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Journal articles on the topic 'Geospatial Reasoning'
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Van Dyke Parunak, H., Sven A. Brueckner, Robert Matthews, and John Sauter. "Swarming methods for geospatial reasoning." International Journal of Geographical Information Science 20, no. 9 (October 2006): 945–64. http://dx.doi.org/10.1080/13658810600830525.
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Erskine, Michael A., Dawn G. Gregg, Jahangir Karimi, and Judy E. Scott. "Geospatial Reasoning Ability: Definition, Measurement and Validation." International Journal of Human-Computer Interaction 31, no. 6 (April 15, 2015): 402–12. http://dx.doi.org/10.1080/10447318.2015.1034551.
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Bodzin, Alec M., Qiong Fu, Violet Kulo, and Tamara Peffer. "Examining the Effect of Enactment of a Geospatial Curriculum on Students’ Geospatial Thinking and Reasoning." Journal of Science Education and Technology 23, no. 4 (March 8, 2014): 562–74. http://dx.doi.org/10.1007/s10956-014-9488-6.
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Smart, Philip D., Alia I. Abdelmoty, and Baher El-Geresy. "Spatial Reasoning with Place Information on the Semantic Web." International Journal on Artificial Intelligence Tools 23, no. 05 (October 2014): 1450011. http://dx.doi.org/10.1142/s0218213014500110.
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Geographical referencing of data and resources on the Web has become prevalent. Discovering and linking this information poses eminent research challenges to the geospatial semantic web, with regards to the representation and manipulation of information on geographic places. Towards addressing these challenges, this work explores the potential of the current semantic web languages and tools. In particular, an integrated logical framework of rules and ontologies, using current W3C standards, is assessed for modeling geospatial ontologies of place and for encoding both symbolic and geometric references to place locations. Spatial reasoning is incorporated in the framework to facilitate the deduction of implicit spatial relations and for expressing spatial integrity constraints. The logical framework is extended with geo-computation engines that offer more effective manipulation of geometric information. Example data sets mined from web resources are used to demonstrate and evaluate the framework, offering insights to its potentials and limitations.
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Chen, Jianhua, Weihong Wang, and Junwen Li. "A geospatial case-based reasoning model for oil-gas reservoir evaluation." Transactions in GIS 22, no. 2 (March 6, 2018): 373–93. http://dx.doi.org/10.1111/tgis.12316.
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Akinyemi, Felicia O. "Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana." Proceedings of the ICA 1 (May 16, 2018): 1–8. http://dx.doi.org/10.5194/ica-proc-1-3-2018.
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Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.
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Wen, Tzai-Hung, and Hao-Yu Liao. "Understanding the Process of Geospatial Reasoning: Evidences from an Eye-Tracking Experiment." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-400-2019.
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<p><strong>Abstract.</strong> People always need the help of maps when traveling or finding a restaurant. Maps carry geospatial information of a place with roads, landmarks, coordinate systems and so on. When people are reading maps, the first thing our brains do is to fit the map to the realistic environment, trying to integrate the 2-D maps into the 3-D world. In other words, we are managing to align the two different coordinate systems which the map and external realistic environment provide. However, when the direction of the map is not perfectly aligned with the external realistic environment, a person may need more time and effort to do the alignment. And if the map is near upside down, this task could become a challenge and possibly cause a person making a wrong judgment. This situation is called the alignment effect. Alignment effect is the extra time and effort required to rotate the mental representation of physical maps. When someone is doing map aligning, the ability of rotation is needed, either rotating the actual map or rotating the space in the mind. Mental rotation is one of the fundamental factors that could determine a person’s map aligning ability. Previous studies have highlighted the significance of mental rotation ability in map aligning and also confirmed the relationship between mental rotation ability and alignment effect. Measuring mental rotation ability could understand how and where people see on a map. Its significance is not just about designing a map, but also how people process geospatial information on a map. Therefore, the research question of the study is how we quantify people’s ability of mental rotation.</p><p>Eye tracking approach helps understand how people see or read things, and provide insights into people’s ways of reasoning and problem solving. We randomly choose the 12 college students (undergraduate and graduate) as participants in this study, all in the age of 18&ndash;30, and studied in the same university. The sex ratio is balanced; among the 12 participants, there were 6 males and 6 females. All the participants were required to fill the questionnaires and experiment consents before the eye tracking experiment. Then, we are attempted to profile the geospatial reasoning process by measuring and recording participants’ gaze positions and eye movements. The eye-tracking experiment for each participant includes 6 tasks, including different degrees of rotation and quantities of key map elements with high degree of rotation. Each of the tasks contains two stimuli, the first stimuli would instruct the participants to find their own location and the destination, and the second stimuli would examine their abilities of map aligning. When doing map aligning, they would see a map and a street view from their location. The participants are required to decide which direction is the destination from his/her position. This stimulus remains 15 seconds. Then, a participant is requested to give his/her answer in 8 directions and cannot be able to look at the map and the street view. The participant will score one point if his/her answer is correct. Finally, we summarize the scores of these tasks for representing the his/her performance of mental rotation ability.</p><p>Our preliminary results showed participants with good mental rotation ability share similar patterns, implying that common rules of geospatial reasoning can be identified. Meanwhile, participants with poor mental rotation ability spent more time to search map information in difficult tasks. Therefore, we conclude that landmarks could be better clues than street names for map alignment and building a sense of direction, which implies that better map design (e.g. more landmarks) may be the key for improving map reading. In sum, we measured people’s map aligning performances and identify common rules of geospatial reasoning. This study lightens up the importance and value of eye-tracking approach in cartographic studies, and also brings a new perspective to understand the process of geospatial reasoning.</p>
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Jovanovik, Milos, Timo Homburg, and Mirko Spasić. "A GeoSPARQL Compliance Benchmark." ISPRS International Journal of Geo-Information 10, no. 7 (July 16, 2021): 487. http://dx.doi.org/10.3390/ijgi10070487.
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GeoSPARQL is an important standard for the geospatial linked data community, given that it defines a vocabulary for representing geospatial data in RDF, defines an extension to SPARQL for processing geospatial data, and provides support for both qualitative and quantitative spatial reasoning. However, what the community is missing is a comprehensive and objective way to measure the extent of GeoSPARQL support in GeoSPARQL-enabled RDF triplestores. To fill this gap, we developed the GeoSPARQL compliance benchmark. We propose a series of tests that check for the compliance of RDF triplestores with the GeoSPARQL standard, in order to test how many of the requirements outlined in the standard a tested system supports. This topic is of concern because the support of GeoSPARQL varies greatly between different triplestore implementations, and the extent of support is of great importance for different users. In order to showcase the benchmark and its applicability, we present a comparison of the benchmark results of several triplestores, providing an insight into their current GeoSPARQL support and the overall GeoSPARQL support in the geospatial linked data domain.
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Homburg, Timo. "Connecting Semantic Situation Descriptions with Data Quality Evaluations—Towards a Framework of Automatic Thematic Map Evaluation." Information 11, no. 11 (November 15, 2020): 532. http://dx.doi.org/10.3390/info11110532.
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A continuing question in the geospatial community is the evaluation of fitness for use of map data for a variety of use cases. While data quality metrics and dimensions have been discussed broadly in the geospatial community and have been modelled in semantic web vocabularies, an ontological connection between use cases and data quality expressions allowing reasoning approaches to determine the fitness for use of semantic web map data has not yet been approached. This publication introduces such an ontological model to represent and link situations with geospatial data quality metrics to evaluate thematic map contents. The ontology model constitutes the data storage element of a framework for use case based data quality assurance, which creates suggestions for data quality evaluations which are verified and improved upon by end-users. So-created requirement profiles are associated and shared to semantic web concepts and therefore contribute to a pool of linked data describing situation-based data quality assessments, which may be used by a variety of applications. The framework is tested using two test scenarios which are evaluated and discussed in a wider context.
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Du, Heshan, and Natasha Alechina. "Qualitative Spatial Logic over 2D Euclidean Spaces Is Not Finitely Axiomatisable." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 2776–83. http://dx.doi.org/10.1609/aaai.v33i01.33012776.
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Several qualitative spatial logics used in reasoning about geospatial data have a sound and complete axiomatisation over metric spaces. It has been open whether the same axiomatisation is also sound and complete for 2D Euclidean spaces. We answer this question negatively by showing that the axiomatisations presented in (Du et al. 2013; Du and Alechina 2016) are not complete for 2D Euclidean spaces and, moreover, the logics are not finitely axiomatisable.
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Ferland, Yaïves. "‘Geoliteracy’, ‘Cartology’, Cognitive Development, and a Mobile Game." Anekumene, no. 16 (September 20, 2018): 26–38. http://dx.doi.org/10.17227/anekumene.2018.num16.12459.
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Some researches in education science develop educative games on mobile devices for letting elementary school students play outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called cartology, before adolescence. There a critical stumbling ‘threshold’ can impede their geospatial cognitive development, which result in a majority of adults being not geographically literate neither efficient, in real-life context, for reading and using maps. Designing a mobile educative serious game implies applying conceptual and pragmatic methods for both learning and teaching geospatial competencies accordingly to school curriculum. The theoretical framework presented links maps to cartographical semiology, the children’s cognitive development stages for geospatial representation, and an experiential learning cycle model. The latter sequentially supports three main cartographic processes of map-making: reflexive visualization, and map-reading, which sustain any geographical reasoning. The mobile game proposed combines components of increasing complexity where the map plays the main role in the course of different activities: scenarios of typical “rounds” and rules of the game within local terrain; types of geometrical and geospatial trajectories to trace and follow while playing; and specific themes relevant to school subjects. Thus, geographical discussions stop worrying about where, to worry about the reason of situations and the occurrence of phenomena.
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Reed, Rajika Emily, and Alec Bodzin. "Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach." Pedagogy in Health Promotion 6, no. 2 (February 14, 2019): 88–101. http://dx.doi.org/10.1177/2373379919827616.
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Geospatial thinking and reasoning (GSTR) skills are currently not routinely integrated into public health curriculum for undergraduate students in colleges or universities. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills, which leads to better cognitive thinking and problem solving skills. An Examining Vector-Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever, and zika disease spread in the environment, using patterns, data, and sociodemographic factors. The purpose of this design-based research study was to understand public health content learning and GSTR skill acquisition through use of the geospatial curriculum approach among students ( n = 95) enrolled in undergraduate public health content classes. Data sources included a classroom observation instrument; pretest and posttest measures for the Spatial Habits of the Mind survey; a pretest, Posttest 1, and delayed Posttest 2 EVBDT assessment that included public health content and GSTR skill items; and a postimplementation survey to understand students’ perceptions of geographic information systems use in the curriculum. Findings revealed significant mean differences showing growth in public health content learning and GSTR skills. The findings provide support that Web geographic information systems with appropriate curriculum design can engage students and affect both learning outcomes and GSTR skills in public health education.
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Ishikawa, Toru. "Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science." Professional Geographer 65, no. 4 (November 2013): 636–46. http://dx.doi.org/10.1080/00330124.2012.724350.
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Bodzin, Alec M., Qiong Fu, Denise Bressler, and Farah L. Vallera. "Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings." Computers in the Schools 32, no. 1 (January 2, 2015): 63–81. http://dx.doi.org/10.1080/07380569.2015.1004278.
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Vyas, A. "MULTI-LEVEL EDUCATION AND CAPACITY BUILDING FRAMEWORK FOR TECHNOLOGY ADAPTATION." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2020 (August 24, 2020): 23–27. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2020-23-2020.
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Abstract. Advancements in the Geospatial Technology has brought about benefits to various fields in science and technology. The education and the capacity building of geospatial technology plays a very important role within these fields. The current practice of the education is basically dominated by the teacher, huge syllabus, non-relevant knowledge and having very little opportunity for the discussions between the students and teachers. Instead of the unidirectional, monolithic, rigid and traditional teaching in practice, it requires a change to dynamic, evolving, in-process and gradual system of learning to shape the knowledge society. This generates creative, innovative human beings to train them to perform based on the scientific reasoning and empirical evidence in their respective fields. In order to develop, there are three important components: content, practice and cross-cutting to be established as a strategy in the data savvy environment. The ‘content’ may shift to more emphasis on higher order skills of constructing explanations, the ‘practice’ would enhance critical thinking as well as synthesis and ‘cross-cutting’ would synergize the performance expectations. Hence, the modified education and capacity building programmes advocate to move to a competency based model and the imperatives motivate the better use of the technology. This paper explains multiple levels that exists across academic, research and practitioner community that have potential to benefit from geospatial technology and it determines appropriate curriculum, pedagogy and evaluation strategies. It also maps an appropriate framework and approaches for multi-level education and capacity building considering the recent developments in geospatial technology.
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Ishikawa, Toru. "Spatial Thinking in Geographic Information Science: Students' Geospatial Conceptions, Map-Based Reasoning, and Spatial Visualization Ability." Annals of the American Association of Geographers 106, no. 1 (October 6, 2015): 76–95. http://dx.doi.org/10.1080/00045608.2015.1064342.
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Li, Ming, Wei Guo, Lian Duan, and Xinyan Zhu. "A case-based reasoning approach for task-driven spatial–temporally aware geospatial data discovery through geoportals." International Journal of Digital Earth 10, no. 11 (February 14, 2017): 1146–65. http://dx.doi.org/10.1080/17538947.2017.1285968.
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Bhatt, Mehul, and Jan Wallgrün. "Geospatial Narratives and Their Spatio-Temporal Dynamics: Commonsense Reasoning for High-Level Analyses in Geographic Information Systems." ISPRS International Journal of Geo-Information 3, no. 1 (February 6, 2014): 166–205. http://dx.doi.org/10.3390/ijgi3010166.
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Erskine, Michael A., Dawn G. Gregg, Jahangir Karimi, and Judy E. Scott. "Individual Decision-Performance Using Spatial Decision Support Systems: A Geospatial Reasoning Ability and Perceived Task-Technology Fit Perspective." Information Systems Frontiers 21, no. 6 (March 7, 2018): 1369–84. http://dx.doi.org/10.1007/s10796-018-9840-0.
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Zourlidou, S., and M. Sester. "INTERSECTION DETECTION BASED ON QUALITATIVE SPATIAL REASONING ON STOPPING POINT CLUSTERS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B2 (June 7, 2016): 269–76. http://dx.doi.org/10.5194/isprsarchives-xli-b2-269-2016.
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The purpose of this research is to propose and test a method for detecting intersections by analysing collectively acquired trajectories of moving vehicles. Instead of solely relying on the geometric features of the trajectories, such as heading changes, which may indicate turning points and consequently intersections, we extract semantic features of the trajectories in form of sequences of <i>stops</i> and <i>moves</i>. Under this spatiotemporal prism, the extracted semantic information which indicates where vehicles stop can reveal important locations, such as junctions. The advantage of the proposed approach in comparison with existing turning-points oriented approaches is that it can detect intersections even when not all the crossing road segments are sampled and therefore no turning points are observed in the trajectories. The challenge with this approach is that first of all, not all vehicles stop at the same location – thus, the stop-location is blurred along the direction of the road; this, secondly, leads to the effect that nearby junctions can induce similar stop-locations. As a first step, a density-based clustering is applied on the layer of stop observations and clusters of stop events are found. Representative points of the clusters are determined (one per cluster) and in a last step the existence of an intersection is clarified based on spatial relational cluster reasoning, with which less informative geospatial clusters, in terms of whether a junction exists and where its centre lies, are transformed in more informative ones. Relational reasoning criteria, based on the relative orientation of the clusters with their adjacent ones are discussed for making sense of the relation that connects them, and finally for forming groups of stop events that belong to the same junction.
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Zourlidou, S., and M. Sester. "INTERSECTION DETECTION BASED ON QUALITATIVE SPATIAL REASONING ON STOPPING POINT CLUSTERS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B2 (June 7, 2016): 269–76. http://dx.doi.org/10.5194/isprs-archives-xli-b2-269-2016.
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The purpose of this research is to propose and test a method for detecting intersections by analysing collectively acquired trajectories of moving vehicles. Instead of solely relying on the geometric features of the trajectories, such as heading changes, which may indicate turning points and consequently intersections, we extract semantic features of the trajectories in form of sequences of <i>stops</i> and <i>moves</i>. Under this spatiotemporal prism, the extracted semantic information which indicates where vehicles stop can reveal important locations, such as junctions. The advantage of the proposed approach in comparison with existing turning-points oriented approaches is that it can detect intersections even when not all the crossing road segments are sampled and therefore no turning points are observed in the trajectories. The challenge with this approach is that first of all, not all vehicles stop at the same location – thus, the stop-location is blurred along the direction of the road; this, secondly, leads to the effect that nearby junctions can induce similar stop-locations. As a first step, a density-based clustering is applied on the layer of stop observations and clusters of stop events are found. Representative points of the clusters are determined (one per cluster) and in a last step the existence of an intersection is clarified based on spatial relational cluster reasoning, with which less informative geospatial clusters, in terms of whether a junction exists and where its centre lies, are transformed in more informative ones. Relational reasoning criteria, based on the relative orientation of the clusters with their adjacent ones are discussed for making sense of the relation that connects them, and finally for forming groups of stop events that belong to the same junction.
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Ferland, Yaïves, and Margot Kaszap. "Geoliteracy, cartology, and a mobile serious game." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-75-2019.
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<p><strong>Abstract.</strong> Some actual research teams in Education Science go toward the development of educative serious games on mobile devices for letting elementary school pupils (i.e. primary school students) playing outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called ‘cartology’, before their adolescence as critical development ‘threshold’.</p><p> The aspects one has to work on consider the ways to learn, use, and comprehend maps as geospatial representations, both concrete display of a terrain on the paper sheet or on a digital screen and, on another hand, cognitive configuration in the mind that structures, interprets, and recalls on demand geospatial information on location or orientation at geographical scales. The fundamental interest of cartographic abilities to make and read a map is that it creates information value, structures memory about places and events, and enhances mobility.</p><p> In fact, there is a societal concern that a majority of adult population is not geographically literate neither efficient in reading and using maps in real-life context, even for just path finding. The main concern to address early at school is still “why” and “how to repair that situation”? If their geospatial cognitive development was weak at school, then that impedes them to comprehend geospatial concepts, structures, and information, later as adults. If a student does not succeed to pass over a kind of learning threshold, even the few abilities feebly acquired may vanish without significant usage neither interest in them. Later, it will be very hard to restart learning of that same matter without the necessary mental frames to organize geographical concepts and relations into an actionable knowledge.</p><p> Facing this geoliteracy challenge, the geographical map appears as the best, powerful, and necessary support or instrument of geospatial knowledge representation. One may define geoliteracy as a set of stabilized and adaptive cognitive abilities and functional competencies to handle, by self, geographical realities and cartographical representations. According to Edelson (2012), the three components of achieved geoliteracy are to develop consciousness of geographical <i>interactions</i> (understanding of human and natural systems in space), <i>interconnections</i> (geographic reasoning), and <i>implications</i> (systematic decision-making).</p><p> Thus in detail, a geoliterate adult should develop abilities in geospatial thinking and possess a complete (but rarely exhaustive) set of skills that are necessarily useful in normal autonomous life to:</p> <ul><li>read, use, and even detect errors on maps and other carto-geographic representations (at any format, support,and scale or zoom level);</li><li>locate places and situations occurring here and there, find new ways in space (at any scales); </li><li>understand and interpret geospatial concepts, signs, and structures on a critical, reasoned, and wise fashion,while discarding misconceptions; </li><li>determine, delimit, plan, and select best places to install activities; </li><li>recall modes and patterns of geospatial (not only geometrical neither topological) representation, even withoutmaps at hand (not just from mental images, capital cities, touristic metaphors, or evocative pictures to comeout from memory, which is necessary, of course, but not sufficient); </li><li>enhance own geographic culture, multiscale perspective, and useful geospatial awareness; </li><li>elaborate an opinion or explanation regarding daily geospatial situations or circumstances.</li></ul><p> What a troubling concern is the multiple evidences that the majority of adult population is not literate neither efficient in just reading and using maps, i.e. cannot perform most of the precedent list of geospatial abilities and competencies.</p><p> A research team joined with elementary schoolteachers, within a small community of practice, in order to identify pedagogic needs and test some game components as exercises in class context; then emerged the project <i>Géolittératie</i> (2015-2017). The pedagogic goal in designing an educative serious game on mobile device is to apply conceptual and applied methods for both learning and teaching geospatial competencies accordingly to the official school curriculum. That requires theoretical and methodological considerations about educative <i>serious game</i> (Kaufman & Sauvé, 2010), cartographical <i>semiology</i> (Bertin, 1967, 1983), the four <i>cognitive development</i> stages for geospatial representation by children (Piaget, 1967), and the <i>experiential learning cycle</i> model (Kolb, 1978, 1984). This kind of cycle supports Piaget’s learning phases, from topologic perception to spatial conceptualisation, as well as the three main cartographic processes of map-making, reflexive visualization, and map-reading, which sustain any geographical reasoning.</p><p> A methodological framework of a mobile serious game was designed didactically with maps and other components following an increasing complexity, step by step of play. The teacher has to prepare a sequence of tasks to perform in a progressive game according to the different learning styles, for exposing practically the pupils to the <i>cartographical process</i> of making a plan, then a <i>map</i> to use thereafter. Students should like going outdoor on the terrain to gather data in order to answer a question on a <i>theme</i> of investigation related to a curriculum matter. They will consider a designed <i>scenario</i> of typical steps (or “rounds”), within a geospatial environment, that tells a progressive plot and the rules of the game. Thus, they will choice and follow different types of geometrical and geospatial <i>trajectories</i>, that lead the story toward the goal of the game, while taking field-notes on their way as answering questions of the scenario. Then, they draw their collected data on a plan or map and explain in conclusion what happened to the story (and what they learn) due to the spatial organisation of the site or area.</p><p> Progress in complexity levels of <i>scenario</i> may start with choosing between right or left to reach the next point of interest, to trying to plan both the shortest and the more pleasant paths to visit the spots where to settle a youth club in the neighbourhood. Types of <i>trajectories</i> going from place to place, in increasing complexity as the rounds of game advance, are based on geometrical primitives: point, succession of points, line, side of line, polyline, polygon, network, open surface, limited surface.</p><p> The pedagogic result encompasses both concrete display of a terrain (on paper or on a screen) and learned cognitive configurations in the mind. Only such mental or cognitive representations allow structuring, interpreting, and recalling on demand from memory geospatial information on location, distance, or orientation, within a situation that occurs at geographical scales. Therefore, for these pupils, the fundamental question in geography shall no more be “where” but “how and why is this situation there?”</p><p> At that point, only the first half of the experiential learning cycle is accomplished and the cognitive development process be achieved just at the phase associated to a threshold of operational comprehension. Now, the students know how to describe a spatial situation and to make a map, good but not enough. The challenge remains to learn from this quite technical knowledge how to deeply read a map, any map, and to get dense information from it; it is a reflexive, analytical, abstract new phase called visualization.</p><p> That phase engages a second process along the second half of the experiential learning cycle, which mirror or complement the cartographic one: a <i>cartological process</i>. A definition for cartology could say “to make the map talking”, even for telling a new story. Since player students now know the characteristics of a map, its cartographic “alphabet” composed of dimensions, scale, extent, and semiological symbols, the way is open to ask question by self to the map. They can read on it information that even the map-maker did not know neither put on it, project the map over the place represented and make a wise decision for planning or travelling. One can organize the steps of the cartologic process into another mobile game with scenarios and trajectories for gaining a better understanding of the power of maps for the cognitive structuration of geographical space and learn more efficiently about a specified theme that, for instance, composes historical thought and geographical reasoning about that place. A good theme to begin with is about the meaning of the toponymy in the neighbourhood.</p><p> A prototype mixes these mobile serious game components (map, theme, scenario, and trajectory) into a scheme of about fifteen successive rounds of play, then engaging the abilities relative to the three main cartographic processes, along a complete <i>experiential cycle</i>. Part of this method for developing geoliteracy by combination of both cartography and cartology within a serious game was tested recently with undergraduate students in didactic course. Practical experiments must continue strengthen the theoretical and methodological frame and ease the schoolteacher’s work in the best usage of maps to structure the geographical comprehension of home place and the World.</p>
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Yilmaz, C., C. Comert, and D. Yildirim. "SDQO AND SFO, ONTOLOGIES FOR SPATIAL DATA QUALITY ASSESSMENT." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W13 (June 5, 2019): 1275–80. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w13-1275-2019.
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<p><strong>Abstract.</strong> Spatial quality assessment is based on the conformance of data to its specifications or fitness for users’ purpose. These specifications and the users’ purposes include the rules and constraints that a dataset should comply with. Assessing the compliance of data to the rules is still an active research subject and rule-based approach is the common method. For the efficient rule-based system implementation, it is desired to automate assessment process with a domain-independent and web-based approach. Reasoning capability and re-usability of semantic web components are expected to promote efficient implementation. In literature, many domains such as agriculture, music, Linked Data and geospatial domain etc. apply ontology-based methods for quality management. There is a need to model geospatial quality concepts and rules in a domain-independent way to automate the quality management process. In our model of rule formalism, we use Web Ontology Language (OWL) and Semantic Web Rule Language (SWRL). We devise two types of ontologies. These are; the specification ontologies (SfO) and the Spatial Data Quality Ontology (SDQO). SfO is to be created by domain experts/users to define rules according to specifications. SDQO is responsible with quality assessment; it is domain independent and makes assessment based on the rules defined by any SfO for the related domain. The quality elements are domain and toposemantic consistency that assessed by SWRL. In this paper, the design considerations of the ontologies for quality assessment are explained with an example.</p>
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Benson, Robert G. "The Campus Mine: An Adaptable Instruction Approach Using Simulated Underground Geology in a Campus Building to Improve Geospatial Reasoning before Fieldwork." Journal of Geoscience Education 58, no. 5 (November 2010): 253–61. http://dx.doi.org/10.5408/1.3559688.
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Huurdeman, Hugo, and Chiara Piccoli. "3D Reconstructions as Research Hubs: Geospatial Interfaces for Real-Time Data Exploration of Seventeenth-Century Amsterdam Domestic Interiors." Open Archaeology 7, no. 1 (January 1, 2021): 314–36. http://dx.doi.org/10.1515/opar-2020-0142.
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Abstract This paper presents our ongoing work in the Virtual Interiors project, which aims to develop 3D reconstructions as geospatial interfaces to structure and explore historical data of seventeenth-century Amsterdam. We take the reconstruction of the entrance hall of the house of the patrician Pieter de Graeff (1638–1707) as our case study and use it to illustrate the iterative process of knowledge creation, sharing, and discovery that unfolds while creating, exploring and experiencing the 3D models in a prototype research environment. During this work, an interdisciplinary dataset was collected, various metadata and paradata were created to document both the sources and the reasoning process, and rich contextual links were added. These data were used as the basis for creating a user interface for an online research environment, taking design principles and previous user studies into account. Knowledge is shared by visualizing the 3D reconstructions along with the related complexities and uncertainties, while the integration of various underlying data and Linked Data makes it possible to discover contextual knowledge by exploring associated resources. Moreover, we outline how users of the research environment can add annotations and rearrange objects in the scene, facilitating further knowledge discovery and creation.
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Hughes, Lloyd, Simon Streicher, Ekaterina Chuprikova, and Johan Du Preez. "A Cluster Graph Approach to Land Cover Classification Boosting." Data 4, no. 1 (January 10, 2019): 10. http://dx.doi.org/10.3390/data4010010.
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When it comes to land cover classification, the process of deriving the land classes is complex due to possible errors in algorithms, spatio-temporal heterogeneity of the Earth observation data, variation in availability and quality of reference data, or a combination of these. This article proposes a probabilistic graphical model approach, in the form of a cluster graph, to boost geospatial classifications and produce a more accurate and robust classification and uncertainty product. Cluster graphs can be characterized as a means of reasoning about geospatial data such as land cover classifications by considering the effects of spatial distribution, and inter-class dependencies in a computationally efficient manner. To assess the capabilities of our proposed cluster graph boosting approach, we apply it to the field of land cover classification. We make use of existing land cover products (GlobeLand30, CORINE Land Cover) along with data from Volunteered Geographic Information (VGI), namely OpenStreetMap (OSM), to generate a boosted land cover classification and the respective uncertainty estimates. Our approach combines qualitative and quantitative components through the application of our probabilistic graphical model and subjective expert judgments. Evaluating our approach on a test region in Garmisch-Partenkirchen, Germany, our approach was able to boost the overall land cover classification accuracy by 1.4% when compared to an independent reference land cover dataset. Our approach was shown to be robust and was able to produce a diverse, feasible and spatially consistent land cover classification in areas of incomplete and conflicting evidence. On an independent validation scene, we demonstrated that our cluster graph boosting approach was generalizable even when initialized with poor prior assumptions.
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Yang, Weiping. "AUTOMATIC CONSTRUCTION OF HIERARCHICAL ROAD NETWORKS." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences III-2 (June 2, 2016): 37–44. http://dx.doi.org/10.5194/isprsannals-iii-2-37-2016.
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This paper describes an automated method of constructing a hierarchical road network given a single dataset, without the presence of thematic attributes. The method is based on a pattern graph which maintains nodes and paths as junctions and through-traffic roads. The hierarchy is formed incrementally in a top-down fashion for highways, ramps, and major roads directly connected to ramps; and bottom-up for the rest of major and minor roads. Through reasoning and analysis, ramps are identified as unique characteristics for recognizing and assembling high speed roads. The method makes distinctions on the types of ramps by articulating their connection patterns with highways. Major and minor roads will be identified by both quantitative and qualitative analysis of spatial properties and by discovering neighbourhood patterns revealed in the data. The result of the method would enrich data description and support comprehensive queries on sorted exit or entry points on highways and their related roads. The enrichment on road network data is important to a high successful rate of feature matching for road networks and to geospatial data integration.
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Yang, Weiping. "AUTOMATIC CONSTRUCTION OF HIERARCHICAL ROAD NETWORKS." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences III-2 (June 2, 2016): 37–44. http://dx.doi.org/10.5194/isprs-annals-iii-2-37-2016.
Full textAbstract:
This paper describes an automated method of constructing a hierarchical road network given a single dataset, without the presence of thematic attributes. The method is based on a pattern graph which maintains nodes and paths as junctions and through-traffic roads. The hierarchy is formed incrementally in a top-down fashion for highways, ramps, and major roads directly connected to ramps; and bottom-up for the rest of major and minor roads. Through reasoning and analysis, ramps are identified as unique characteristics for recognizing and assembling high speed roads. The method makes distinctions on the types of ramps by articulating their connection patterns with highways. Major and minor roads will be identified by both quantitative and qualitative analysis of spatial properties and by discovering neighbourhood patterns revealed in the data. The result of the method would enrich data description and support comprehensive queries on sorted exit or entry points on highways and their related roads. The enrichment on road network data is important to a high successful rate of feature matching for road networks and to geospatial data integration.
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Purwanto, Purwanto, Sugeng Utaya, Budi Handoyo, and Syamsul Bachri. "Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 58–76. http://dx.doi.org/10.26803/ijlter.19.9.4.
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This study aims to uncover GST's gaps and patterns (Geospatial Technology) knowledge transformation among Pre-service and experienced geography teachers using GST as an educational tool based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. GST integration into material content is implemented as a basis for thinking and acting to solve problems and decision-making, especially geographic content. This study is doing a cross-sectional survey with 600 respondents of the population. They were divided into five groups, such as Pre-service teachers, in the beginning, middle, final semester, and then beginner and experienced teachers, and each group consisting of 120 respondents. The measured GST component includes conceptual knowledge, implementation, and reasoning acquired by tests. The obtained test values were analyzed by the SPSS software for statistic descriptive and plotting gap knowledge value in the scatterplot-graph. Then, deviation values were obtained; the transformation model was mapped and interpreted in the Cartesian diagram. The results showed a GST knowledge gap between Pre-service and experienced geography teachers. The low implementation ability of experienced teachers means that GST is not optimal as a pedagogical tool in geography learning with the TPACK framework. Therefore, the TPACK framework needs to be practiced in continuous geography learning and changing the paradigm learning from GST Be learning with GST to strengthen the curriculum.
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Colucci, Elisabetta, Xufeng Xing, Margarita Kokla, Mir Abolfazl Mostafavi, Francesca Noardo, and Antonia Spanò. "Ontology-Based Semantic Conceptualisation of Historical Built Heritage to Generate Parametric Structured Models from Point Clouds." Applied Sciences 11, no. 6 (March 22, 2021): 2813. http://dx.doi.org/10.3390/app11062813.
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Nowadays, cultural and historical built heritage can be more effectively preserved, valorised and documented using advanced geospatial technologies. In such a context, there is a major issue concerning the automation of the process and the extraction of useful information from a huge amount of spatial information acquired by means of advanced survey techniques (i.e., highly detailed LiDAR point clouds). In particular, in the case of historical built heritage (HBH) there are very few effective efforts. Therefore, in this paper, the focus is on establishing the connections between semantic and geometrical information in order to generate a parametric, structured model from point clouds using ontology as an effective approach for the formal conceptualisation of application domains. Hence, in this paper, an ontological schema is proposed to structure HBH representations, starting with international standards, vocabularies, and ontologies (CityGML-Geography Markup Language, International Committee for Documentation conceptual reference model (CIDOC-CRM), Industry Foundation Classes (IFC), Getty Art and Architecture Thesaurus (AAT), as well as reasoning about morphology of historical centres by analysis of real case studies) to represent the built and architecture domain. The validation of such schema is carried out by means of its use to guide the segmentation of a LiDAR point cloud from a castle, which is later used to generate parametric geometries to be used in a historical building information model (HBIM).
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Sladic, Dubravka, Aleksandra Radulovic, Miro Govedarica, Dusan Jovanovic, and Djordje Przulj. "The use of ontologies in cadastral systems." Computer Science and Information Systems 12, no. 3 (2015): 1033–53. http://dx.doi.org/10.2298/csis141031009s.
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This paper presents the application of ontologies in the field of real estate cadastre. Ontologies can be seen as a form of metadata that provide a higher level of interoperability and integration within the Spatial Data Infrastructure, not only on the syntax level but on the semantic level as well. The application of ontologies in this domain is based on domain ontology for cadastre developed on top of the Land Administration Domain Model defined in ISO 19152 standard. The use of ontologies is shown on the several examples including data integration of the Serbian national cadastre and the INSPIRE cadastral parcels, and integration of OGC based geospatial services and other Web services in cadastral systems. The introduction of semantics in the cadastral systems provide many opportunities in terms of cadastral data and services integration on national and international level, and also in connecting with many other organizations that are users of such systems. These opportunities are reflected in the fact that terms are given well-defined explicit meaning and when based on formal ontology automatic reasoning can be used to infer the new knowledge. <br><br><font color="red"><b> This article has been corrected. Link to the correction <u><a href="http://dx.doi.org/10.2298/CSIS151230002E">10.2298/CSIS151230002E</a><u></b></font>
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Chi, Yan Ling, and Hugo Wai Leung Mak. "From Comparative and Statistical Assessments of Liveability and Health Conditions of Districts in Hong Kong towards Future City Development." Sustainability 13, no. 16 (August 5, 2021): 8781. http://dx.doi.org/10.3390/su13168781.
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Liveability is an indispensable component in future city planning and is practically linked with the health status of individuals and communities. However, there was nor comprehensive and universal district-level framework for assessing liveability due to geospatial and social discrepancies among different countries. In this study, using Hong Kong, a highly dense and international city as an example, the Liveability and Health Index (LHI-HK) consisting of 30 indicators was established, with 21 of them related to education, economy, housing, walkability/transport, environment, and health facilities aspects, while the health conditions of citizens in individual districts were examined by other 9 indicators. Respective scoring allocation was determined by statistical reasoning, and was applied to quantify the connections between liveability and health among the 18 districts of Hong Kong in both 2016 and 2019. Temporal changes of spatial features could be traced by this quantitative framework, and obvious correlations between liveability and health were attained, with R values of 0.496 and 0.518 in 2016 and 2019, and corresponding slopes of 0.80 and 0.88, respectively. Based on the statistical results, it was found that Sai Kung and Kwun Tong are the most and the least liveable district of Hong Kong in 2019. The LHI-HK index was well-validated by renowned AARP liveability index and The California Healthy Places Index (HPI), with R values of 0.90 and 0.70, and the potential uncertainties due to data projection were less than 2.5% for all districts, which implicates its relevancy and appropriateness in conducting similar spatial assessments in international cities. Further, both favorable and unfavorable spatial arrangements of each of the 3 district types in Hong Kong were identified, namely residential, commercial, and industrial districts. This opens new windows in enhancing liveability and health status within communities, with the aim of promoting the sustainability of cities in the long run.
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Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (August 28, 2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.
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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage.
Keywords: map literacy, social studies learning, spatial thinking
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Illingworth, David A., and Karen M. Feigh. "Impact Mapping for Geospatial Reasoning and Decision Making." Human Factors: The Journal of the Human Factors and Ergonomics Society, March 7, 2021, 001872082199902. http://dx.doi.org/10.1177/0018720821999021.
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ObjectiveThe reported study evaluated a novel approach to aiding geospatial reasoning and decision making.BackgroundImpact mapping aims to alleviate the cognitive demands of geospatial tasks in part by externalizing data in the form of an integrated decision surface. This is achieved by aggregating data across multiple sources of information and visualizing their combined utility rather than objective measurements or individual utility. Previous research has shown that geospatial decisions improve when aided in this manner, but it remains unknown if dynamic decision making, often plagued by fatigue and anchoring bias, would benefit similarly.MethodThe experiment implemented a systematic manipulation of the presence of a composite impact map and the number of attributes present in a two-stage disaster relief, resource allocation task to investigate when and how impact mapping is beneficial or deleterious to decision makers.ResultsThe presence of the composite impact map increased the utility of selected sites, increased re-planning decisions, reduced information display views, and reduced workload. Generally, the effect of the composite impact map was greater when participants were asked to evaluate more attributes.ConclusionComposite impact maps appear to improve repeated geospatial reasoning and minimize anchoring bias because they alleviate the cognitive demands otherwise necessary to interpret and maintain information from multiple attributes.ApplicationData visualization techniques, such as impact mapping, can improve repeated geospatial decision making in environments that include high cognitive demand.
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Arundel, Samantha, and Wenwen Li. "The Evolution of Geospatial Reasoning, Analytics, and Modeling." Geographic Information Science & Technology Body of Knowledge 2021, Q3 (July 1, 2021). http://dx.doi.org/10.22224/gistbok/2021.3.4.
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Erskine, Michael A., Dawn G. Gregg, and Jahangir Karimi. "Individual characteristics and geospatial reasoning ability: a multigroup analysis of age, culture, and gender." Journal of Decision Systems, October 14, 2020, 1–23. http://dx.doi.org/10.1080/12460125.2020.1824566.
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Zhu, Jie, Yizhong Sun, Shuyin Song, Jing Yang, and Hu Ding. "Cellular automata for simulating land-use change with a constrained irregular space representation: A case study in Nanjing city, China." Environment and Planning B: Urban Analytics and City Science, August 25, 2020, 239980832094988. http://dx.doi.org/10.1177/2399808320949889.
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Traditional cell-based cellular automata (CA) models use a regular cellular grid to represent geographic space, and new approaches to CA models have explored the use of a vector representation of space instead of a regular grid to characterize urban space more realistically. However, less attention has been paid to modeling the interaction between the geospatial information and the irregular cells. To date, the majority of spatial boundaries have been created by individual agencies in an uncoordinated manner. As a consequence, the potential uses of the data collected for land-use change models are limited. In this paper, we propose a new vector-based CA model based on a new constrained irregular space representation using the theory of hierarchical spatial reasoning. For dividing the geographic space considering different items, first land patches are considered as the minimum division unit; then aggregation rules, including attribute, geometric and boundary barrier constraints, are defined; and finally different levels of spatial units are formed through land patches based on aggregation rules. The proposed model is used to simulate the land-use changes in Nanjing, Jiangsu Province, China. The performance validation and comparison illustrate the feasibility of the proposed space representation in a CA model. By using this model, it is expected that the use of the real spatial boundaries that are employed in urban planning could help provide a flexible paradigm to consider various drivers or constraints for realistically simulating land-use changes.
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Sachs, Joel, Jocelyn Pender, Beatriz Lujan-Toro, James Macklin, Peter Haase, and Robin Malik. "Using Wikidata and Metaphactory to Underpin an Integrated Flora of Canada." Biodiversity Information Science and Standards 3 (August 8, 2019). http://dx.doi.org/10.3897/biss.3.38627.
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We are using Wikidata and Metaphactory to build an Integrated Flora of Canada (IFC). IFC will be integrated in two senses: First, it will draw on multiple existing flora (e.g. Flora of North America, Flora of Manitoba, etc.) for content. Second, it will be a portal to related resources such as annotations, specimens, literature, and sequence data. Background We had success using Semantic Media Wiki (SMW) as the platform for an on-line representation of the Flora of North America (FNA). We used Charaparser (Cui 2012) to extract plant structures (e.g. “stem”), characters (e.g. “external texture”), and character values (e.g. “glabrous”) from the semi-structured FNA treatments. We then loaded this data into SMW, which allows us to query for taxa based on their character traits, and enables a broad range of exploratory analysis, both for purposes of hypothesis generation, and also to provide support for or against specific scientific hypotheses. Migrating to Wikidata/Wikibase We decided to explore a migration from SMW to Wikibase for three main reasons: simplified workflow; triple level provenance; and sustainability. Simplified workflow: Our workflow for our FNA-based portal includes Natural Language Processing (NLP) of coarse-grained XML to get the fine-grained XML, transforming this XML for input into SMW, and a custom SMW skin for displaying the data. We consider the coarse-grained XML to be canonical. When it changes (because we find an error, or we improve our NLP), we have to re-run the transformation, and re-load the data, which is time-consuming. Ideally, our presentation would be based on API calls to the data itself, eliminating the need to transform and re-load after every change. Provenance: Wikidata's provenance model supports having multiple, conflicting assertions for the same character trait, which is something that inevitably happens when floristic data is integrated. Sustainability: Wikidata has strong support from the Wikimedia Foundation, while SMW is increasingly seen as a legacy system. Wikibase vs. Wikidata Wikidata, however, is not a suitable home for the Integrated Flora of Canada. It is built upon a relatively small number of community curated properties, while we have ~4500 properties for the Asteraceae family alone. The model we want to pursue is to use Wikidata for a small group of core properties (e.g. accepted name, parent taxon, etc.), and to use our own instance of Wikibase for the much larger number of specialized morphological properties (e.g. adaxial leaf colour, leaf external texture, etc.) Essentially, we will be running our own Wikidata, over which we would exercise full control. Miller (2018) decribes deploying this curation model in another domain. Metaphactory Metaphactory is a suite of middleware and front-end interfaces for authoring, managing, and querying knowledge graphs, including mechanisms for faceted search and geospatial visualizations. It is also the software (together with Blazegraph) behind the Wikidata Query Service. Metaphactory provides us with a SPARQL endpoint; a templating mechanism that allows each taxonomic treatment to be rendered via a collection of SPARQL queries; reasoning capabilities (via an underlying graph database) that permit the organization of over 42,000 morphological properties; and a variety of search and discovery tools. There are a number of ways in which Wikidata and Metaphactory can work together, and we are still exploring questions such as: Will provenance be managed via named graphs, or via the Wikidata snak model?; How will data flow between the two platforms? Etc. We will report on our findings to date, and invite collaboration with related Wikimedia-based projects.