Geospatial Technology Curriculum Development

2016 ◽  
pp. 589-598
Author(s):  
Lara M. P. Bryant
Keyword(s):  
New Hampshire ◽  
Technology Skills ◽  
Geospatial Technologies ◽  
Pilot Testing ◽  
Geospatial Technology ◽  
Final Project ◽  
Age Appropriate ◽  
Inquiry Method ◽  
K 12 ◽  
To Receive

The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

Geospatial Technology Curriculum Development

2014 ◽  
Vol 5 (1) ◽  
pp. 60-69
Author(s):  
Lara M. P. Bryant
Keyword(s):  
Curriculum Development ◽  
New Hampshire ◽  
Technology Skills ◽  
Geospatial Technologies ◽  
Geospatial Technology ◽  
Final Project ◽  
Age Appropriate ◽  
Inquiry Method ◽  
K 12 ◽  
To Receive

The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

Geospatial Technology-Based E-Government Design for Environmental Protection and Emergency Response

2014 ◽  
pp. 157-184 ◽  
Author(s):  
Tianxing Cai
Keyword(s):  
Natural Disaster ◽  
Emergency Response ◽  
Value Added ◽  
Emergency Situation ◽  
Geospatial Technologies ◽  
Geospatial Technology ◽  
Response Planning ◽  
Operational Information ◽  
Fast Development ◽  
Spatio Temporal

Fast development of geospatial technologies has made it possible to integrate existing user operational information and value-added services in a single harmonized infrastructure. This has made it possible to utilize geospatial technologies in the e-Government context. The emerging technologies have made it possible for natural disaster monitoring and mitigation for early warning in order for effective actions under emergency situation, such as natural disaster and chemical accident, to be taken. Natural disasters may include fires, explosions, leakages, or releases of toxic or hazardous materials that can cause people illness, injury, disability, or death. With emerging geospatial technology capabilities and applications such as Google Earth, GIS, and GPS, computer modeling and simulation can provide the inverse identification of emission profile and location. The modeling result can further present the forward prediction of the likely impact of any disaster event. Therefore, the community can acquire the situation in time to form spontaneous emergency response planning, which will also help the other stakeholders such as government and responsible community team. This modeling tool can form a virtual e-Government solution requisite for effective monitoring and mitigation. This chapter highlights the current research trends and future prospects with regards to integrating technologies for managing spatio-temporal information with e-Government conceptualization.

Geospatial Influence in Science Mapping

2018 ◽  
pp. 3473-3483
Author(s):  
Carlos Granell-Canut ◽  
Estefanía Aguilar-Moreno
Keyword(s):  
Information Science ◽  
Research Work ◽  
Geospatial Technologies ◽  
Science Mapping ◽  
Geospatial Information ◽  
Geospatial Technology ◽  
Geospatial Mapping

The chapter aims at drawing attention to the possibilities that geospatial technologies can bring to science mapping. In what follows, the chapter briefly distinguishes the notion of mapping between the Geospatial Information Science (GIScience) and Librarianship and Information Science (LIS). Afterwards, an overview about recent initiatives and research work relative to (geospatial) mapping of science is presented. Based on these examples, opportunities and challenges of applying geospatial technology to science mapping are discussed. Finally, based on relevant while evolving geospatial technologies, next steps for increasing up the influence of geospatial technology in science mapping are pointed out.

Geospatial Technology-Based E-Government Design for Environmental Protection and Emergency Response

2016 ◽  
pp. 988-1017
Author(s):  
Tianxing Cai
Keyword(s):  
Natural Disaster ◽  
Emergency Response ◽  
Value Added ◽  
Emergency Situation ◽  
Geospatial Technologies ◽  
Geospatial Technology ◽  
Response Planning ◽  
Operational Information ◽  
Fast Development ◽  
Spatio Temporal

Fast development of geospatial technologies has made it possible to integrate existing user operational information and value-added services in a single harmonized infrastructure. This has made it possible to utilize geospatial technologies in the e-Government context. The emerging technologies have made it possible for natural disaster monitoring and mitigation for early warning in order for effective actions under emergency situation, such as natural disaster and chemical accident, to be taken. Natural disasters may include fires, explosions, leakages, or releases of toxic or hazardous materials that can cause people illness, injury, disability, or death. With emerging geospatial technology capabilities and applications such as Google Earth, GIS, and GPS, computer modeling and simulation can provide the inverse identification of emission profile and location. The modeling result can further present the forward prediction of the likely impact of any disaster event. Therefore, the community can acquire the situation in time to form spontaneous emergency response planning, which will also help the other stakeholders such as government and responsible community team. This modeling tool can form a virtual e-Government solution requisite for effective monitoring and mitigation. This chapter highlights the current research trends and future prospects with regards to integrating technologies for managing spatio-temporal information with e-Government conceptualization.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

A Feasible Reform

2020 ◽  
pp. 155-168
Author(s):  
Edward B. Foley
Keyword(s):  
New Hampshire ◽  
Majority Rule ◽  
Rust Belt ◽  
Ballot Initiatives ◽  
Popular Vote ◽  
The Past ◽  
The Future ◽  
Winner Take All ◽  
To Receive ◽  
Take All

Each state already has the constitutional power to require that candidates win a majority of the popular vote to receive all of the state’s electoral votes. Each state could adopt the kind of runoff that New Hampshire used in the past, or instant runoff voting. There is no need for a multistate compact. If only two or three states had used runoffs, or instant runoff voting, in 2016—for example, Florida and Michigan, or the three Rust Belt states of Michigan, Wisconsin, and Pennsylvania—and if Clinton had won those runoffs, then she would have been president. In the future, it might be a Republican candidate who prevails in runoffs in pivotal states but would lose using plurality winner-take-all. States with ballot initiatives can use them to require majority rule for appointing electors as long as they leave the specific details to legislation.

The Use of Geospatial Technology in Disaster Management

2010 ◽  
Vol 1 (3) ◽  
pp. 17-30 ◽  
Author(s):  
Scott Westlund
Keyword(s):  
Disaster Management ◽  
Situational Awareness ◽  
Academic Community ◽  
Geospatial Technologies ◽  
Management Activity ◽  
Web Based ◽  
Geospatial Technology ◽  
Gis And Remote Sensing ◽  
Global Positioning ◽  
Level Of Knowledge

The daily use of geospatial technology, such as the global positioning system (GPS), geographic information systems (GIS), and remote sensing (RS), is increasing. The use of geospatial technology in disaster management is a natural fit because almost every aspect of a disaster is referenced by location. This paper presents the results of a recent web-based survey of disaster management practitioners. Findings reveal that more than 60% of disaster management practitioners are currently using geospatial technology and 70% plan to use it in a future disaster management activity. However, the results indicate that most disaster management practitioners have a low level of knowledge of geospatial technology. The survey findings also show that geospatial technologies enhance situational awareness, cost is a major challenge for practitioners who would like to use them, and an opportunity exists for the academic community to engage with practitioners to help them raise their level of geospatial knowledge.

scholarly journals Healthcare Options for People Experiencing Depression (HOPE*D): the development and pilot testing of an encounter-based decision aid for use in primary care

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e025375 ◽  
Author(s):  
Paul J Barr ◽  
Rachel C Forcino ◽  
Michelle D Dannenberg ◽  
Manish Mishra ◽  
Erick Turner ◽  
...  
Keyword(s):  
Primary Care ◽  
New Hampshire ◽  
Decision Aid ◽  
Treatment Options ◽  
Care Practice ◽  
Cognitive Interviews ◽  
Access To Treatment ◽  
Pilot Testing ◽  
The Public ◽  
Patient Health

ObjectiveTo develop and pilot an encounter-based decision aid (eDA) for people with depression for use in primary care.DesignWe developed an eDA for depression through cognitive interviews and pilot tested it using a one-group pretest, post-test design in primary care. Feasibility, fidelity of eDA use and acceptability were assessed using recruitment rates and semistructured interviews with patients, medical assistants and clinicians. Treatment choice and shared decision-making (SDM) were also assessed.SettingInterviews with adult patients and the public were conducted in a mall and library in Grafton County, New Hampshire, while clinician interviews took place by phone or at the clinician’s office. Pilot testing occurred in a New Hampshire primary care practice.ParticipantsCognitive interviews were conducted with adults, ≥18 years, who could read English from the following stakeholder groups: history of depression, the public and clinicians. Patients with a Patient Health Questionnaire-9 score of ≥5 were recruited for piloting.ResultsThree stages of cognitive interviews were conducted (n=28). Changes to eDA included moving the combination therapy information and access to treatment information, adding colour, modifying pictograms and editing the talk-therapy description. Clinician concerns about patient health literacy were not reflected in patient interviews. Of 59 patients who reviewed study information, 56 were eligible and agreed to participate in pilot testing; however, only 29 could be reached for follow-up. The eDA was widely accepted, though clinicians did not always use it as intended. We found no impact of eDA use on SDM, though patients chose a wider range of treatment options.ConclusionsWe demonstrated the feasibility of the use of an eDA for depression in primary care that was widely accepted. Further research is needed to improve the fidelity with which the eDA is used and to assess its impact on SDM and related health outcomes.

scholarly journals E3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools

2020 ◽  
Vol 29 (2) ◽  
pp. 24
Author(s):  
Candace Figg ◽  
Keith Crawford ◽  
Chunlei Lu ◽  
Olivia Lu
Keyword(s):  
Learning Communities ◽  
Affective Domain ◽  
Digital Learning ◽  
Distance Teaching ◽  
School Year ◽  
Teaching Situation ◽  
Optimum Distance ◽  
Age Appropriate ◽  
K 12 ◽  
Digital Instruction

Due to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 20192020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible elements essential for promoting optimum distance interactions for K12 learning, more specifically applied to younger learners (K6). Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.

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