2019 QUARTER 01

A B C D E F G H I K L M N O P R S T U V W
DC-22 - Federal agencies and national and international organizations and programs
  • Describe the data programs provided by organizations such as The National Map, GeoSpatial One Stop, and National Integrated Land System
  • Discuss the mission, history, constituencies, and activities of international organizations such as Association of Geographic Information Laboratories for Europe (AGILE) and the European GIS Education Seminar (EUGISES)
  • Discuss the mission, history, constituencies, and activities of governmental entities such as the Bureau of Land Management (BLM), United States Geological Survey (USGS) and the Environmental Protection Agency (EPA) as they related to support of professionals and organizations
  • involved in GIS&T
  • Discuss the mission, history, constituencies, and activities of GeoSpatial One Stop
  • Discuss the mission, history, constituencies, and activities of the Open Geospatial Consortium (OGC), Inc.
  • Discuss the mission, history, constituencies, and activities of the Nation Integrated Land System (NILS)
  • Discuss the mission, history, constituencies, and activities of the Federal Geographic Data Committee (FGDC)
  • Discuss the mission, history, constituencies, and activities of the National Academies of Science Mapping Science Committee
  • Discuss the mission, history, constituencies, and activities of the USGS and its National Map vision
  • Discuss the mission, history, constituencies, and activities of University Consortium of Geographic Information Science (UCGIS) and the National Center for Geographic Information and Analysis (NCGIA)
  • Discuss the political, cultural, economic, and geographic characteristics of various countries that influence their adoption and use of GIS&T
  • Identify National Science Foundation (NSF) programs that support GIS&T research and education
  • Outline the principle concepts and goals of the “digital earth” vision articulated in 1998 by Vice President Al Gore
  • Assess the current status of Gore’s “digital earth”
GS-15 - Feminist critiques
  • Defend or refute the contention that the masculinist culture of computer work in general, and GIS work in particular, perpetuates gender inequality in GIS&T education and training and occupational segregation in the GIS&T workforce
  • Discuss the potential role of agency (individual action) in resisting dominant practices and in using GIS&T in ways that are consistent with feminist epistemologies and politics
  • Explain the argument that GIS and remote sensing foster a “disembodied” way of knowing the world
DC-09 - Field data technologies
  • Identify the measurement framework that applies to moving object tracking
  • Explain the advantage of real-time kinematic GPS in field data collection
  • Describe an application of hand-held computing or personal digital assistants (PDAs) for field data collection
  • Considering the measurement framework applied to moving object tracking, identify which of the dimensions of location, attribute, and time is fixed, which is controlled, and which is measured
  • Describe a real or hypothetical application of a sensor network in field data collection
  • Outline a combination of positioning techniques that can be used to support location-based services in a given environment
DM-23 - Fields in space and time
  • Define a field in terms of properties, space, and time
  • Formalize the notion of field using mathematical functions and calculus
  • Recognize the influences of scale on the perception and meaning of fields
  • Evaluate the field view’s description of “objects” as conceptual discretizations of continuous patterns
  • Identify applications and phenomena that are not adequately modeled by the field view
  • Identify examples of discrete and continuous change found in spatial, temporal, and spatio-temporal fields
  • Relate the notion of field in GIS to the mathematical notions of scalar and vector fields
  • Differentiate various sources of fields, such as substance properties (e.g., temperature), artificial constructs (e.g., population density), and fields of potential or influence (e.g., gravity)
FC-05 - From concepts to data
  • Define the following terms: data, information, knowledge, and wisdom
  • Describe the limitations of various information stores for representing geographic information, including the mind, computers, graphics, and text
  • Transform a conceptual model of information for a particular task into a data model
KE-11 - Funding
  • Identify potential sources of funding (internal and external) for a project or enterprise GIS
  • Create proposals and presentations to secure funding
  • Analyze previous attempts at funding to identify successful and unsuccessful techniques
AM-88 - Fuzzy aggregation operators
  • Compare and contrast Boolean and fuzzy logical operations
  • Compare and contrast several operators for fuzzy aggregation, including those for intersect and union
  • Exemplify one use of fuzzy aggregation operators
  • Describe how an approach to map overlay analysis might be different if region boundaries were fuzzy rather than crisp
  • Describe fuzzy aggregation operators
DM-41 - Fuzzy logic
  • Describe how linear functions are used to fuzzify input data (i.e., mapping domain values to linguistic variables)
  • Support or refute the statement by Lotfi Zadeh, that “As complexity rises, precise statements lose meaning and meaningful statements lose precision,” as it relates to GIS&T
  • Explain why fuzzy logic, rather then Boolean algebra models, can be useful for representing real world boundaries between different tree species
DM-27 - Genealogical relationships: lineage, inheritance
  • Describe ways in which a geographic entity can be created from one or more others
  • Discuss the effects of temporal scale on the modeling of genealogical structures
  • Describe the genealogy (as identity-based change or temporal relationships) of particular geographic phenomena
  • Determine whether it is important to represent the genealogy of entities for a particular application
AM-78 - Genetic algorithms and artificial genomes
  • Create an artificial genome that can be used in a genetic algorithm to solve a specific problem
  • Describe a cluster in a way that could be represented in a genome
  • Explain how and why the representation of a GA’s chromosome strings can enhance or hinder the effectiveness of the GA
  • Use one of the many freely available GA packages to apply a GA to implement a simple genetic algorithm to a simple problem, such as optimizing the location of one or more facilities or optimizing the selection of habitat for a nature preserve geospatial pattern optimization (such as for finding clusters of disease points)
  • Describe a potential solution for a problem in a way that could be represented in a chromosome and evaluated according to some measure of fitness (such as the total distance everyone travels to the facility or the diversity of plants and animals that would be protected) genome

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