over 80 individuals have attended free GIS clinics and the library's GIS guide has received over 27,000 views globally. Case studies demonstrate how the services have increased researchers' ability to visualize and analyze spatial data. The library also partners with the School of Geography to map UCD research projects. Opportunities exist to further mainstream GIS education and take advantage of new national geospatial data agreements.
GIS Nordab Feb 2009
The document discusses using geographic information systems (GIS) in teaching geography at the key stage three level. It provides examples of free and paid GIS software and resources that can be used, such as InfoMapper and Google Earth. It also discusses some limitations of using GIS, such as costs and teacher/student skill levels. Overall, it promotes the use of GIS to enhance student learning of geographic concepts through interactive mapping and analysis of spatial data.
Faculty Duo Brings Virtual and Augmented Reality to Southwest and Study Abroad-2
1) Two faculty members at Southwest Tennessee Community College brought virtual and augmented reality technologies to students on a study abroad trip to Sydney, Australia. This was the college's first study abroad program in Australia and first to incorporate emerging VR and AR technologies.
2) Ten students experienced Sydney's education system and issues of social inequality through excursions and lectures. They created augmented reality experiences and virtual reality videos using equipment provided by the Tennessee Board of Regents.
3) The trip exposed typically underrepresented community college students to cutting-edge technologies and showed that innovation is possible even at urban community colleges. The faculty hoped to influence more women and minorities to participate in educational technology.
Using QR Codes
QR codes can be used in educational settings to allow students, teachers, and administrators to easily share resources over a school's computer network. They provide a mobile-compatible way to link to online information from physical materials like printouts. The document provides several examples of how QR codes could be incorporated into lessons for subjects like history, language arts, music, art, and geography to direct students to additional online resources. It also outlines the hardware, software, and network infrastructure required to generate and read QR codes in a school environment.
Free GIS in the Classroom
This document discusses using GIS (Geographic Information Systems) in geography classrooms. It provides examples of free and easy to use GIS tools for students, such as Google Earth. It also discusses the benefits of using GIS to help students explore and analyze geographic data, and recommends starting by finding questions the students want to answer. The document encourages teachers to have students think critically about the maps and data they are presented with.
Not the Geography You Remember
If you took a Geography course over 20 years ago, you might recall the subject involving little more than memorizing the locations of continents, countries, cities, as well as climate and cultural facts. In that time, many universities have expanded their geography programs by entering the world of Geographic Information Systems, or GIS for short. In the beginning GIS was an obscure field of specialized hardware, software, and cryptic keyboard commands that allowed a skilled professional to query data to get answers to geographic-based inquiries. Queries, such as the quantity of forested acres within an area, were the beginning of the geographicbased analysis revolution that has since unfolded. But today’s leading geography programs are teaching students more than just the where, what, who, and why of our world, but also bring to the table an interdisciplinary approach to solving today’s local, regional, national, and global problems. Many of these programs are not limited to just universities, now involving the K-12 space, tapping into young people’s minds to unleash innovative ideas in what is now an interdisciplinary field. To maintain a competitive advantage in today’s world, leading countries, companies, and research organizations are embracing these new capabilities and the talent that is available in the marketplace.
Using Technology as an Environmental Education Tool
This document discusses using technology as an environmental education tool. It explains that STEM education emphasizes hands-on, project-based learning and real-world application. The document then lists several apps that can be used in environmental education programs, including apps to identify birds, plants, stars, record wildlife observations, and more. It also provides information on writing grants to fund STEM and environmental education programs, listing some potential grant opportunities.
ESSDACK Teaching with Maps
The Kansas Geographic Alliance created this presentation to support the integration of geography and history.
Map It! 090717
This document provides an introduction to using maps in research. It explains that maps can visually convey spatial and temporal aspects of a topic to make a quick point. The Carleton University library has a large collection of printed and digital maps covering many subjects that are useful for research in fields like history, biology, and geography. The library also has software for creating maps from spatial data and accessing online map resources. Library staff in the Maps, Data and Government Information Centre can help students find and cite maps for their research papers.
I have a discussion in class Please read and brief the foll.docx
I have a discussion in class
Please read and brief the following cases in one page
with making sure you cover all the below points
What are?
1-The fact of the cases.
2-The Issues.
3-Decisions.
4-Reasonings.
5-Conclusion.
I PROVIDED YOU WITH THE LINKS
New York Times v. Sullivan
https://www.law.cornell.edu/supremecourt/text/376/254
New York Times v. US
https://www.law.cornell.edu/supremecourt/text/403/713
I am an international student so please easy wording is
required.
NO plagiarism.
Thank you.
SPATIAL AWARENESS HISTORY PROJECT
Using the discipline, ‘Emergency Preparedness’. Explain using the guidelines below the history.
1. Clearly explain importance of the chosen discipline to self
2. Comprehensively explain how cartographic representations in the chosen discipline have changed over time and supports explanation with research
3. Accurately analyze the impact of the geospatial revolution on the chosen discipline and supports analysis with research
4. Clearly explain how the human understanding of space in the chosen discipline has changed throughout history and supports explanation with research
5. Comprehensively discuss how spatial reasoning has impacted the chosen discipline and supports discussion with research
6. Accurately identify patterns in spatial awareness or spatial reasoning in the chosen discipline and supports identification with research
7. Clearly illustrate future applications of spatial awareness for the chosen discipline and supports applications with research
Running head: GEOSPATIAL SCIENCE
1
GEOSPATIAL SCIENCE
4
GIS application in the community
Student’s Name
Institution Affiliation
A GIS is a computer-based tool that connects geographic data with graphic information for instance what things are like. In essence, the technology is used to display, capture, and study spatial data. In our communityDenver, Colorado fire hazards occur every other time, any delay of reacting to the hazard can mean the difference between the rescue of residents or grave harm or large scale demise. Therefore the crucial timespan between fire suppression and flashover can be gauged and contained in just a matter of seconds; inferring speedy access to essential information is paramount. GIS tools that aid firefighter rescue personnel pinpoint the disaster call scene, equally assist in assessing the potential magnitudes of the fire and establish the most effectual plan will abate property damage and protection of residents and fire service personnel. In the past, first fire responders mainly depend on handy gear, experience, communication, and collaboration to realize effective emergency response (Guzzetti, Marchetti & Pasquinelli, 2012). Nonetheless, with all the encounters facing emergency teams in the present day Colorado, effective response therefore necessitates prudent planning, broad training, risk management and intelligent organization by way of earl.
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Iste 2015 byod session presentation
- 1. MOBILE MAPPING: AN INQUIRY AND PLACE-BASED APPROACH DR. ELIZABETH LANGRAN & DR. JANINE DEWITT, MARYMOUNT UNIVERSITY, ARLINGTON, VA USA We will use this app today (Available for both Apple and Android) Go to http://doc.arcgis.com/en/collector/ for the app links
- 2. MOBILE MAPPING: AN INQUIRY AND PLACE-BASED APPROACH DR. ELIZABETH LANGRAN & DR. JANINE DEWITT, MARYMOUNT UNIVERSITY, ARLINGTON, VA USA
- 3. It starts with a question A great map tells a great story
- 4. Place-based learning City as Text Mobile devices What can students learn from the community?
- 5. Some definitions Geospatial literacy understanding the importance and interconnectedness of places and the ability to analyze their relationships Geospatial Technology family of tools that include geo-location devices (e.g., handheld GPS units and GPS- enabled mobile technologies), dynamic maps and globes (Google Maps and Google Earth), analysis and display tools known as Geographic Information Systems (GIS) Geolocate, geotag Identify/“tag” the geographic location of an object/data/person Geographic Information System (GIS) Technology for storing, organizing, displaying spatial (map-based) data
- 6. Our students’ maps High School IB students Undergraduate Sociology students Graduate Education students
- 7. Our students’ stories High School IB students Undergraduate Sociology students Graduate Education students Come to our research presentation at 1:15 today in 122A, Table 3
- 8. USHAHIDI CROWDMAP WHAT ARE THE TOOLS? ESRI ARCGIS ONLINE MYHISTROGOOGLE MAPS EDULOC HISTORYPIN
- 9. USHAHIDI CROWDMAP WHAT ARE THE TOOLS? ESRI ARCGIS ONLINE MYHISTROGOOGLE MAPS EDULOC HISTORYPIN
- 10. Contribute to our online map Username: mapper### (to be distributed) Password: iste2015 (no caps, no spaces)
- 12. Click anywhere on the map to place your “pin”
- 13. Click the “+” on the right to add a “feature”
- 14. Fill out your “report” for your location You can even add a photo
- 15. Analysis and Discussion How do you analyze a map? Importance of classroom preparation
- 16. ArcGIS Online is free for US K-12 schools See the ESRI booth in the Exhibit Hall for details By the way…
- 17. Science biodiversity projects GIS integration Field trips Informal learning (citizen scientist, museum/park learning environments) On-school grounds Applications
- 18. Are you a researcher? Contemporary Issues in Technology and Teacher Education Journal is doing a special issue on Geospatial Technologies - go to citejournal.org/geospatial to see the call for manuscripts