Geographic Information Science

Geographic Information Science and technology

(GISTBoK) is a reference document produced by the University Consortium for Geographic Information Science (UCGIS) as the first product of its Model Curricula project, started in 1997 by Duane Marble and a select task force, and completed in 2006 by David DiBiase and a team of editors.

The GISTBoK is the most successful effort to date to create a comprehensive outline of the concepts and skills unique to the geospatial realm, including geographic information systems, geographic information science, remote sensing, satellite navigation systems, and cartography. That said, it is missing some topics, such as geocoding, and has significant granularity issues: large, mature subfields such as surveying, GPS, and remote sensing are covered in small sections, while the relatively immature field of geocomputation is granted an entire knowledge area. There is also opposition to the document as a whole, especially from the critical GIS community, on the grounds that the discipline is too diverse and too subjective to be so easily encapsulated. The editors have acknowledged these shortcomings, and have expressed hope that wider input on future editions will solve some of these issues.

The GISTBoK is intended to be used in a variety of applications, including curriculum design, educational assessment, educational program accreditation, professional certification, hiring practices, and project RFP's. All of these activities are elements of the current trend toward regulation and standardization of the geospatial professions, and much of the opposition to the Body of Knowledge comes from those opposed to this trend, especially in academia, who feel that GIS&T is too diverse, interdisciplinary, and subjective to be regulated. One counterargument to this opposition is that the body of knowledge approach enables a flexible form of regulation that accommodates a diversity of skills and viewpoints.

The GISTBoK is patterned after the Computing Curricula project of the Association for Computing Machinery, and other model curriculum projects. It is essentially a hierarchical outline, composed of Knowledge Areas, broken down into Units, further divided into Topics. Each topic includes a list of 5–10 educational objectives that exemplify a person with varying levels of knowledge and skill. It does not include an encyclopaedic description of each topic.

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National Geographic has series of shows

by mythbelieving

About this in Egypt:
They have mentioned that Egypt is not the only place that this technology is being used.
There have been articles about using this technology and source that have been published over the last 20 years at least.
For more information on, the source is:

Wetland Workshops for MS & HS Teachers

by DianeG

The U.S. Geological Survey’s National Wetlands Research Center in Lafayette, Louisiana, Chadron State College in Chadron, Nebraska, NASA Ames Research Center, the U.S. Geological Survey’s Western Geographic Science Center in Menlo Park, California, and the Romberg Tiburon Center for Environmental Studies of San Francisco State University are sponsoring a Free WETMAAP Workshop for Middle and High School Teachers.
The WETMAAP workshop will:
• Explore the changes in wetlands and changing habitats of the San Francisco Bay
• Introduce educators to wetland habitats, and functions and values
• Introduce educators and students to wetland mapping, aerial photography, satellite imagery, topographic maps, and GIS technology
• Assist educators with the integration of wetland issues, maps, and images into existing curriculum
• Promote public awareness of wetland change issu…

Ligonier Borough complies with directional sign mandate  — Tribune-Review
Although Geographic Information Systems mapping of the borough pinpoints all directional signs, it does not include all data needed to comply with the program. “They want to see off-sets, heights, directions, locations, all kinds of stuff,” Faas said.

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