2016 QUARTER 02

A B C D E F G H I K L M N O P R S T U V W
GC2-4 - Pattern recognition
  • Describe the use of based on temporal relationships of objects and space (crime or disease analyses are examples)
AM10-4 - Pattern recognition and matching
  • Differentiate among machine learning, data mining, and pattern recognition
  • Explain the principles of pattern recognition
  • Apply a simple spatial mean filter to an image as a means of recognizing patterns
  • Construct an edge-recognition filter
  • Design a simple spatial mean filter
  • Explain the outcome of an artificial intelligence analysis (e.g., edge recognition), including a discussion of what the human did not see that the computer identified and vice versa
CF2-1 - Perception and cognition of geographic phenomena
  • Describe the differences between real phenomena, conceptual models, and GIS data representations thereof
  • Explain the role of metaphors and image schema in our understanding of geographic phenomena and geographic tasks
  • Compare and contrast the symbolic and connectionist theories of human cognition and memory and their ability to model various cases
  • Compare and contrast theories of spatial knowledge acquisition (e.g., Marr on vision, Piaget on childhood, Golledge on wayfinding)
  • Explore the contribution of linguistics to the study of spatial cognition and the role of natural language in the conceptualization of geographic phenomena
CF1-3 - Philosophical perspectives
  • Define common philosophical theories that have influenced geography and science, such as logical positivism, Marxism, phenomenology, feminism, and critical theory
  • Identify the philosophical views and assumptions underlying the work of colleagues
  • Describe a brief history of major philosophical movements relating to the nature of space, time, geographic phenomena and human interaction with it
  • Compare and contrast the kinds of questions various philosophies ask, the methodologies they use, the answers they offer, and their applicability to different phenomena
  • Evaluate the influences of one’s own philosophical views and assumptions on GIS&T practices
  • Defend or refute the statement, “All data are theory-laden”
DA4-4 - Physical models
  • Differentiate between logical and physical models, in terms of the level of detail, constraints, and range of information included
  • Create physical model diagrams, using UML or other tools, based on logical model diagrams and software requirements
  • Create a complete design document ready for implementation
  • Recognize the constraints and opportunities of a particular choice of software for implementing a logical model
CF2-4 - Place and landscape
  • Explain how the concept of place encompasses more than just location
  • Evaluate the differences in how various parties think or feel differently about a place being modeled
  • Describe the elements of a sense of place or landscape that are difficult or impossible to adequately represent in GIS
  • Differentiate between space and place
  • Differentiate among elements of the meaning of a place that can or cannot be easily represented using geospatial technologies
  • Select a place or landscape with personal meaning and discuss its importance
  • Define the notions of cultural landscape and physical landscape
GD3-2 - Plane coordinate systems
  • Explain why plane coordinates are sometimes preferable to geographic coordinates
  • Identify the map projection(s) upon which UTM coordinate systems are based, and explain the relationship between the projection(s) and the coordinate system grid
  • Discuss the magnitude and cause of error associated with UTM coordinates
  • Differentiate the characteristics and uses of the UTM coordinate system from the Military Grid Reference System (MGRS) and the World Geographic Reference System (GEOREF)
  • Explain what State Plane Coordinates system (SPC) eastings and northings represent
  • Associate SPC coordinates and zone specifications with corresponding positions on a U.S. map or globe
  • Identify the map projection(s) upon which SPC coordinate systems are based, and explain the relationship between the projection(s) and the coordinate system grids
  • Discuss the magnitude and cause of error associated with SPC coordinates
  • Recommend the most appropriate plane coordinate system for applications at different spatial extents and justify the recommendation
  • Critique the U.S. Geological Survey’s choice of UTM as the standard coordinate system for the U.S. National Map
  • Describe the characteristics of the “national grids” of countries other than the U.S.
  • Explain what Universal Transverse Mercator (UTM) eastings and northings represent
  • Associate UTM coordinates and zone specifications with corresponding position on a world map or globe
DA2-2 - Planning for design
  • Define Gantt and PERT charts
  • Use project management tools and techniques to manage the design process
  • Justify the funding necessary for the design process of a GIS
  • Collaborate effectively with a variety of people in a design team
  • Create a schedule for the design and implementation of a GIS
  • Identify the people necessary to effectively design a GIS
GD10-2 - Platforms and sensors
  • Compare common sensors—including LiDAR, and airborne panchromatic and multispectral cameras and scanners—in terms of spatial resolution, spectral sensitivity, ground coverage, and temporal resolution
GD11-2 - Platforms and sensors
  • Compare and contrast common sensors by spatial resolution, spectral sensitivity, ground coverage, and temporal resolution (e.g., AVHRR, MODIS [intermediate resolution ~500 m, high temporal] Landsat, commercial high resolution [Ikonos and Quickbird]
  • Evaluate the advantages and disadvantages of acoustic remote sensing versus airborne or satellite remote sensing for seafloor mapping
  • Select the most appropriate remotely sensed data source for a given analytical task, study area, budget, and availability
  • Differentiate between “push-broom” and “cross-track” scanning technologies
  • Evaluate the advantages and disadvantages of airborne remote sensing versus satellite remote sensing
  • Differentiate between “active” and “passive” sensors, citing examples of each
  • Explain the principle of multibeam bathymetric mapping

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