Relevant bibliographies by topics / Map reading

Academic literature on the topic 'Map reading'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Map reading"

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Little, Peter. "Map reading." Nature 383, no. 6595 (September 1996): 39. http://dx.doi.org/10.1038/383039b0.

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Jul, Erik, Eric Childress, and Eric Miller. "Map Reading." Journal of Internet Cataloging 2, no. 2 (October 27, 1999): 3–5. http://dx.doi.org/10.1300/j141v02n02_02.

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Moore, Phillip J., and Neville J. Schofield. "Metacognitive Instruction in Map Reading." Educational Psychology 14, no. 3 (January 1994): 259–68. http://dx.doi.org/10.1080/0144341940140301.

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Emery, Cathy D. "Map Reading in Older Adults." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 24 (October 1996): 1255. http://dx.doi.org/10.1177/154193129604002408.

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Ooms, Kristien. "Map Use: Reading, Analysis, Interpretation." Cartographic Journal 54, no. 4 (October 2, 2017): 375–76. http://dx.doi.org/10.1080/00087041.2017.1419896.

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Perkins, Chris, and Ann Gardiner. "Real World Map Reading Strategies." Cartographic Journal 40, no. 3 (December 2003): 265–68. http://dx.doi.org/10.1179/000870403225012970.

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Menno-Jan, Kraak. "Map use: reading, analysis, interpretation." Cartography and Geographic Information Science 40, no. 1 (January 2013): 53–54. http://dx.doi.org/10.1080/15230406.2013.762142.

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Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (August 28, 2018): 3050. http://dx.doi.org/10.3390/su10093050.

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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-reading skills could be reflected in three selected eye movement metrics, namely, the measure of first fixation, the measure of processing, and the measure of search. The model fitted well for all five tasks, and the scores generated by the model reflected the accuracy and efficiency of the participants’ performance. This study might provide a new approach to facilitate the quantitative assessment of map-reading skills based on eye tracking.
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Dillon, Moira R., and Elizabeth S. Spelke. "From map reading to geometric intuitions." Developmental Psychology 54, no. 7 (July 2018): 1304–16. http://dx.doi.org/10.1037/dev0000509.

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Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (July 2, 2016): 5. http://dx.doi.org/10.12968/eyed.2016.18.3.5.

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Dissertations / Theses on the topic "Map reading"

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Ottosson, Torgny. "Map-reading and wayfinding /." Göteborg : Acta universitatis Gothoburgensis, 1987. http://catalogue.bnf.fr/ark:/12148/cb37089270w.

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Ng, Kit-ying. "Students' perceptions of mapwork : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810597.

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Xie, Ming. "Rethinking Map Literacy and an Analysis of Quantitative Map Literacy." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7989.

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Maps are increasingly being used in traditional and virtual media, and civic discourse on political, social, and environmental issues, among others, is more and more becoming influenced by them. The often-used expression of a “picture tells a 1000 words” has never been so apt in our progressively more visual world. Despite this increased role and importance of maps, map literacy, as a field of research, remains rather underdeveloped. This is especially so for thematic maps, the very type of map that is finding increasing currency in discourse. As part of this under-developed nature of map literacy, the quantitative skills used in map reading and interpretation have not been systematically investigated, and previous commentary on the subject has been limited to listings of relatively low-level skills. As modern technologies, such as GIS, enable the more sophisticated production of maps, their interpretation can come to depend on more advanced quantitative literacy. The quantitative literacy required for map interpretation can also be expected to vary significantly with the type of map, and while map literacy studies generally recognize the broad distinction of reference and thematic maps, they do not provide a more nuanced framework for investigating how quantitative literacy may vary both within these broad categories and for maps which overlap these categories. This dissertation represents a first attempt to address these issues, and at least provide conceptual frameworks for their investigation. For the first conceptual framework, the dissertation introduces a three-set Venn model to discuss the content and relationships of three “literacies”: map literacy, quantitative literacy, and background information. As part of this, the field of Quantitative Map Literacy (QMP) is introduced and defined as the knowledge (concepts, skills and facts) required to accurately read, use, interpret, and understand the quantitative information embedded in geographic backgrounds. It is conceptualized as the intersection of the Map Literacy and Quantitative Literacy “sets”. The dissertation also introduces the conceptual framework of a compositional triangle based on the ratio of reference to thematic map purpose and the level of generalization/distortion within maps. This framework allows for any type of map to be located within the triangle and then related to the type and level of quantitative literacy they demand. Finally, based on these two frameworks, the dissertation uses the pedagogical tool of “word problems” to explore the variability of map reading skills and knowledge, and does this for specific map examples.
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Maier, Joan Niebur Bettis Norman C. "A qualitative study of adolescent students' comprehension of maps an application of schema theory to map reading /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510425.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 27, 2006. Dissertation Committee: Norman C. Bettis (chair), Larry D. Kennedy, Barbara L. Nourie, Raymond L. Schmitt, Michael D. Sublett. Includes bibliographical references (leaves 206-217) and abstract. Also available in print.
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Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.

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In this thesis, I discusses my recent research on the potential relationship between cognitive style and navigational map reading ability. Behavioral geography researchers investigate navigation and a person's knowledge of their environment. These activities have led to and continue to lead to theories about the underlying cognitive processes associated with map use and navigation. Previous research has shown a positive relationship between geographic education and a person's ability to understand the environment around them. Navigation, cognitive maps, mental rotation, map-based knowledge vs. route-based knowledge, and way-finding have all been identified as potential processes that people employ to travel around their environment. By understanding how people behave, process information, solve problems, and make decisions this research hopes to bring to light traits that may be useful in furthering geographic education and, as a result, environmental understanding.
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Jones, Tena. "The Impact of Reading Programs as a Map Project Strategy." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/285.

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The No Child Left Behind (NCLB) Act of 2001 was enacted to protect the United States' most vulnerable students and was signed into law in January 2002 (U.S. Department of Education, 2002). For many years, black, Hispanic, special education, and limited English proficient students were not achieving at the same level as their white, middle-class counterparts because schools were not held accountable for their individual progress. The achievement gap is well documented in previous research at all levels of education. Scores on the National Assessment of Educational Progress (NAEP) from 1996 to 2000, obtained from a national sample of 8th- and 12th- grade students indicated that for each grade level, black and Hispanic students scored significantly lower than whites in reading, mathematics, and science (Braswell, Lutkus, Grigg, Santapau, Tay-Lim, & Johnson, 2001; Grigg, Daane, Jin, & Campbell, 2003; O'Sullivan, Lauko, Grigg, Qian, & Zhang, 2003). In Kentucky, the Minority Student Achievement Research Project (MAP) is an educational initiative formed to address the achievement gap and progress all students toward proficiency within the state. Seven school districts (partnership sites) were selected for participation in the program, and individual schools within the districts were selected for participation based on the criteria that at least 25% of their student population was minority (KDE, 2000). This study was designed to determine if the implementation of reading programs as a MAP strategy impacted 4th" and 7th" grade students' reading scores on the Kentucky Core Content Test (KCCT) of achievement, as well as the 6th" grade level of the Comprehensive Test of Basic Skills 5 (CTBS/5). The researcher was also interested in how the implementation of these programs may affect the achievement gap between black and white students in the sample. The sample was comprised of 338 4th" grade Kentucky students enrolled in a public elementary school within MAP participating districts during the 2002-03 school year. Archival data of 4th" grade students' scores on the KCCT reading section from 2000 through 2005 were requested and obtained from the Kentucky Department of Education (KDE). Analyses revealed that MAP students did not perform significantly better than Non-MAP students on the KCCT at any grade levels. Likewise, results showed that MAP students did not obtain significantly higher Percentiles on the reading test of the CTBS/5 at the 6th" grade level. The analyses also did not show a convergence of achievement scores between black students and white students regardless of MAP participation on either the state reading test or the norm-referenced test across administrations. The implications of the findings are discussed.
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Ho, Simon. "Map reading under load : sex differences in learning digital maps." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54291.

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Imagine the following scenario: you’re at an unfamiliar location and you need to catch the bus to get home, however, you don’t know where the bus stop is. What do you do? In the modern world, the typical solution would be to open a map application on your smartphone and use it to determine the best route to your destination. Software developers are constantly improving mapping software with new features and design overhauls, but it is important to take a step back and ask how these factors might affect our ability to learn the information being presented. Are there cognitive factors that may help, or hinder, our ability to learn digital maps? A map reading experiment was devised to test the effect of cognitive load on map learning (Experiment 1). Participants learnt routes and landmarks under both low and high cognitive load. Our results show that high cognitive load hinders males’ ability to learn landmarks, while it hinders females’ ability to learn routes. A second experiment was conducted to determine the robustness of this effect. Map task difficulty was increased and our results show that the original 3-way interaction disappears when the demand on working memory becomes too high. Overall, our findings are in line with the existing literature on sex differences in map reading, and also indicates that 1) cognitive load plays a role in that relationship, and 2) a threshold exists for the effect once task difficulty is increased.
Arts, Faculty of
Psychology, Department of
Graduate
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McCoy, Jan D. "Animated, interactive maps in middle level social studies /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113017.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-86). Also available for download via the World Wide Web; free to University of Oregon users.
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Luebbering, Candice Rae. "Beyond the Bezel: Utilizing Multiple Monitor High-Resolution Displays for Viewing Geospatial Data." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31975.

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Computers have vastly expanded capabilities for storing, creating, and manipulating spatial data, yet viewing area is still generally constrained to a single monitor. With this viewing window limitation, panning and zooming are required to view the full details of a map or image and, because of the large sizes of typical database, usually only in small portions. Multiple monitor configurations provide an attainable, low cost way for individuals to create large, high-resolution desktop displays. This increased screen real estate is particularly useful for viewing and interpreting rich and complex geospatial datasets because both context and amount of detail can be simultaneously increased, reducing reliance on virtual navigation to obtain the desired balance between context and scale. To evaluate the utility of multiple monitor displays for geospatial data, this experiment involved a variety of map and image reading tasks using both raster and vector data under three different monitor conditions: one monitor (1280 x 1024 pixels), four monitors (2560 x 2048 pixels), and nine monitors (3840 x 3072 pixels). Fifty-seven subjects took the test on one of the three display configurations. A computer program captured each subjectâ s performance by recording answers, mouse click locations, viewing areas, tool usage, and elapsed time. A post-experiment questionnaire obtained additional qualitative feedback about subjectsâ experience with the tasks and display configuration. Overall, subjects did perform more efficiently on the larger display configurations as evidenced by a reduction in test completion time and in the amount of virtual navigation (mouse clicks) used to finish the test. Tool usage also differed among monitor conditions with navigation tools (zooming and panning) dominating on the single monitor while selecting tools (tools used to provide answers) predominated on the nine monitor display. While overall test results indicated the effectiveness of the larger displays, task-level analyses showed that specific performance varied considerably from task to task. The larger displays were the most efficient on some tasks, while other tasks showed similar results among all displays or even the single monitor as the most efficient. The best performance improvements occurred between the one and four monitor conditions, with the nine monitor condition mostly providing only modest additional improvement. Subjects rated the four monitor display size as the most ideal.
Master of Science
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Meehan, P. ""Draw me a map of your town" : an investigation of the construction of a free-recall hand-drawn map of a known physical environment by young children." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17686/.

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The underlying thesis of this research was that children possess more complex understandings of their large scale physical environment than were captured by existing models of classification for their artefact maps. In order to investigate this thesis, a convenience sample of 40 children was obtained at three (3) schools in East Kent in the United Kingdom and those children were asked to perform two tasks. Task One investigated whether or not children of 7-9 years of age could identify nominated features on a map of a fictional area through their ability to interpret conventional cartographic symbols. Task Two investigated the children’s survey and environmental knowledge of a known large scale environment by constructing a free-recall sketch map of ‘their town’ without them being given a subsequent purpose for this map. During the construction of this artefact map the researcher interacted verbally with the children so that the temporal order of construction could be examined and the environmental knowledge of the children could be explored. Consistent with the thesis, the children displayed considerably more detailed environmental and survey knowledge about their town that it would have been possible to obtain from adult-centric post-factum interpretations of their artefact maps. Following this finding a new model for the classification of children’s artefact maps was proposed.
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Books on the topic "Map reading"

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Survey, Great Britain Ordnance, ed. Basic map reading. Burnt Mill, Harlow, Essex, England: Longman, 1990.

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Survey, Great Britain Ordnance, ed. Simply map-reading. London: Telegraph, 1988.

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O, Muehrcke Juliana, and Muehrcke Phillip, eds. Map Use: Reading, Analysis, Interpretation. 7th ed. Redlands, California: Esri Prress Academic, 2011.

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Henzel, Cynthia Kennedy. Reading Maps. Edina, Minn: ABDO Pub. Co., 2008.

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Western Australia. Education Department and Steps Professional Development, eds. Reading map of development. 2nd ed. Watchfield, England: Steps Professional Development, 2004.

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Ottosson, Torgny. Map-reading and wayfinding. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1987.

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Sandvold, Rolf. Reading maps. New York, NY: Crabtree Pub. Co., 2009.

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Cunningham, Kevin. Reading maps. New York: Children's Press, 2012.

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1967-, Block Daniel, ed. Reading maps. Oxford: Heinemann Library, 2008.

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Block, Marta Segal. Reading maps. Oxford: Heinemann Library, 2009.

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Book chapters on the topic "Map reading"

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Clark, Adele, and Jacqui Blades. "Map reading." In Practical Ideas for Emotional Intelligence, 18–19. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-9.

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Reeves, Eileen. "Reading Maps." In The Map Reader, 332–38. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470979587.ch44.

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Crossley, Mark. "Map Reading: An Introduction." In Contemporary Theatre Education and Creative Learning, 1–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63738-5_1.

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Xie, Ming, Steven Reader, and H. L. Vacher. "Knowledge and Skills for Reading Thematic Maps." In Rethinking Map Literacy, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68594-2_7.

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Xie, Ming, Steven Reader, and H. L. Vacher. "Knowledge and Skills for Reading Reference Maps." In Rethinking Map Literacy, 63–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68594-2_6.

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Acheson, Gillian, and Chelsie McWhorter. "Reading the American Cemetery." In Handbook of the Changing World Language Map, 2847–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02438-3_159.

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Acheson, Gillian, and Chelsie McWhorter. "Reading the American Cemetery." In Handbook of the Changing World Language Map, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-73400-2_159-1.

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Orlove, Benjamin S. "Mapping Reeds and Reading Maps: The Politics of Representation in Lake Titicaca." In The Map Reader, 339–53. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470979587.ch45.

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Hands, Catherine M., Karen Julien, and Katelyn Scott. "Reading the Map and Charting the Course." In The Wiley Handbook of Family, School, and Community Relationships in Education, 467–88. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch22.

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Rose, Jonathan. "Altick’s Map: The New Historiography of the Common Reader." In The History of Reading, Volume 3, 15–26. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316737_2.

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Conference papers on the topic "Map reading"

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Capek, Jaromir, Vladimir Kovarik, Martin Hubacek, and Hana Hubova. "Map reading skills of future officers." In 2021 International Conference on Military Technologies (ICMT). IEEE, 2021. http://dx.doi.org/10.1109/icmt52455.2021.9502739.

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Arthurs, Leilani, Sarah P. Baumann, Joel Rice, and Shelby Litton. "WHAT WE KNOW ABOUT MAP-READING SKILL." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359266.

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Göbel, Fabian, Peter Kiefer, Ioannis Giannopoulos, Andrew T. Duchowski, and Martin Raubal. "Improving map reading with gaze-adaptive legends." In ETRA '18: 2018 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3204493.3204544.

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Hall, Lynne, Colette Hume, Sarah Tazzyman, Amol Deshmukh, Srinivasan Janarthanam, Helen Hastie, Ruth Aylett, et al. "Map reading with an empathic robot tutor." In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451859.

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Hubáček, Martin, Jaromír Čapek, and Iva Mertová. "Comparison of map reading skills and geographical knowledge of future officers and geography teachers." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-5.

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Map reading is an important skill of the human population which varies from person to person depending on the age, education and many other circumstances. It is expected that some groups of adult population have higher skills in this area. Soldiers, architects, geography teachers and others belong to this group of people. The skills in reading paper maps are disappearing in current digital world. This is also observed in the case of students of the University of Defense in Brno. 228 students were tested in map reading and geographical knowledge of the Czech Republic to verify this fact. The examination of the map reading skills took place over a standard topographic map at a scale of 1 : 25 000 from the production of the Geographic Service of ACR. Testing of geographical knowledge of the Czech Republic was focused on drawing the map of district towns, rivers and geomorphological units of the Czech Republic. The results confirmed the initial assumptions about the decreasing level of these skills. In addition, there were also significant differences between individual groups of students caused mostly because of previous education as well as the currently studied specialization. The same testing was done on students of the Faculty of Education of Masaryk University in Brno to confirm these conclusions. This group of students achieved worse results in map reading, but on the other hand, they have better knowledge of the geography of the Czech Republic.
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Lu, Yi, and Mu Sun. "The Application of Mind Map in English Reading Class." In 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.192.

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Wang, Yan. "Application on Mind Map in College English Reading Teaching." In 2016 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/essaeme-16.2016.180.

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Radojičić, Jelena. "Istorijska karta kao ilustracija i/ili izvor znanja u udžbenicima za prirodu i društvo." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.295r.

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Visual representation is one of the key structural elements of a textbook. A historical map is a graphic representation of the geographical area where historical events took place at a certain time. The subject of this research is the analysis of the use of a historical map in the Science and Social Studies textbooks for the fourth grade of primary school. In this paper, we have analyzed whether these textbooks contain historical maps, their number, whether they are titled, whether there are additional explanations or legends, and to what extent a historical map is referred to by the accounts in the text of the textbooks, on the basis of which students should, by independently interpreting, analyzing and reading the map, come to certain conclusions and knowledge. The method used is the content analysis method. The analysis indicates that all five textbooks contain historical maps, although they are not explicitly mentioned as a term in teaching and learning programs. Historical maps should enable students to acquire more permanent knowledge through independent work and map reading as well as develop new concepts with regard to historical content. Studying the use of historical maps in the Science and Social Studies textbooks is important for improving the teaching process.
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Sagheer, A., N. Tsuruta, R. Taniguchi, D. Arita, and S. Maeda. "Fast Competition Approach using Self Organizing Map for Lip-Reading Applications." In The 2006 IEEE International Joint Conference on Neural Network Proceedings. IEEE, 2006. http://dx.doi.org/10.1109/ijcnn.2006.247396.

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Vijaykumar, Patil N., and D. R. Ingle. "A Novel Approach to Predict Blood Group using Fingerprint Map Reading." In 2021 6th International Conference for Convergence in Technology (I2CT). IEEE, 2021. http://dx.doi.org/10.1109/i2ct51068.2021.9418114.

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Reports on the topic "Map reading"

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Pick, Herbert L., and William B. Thompson. Topographic Map Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada211269.

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KellerLynn, Katie. Redwood National and State Parks: Geologic resources inventory report. National Park Service, October 2021. http://dx.doi.org/10.36967/nrr-2287676.

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Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. This report synthesizes discussions from a scoping meeting for Redwood National and State Parks (referred to as the “parks” throughout this report) held in 2004 and a follow-up conference call in 2019. Two GRI–compiled GIS data sets of the geology and geohazards of the parks are the principal deliverables of the GRI. The GRI GIS data are available on the GRI publications website http://go.nps.gov/gripubs and through the NPS Integrated Resource Management Applications (IRMA) portal https://irma.nps.gov/App/Portal/Home. Enter “GRI” as the search text and select a park from the unit list. Writing of this report was based on those data and the interpretations of the source map authors (see “GRI Products” and “Acknowledgements”). A geologic map poster illustrates the geology GRI GIS data set and serves as a primary figure for this GRI report. No poster was prepared for the geohazards GRI GIS data set. Additionally, figure 7 of this report illustrates the locations of the major geologic features in the parks. Unlike the poster, which is divided into a northern and southern portion to show detail while accommodating the parks’ length, figure 7 is a single-page, simplified map. The features labeled on figure 7 are discussed in the “Geologic History, Features, and Processes” chapter. To provide a context of geologic time, this report includes a geologic time scale (see "Geologic History, Features, and Processes"). The parks’ geologic story encompasses 200 million years, starting in the Jurassic Period. Following geologic practice, the time scale is set up like a stratigraphic column, with the oldest units at the bottom and the youngest units at the top. Organized in this manner, the geologic time scale table shows the relative ages of the rock units that underlie the parks and the unconsolidated deposits that lie at the surface. Reading the “Geologic Event” column in the table, from bottom to top, will provide a chronologic order of the parks’ geologic history. The time scale includes only the map units within the parks that also appear on the geologic map poster; that is, map units of the geohazards data are not included. Geology is a complex science with many specialized terms. This report provides definitions of geologic terms at first mention, typically in parentheses following the term. Geologic units in the GRI GIS data are referenced in this report using map unit symbols; for example, map unit KJfrc stands for the Cretaceous (K) and Jurassic (J) Franciscan Complex (f), Redwood Creek schist (rc), which underlies a portion of the Redwood Creek watershed (see “GRI Products”).
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Anshuman Das, Anshuman Das. Can low-cost and readily available water quality testers accurately map pollution levels in Indian rivers? Experiment, June 2023. http://dx.doi.org/10.18258/52331.

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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.
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Aguiar Borges, Luciane, Lisa Rohrer, and Kjell Nilsson. Green and healthy Nordic cities: How to plan, design, and manage health-promoting urban green space. Nordregio, January 2024. http://dx.doi.org/10.6027/r2024:11403-2503.

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This handbook is the culmination of the NORDGREEN project, which develops and implements smart planning and management solutions for well-designed, high-quality green spaces that promote health and well-being. Researchers and practitioners worked alongside one another in six Nordic cities: Aarhus (Denmark), Espoo and Ii (Finland), Stavanger (Norway), and Täby and Vilhelmina (Sweden). Together, the researchers and practitioners applied methods including GIS data analysis, statistical analysis, PPGIS surveys and analysis, policy document analysis, interviews, and evidence-based design models. The handbook uses an innovative framework based on the multi-disciplinary approach of the project, using epidemiological studies, environmental psychology, policy and management, and citizen participation. These fields of study and their respective methodologies are divided into the four so-called NORD components—NUMBERING, OBSERVING, REGULATING, and DESIGNING—which, accompanied by a BACKGROUND section reviewing the evidence linking green space and human health, form the bulk of the handbook. Some key take-away messages from these chapters include: There is a fairly broad consensus that access to, and use of, natural and green areas have a positive influence on people’s health and well-being. Both perceived and objective indicators for access to green space and for health are needed for making a more comprehensive evaluation for how people’s health is influenced by green space. Citizens’ experiential, local knowledge is a vital component of urban planning, and PPGIS can offer practitioners the opportunity to gather map-based experiential knowledge to provide insights for planning, designing, and managing green spaces. Alignment, both vertically across the political, tactical, and operational levels, as well as horizontally across departments, is critical for municipal organisations to foster health-promoting green spaces. Evidence-based design models can provide important categories and qualities for diagnosing the gaps in existing green spaces and designing green spaces with different scales and scopes that respond to the various health and well-being needs of different people. Based on the research and lessons learned from the six case study cities, the handbook provides practitioners with a TOOLBOX of adaptable methods, models, and guidelines for delivering health-promoting green spaces to consider in their own contexts. By reading this handbook, planners and policymakers can expect to gain (1) a background on the evidence linking green spaces and health, practical tools for planning, designing, and managing green spaces, (2) tips from researchers regarding the challenges of using various methods, models, and guidelines for delivering health-promoting green space, and (3) inspiration on some success stories emerging from the Nordic Region in this area of study. The handbook covers a wide range of health and urban green space topics. Landscape architects will find evidence-based design models for enhancing existing green space design processes. Planners will find methods and guidelines for identifying, collecting, and analysing both qualitative and quantitative green space and health data from statistical databases, national citizen surveys, and map-based participatory surveys. And all practitioners will find guidelines for achieving programmatic alignment in their work for delivering health-promoting green space.
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Reisch, Bruce, Pinhas Spiegel-Roy, Norman Weeden, Gozal Ben-Hayyim, and Jacques Beckmann. Genetic Analysis in vitis Using Molecular Markers. United States Department of Agriculture, April 1995. http://dx.doi.org/10.32747/1995.7613014.bard.

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Genetic analysis and mapping in grapes has been difficult because of the long generation period and paucity of genetic markers. In the present work, chromosome linkage maps were developed with RAPD, RFLP and isozyme loci in interspecific hybrid cultivars, and RAPD markers were produced in a V. vinifera population. In three cultivars, there were 19 linkage groups as expected for a species with 38 somatic chromosomes. These maps were used to locate chromosome regions with linkages to important genes, including those influencing powdery mildew and botrytis bunch rot resistance; flower sex; and berry shape. In V. vinifera, the occurrence of specific markers was correlated with seedlessness, muscat flavor and fruit color. Polymorphic RAPD bands included single copy as well as repetitive DNA. Mapping procedures were improved by optimizing PCR parameters with grape DNA; by the development of an efficient DNA extraction protocol; and with the use of long (17- to 24-mer) primers which amplify more polymorphic loci per primer. DNA fingerprint analysis with RAPD markers indicated that vinifera cultivars could be separated readily with RAPD profiles. Pinot gris, thought to be a sort of Pinot noir, differed by 12 bands from Pinot noir. This suggests that while Pinot gris may be related to Pinot noir, it is not likely to be a clone. The techniques developed in this project are now being further refined to use marker-assisted selection in breeding programs for the early selection of elite seedlings. Furthermore, the stage has been set for future attempts to clone genes from grapes based upon map locations.
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Medina de Loera, Wendy Alejandra. The making of a digital archive, by a non-archivist. York University, 2018. http://dx.doi.org/10.25071/10315/41554.

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This online exhibit has been created to share relevant insights about the process of preparing a digital archive for junior and senior scholars who have no training as archivist. The exhibit is based on my experience as a non-archivist making David Wurfel digital archive. The reflections and ideas captured in this online exhibit were triggered and enriched by multiple readings and the project team. The hope is that the ideas discussed in this exhibit will be helpful to all of those who may not have training as archivists but may be interested in preserving and sharing material via its digitization and display through an online archive.
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Unknown, Author. PR-138-162-R03 Porosity of Fusion-Bonded Epoxy Coating by Flotation. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), December 1986. http://dx.doi.org/10.55274/r0011910.

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The coating porosity as a function of the relative specific gravity and density of plastic coatings is determined readily by float sink criteria in aqueous salt solutions of known densities. The porosity (void content) of plastic coatings is calculated readily from the experimentally found density and the maximum density supplied by the powder manufacturer. This test method may involve hazardous operations and equipment. This test method does not purport to address all of the safety problems associated with its use. It is the responsibility of whoever uses this test method to consult and establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use.
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Anderson, Gerald L., and Kalman Peleg. Precision Cropping by Remotely Sensed Prorotype Plots and Calibration in the Complex Domain. United States Department of Agriculture, December 2002. http://dx.doi.org/10.32747/2002.7585193.bard.

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This research report describes a methodology whereby multi-spectral and hyperspectral imagery from remote sensing, is used for deriving predicted field maps of selected plant growth attributes which are required for precision cropping. A major task in precision cropping is to establish areas of the field that differ from the rest of the field and share a common characteristic. Yield distribution f maps can be prepared by yield monitors, which are available for some harvester types. Other field attributes of interest in precision cropping, e.g. soil properties, leaf Nitrate, biomass etc. are obtained by manual sampling of the filed in a grid pattern. Maps of various field attributes are then prepared from these samples by the "Inverse Distance" interpolation method or by Kriging. An improved interpolation method was developed which is based on minimizing the overall curvature of the resulting map. Such maps are the ground truth reference, used for training the algorithm that generates the predicted field maps from remote sensing imagery. Both the reference and the predicted maps are stratified into "Prototype Plots", e.g. 15xl5 blocks of 2m pixels whereby the block size is 30x30m. This averaging reduces the datasets to manageable size and significantly improves the typically poor repeatability of remote sensing imaging systems. In the first two years of the project we used the Normalized Difference Vegetation Index (NDVI), for generating predicted yield maps of sugar beets and com. The NDVI was computed from image cubes of three spectral bands, generated by an optically filtered three camera video imaging system. A two dimensional FFT based regression model Y=f(X), was used wherein Y was the reference map and X=NDVI was the predictor. The FFT regression method applies the "Wavelet Based", "Pixel Block" and "Image Rotation" transforms to the reference and remote images, prior to the Fast - Fourier Transform (FFT) Regression method with the "Phase Lock" option. A complex domain based map Yfft is derived by least squares minimization between the amplitude matrices of X and Y, via the 2D FFT. For one time predictions, the phase matrix of Y is combined with the amplitude matrix ofYfft, whereby an improved predicted map Yplock is formed. Usually, the residuals of Y plock versus Y are about half of the values of Yfft versus Y. For long term predictions, the phase matrix of a "field mask" is combined with the amplitude matrices of the reference image Y and the predicted image Yfft. The field mask is a binary image of a pre-selected region of interest in X and Y. The resultant maps Ypref and Ypred aremodified versions of Y and Yfft respectively. The residuals of Ypred versus Ypref are even lower than the residuals of Yplock versus Y. The maps, Ypref and Ypred represent a close consensus of two independent imaging methods which "view" the same target. In the last two years of the project our remote sensing capability was expanded by addition of a CASI II airborne hyperspectral imaging system and an ASD hyperspectral radiometer. Unfortunately, the cross-noice and poor repeatability problem we had in multi-spectral imaging was exasperated in hyperspectral imaging. We have been able to overcome this problem by over-flying each field twice in rapid succession and developing the Repeatability Index (RI). The RI quantifies the repeatability of each spectral band in the hyperspectral image cube. Thereby, it is possible to select the bands of higher repeatability for inclusion in the prediction model while bands of low repeatability are excluded. Further segregation of high and low repeatability bands takes place in the prediction model algorithm, which is based on a combination of a "Genetic Algorithm" and Partial Least Squares", (PLS-GA). In summary, modus operandi was developed, for deriving important plant growth attribute maps (yield, leaf nitrate, biomass and sugar percent in beets), from remote sensing imagery, with sufficient accuracy for precision cropping applications. This achievement is remarkable, given the inherently high cross-noice between the reference and remote imagery as well as the highly non-repeatable nature of remote sensing systems. The above methodologies may be readily adopted by commercial companies, which specialize in proving remotely sensed data to farmers.
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Pretari, Alexia, and Filippo Artuso. Resilience in Iraq: Impact Evaluation of the ‘Safe access to resilient livelihoods opportunities for vulnerable conflict-affected women in Kirkuk’ project. Oxfam GB, April 2022. http://dx.doi.org/10.21201/2022.8731.

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Between May 2016 and March 2018, Oxfam in Iraq, together with the Iraqi Al Amal Association (IAA), collaborated on the ‘Safe access to resilient livelihoods opportunities for vulnerable conflict-affected women in Kirkuk’ project. Funded by UN Women, the project marked the first collaboration between Oxfam and IAA (a women’s rights organization working in Kirkuk). The core themes of the project were women’s rights and economic justice. It aimed to reach women who had been displaced, were returnees at the time, or members of the communities to which displaced people had moved (host communities). This Effectiveness Review focuses on investigating the impact of support to income-generating activities on the women who received this support. The evaluation used a mixed methods design. Acknowledging that different women face different barriers and may have therefore benefitted differently from the project, an initial vulnerability assessment was carried out to bring an intersectional lens to the review. Configurational analysis was used to explore the project's impact, alongside different types of qualitative analysis and descriptive statistics. Find out more by reading the full report now.
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