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Education
Web
Principles of Digital Communications I
6.451, is offered in the spring. Topics covered include: digital communications at the block diagram level, data compression, Lempel-Ziv algorithm, scalar and vector quantization, sampling and aliasing, the Nyquist criterion, PAM and QAM modulation, signal constellations, finite-energ...
Historical Maps Online
United States Geological Survey (USGS). In addition, we faced another technical limitation in not being able to integrate current data with the thousands of maps on the site all at once. As a result, we decided to develop the Web GIS on a city-by-city basis, then move on to regional, state, a...
Geotimes: Earth Scientists National Security
Christina Reed, Geotimes. Back in his office, Guth demonstrates this technology with a map of Hanging Rock Canyon, Calif. The contours of the canyon’s terrain are highlighted as slopes in gray and black. “It starts with digital elevation data,” he explains. “This da...
New Light on Ice Motion (DAAC Study)
MODIS' sensitivity to small variations in reflected light facilitates researchers' ability to track subtle ridges left by slight changes in flow pattern. Each image contains the digital equivalent of thousands of shades of gray, providing impressive contrast that highlights subtle ice sheet a...
HAKMEM - Beeler, Gosper, Schroeppel; Artificial Intelligence Laboratory, MIT
of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0002. Reproduction of this document, in whole or in part, is permitted for any purpose of the United States Government. Compiled with the hope that a record of the random things people do aroun...
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0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topogra...
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0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topographic map data #0;93205.1.10. Identify landforms and determine stream flow direction using a topographic map. #0;93205.1.11 Use field data to create a topographic map of a landform #0;93205.1.12 Interpret basic
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a <span class="highlight">topographic</span> map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates <span class="highlight">contour</span> lines. #0;93205.1.9 Construct an elevation profile from <span class="highlight">topographic</span> map data #0;93205.1.10. Identify landforms and determine stream flow direction using a <span class="highlight">topographic</span> map. #0;93205.1.11 Use field data to create a <span class="highlight">topographic</span> map of a landform #0;93205.1.12 Interpret basic
STATE BOARD OF EDUCATION
for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr...
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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
<span class="highlight">for</span> History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and <span class="highlight">maps</span> PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize wh...
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perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a <span class="highlight">topographic</span> map and a geologic map <span class="highlight">for</span> evidence provided on the <span class="highlight">maps</span> and construct and interpret a simple scale map. g. Interpret events by sequence and
Colorado Model Content Standards
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors,...
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others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=28
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used <span class="highlight">for</span> thematic world <span class="highlight">maps</span>. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into <span class="highlight">digital</span> form <span class="highlight">for</span> transmission to ground receiving stations. The data can be reconverted
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown <span class="highlight">for</span> the English, St. Augustine <span class="highlight">for</span> the Spanish, New Orleans <span class="highlight">for</span> the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, <span class="highlight">topographic</span> and historical <span class="highlight">maps</span>
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