2016 QUARTER 03

FC-22 - Geometric primitives
  • Identify the three fundamental dimensionalities used to represent points, lines, and areas
  • Describe the data models used to encode coordinates as points, lines, or polygons
  • Critique the assumptions that are made in representing the world as points, lines, and polygons
  • Evaluate the correspondence between geographic phenomena and the shapes used to represent them
AM-65 - Geospatial data classification
  • Compare and contrast the assumptions and performance of parametric and non-parametric approaches to multivariate data classification
  • Describe three algorithms that are commonly used to conduct geospatial data classification
  • Explain the effect of including geospatial contiguity as an explicit neighborhood classification criterion
  • Compare and contrast the results of the neural approach to those obtained using more traditional Gaussian maximum likelihood classification (available in most remote sensing systems)
KE-24 - GIS&T positions and qualifications
  • Discuss the status of professional and academic certification in GIS&T
  • Identify the standard occupational codes that are relevant to GIS&T
  • Identify the qualifications needed for a particular GIS&T position
  • Discuss how a code of ethics might be applied within an organization
  • Explain why it has been difficult for many agencies and organizations to define positions and roles for GIS&T professionals
  • Describe the differences between licensing, certification, and accreditation in relation to GIS&T positions and qualifications
KE-23 - GIS&T staff development
  • Describe issues that may hinder implementation and continued successful operation of a GIS if effective methods of staff development are not included in the process
  • Outline methods (programs or processes) that provide effective staff development opportunities for GIS&T
KE-25 - GIS&T training and education
  • Compare and contrast training methods utilized in a non-profit to those employed in a local government agency
  • Discuss the National Research Council report on Learning to Think Spatially (2005) as it relates to spatial thinking skills needed by the GIS&T workforce
  • Find or create training resources appropriate for GIS&T workforce in a local government organization
  • Identify the particular skills necessary for users to perform tasks in three different workforce domains (e.g., small city, medium county agency, a business, or others)
  • Illustrate methods that are effective in providing opportunities for education and training when implementing a GIS in a small city
  • Teach necessary skills for users to successfully perform tasks in an enterprise GIS
  • Discuss different formats (tutorials, in house, online, instructor lead) for training and how they can be used by organizations
AM-22 - Global measures of spatial association
  • Describe the effect of the assumption of stationarity on global measures of spatial association
  • Justify, compute, and test the significance of the join count statistic for a pattern of objects
  • Compute the K function
  • Explain how a statistic that is based on combining all the spatial data and returning a single summary value or two can be useful in understanding broad spatial trends
  • Compute measures of overall dispersion and clustering of point datasets using nearest neighbor distance statistics
  • Compute Moran’s I and Geary’s c for patterns of attribute data measured on interval/ratio scales
  • Explain how the K function provides a scale-dependent measure of dispersion
DC-03 - Global Positioning System
  • Explain how GPS receivers calculate coordinate data
  • Discuss the relationship of GPS to the Global Satellite Navigation System
  • Explain “selective availability,” why it was discontinued in 2000, and what alternatives are available to the U.S. Department of Defense
  • Explain the relationship of the U.S. Global Positioning System with comparable systems sponsored by Russia and the European Union and the Global Navigation Satellite System
  • Discuss the role of GPS in location-based services (LBS)
  • Specify the features of a GPS receiver that is able to achieve geometric accuracies on the order of centimeters without post-processing
  • Explain the relevance of the concept of trilateration to both GPS positioning and control surveying
  • Perform differential correction of GPS data using reference data from a CORS station
  • List, define, and rank the sources of error associated with GPS positioning
  • Distinguish between horizontal and vertical accuracies when using coarse acquisition codes/standard positioning service (C-codes) and precision acquisition codes/precise positioning service (P-codes)
AM-73 - Greedy heuristics
  • Demonstrate how to implement a greedy heuristic process
  • Identify problems for which the greedy heuristic also produces the optimal solution (e.g., Kruskal’s algorithm for minimum spanning tree, the fractional Knapsack problem)
DM-08 - Grid compression methods
  • Illustrate the existing methods for compressing gridded data (e.g., run length encoding, Lempel-Ziv, wavelets)
  • Explain the advantage of wavelet compression
  • Evaluate the relative merits of grid compression methods for storage
  • Differentiate between lossy and lossless compression methods
DM-06 - Grid representations
  • Explain how grid representations embody the field-based view
  • Differentiate among a lattice, a tessellation, and a grid
  • Explain how terrain elevation can be represented by a regular tessellation and by an irregular tessellation
  • Identify the national framework datasets based on a grid model