Module 9 - Map Symbolization

LEARNING OBJECTIVES

1. Describe a map symbol
2. Discuss basic map symbolization issues
3. List several questions it is helpful to ask to assist in symbolizing your data.
4. List the visual variables that help guide basic map symbolization decisions
5. Compare and contrast the visual variables of shape and size
6. Define color hue and describe the type data it might and might not be used to symbolize appropriately
7. Define color value and describe the type data it might and might not be used to symbolize appropriately
8. Describe how color intensity is best used to symbolize data
9. Desribe some considerations when using texture to symbolize data
10. Define bivariate symbolization
11. Describe the different ways aggregate data can be mapped

TERMS TO KNOW

• map symbolization
• symbol
• symbol by convention
• symbol by resemblence
• points
• lines
• areas
• qualitative
• quantitative
• individual
• aggregate
• visual variables
• shape
• size
• color hue
• color value
• color intensity
• texture
• bivariate
• choropleth
• graduated symbol
• dotmap
• surface map
• cartogram

READING ASSIGNMENT

Chapter 9 of your text - MakingMaps: A Visual Guide to Map Design for GIS

The author's outline for this chapter from the class he teaches using this book - Thanks for sharing Dr. Krygier!

Topographic Map Symbols

ACTIVE LEARNING EXERCISE

Mapping and Modeling Groundwater Chemistry - by importing Excel spreadsheets into ArcGIS 9.2

STUDY QUESTIONS

1. What is a map symbol?
2. Provide an example of a symbol by resemblance.
3. Provide an example of a symbol by convention.
4. What types of visual variables are appropriate for qualitative data?
5. What types of visual variables are appropriate for quantitative data?
6. Provide an example of a map/layer that would be appropriately symbolized using the visual variable of shape.
7. Provide an example of a map/layer that would be appropriately symbolized using the visual variable of size.
8. Provide an example of a map/layer that would be appropriately symbolized using the visual variable of color hue.
9. Provide an example of a map/layer that would be appropriately symbolized using the visual variable of color value.
10. Describe a choropleth map.
11. How do dot maps symbolize data?
12. What types of data are best represented using graduated symbol maps?
13. What are bivariate maps?
14. What is a cartogram?
15. Describe surface maps. Make sure to mention some design issues.

Module 8 - Map Generalization and Classification

LEARNING OBJECTIVES

1. Describe how maps generalize a very complex world into something easier to understand.
2. Define data classification
3. Compare and contrast qualitative and quantitative classification
4. Discuss the different types of quantitative classification
5. Utilize ArcWeb Services to generate a web-based map

TERMS TO KNOW

• generalization
• classification
• simplification
• smoothing
• selection
• displacement
• quantitative
• qualitative
• quantile scheme
• equal-interval scheme
• natural-breaks scheme
• unique scheme
• ArcWeb Services
• ArcGIS Online

READING ASSIGNMENT

Chapter 8 of your text - MakingMaps: A Visual Guide to Map Design for GIS

The author's outline for this chapter from the class he teaches using this book - Thanks for sharing Dr. Krygier!

Ways to map quantitative data - ESRI ArcGIS 9.2 WebHelp

ACTIVE LEARNING EXERCISE

First, read about the new ArcGIS online here

Second, listen to the Instructor Series Overview of ArcGIS online podcast

Third, read about ArcWeb Services

Finally, do the tutorial from this issue of ArcUser Online - 3 Steps in One Hours - ArcWeb Services JavaScript API Tutorial - I'm still trying to determine the best way for you to show me that you have completed this work so for now just do it...

STUDY QUESTIONS

1. Sometimes, fewer data are often better. Give an example of this.
2. What is the point of map generalization and data classification?
3. List and describe the types of map generalization techniques.
4. Why do we classify data?
5. What is the difference between qualitative classification and quantitative classification? Give an example of each.
6. When determining the number of classes to put your data into, what are some things to consider about whether to use relatively few classes or more classes?
7. What is an advantage and disadvantage to using the quantile scheme for classifying your data?
8. When is an equal-interval classification a good choice?
9. When is an unique scheme a good choice for data classification?

Module 7 - Intellectual and Visual Hierarchies

LEARNING OBJECTIVES

1. Define intellectual hierarchy
2. Design intellectual hierarchy that supports the map's intent
3. Define visual hierarchy
4. Establish visual hierarchy that reflects the intellectual hierarchy
5. Distinguish between poor visual hierarchy and good visual hierarchy
6. Explain the figure-ground perceptual effect
7. List several ways to enhance visual hierarchies on maps

TERMS TO KNOW

• intellectual hierarchy
• visual hierarchy
• figure-ground
• design guide
• visual difference
• detail
• edges
• closure
• layering
• texture
• shape & size

READING ASSIGNMENT

Chapter 7 of your text - MakingMaps: A Visual Guide to Map Design for GIS

The author's outline for this chapter from the class he teaches using this book - Thanks for sharing Dr. Krygier!

Figure - Ground in Map Design - Wikipedia

ACTIVE LEARNING EXERCISE

Posted last week...
http://gis251.blogspot.com/2007/03/cartographic-representation-in.html

STUDY QUESTIONS

1. How would a map help us to better understand Luke Helder's two-week spree of bombings?
2. How could map scale cause us not to understand Luke Helder's bombing spree?
3. What is intellectual hierarchy?
4. How does the importance of features related to intellectual hierarchy?
5. What is visual hierarchy?
6. What is the figure-ground perceptual effect and list several ways to enhance it on maps.

Module 7 - Active Learning Exercise

Cartographic Representation in Photoshop

Adobe Photoshop can be used to enhance cartographic design of geographic information from a GIS. GIS is especially efficient at processing and analyzing geographic data however can sometimes lack the cartographic tools necessary for professional graphic output. Photoshop has greater 'control' over graphic design parameters such as transparencies, color adjustments (hue, saturation and value), color balance, brightness/contrast, shadowing, bevel and embossing and more. The two used in tandem allow for a powerful mapping and design environment.

General Process

Create a map with all layers of interest in ArcMap (or many other GISystems that can export to images). From that map, maintaining a constant scale) export individual layers to image files. These can be JPG's, BMP's or anything else that Photoshop will read. I have experimented with JPG and BMP but can not tell much difference. Load the images into Photoshop and utilize the graphic design and color enhancement capabilities of Photoshop to design map.

For this exercise, we will be using the following layers:

• Digital Elevation Model
• Hillshade Relief
• Streams (?)
• Roads
• Municipalities
• National Forest
• National Parks

==> You can get the data for this exercise HERE or you can use your own data. Try to use similar layers if you use your own. <==

Load and symbolize data in ArcMap then export map layers to individual image files

1. Open the included map document from the data above or create your own map document in ArcMap
2. Load the data layers and symbolize them as you see fit. A couple of suggestions. The DEM should be symbolized with an 'elevation' color ramp and should not be made transparent. Do not symbolize any layers as transparent. This will be done in Photoshop.
4. Above is an example of the map in ArcMap. Note that none of the layers are transparent. We will turn off all the layers and turn on one at a time exporting that layer to a BMP to use in Photoshop. It is CRITICAL that we do not change the scale or position (no zooming or panning) of the data within ArcMap in between exporting the layers to BMP's. Photoshop does not have a method to 'register' (or georeference) the images we will export so that they 'overlay' properly. We will achieve this by maintaining a constant scale and not panning in ArcMap throughout this entire process. I set a fixed scale and a bookmark within the data frame to keep the layers in the same position for exporting. I set the scale at 1:325,000 because it seems to fit nicely on my screen.
5. Export your layers from ArcMap to Bitmaps - one bitmap for each layer
   1. Turn off all but one layer
   2. File ==> Export Map
   3. Turn that layer off and turn on the next layer, again File ==> Export Map
      
   4. Do this for all the layers in your map document
   5. When you finish, you should have a BMP for each layer in your map document.

Load images into Photoshop

1. Open Adobe Photoshop
2. Open the CountyBoundary bitmap (mine is called cnty_bnd.bmp) - The first file you open comes in as the 'background layer' and is locked by default. We need to change this.
3. Double click the background layer in the layers dialog box on the right.
4. Rename the layer 'County Boundary' and click OK - This will 'unlock' the layer as well.
5. Use the Magic Wand tool to select the white area outside the county boundary and press delete.
6. Repeat to the white area inside the county boundary.
7. Your image should show a 'checkered' pattern in the background indicating there is no color there.
8. Save your Photoshop file (.psd) and save it often.

9. 

Now, Place the other images on top of this one in the Photoshop file

1. File ==> Place - Choose the BMP of municipalities (mine is called municipalities.bmp) - press enter when it comes in.

Notice the background of this image covers the entire county boundary. You must rasterize this image, then select the unnecessary part and delete.

1. Right-click the municipalities layer ==> Rasterize Layer
2. Use the Magic Wand to select the areas (white areas) that ARE NOT municipalities and press delete
   • Make sure notice the small donut holes in the middle of some of the municipalities that are also white - you need to zoom in, select them and delete. You will also need to do this with the National Forest and any other layers that have small areas inside
3. Your map should look similar to the one below at this stage
4. 
5. Next Place (file ==> place)the DEM, rasterize the layer and delete the outer white portions of the layer. It is currently layered on top of the other layers.
6. Drag the DEM to the bottom so the other layers are displayed on top of it.
7. Next, Place the Hillshade.bmp and put it below the DEM. Also, rasterize this layer and delete the outer white background.
8. Continue Placing the layers until they are all part of you Adobe Photoshop file.
9. Save your document to a photoshop (.psd) file.
10. Order the layers so they make sense - your file should look something like the one below with the same layers ordered the same.
11. 

Your layers may differ slightly from the above but it should generally be similar. NOTE: I did not include streams, the parkway, or the Appalachian Trail. Feel free to include these if you like. Practice turning layers on and off to see how similar it is to GIS now that you have them all lined up.

Manipulate layers in Photoshop

Now that we have all the layers loaded into Photoshop, we'll work with the transparencies, shadowing, bevelling and more. For each layer, go to the Blending Options. To get to the Blending Options, right-click each layer in the layers window and and go to Blending Options. Use the guide below as a reference for where to start with manipulating the characteristics of each layer. Feel free to explore and go beyond what is suggested below.

1. For the DEM - make it transparent - ==> General Blending ==> Opacity ==> 75% (you should experiment and make it as transparent as you see fit). This will enable you to see the Hillshade through the DEM giving a 3D effect.
2. For the Municpalities - try the Inner Shadow (try a couple others, i like the inner shadow)
3. For the Roads - Bevel and Emboss. and Drop Shadow
4. For the SmokyMtnNP - transparent and Inner Glow
5. For the NationalForest - transparent and Drop Shadow

That's it for now folks. SAVE YOUR ADOBE PHOTOSHOP FILE because next we'll be adding text to the map!

Introduction to Adobe Photoshop

Adobe Photoshop is a powerful graphic design tool. It can be used to enhance your cartographic productions beyond the level of normal Geographic Information Systems. This is a beginner tutorial and should give you an idea of how Photoshop works.

A few things to keep in mind:

• Photoshop is a graphic editing/design software


• Photoshop is raster-based


• Photoshop works with 'layers' - much like a GIS


• The Photoshop file extension is .psd but it can be saved to other image formats like .jpg and .bmp


• Photoshop does not work with georeferenced images - meaning if you are working with geographic data you must manually overlay the images

If you don't have the Adobe Photoshop or have not ordered the evaluation version, you are behind and need to contact me. See this post from last month (last paragraph in the post) on ordering the student version of the software.

Beginner's Guide to Adobe Photoshop - step one probably won't work with your version - don't sweat it.

Map Design Survey

The following is a link the North American Cartographic Information Society's map design survey. Please take the time to at least do the survey - part 1. You can also do part 2 - provide an example of a well designed map (in your eyes) and part 3 - comments.

This will give you a better understanding of what people think may be important for increasing ones ability to design good maps. Participating in these kinds of surveys also helps to further our profession... and it is related to this class!

http://www.shadedrelief.com/map_design/

Thanks!

Pete

Module 6 - Map Layout - Lecture

Module 6 - Map Layout

LEARNING OBJECTIVES

1. List what map layout consists of
2. Describe the pieces of a map
3. Describe the important aspects of how a reader naturally focuses on a map
4. Evaluate the overall balance of a map
5. Describe how the grid enforces the stability of map layout

TERMS TO KNOW

• map layout
• map pieces
• title
• legend
• scale
• explanatory text
• directional indicator
• inset
• locator map
• visual center
• symmetrical balance
• asymmetrical balance

READING ASSIGNMENT

Chapter 6 in the text. MakingMaps: A Visual Guide to Map Design for GIS

ACTIVE LEARNING EXERCISE

3D Models in Sketch-up: An introduction - posted last week

STUDY QUESTIONS

1. What does the author mean by the statement 'there is more to a map than the map'?
2. List and describe the common 'pieces' to a map.
3. What does the map reader 'notice' when the map layout succeeds?
4. What happens when map layout fails?
5. What does map layout consist of?
6. What is an advantage to a 'visual scale' like a bar scale?
7. When should a visual scale be used?
8. What is one way to deal with data that does not lend itself to be shown at a single scale?
9. Where on the map should you position elements you wish to be seen first?
10. Where is the visual center of a map?
11. What is the difference between symmetrical and asymmetrical map balance?

Module 6 - Active Learning Exercise: 3D Models in ArcGIS and SketchUp - An introduction

Introduction: The abundance of high quality 3D terrain data have prompted an abundance of 3D modeling techniques to gain insight into how we interface with the world. Modeling terrain data in ArcGIS and SketchUp can provide unique visualization and analysis of 3-dimensional information. For this exercise we will work with data from Haywood County, Haywood Community College and the USGS.

Sources of this data in North Carolina include:

LIDAR - created as part of the flood mapping program for Western North Carolina

Contours - From individual county or available state-wide from NC Dot - http://www.ncdot.org/it/gis/DataDistribution/CountyMapData/default.html

Other GIS data - infrastructure and other base data available from counties and the NC DOT.

'Building out' the campus in 3D will allow for a more interactive experience when looking at the campus as a whole. This type of information will provide many different departments on campus with a robust tool to enhance decision making on a campus wide basis.

Some of the types of questions this data will be able to answer:

1. Where is the best place for a walking trail taking in consideration distance and change in elevation (or slope) as well as views.

2. What is the best layout for the 9 hole frisbee golf course the Board of Trustees recently approved and funded?

3. Where are the dark, hidden areas of campus where car break-ins are more likely to occur.

4. What is the best place for the new Geospatial Technology Center building taking into consideration the beautiful mountain views and the impact of our neighbors view after our new building has been built. We should also use this information to assess the slope of the land and existing infrastructure such as water, sewer, and fiber optics, and parking lots.

Learning Objectives:

• Describe the different sources for 3D data in North Carolina
• Create terrain data (TIN's) from vector based-contour data
• Generate shapefiles in 3D
• Assign building base heights using Zonal Statistics in Spatial Analyst
• Extrude features based on attributes
• Export to Google SketchUp

Steps / Procedure:

Project set-up and data preparation:

Download the data and create map document

1. Click here to download the .zip file containing the data for this exercise.

2. Create a folder in your working directory for this exercise - i.e. f:/pete/gis251/terrain

3. Unzip the data into your working directory. Keep everything from this exercise in your working directory.

4. Open ArcMap and add the following layers to your map document:

• Buildings
• Main Campus
• CampusContours

5. Symbolize and organize the data as you see fit.

6. Set your map document to store relative paths (File ==> Map Properties == Data Source Options)

7. Save your map document (to your working directory) and save it often!

Establish the scale of the data frame

1. Zoom in to close enough that you can just see the campus boundary. (1:4500)

2. Don't forget to save often!

Create a TIN from the contours

1. In ArcMap, turn on the 3D Analyst Extension (Tools ==> Extensions)

2. Turn on the 3D Analyst Toolbar (View ==> Toolbars ==> 3D Analyst)

3. On the 3D Analyst Toolbar (3D Analyst ==> Create/Modify TIN ==> Create TIN from features)

4. Choose 'CampusContours', height source 'Z-FEET', and Triangulate as 'Hard Lines'. Put the 'output TIN' in your working directory.

5. Preview the TIN...make sure to order the layers in the table of contents so the buildings and campus boundary are displayed on top of the new TIN. By the way, have you saved lately? I didn't think so.

TIN example

Download and install the SketchUp ArcGIS PlugIn

This plugin can be downloaded from the Google SketchUp Plugins page. You'll need to scroll towards the bottom of the page and make sure to get the SketchUp 5 ArcGIS Plugin. I am using SketchUp 6 but this version worked for me.

• SketchUp PlugIn Site - http://www.sketchup.com/?sid=37
• Check the link above to see the ArcGIS and all the other plugins. For quick access to the SketchUp 5 ArcGIS plugin click here!

1. Download the file to your working directory

2. Double click and install all components to their default directories

Load the plugin into ArcGIS

1. Open your map document.

2. Tools è Customize

3. Click the Toolbars Tab è Add From File
4. Navigate to the place on your computer where the SketchUp Plugin was installed. The default location for this (i.e. where it is normally installed) is C:Program FilesArcGISSketchUp5

5. Double click the file: FeaturesToSkp.dll

6. Click OK to the added objects

7. Under the Toolbars Tab, make certain the SketchUp 5 Tools is checked and close the dialog box

You should now have a small toolbar displayed that looks like this è

Assign base elevations to buildings layers

The buildings data for this exercise must have a 'base height' to assign an elevation at ground level for the building. This data must also have some type of information that the buildings can be extruded by. This field normally holds the height of the building although this may sometimes need to be calculated using the number of stories by the height of each story. Our data in this exercise has a height field for us to extrude the buildings by but we will need to assign a value for elevation in the attribute table for the buildings.

Convert TIN to raster

The TIN we created earlier must be converted to a raster file containing elevation before going farther

1. From the 3D Analyst Toolbar, make certain the drop down box contain layer informatin èLayer: TIN
2. Convert the TIN to raster (3D Analyst èConvert èTIN to Raster)
3. Use the following settings in the TIN to Raster dialog:

• Input TIN: TIN
• Attribute: Elevation
• Z factor: 1.000
• Cell Size: 10
• Output raster: C:ClassesGIS251_sp07Module6elevgrid (This resulting file will be a GRID. GRID file names CANNOT be longer than 8 characters)

4. Save your map document

Assign elevation to the buildings using the elevation GRID

We will use Spatial Analyst and Zonal Statistics to assign base height elevations to the attribute table of the buildings layer. Zonal Statistics will allow us to create statistics for individual zones on a raster based on the information in the raster (the elevation raster in our case). We will use the buildings layer to define the 'zones' therefore the 'zones' will be individual building polygons. For each zone (i.e. building) statistics such as maximum, minimum, mean, median and more for the elevation information in the cells within each zone (building). A table will be created of these elevation statistics and be automatically joined to the attribute table of the buildings. In the end we will use the average elevation for each building to display the buildings on a surface in SketchUp.

1. Turn on the Spatial Analyst extension: (Tools èExtensions èSpatial Analyst)

2. Display the Spatial Analyst Toolbar: (View èToolbars èSpatial Analyst)

3. From the Spatial Analyst Toolbar: (Spatial Analyst èZonal Statistics)

4. Set the zonal statistics dialog as follows:

• Zone dataset: Buildings
• Zone field: nombre
• Value raster: Elevation
• Ignore NoData: checked
• Join output table to zone layer: checked
• Chart statistic: mean
• Output table: put the table in your working directory

5. Click OK

6. Save your map document

The resulting table and graph describe the "elevation" within the the zones of "buildings". There should be a zone for each building. Don't be surprised if a couple buildings do not get elevations assigned. I was having problems with 3 buildings earlier and could not find out why. Just ignore them for the purposes of this exercise.

This elevation information was also 'joined' to the buildings attribute table (open the table for buildings to see the joined fields - the . in the field names indicate that tables are joined).

This join is only preserved in ArcMap (the 2 source tables are not combined) so we need to export the buildings with the joined elevation zonal statistics table to a new shapefile in order to have all the elevation zonal statistics permanently joined to a buildings layer.

6. Right click the buildings in the ArcMap Table of Contents: (Data èExport Data) - put the new shapefile in your working directory and name it something that makes sense. I called mine bld_elev.

7. When asked if you want the new data layer added to the map, click yes.

** Note: This step is not necessary to draw buildings in 3D with ArcScene in ArcGIS. In ArcScene, base heights can be in the attribute table however if they are not the buidings could still be displayed in 3D by assigning base heights from a surface like a TIN or DEM. In this case, the elevations are not stored in the table in a place you can see or access them. To draw the buildings in SketchUp, the base height elevations MUST be in the attribute table in a column.

Export your contours and building features to SketchUp

The new buildings shapefile with base height elevations has a TON of attributes with that addition of all the elevation zonal attributes. We will be using the 'mean' elevation as a base for our buildings. This is not perfect since the 3d terrain surface of contours we wil be displaying the buildings on is continually changing across the base of the buildings meaning that the buiding footprints have not been 'stamped' into the 3D terrain surface. The other attribute used will be 'height'. We will use the 'height' attribute to extrude the buildings.

1. Turn off all layers except the new buildings layer (with elevation) and the contours

2. Click the button on the SketchUp Toolbar.

3. Select the Feature Class tab

4. For the buildings choose:

• Elevate by field: mean
• Extrude by field: height
• Name group using: nombre

5. For the campusContours

• Elevate by field: Z_FEET

6. Filename: put the new file in your working directory

7. Explore the Tins and Rasters Tabs even though we will not use them in this exercise.

8. Click OK

Viewing the data in SketchUp

1. SketchUp should have automatically opened. If it did not, double click the file to open it.

2. Click the Zoom to Extents button and explore the data in SketchUp.

Credit to the Harvard Graduate School of Design for much of the content and ideas in this exercise.

NC GIS Conference 2007

We'll all be there so we'll make that our assignment for the week! Lot's of exciting talks and sessions. Make sure to take notes during your favorite session because next week I'll have you do a short write-up of the conference or a session that you liked.

http://www.cgia.state.nc.us/ncgis2007

We'll have Haywood Community College's very own Andy Tait giving a presentation as part of the 'G. Herbert Stout Award' student presentations. His presentation is entitled:

Resource Assessment: Ecologically Sound Development in Western North Carolina with Regard to Slope Stability, Soil Conditions, Watershed Integrity, and Other Factors.

These student presentations will go on all day Friday. Yours truly will be moderating the sessions. Don't forget to check out the conference program before you go to get an idea of what sessions you may want to attend - and we hope you'll spend some time around the HCC booth helping to promote our programs!

Pete

Module 5 - Active Learning Exercise

In Google SketchUp, you can create surface models (terrains - TINs) using existing digital elevation data in many formats. In this exercise, we will utilize a set of vector contours in .dwg (AutoCAD) format to create a surface.

1. Download the contours in CAD format and uzip them.
• http://www.usgsquads.com/svcs_contour_extraction.htm#Sample_Data
2. Start Google SketchUp
3. Activate the Sandbox Tools Extension. Windows ==>Preferences ==> Extensions
4. 
5. Import the contours. File ==> Import - Make certain to change Files of Type to ACAD files and navigate to the contour file you downloaded and unzipped.
6. 
7. Note the import results dialog. Pan around and preview the contours.
8. 
9. The contours come in as a 'group' so you must 'explode' them before a terrain can be generated. Select the group using the select tool. It should appear with a blue box surrounding all of the contours. Right click on the selected group ==> explode.
10. 
11. Now your contours are ready to be used to create a TIN. Make certain all the contours are selected and then choose the from contours tool on the Sandbox Toolbar (it is the button to the far right). Be patient, this may take some time!
12. The finished terrain model.

Module 5 - Geographic Framework

LEARNING OBJECTIVES

1. Describe what the geographic framework involves
2. Describe the Tissot indicatirix
3. Characterize major map projection by spatial property preserved
4. Contrast large and small scale maps
5. Describe latitude and longitude
6. Describe the Universal Transverse Mercator (UTM) coordinate system
7. Describe State Plane Coordiantes
8. Import contours from CAD data into Google SketchUp
9. Place 3D models on terrain in SketchUp

TERMS TO KNOW

• Geographic Framework
• Map Projection
• Map Scale
• Map Coordinates
• Tissot indicatrix
• latitude and longitude
• universal transverse mercator
• mercator
• state plane coordinates

READING ASSIGNMENT

• Chapter 5 in the text. MakingMaps: A Visual Guide to Map Design for GIS
• Map Projection Overview - Peter H. Dana - The Geogapher's Craft project

ACTIVE LEARNING EXERCISE

We will be importing contour lines to create our own surface or terrain and placing our 3D model on the terrain.

In Google SketchUp, you can create surface models (terrains) using existing digital elevation data in many formats. In this exercise, we will utilize a set of vector contours in .dwg (AutoCAD) format to create a surface.

STUDY QUESTIONS

1. Describe what is involved with the geographic framework.
2. How does Tissot's indicatrix help to evaluate map projection distortion?
3. Give 2 examples of how data distorted through map projections can incorrectly distort perception about the information being mapped.
4. When overlaying multiple layers, why is it always important to know the projections of your different data sources?
5. Describe one projection in each of the following categories - 1) area preserving 2) shape preserving 3) distance / direction preserving 4) compromise. Make sure to describe what the map projection does well and does poorly.
6. Define map scale
7. How does map scale affect the data on the map?
8. Compare and contrast large and small scale maps.
9. When is latitude and longitude an appropriate coordinate system to use?
10. When is UTM an appropriate coordinate system to use?
11. When is State Plane an appropriate coordinate system to use?

SUPPLEMENTAL

• Java Maps web application showing Tissot's indicatrix
  

Module 4 Lecture

Module 4 - Map-Making Tools

LEARNING OBJECTIVES

1. List several different map-making tools
2. Describe how the map-making tool can influence or control map design
3. Discuss map-making without computers
4. Explain how the internet has changed map-making
5. Identify the ways GIS software is used for more than just making maps
6. Compare map-making on an internet site versus using a GIS
7. Describe how map making tools can be used together
8. Download Digital Elevation Models from the internet
9. Explore DEM's using 3DEM
10. Generate terrain models in SketchUp using Digital Elevation Models

TERMS TO KNOW

• queries
• buffer
• overlay
• analysis
• map
• graphic design
• design

READING ASSIGNMENT

• Chapter 4 of your text - MakingMaps: A Visual Guide to Map Design for GIS
• What is Web 2.0? - O'REILLY
• What is GeoWeb 2.0? - David Maquire over at GIS Matters

ACTIVE LEARNING EXERCISE

Importing digital elevation data into Google SketchUp provide real-world, accurate terrain data for incorporating into your 3D SketchUp models. This week we'll utilize an exercise by Chris Fullmer to help us process and import USGS DEM's into SketchUp.

Sketchup DEM Import Tutorial - thanks Chris! When you finish this tutorial, export the model to a .jpg and insert in your homework document for the week.

SketchUp User Guide: 3D Model (DEM) Import - another great source of information.

STUDY QUESTIONS

1. Describe a situation when a hand drawn map would serve your purpose.
2. What are some advantages and some disadvantages to internet mapping sites?
3. How and when are graphic design tools useful in the mapping process.
4. Describe a fictious project where you would use 2 or more of the map making technologies to achieve your overall goals and objectives.
5. Describe some map-making tools that were not covered in the book.
6. Export your 3D terrain model from SketchUp and insert into homework document.

SUPPLEMENTAL

Start getting ready for next week by watching the following tutorials on working with Google Sketchup.

What the following videos from:
http://sketchup.google.com/gsu5vtvideos.html

• Creating terrains from contours
• Creating rolling surfaces with the Sandbox Tools
• Pressing a footprint into terrain with the Stamp tool

Module 3 - Mappable Data

LEARNING OBJECTIVES

1. Describe the difference between phenomena and data
2. List several data layers used in GIS
3. Define primary data sources
4. Define secondary data sources
5. List several common sources of data
6. Compare and contrast raster and vector data
7. Define qualitative data
8. Define quantitative data
9. Describe how data are commonly transformed before being mapped
10. List the several types of accuracy associated with data and maps
11. Define metadata
12. List several things metadata tells us
13. Create a simple 3D model of a building using Google SketchUp

TERMS TO KNOW

• phenomena
• data
• primary data
• secondary data
• raster
• vector
• quantitative
• qualitative
• accuracy
• metadata

READING ASSIGNMENT

1. Chapter 3 of your text - MakingMaps: A Visual Guide to Map Design for GIS
2. Why bother with metadata? - Federal Geographic Data Committee

ACTIVE LEARNING EXERCISE

• required software: Download Google SketchUp

Last week you explored several videos demonstrating Google SketchUp. This week your assignemnt i to use Google SketchUp to create a 3d model of your house. If you don't want to draw your house, draw your neighbors or someones house that you like.

Review the video demonstrations and tutorials if you need help doing something.

STUDY QUESTIONS

1. Give an example of a real-world phenomena and how data can be used to show it on a map (don't use an example from the book).
2. Describe some of the possible inherent problems when using data from different sources.
3. Compare and contrast 2 types of data used in GIS.
4. Compare and contrast vector and raster data.
5. How are qualitative and quantitative data different? Give an example of both.
6. Discuss some of the different important aspects of accuracy you should investigate when choosing a data source.
7. What are some of the important pieces of information you might hope to gain from metadata?
8. As a data producer, why might you spend the time to create metadata?
9. Export an image of the 3D model of your house in SketchUp and put it in your Assignment Document.
   

ONE MORE THING ...

We'll be working with Adobe Photoshop at the end of the semester and you need to order the 30 day evaluation version from Adobe. It takes up to 4 weeks for the DVD's to be delivered so please fill out this easy online form now!

http://www.adobe.com/products/creativesuite/cs2eval.html

Module 1 Lecture

From Chapter 1 in Making Maps: a Visual Guide to Map Design in GIS.

This PowerPoint was available 2 weeks ago however I just got my audio lecture uploaded to Google Video so I wanted to post it for you now.

Module 2 - Lecture

Module 2 - Why are you making your map? ...and Google Sketchup

LEARNING OBJECTIVES

1. Provide an example of how intent shapes the design of a map
2. Describe the importance of knowing your audience prior to making your map
3. List several aspects of a map that could make it more pleasing or meaningful to people that are already considered experts in the field
4. List several aspects of a map that could make it more pleasing or meaningful to people that are considered novices in the field
5. Describe how the final medium your map will be delivered on influences overall build and design of map
6. List ‘best practices’ for developing maps that will be viewed on a computer monitor
7. List ‘best practices’ for developing maps that will be viewed through a projector
8. List ‘best practices’ for developing maps that will be viewed as a poster
9. Describe the different aspects of evaluating a map
10. Compare and contrast formative and impact evaluation
11. Critique/assess a map

TERMS TO KNOW

• design
• medium
• dpi
• point-type
• color value
• color hue
• formative evaluation
• documentation

READING ASSIGNMENT

1. Chapter 2 in your text
2. Lecture PowerPoint Supplement
3. Map Design - Dr. Douglas J. Dudycha, Department of Geography, Faculty of Environmental Studies, University of Waterloo

VIDEO TUTORIALS

Watch the following tutorials to begin familiarizing yourself with SketchUp. Watch the first 8 videos: Features Overview ==>Basic tutorial. NOTE: The first video is 15 minutes and then the following 7 are 2-3 minutes. A total of just over 30 minutes. Also, these videos are from SketchUp 5 and the current versionin SketchUp 6. This is not a problem - most everything is still relevent.

• Sketchup Tutorials

ACTIVE LEARNING EXERCISE

We will be creating a simple model and working towards getting it into Google Earth. These quick tutorials will teach you how to model in SketchUp and about placing your work in Google Earth.

• More SketchUp Tutorials

... your assigment coming soon ...

STUDY QUESTIONS

Scenario: You are going to the 2007 NCGIS Conference to present on the topic of sustainable slope development in the mountains. You have been working on this project for the past year and have compiled data relating to this topic. You will be presenting to a group in a large auditorium using a projector and you will also have a poster entered into the poster competition at the conference. Compare and contrast the design considerations for these 2 maps.

3-week evaluation

We want HCC's distance learning courses to be the best they can be. Your early feedback will help us reach that goal. Please take a few minutes to complete a brief evaluation of this course. You will have until 11 p.m. Friday, February 2 to complete the evaluation.

To evaluate this course, click here and enter the following 3-digit PIN where prompted: USE THE CODE FROM THE EMAIL!

Please note that all evaluations are processed by the College's Office of Research and Institutional Effectiveness. Your responses and comments are anonymous and your instructor will only receive summarized results at the end of the evaluation period. We appreciate you taking a few minutes to provide a frank and honest evaluation of your course.

Jonathan Vester, Coordinator of Research and Institutional Effectiveness

Module 1 - Lecture

Click the link to view or download the PowerPoint lecture from Module 1. Make sure and view my notes on each slide. I have created a video of this but am still waiting on YouTube to give me a director account so I can post a video that is over 10 minutes.

I will be including these as part of the modules in the future!

out of the office next week...

but i will be available. I'll be attending the South Carolina GIS conference on Monday and Tuesday and then I'll be teaching a 2 day ESRI class at College of Charleston on Wednesday and Thursday. I'll be working to get your next module/assignment up but it may be Monday night before it's done. I'll get your last module graded this weekend too!

call - 828.712.0234 or email - kennedy.pete@gmail.com if you need anything at all!

notice the new 'tabs' at the top of blog - under the header - i added these to ease your navigation of the blog!

2007 NC GIS Conference

The Geospatial Technology Department has been awarded a grant to subsidize students going to the NC GIS conference this year and we need to know who wants to go. This is the deal:
We have money for 10 student registrations and 5 hotel rooms. Students will have to share rooms and depending on the interest, you could even have to bring a sleeping back if a bunch of students want to come.

If you work in the GIS field and can justify your work paying for the conference registration and rooms, please do that as to not take away from a student who does not work in the field. Food will be on your own. Travel will be decided on in the near future. I can not leave until Wednesday night around 10pm so I will not take a van.

The conference is Thursday/Friday March 1st and 2nd.

http://www.cgia.state.nc.us/ncgis2007/

We need to know ASAP who is planning on going so we can plan accordingly. I have one committed already. First come first serve.

Pete

create a Google Account

Go to https://www.google.com/accounts/SmsMailSignup1

You must have a cell phone. Google will send a text message to your cell phone with a code to set up your account.

If you do not have a cell phone, call or email me and I will send you an invitation.

Class communication - Students and Instructors

Email:
For this class you are required to have a google account. This account is used for the docs&spreadsheets capability (module submissions) but should also be used for email correspondence.

Module and other post questions:
When you have a question about a Module or anything else I post on the GIS251 course blog, please comment on that post on the blog. I will then respond to your comment and all the students can gain from your question and my response. (if I do not respond within 24 hours shoot me an email ... I may have missed your comment!)

Completing and submitting the modules

The following are directions for completing and submitting the weekly modules .

Go into your google account (http://www.gmail.com)

1. Click Docs and Spreadsheets
2. Click New Document
3. File Dropdown ==> Rename the document 'Module1_YourName'
4. Copy/Paste the questions from the Study Questions section of the module and answer them
5. Include the Active Learning Exercise deliverable in this document also. It will usually be an exported map or screen shot of the exercise.
6. Save your document often!
7. Click the collaborate tab and invite me to collaborate by inputting my email. kennedy.pete@gmail.com

Collaborating on a document within google is essentially sharing the document with other users. I will grade the document and you will be able to see my grading will you open the document.

Get used to this. We will be doing this often in this class.

Module 1 - It's a map - Internet mapping API's

Module Dates: Saturday 01/13/07- Sunday 01/21/07 -

Notes: I will be posting a lecture lecture to this module by Monday. Please check back and look for it.

LEARNING OBJECTIVES

1. Explain what a map is
2. Describe how technology has changed mapping
3. Describe what a Geographic Information System consists of
4. Explain the importance of the analytical capabilities of GIS
5. Discuss how maps are used in different industries and applications
6. Describe how maps (gis) can generate new understanding through exploration of spatial
7. Discuss how the internet has changed mapping patterns
8. List several common internet mapping sites
9. Describe how to make a map
10. Describe what is meant by spatial literacy
11. Define API
12. List 3 internet mapping API's
    

TERMS TO KNOW

• Geographic Information Systems
• Map
• Open Source
• API
• Geocode

READING ASSIGNMENT

1. Chapter 1 in your text
2. The Fourth R? Rethinking GIS Education - ESRI - ArcNew online Fall 2006
3. Comparison of mapping API's on the internet - NOTE: Google's API now supports geocoding of addresses.
4. Dr. Snow - Mapping Cholera Outbreak - one of the earliest cited uses of mapping to explore spatial patterns

ACTIVE LEARNING EXERCISE

One of the best advances in internet mapping technologies that I have seen is the ability for developers to 'code' against mapping engines like GoogleMaps and Yahoo!Maps and MapQuest. This is possible because Google and Yahoo! let developers access their mapping services through an API (Application Program Interface). It's an easy way to code maps into any website. There are some use restrictions but only after your site get's something like 50,000 hits a day. Most of us don't have to worry about that restriction.

A great site the I like is http://www.batchgeocode.com/. This site allows you to do just what it says - batch geocode addresses. There are several advantages to using this site rather than using ArcGIS or some other desktop GIS software.

Advantages:

• Base data (street centerline) for the entire United States is accessable with no processing necessary on your part.
• Creates a webpage that can be shared with anyone
• Ability to export to .KML for display on Google Earth

Before you start, download and install Google Earth

Follow the directions to complete the active learning exercise.

1. Download the file of FFA high school teachers in North Carolina.
2. Go to http://www.batchgeocode.com/ - read about the site and explore it first
3. Go to Step #2 on BatchGeocode and delete the sample data and copy/paste the data from the FFA high school teachers excel file into the box provided.
4. Step #3 - Click Validate Source
5. Step #4 - Make sure the fields are correct.
   -FULLNAME
   -SCHOOL
   -ADDRESS
   -CITY
   -STATE
   -ZIPCODE
6. Step #5 - Run the geocoder
7. Step #6 - A new list is generated with latitude and longitude as fields. This could be then copied back into excel and added as point to a map in ArcGIS using the AddXY functionality.
8. Utilize the Save Map to a Webpage functionality. Give it a Title and Description. Include the URL (web address) to your map as part of the document you are creating to submit for the module.
9. Utilize the Download to Google Earth (KML) file functionality and save the KML file to your hard drive.
10. Double click the KML file to open in Google Earth
11. File ==> Save ==> Save Image to your computer and insert it into your document for this module.

STUDY QUESTIONS

1. Disuss how the map on page 3 of the text illustrates the importance of making maps in the context of life and belief systems.
2. How has technology changed mapping?
3. How are maps used to kill?
4. The Pentagon has a policy that prohibits the use of maps made by foreign nations. What are the implications of this?
5. Give an example of how maps lead us to knew ways of thinking.
6. How do maps handle such a big and complex world/earth?
7. Give and example of how maps can show us 'the invisible'.
8. How has the internet changed mapping? What is your favorite interet mapping site?
9. What is a map?

Syllabus - GIS 251 Computer Graphics and Mapping

Instructor: Pete Kennedy
Email:pkennedy@haywood.edu
Phone: (828) 565-4219
Fax: (828) 627-4690
Office Location: Haywood Community College, 400 Building, Room 418
Physical Address: 185 Freedlander Drive, Clyde, NC 28721

Section: IN1
Credits: 2 (1 hours lecture / 2 hours lab = 3 total contacts)
Prerequisites / Corequisites: None

Office Hours: Monday - Wednesday 11:00 a.m. - noon and 1:00 pm to 3:30 pm or by appointment. This course is an online course and as such, many students will be working on the course in non-traditional times such as evenings and weekends. I will do my best to be available to you if needed during those times. Please set up and appointment and we can talk on the phone, meet in my office or work together via an interactive internet 'chat' session.

My general work schedule is 8:30-5:00 M-F however, with other obligations such as meetings, recruiting, teaching etc... my availability may be sporadic at some times of the day. Please give enough notice and I will make every effort to be here whenever you need.

If I do not answer the phone, please leave a detailed message and don't forget your name and phone number!

Office Hours and Skype: A great way to communicate with me during office hours is skype.

My Skype Name: kennedy.pete

What is Skype you say ... click here to go to the recommended software section?

Directions to campus

Map of campus

Course Description: This course introduces the various methods and techniques of computer assisted and generated images. Emphasis is placed upon know of and use of draw and paint software, basic word processing, and map production. Upon completion, students should be able to produce and utilize computer generated images.

Course Goals:

We will explore several ways of presenting geographic information graphically. There are many new and cutting edge technologies that are being used to create computer generated images of geographic information. We will look at many of these during the course of the semester and explore them through project work. We will also focus on the fundamental elements of map design as discussed in the text for this class.

Textbook(s):

making maps: a visual guide to map design for gis. john krygier denis wood guilford publications isbn = 1593852002 . Order the book online through the HCC bookstore or you can get it on amazon.com

Required Google Account:

Create a Google email account using some combination of your first name and last name. Mine, for instance, is kennedy.pete@gmail.com. To do this go to https://www.google.com/accounts/SmsMailSignup1

You will be required to provide your cell phone number. If you do not have one, I will send you an invitation to get a gmail account. If you already have a Google email account, feel free to use it.

Required Software:

• ESRI ArcGIS 9.0 or higher - If you do not have access to this software at work or home, you must buy the Student Version of the software from ESRI. YOU WILL NEED THIS SOFTWARE BY THE SECOND WEEK OF CLASSES. PLEASE CONTACT ME IMMEDIATELY IF YOU HAVE ANY QUESTIONS ABOUT THIS.
• Google Earth
• Google SketchUp
• Adobe Photoshop - Trial Version - DO NOT INSTALL UNTIL ASKED TO OR YOUR VERSION WILL TIME OUT BEFORE WE USE IT
• Several other free or trial softwares
• Microsoft MediaPlayer 7.0 or higher (FREE)
• Adobe Acrobat Reader (FREE)
• Apple QuickTime Player (FREE)
• Flash Player (FREE)
• A Web Browser, such as FireFox, Netscape or Internet Explorer. Internet Explorer recommended

Required Hardware:

The recommended requirements from ESRI are a Pentium computer with a 1 GHz processor, 512 MB RAM, and approximately 700 MB of free disk space.

My personal experience is that you need to double that amount of RAM to 1 Gigabyte.

Recommended Software:

• Microsoft Office 2003 student edition or Open Office (FREE office Suite - allows opening and saving of office documents like .doc and .xls)

• Skype - Skype is a little program for making free calls over the internet to anyone else who also has Skype.

  What is Skype?

  Skype allows people to make calls over the internet. The basic service allows Skype users to call other Skype users. To become a Skype user, you just need to download the Skype software free-of-charge from skype.com. The Skype service itself is completely free, so the user pays only for their internet usage, which is often free - in which case they can make free international phone calls!

  To make calls, you must have a headset speakers you may be able to use your computer alone. Mine does not have a microphone so I have a heaset. SKYPE ADVANTAGES: IT IS FREE. The ability to 'instant message' or 'chat online' with the person while talking. This allows you to do things like post a website to look at simlutaneously and you can also transfer files back and forth during the session. This is all very useful whsen talking through lab/practical exercise.

*the instant message/chat feature is still very useful even if you don't have a microphone on your computer or a headset to do audio!

• High speed internet connection (DSL or cable); the nature of some content (especially GIS data sets) makes it extremely time consuming to download via dial-up; in order to maximize your educational experience I highly recommend a broadband connection if it is available in your area.

Other required materials: None

Units of study: This course is based around MODULES. You will have a week or more to do each module. Some modules require more work than others, so you should evaluate the assignment early in the week to make sure that you are not pressed for time near the end. Also when planning, it is also important to consider the other course requirements in addition to the modules like the midterm, final exam and project. The Modules Link under the course menu provides a more complete description of the modules.

What is a module ???: Good question. A module is the instructors attempt to present the information in a manner that will accelerate your learning of the material. The time commitment for each module will vary from week to week, but a student can expect that 8-9 hours of effort per week will be required to master the material . The modules will always have the same format (items for each module will vary from week to week). There will be Module Objectives and and Introduction to the module which will provide a learning framework for the module. Next, there will be module steps that you will need to complete. The module steps will include some or all of the following components:

Introduction - provides the learning framework for each module

Learning objectives - what you should be able to do after completion of the module

Reading Assignment

• Website - Reading from the world-wide-web
• makingMap-A Visual Guide to Map Design for GIS-. John Krygier and Denis Wood

Active Learning Exercises / Assignments- These are the lab work for this online class. They will incorporate interactive internet resources, software exercises and other lab/project work.

Study Questions - These questions will cover the reading and lab work. These are to be turned in for a grade.

Supplemental resources - additional materials related to the weeks topic such as websites, newspaper articles, or journal submissions.

Extras - normally an interactive learning experience such as video clips and other types of multimedia intended to enhance the learning environment.

Discussion Board (not in all modules) - there will be several discussion board topics posted throughout the semester. These will provide an opportunity for interaction with the instructor and other students. To get full credit for the discussion board portion of this class you will be expected to make a substantive responses and contribute to the discussion. Responding to other students comments as well as making your own comments and observations is a good way to promote stimulating and meaningful discussion as well as to ensure you get the entire 5% of the discussion board portion of this class.

• Be sure that you post your answers or replies in the correct place!
• As always, please take the time to be polite, to avoid profanity, and to make sure that your postings are clear, understandable, and relevant!

Quizzes - There will be a quiz for each Virtual Campus module. You will submit those as part of your overall quiz grade and there may be other quizzes during the other parts of the course.

In addition to the quizzes, there will be a midterm and a final. The midterm will include selected questions from all the quizzes up to that point (modules 1-7) and the final will include selected questions from all previous modules (1-13). In addition to these selected questions from previous quizzes, the midterm and final will have 1-2 discussion questions per chapter that will evaluate a deeper understanding of the material.

The midterm and final will be available to student for 5 days. These tests are scheduled so the test is available for at least one day during a weekend.

A bit about Online Learning:

Taking an online class incorporates a different learning environment than a traditional 'seated' course. In the traditional setting, you are probably used to hearing a lecture, taking notes and having the instructor provide insight and clarity to topics in the chapter and overall book. In the online environment, the student must take the initiative to explore, read, ponder and ask questions of the material. The instructor is seen more as a 'facilitator' than a teacher. Many limitations enforced by the traditional classroom setting are removed by the online approach as you can incorporate the 'world-wide-web', multimedia content, streaming video, lives chat's and much much more. This doesn't even mention the flexibility the online environment provides for the student.

Is it less work? No. Is it harder. No, it's a differnt kind of learning. It is self-learning with direction from the facilitator (instructor). The student must try, try and try again. It is a lot of experimentation and exploring. It fosters critical thinking and problem solving like no other learning environment can. Get ready for this exciting exploration of GIS!

If you want to learn more, please read Traditional Versus Online Instruction - Contributed by Tracy Marshall, Adjunct Instructor, Social Science Division, Henry Ford Community College

Grammar / Spelling / Typos:

Always make sure to check your spelling and grammar using Microsoft Word, http://www.dictionary.com/, or a traditional dictionary. Always take the time necessary to ensure you do not have typos and other errors in your assignments.

THIS IS VERY IMPORTANT!! Now is the time to start building positive habits when preparing documents for others to review. This is important in school and even more important in other parts of life such as work.

Semester Schedule:

*****Proposed schedule: Tentative and subject to change******

Module Dates:

Module / Week	makingMAPS- book	Assigned	Due
Introductory	Course Introduction	Monday, January 8th	4:00 p.m. - Monday, January 15th
1	Chapter 1	Tuesday, January 16th	Sunday, January 21st
2	Chapter 2	Monday, January 22nd	Sunday, January 28th
3	Chapter 3	Monday, January 29th	Sunday, February 4th
4	Chapter 4	Monday, February 5th	Sunday, February 11th
5	Chapter 5	Monday, February 12th	Sunday, February 18th
6	Chapter 6	Monday, February 19th	Sunday, February 25th
7	Chapter 7	Monday, February 26th	Sunday, March 4th
8	Chapter 8	Monday, March 5th	Sunday, March 11th
9	Chapter 9	Monday, March 12th	Sunday, March 18th
10	Chapter 10	Monday, March 26th	Sunday, April 1st
11	Chapter 11	Monday, April 2nd	Sunday, April 8th
12	Chapter 12	Monday, April 9th	Sunday, April 15th
13	project work	Monday, April 16th	Sunday, April 22nd
14	project work	Monday, April 23rd	Sunday, May 6th

Other Important Dates:

HOP DUE:	4:00 p.m. - Monday, January 15th
Spring Break	March 19th - 23rd
Midterm Exam	The week of March 5th
Final Exam	The week of May 1st

Methods of Evaluation:

• Discussion board - 5%
• Quizzes - 20%
• Homework Exercises / Project work / Active Learning Exercises - 15%
• Midterm - 20%
• Final - 20%

Grading Scale:

A	90 - 100
B	80 - 90
C	70 - 80
D	60 - 70
F	0 - 60

Areas of evaluation: Students will be evaluated on their progress towards the learning objectives for each module and the course competencies covered in that particular module. Evaluation for overall concepts from the reading materials and vocabulary will be in through the weekly assignments and/or quizzes.

The exams will cover student progress to date. The midterm will cover all information covered up to that date. The final exam is comprehensive and is the final evaluation on student progress towards course competencies.

Academic Integrity Policy:

Students may not engage in academic dishonesty. The HCC Student Handbook defines Academic Dishonesty as "Taking or acquiring possession of any academic material (test information, research papers, notes, etc.) from a member of the college staff or student body without permission; receiving or giving help during tests; submitting papers or reports (that are supposed to be original work) that are not entirely the student?s own; not giving credit for others work (plagiarism):"( Student Handbook 05-06 ). Students who violate the Academic Integrity Policy will be sent to Dr. Janice Gilliam, VP of Student Services, for expulsion from the college or other sanction.

Access/Disability Policy:
The college complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 which stipulate that no student shall be denied the benefits of an education solely by reason of a handicap. Disabilities covered by law include, but are not limited to, learning disabilities, psychological disabilities, and hearing, sight or mobility impairments.

If you have a documented disability that may have some impact on your work in this course and for which you may require accommodations, please contact the Coordinator of Counseling Services in the Student Services Building (call at 627-4504 or email mailto:pkirkley@haywood.edu) so that reasonable accommodations can be arranged. You will be required to provide documentation to receive accommodations.

College Policies

Please review the HCC catalog and the HCC Student Handbook for critical information about attending HCC. You may get copies of these in Student Services or online at www.haywood.edu. Upon enrolling at HCC, you agree to abide by the Student Code of Conduct (pages 81-89) in the handbook and the Rules and Regulations of the College in the Catalog. Violation of the drugs, alcohol or weapons policy, or academic dishonesty may result in expulsion.

Late Work Policy

Any late work is marked down 25%. Assignments can not be made up after they are more than two weeks late. The only possible exception is if I am informed IN ADVANCE that an assignment will be late and there is a valid excuse. If you know that you will be out of town without email access, for instance, and let me know ahead of time, I will take that into account. However, I will NOT make exceptions to the late policy if students inform me of their situation only after the assignment was due.

Communication is everything in online classes!

Attendance Policy
Students who do not complete the HOP assignment will be listed as NS (no show) and dropped from the course. They will not receive financial aid for this course.

Students who miss two consecutive weeks of class without contacting the instructor will receive a grade of W (withdrawal) for that course. Students who fail to meet attendance requirements after the "last day to withdraw from a course," as set forth in the Academic Calendar, will receive a WF (withdrawal failing). WF grades are counted in a student's GPA and usually transfer as an F.

You or your program may set further attendance policies, such as making attendance a percentage of student grades. If so, clearly state what qualifies as an "absence," how many are permitted, etc.

Drops and Withdrawals

Students must drop a course before the first day of class in order to receive a 100% refund. A 75% refund may be issued for courses dropped before the 10% date, as set forth in the Academic Calendar. After the 10% point, the instructor must sign the drop form and a W (withdrawal) grade is given for the course on the transcript; no refund is given after the 10% point. Students may not drop a course after the "last day to withdraw from a course," as set forth in the Academic Calendar. Students who cease participating after that date will receive a WF (withdrawal failing). WF grades are counted in a student's GPA and usually transfer as an F.

Final Grades

Grades are not mailed. You may access grades, unofficial transcripts, and schedules online by going to www.haywood.edu. Click on "Academic Information" and follow the "Check Grades" instructions.

Financial Aid

Financial aid cannot be awarded for a course with a CE (credit by exam) or AUD (audit) grade. Students who do not participate in class before the 10% date or do not complete the HOP assignment on time in an online course will not receive financial aid for that course.

Workforce Development and/or Entrepreneurial skills

The Haywood Community College faculty is committed to teaching workforce development and / or entrepreneurial skills to students. These skills include, but are not limited to teamwork, responsibility, problem solving, information processing, and adaptability. This class will concentrate on the following workforce development or entrepreneurial skills:

· problem-solving

· critical thinking

· adaptability

E-mail: - Since this is a distance education course, much of the communication between instructor and student will take place via e-mail. I will respond to your e-mail within 24 hours or less (usually less) Monday - Friday and within 36 hours or less (usually less) on Saturday and Sunday.

If there is occassion during the semester when I will be unavailable for longer periods (some weekends I may go camping or boating) - I will let you know (one time I won't be available is listed already in the 'other important dates'.

IMPORTANT! When you send me an email, please include you name and the course you are taking in the subject line. I have lots of students in different classes and it can get very confusing with all the emails I receive.

Help Desk

Use the Help Desk link on your menu at the left whenever you have technology problems, problems with Blackboard, or questions about HCC policies or procedures. You may also want to use that link to see the various free software and other resources that it makes available to you. Remember, if you have questions ABOUT THIS COURSE, you should contact your instructor, not the Help Desk.

How to approach this class:

This is a 3 credit class. That is equal to 4 student/teacher contacts per week (2 lecture hours and 2 lab hours equal the 3 total credits). That means, in a traditional seated class would meet for 4 hours / week. In addition to that time the student would be expected to do work outside of class (homework) equaling 4 - 6 hours per week (1-2 hours / lecture hour / week). This time estimate depends on students prior computer skills and knowledge of the subject matter. With this online class you should expect to spend as much time if not more. The best approach is to set aside approximately 1 hour / day to work on the class. Get up early and do it with a cup of coffee or sit down and do it at the end of the day. If you are having problems or get behind, contact me immediately and let me know. Communication between the instructor and student is most important in a distance learning / online environment. If I don't know anything is wrong, I can't help.

• REMEMBER - HAVE FUN WITH IT! it's neat, fun and exciting technology!