Should A+ Certification Exam candidates use brain dump sites? My answer, might surprise you.

This is part of Mr. Ford's Guide to the A+ Certification Exam: How to Be A Computer Technician.

2 DESCRIÇÃO DO TABULEIRO AGROECOSSISTEMAS FAMILIARES AMAZÔNICOS
2.1 Princípios do Produto Técnico Educacional
Para o Ensino de Ciências Ambientais, abordar os Agroecossistemas Familiares na região do
Alto Rio Solimões possibilitará trabalhar em sala de aula a biodiversidade encontradas nos
ecossistemas locais e também as atividades que caracterizam a pluriatividade no Alto Solimões.
Pois, os sistemas de produção adotados utilizam espécies adaptadas às condições locais.
A práxis cotidiana de vida desses sujeitos sociais vem garantindo a conservação dos
agroecossistemas familiares, no qual, os hábitos alimentares, a partir do estudo sobre a comida e a
comensalidade expressam as questões culturais desses sujeitos. Pois, a diversidade de produtos
regionais disponíveis nos recursos ambientais também favorece a manutenção da segurança e
soberania alimentar.
A opção pelo jogo foi tomada a partir das experiências vivenciadas e adquiridas ao participar
de projetos de pesquisas e extensão nas comunidades e municípios do Alto Solimões nos últimos
dez anos de atividades acadêmicas. Inicialmente a experiência em trabalhar com agricultores
familiares, despertou o interesse por este caminho. Paralelo a isto, outro fator importante que
motivou a escolha desta temática foi que, este produto surgiu por meio de uma demanda dos
professores e agricultores da comunidade.
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2.2 Objetivo do Produto Técnico Educacional
Os agroecossistemas são sistemas abertos e multidimensionais, aproximando-se da
ecofisiologia do sistema ambiental natural (GLIESSMAN, 2009; ALTIERI, 2004). Gliessman
(2008) sinaliza a necessidade de se reconhecer as influências dos aspectos sociais, econômicos,
culturais e políticos sobre os agroecossistemas, com enfoque para a sustentabilidade dos sistemas
alimentares, destacando as ações antrópicas como suporte fundamental a essa sustentabilidade.
2.2.1 Manual do tabuleiro “Agroecossistemas familiares amazônicos”: Percorrer a trilha
respondendo às perguntas corretamente até a saída. Preparação: 1 tabuleiro, 1 dado, 60 perguntas,
papéis com a numeração de 1 a 3 para o sorteio da classificação.
2.2.2 Regras do Produto Técnico Educacional
1. Divida a turma em três equipes de 10 alunos (Turma de 30 alunos), o número de
componentes nas equipes será de acordo com o número de alunos de cada turma, no qual
fica a critério do professora formação das equipes.
2. Abra o tabuleiro em uma superfície plana.
3. Peça para cada representante de cada equipe tire um papel (sorteio) que constará sua
classificação para jogar.
4. O primeiro a jogar, deve primeiro tirar uma pergunta e responder a pergunta, se caso acerte
deve jogar o dado, caso contrário, deve passar a vez para o próximo jogador. Esse processo
ocorrerá para todos os jogadores.
5. Vale ressaltar que as perguntas serão aleatórias.
6. O item casa surpresa, funcionará como bônus para o aluno, o qual ficará a critério do
professor, podendo dá uma pontuação ao aluno ou outra forma de compensação conforme as
condições do professor.
7. O item volte 3 casas ou volte 5 casas, no transcorrer da trilha, os participantes poderão ser
punidos caso haja coincidência de estagnar nessas casas, mas também receberam bônus
quando estagnarem nas casas pule duas, 4 ou 5 casas.
8. O aluno que chegar primeiro na linha de saída será o vencedor, podendo ganhar alguma
pontuação.
9. As 30 perguntas foram formuladas com base nos resultados da pesquisa “Agroecossistemas
Familiares na região do Alto Rio Solimões”.
2.4 Início do jogo
Perguntas
1. Qual microrregião o município de Benjamin Constant faz parte?
Alto Solimões
2. Qual fronteira tríplice Benjamim Constant faz parte?
Brasil, Peru e Colômbia
3. Em que ano teve o início a aldeia Cocama Nova aliança?
1980
4. Quantas famílias deram início a aldeia Cocama Nova aliança?
Três famílias peruanas
5. Qual movimento religioso foi importante na Região do Alto Solimões?
Irmandade da Santa Cruz
6. Como as atividades de produção nos agroecossistemas são distribuídas?
Em roça ou roçado, sitio, terreiro ou quintal, extrativismo animal, extrativismo vegetal e criação de
animais de pequeno porte.
7. O que é agricultura familiar proposta por Lamarche?
É uma unidade agrícola de exploração, onde a propriedade e o trabalho são familiares
8. Quais animais de pequeno porte são criados nos sítios?
Patos, porcos e galinhas
9. Como são construídos os galinheiros?
São construídas com madeiras e palha branca
10. O que é meliponicultura?
O mel produzido é destinado ao consumo da família e utilizado no preparo de remédios quando
necessário no tratamento de enfermidade de membros da família ou doado para algum agricultor da
comunidade.
11. Qual a finalidade de guardar as sementes de milho próximo a cobertura?
Para evitar a umidade e consequentemente o aparecimento de fungos e inseto nas sementes
12. Qual a finalidade da extração de madeira?
A construção de casas, confecção de canoas, lenha para uso nos fornos de torrar farinha e fogões.
13. Quais produtos vegetais são utilizados para a produção de remédios caseiros?
Andiroba, copaíba, casca do mulateiro, capurana e unha de gato
14. Como são definidos os hábitos alimentares por Bley?
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Como porções do conjunto de alimentos disponíveis a indivíduos ou a grupos de indivíduos que são
selecionados, utilizados e consumidos em resposta a pressões sociais e culturais.
15. Como a renda monetária das famílias é obtida?
É obtida por meio de recursos oriundos de programas de transferência de renda do governo federal
(bolsa família, seguro defeso e aposentadoria), serviços públicos, serviços, comercialização de
produtos e de produtos oriundos dos agroecossistemas familiares
16. O que é seguro defeso?
É uma assistência financeira temporária concedida aos pescadores profissionais artesanais que
durante o período “defeso” são obrigados a paralisar a sua atividade para preservação das espécies
17. Por que o êxodo rural tem preocupado alguns pais?
Tem preocupado alguns pais, pois após concluírem os estudos alguns acabam não retornando para
comunidade porque conseguem emprego ou constituem família na cidade.
18. Quais órgãos promovem cursos de capacitação e qualificação na comunidade?
Instituto de Natureza e Cultura, campus da Universidade Federal do Amazonas/ Benjamin Constant,
Instituto Federal de Educação, Ciência e Tecnologia do Estado do Amazonas/ campus Tabatinga,
SEBRAE, Instituto de Desenvolvimento Agropecuário do Amazonas, Secretária de Produção e
Abastecimento pela UFAM ou INPA.
19. Cite 8 comunidades ribeirinhas na calha do rio Solimões?
Capacete, Novo São Francisco, Terezinha III, Boa Esperança, Jarauá, Nova Jerusalém, Santa Maria
do Cururu e São Francisco do Cururu
20. Qual o principal alimento proteico dos agricultores?
Peixe
21. Quais lagos são utilizados pelos agricultores para pesca na ilha do Arariá?
Os lagos do Sacambu e Curupira
22. Quais os três pontos norteadores de segurança alimentar?
Qualidade nutricional dos alimentos
Os hábitos/cultura específicos de cada comunidade, de cada grupo social;
Sustentabilidade do sistema familiar
23. No trabalho de campo quantas espécies vegetais foram contabilizadas?
43 espécies vegetais
24. Quais as principais características da agricultura familiar na Amazônia?
É o processo produtivo, basicamente direcionado ao atendimento das necessidades da manutenção e
reprodução biológica e social do produtor rural e é conhecida por ter uma atividade agrícola
diversificada.
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25. Como os agricultores fazem a conservação do material genético na localidade?
Fazem o replante de sementes
26. Qual a principal via de acesso para as cidades e comunidades vizinhas?
Rio
27. De que maneira pessoas próximas sem laço de consanguinidade com as famílias
participam no processo e emprego da mão de obra nos agroecossistemas. De que maneira isso
ocorre?
Por pagamento de diária, ajuri, troca de dia ou recebimento por meio de produtos como farinha e
banana.
28. Quais são as principais espécies vegetais cultivadas pelos agricultores familiares em
Nova Aliança?
Mandioca, banana, feijão e milho.
29. Quais são as principais formas de acesso às sementes?
Armazenamento, troca com parentes ou vizinhos, sementes compradas e sementes adquiridas nos
estabelecimentos comerciais de Tabatinga e Benjamin Constant.
30. Nas atividades de caça, quais animais são capturados com maior frequência pelos
caçadores?
Paca, anta, veado cinza, veado vermelho, queixada, tatu, tatu canastra.
3. SUGESTÕES AOS EDUCADORES E EDUCADORAS
Mediante a proposta apresentada sugerimos aos educadores (as) que, revisem a dissertação e
o produto antes da aplicação/ utilização em sala de aula, com intuito de alcançar o domínio do
material didático. De maneira similar, desejamos que este trabalho possa aprimorado com base em
novos estudos sobre os agroecossistemas familiares, e que este material possa ser convertido para
um aplicativo e passe a ser utilizado também em smartphones, ampliando assim ainda mais este
conteúdo no cotidiano dos alunos.

This module introduces the project Copyright for Librarians. This module is a draft.

This collection was launched with the mission to share knowledge about lab organization and scientific management. Each Perspective article represents an interview with a Principal Investigator, who shares his or her experience of running a lab by discussing selected topics in an informal and personal style. By creating this collection at PLOS Computational Biology, a journal committed to open knowledge, the collection editors hope to create a dialog through which we all can learn from each other.

General James Clapper, former United States Director of National Intelligence and the National Geospatial-Intelligence Agency (NGA), once said \everything happens somewhere.\" He stressed that there are aspects of time and place to every intelligence problem. In this course, you will examine how time and place work with general intelligence techniques to create geospatial intelligence. You will learn and apply critical thinking skills, structured analytical techniques, and other intelligence methods in a geospatial context. You'll also learn how to reduce personal and organizational bias by conducting an Analysis of Competing Hypotheses, by R. Heuer, a 45-year veteran of the CIA. As a result, you will be better prepared for the world of geospatial intelligence analysis."

The Advanced Certificate and the Advanced Diploma in Applications of ICT in Libraries permit library staff to obtain accreditation for their skills in the use of ICT. Anyone can make use of the materials and assessment is available in variety of modes, including distance learning.

Apprenticechip is a course on case studies in and techniques for creating digital libraries for apprentice learners.

The goals of this course are: 1. Learn a 10 step approach to digital library design, creation, curation, operation and evaluation. 2. Through the lens of this 10 step approach, review case studies of over 20 digital libraries of various sizes, encompassing a variety of disciplines, addressing diverse missions, utilizing a variety of technologies and learn how they succeeded and failed. 3. Use this 10 step approach to create your own small digital library to help apprentice learners in your area of professional expertise or personal passion.

We also wish to provide an introduction to digital libraries and to explore the questions 1) What is the history of digital libraries and learning? 2) What is the future of digital libraries and learning? 3) How can we create digital libraries that help apprentice learners? and 4) What role do professional + amateur librarians have to play in the future of digital libraries and learning?

This course introduces students to the basic knowledge representation, problem solving, and learning methods of artificial intelligence. Upon completion of 6.034, students should be able to develop intelligent systems by assembling solutions to concrete computational problems, understand the role of knowledge representation, problem solving, and learning in intelligent-system engineering, and appreciate the role of problem solving, vision, and language in understanding human intelligence from a computational perspective.

This course provides a challenging introduction to some of the central ideas of theoretical computer science. Beginning in antiquity, the course will progress through finite automata, circuits and decision trees, Turing machines and computability, efficient algorithms and reducibility, the P versus NP problem, NP-completeness, the power of randomness, cryptography and one-way functions, computational learning theory, and quantum computing. It examines the classes of problems that can and cannot be solved by various kinds of machines. It tries to explain the key differences between computational models that affect their power.

Small video game designed to review the main concepts of the BEAM method in library and information literacy.

RFSS is the nation's premier system of health-related telephone surveys that collect state data about U.S. residents regarding their health-related risk behaviors, chronic health conditions, and use of preventive services. BRFSS collects data in all 50 states as well as the District of Columbia and three U.S. territories. BRFSS completes more than 400,000 adult interviews each year, making it the largest continuously conducted health survey system in the world. These tools allow the user to perform various analyses and display the data in different means. 

The role of the school librarian is evolving from keeper of library materials to leader in school reform. The digital age has elevated  information literacy from the mechanics of searching and finding to thinking and inquiry. To meet this challenge the library facility is reconceptualized as a learning environment and the collection as a dynamic process of curation and access. Library staff, including paraprofessionals, student peers, and parent volunteers are viewed as instructional support. Allocated budgets are supplemented by funding sources such as grants and donations. The school librarian, trained in Action Research, can realize the library as learning center as she systematically collects evidence, sets priorities, and constructs a Strategic Plan. This module brings together the processes of action research, including identifying a problem in practice, formulating a research question, collecting and analyzing data to conduct a Community Scan and School Library Needs Assessment. She will apply her findings to building a Strategic Plan that will transform the school library into a learning center, or improve its existing functions.

Begin Research“Where Do I Start?”Do you have an assignment to write a research paper but you’re not sure where to start? Take a deep breath and begin by carefully reading the assignment requirements. This will help you understand the work you need to do.First, let’s think about what we mean when we say “research.”HOW MUCH DO YOU ALREADY KNOW?What makes a good topic?It is broad enough that you can find enough information on the subject.It is focused enough that you are not overwhelmed with too much information.The topic is interesting to you.All of the above.If you don’t know much about your topic, what resources would be most helpful when you being your research?Encyclopedias and websitesScholarly articlesNewspapers and magazinesStatistical informationIt is always a good idea to brainstorm different words for similar ideas when you first begin to research your topic.TrueFalseWhat statement below is generally true about beginning research?It is pretty easy to find information on any topic.As long as you have a good topic, researching for it will not take a long time.No matter t he assignment, good research takes time and effort.None of the above.ANSWERSAll of the above.2.1True4.3Read Your Assignment CarefullyBefore you can even begin your research, though, you need to read the assignment instructions carefully—more than once! This will help you understand the work you need to do.Highlight topic guidelines, required length, and the types of information sources allowed.Let’s take a look at a sample assignment.UNDERSTAND YOUR ASSIGNMENTLily is taking a University Studies class and must complete this assignment:In this paper, you will analyze the scientific aspects of a known environmental problem and identify and discuss at least two proposed solutions.Now, analyze this assignment step by step.Find the words that tell you what to do (think verbs!): analyze, identify, and discuss.Find the limits of the assignment: scientific aspects and two proposed solutions.Find the key theme: a known environmental problemBy reading the assignment carefully, we know that Lily has to analyze an environmental problem and identify and discuss at least two proposed solutions.Pick a Good TopicLily’s assignment is broad enough to give her some choices when picking a topic. So, what makes a good topic?It interests you! You’ll enjoy it and do a better job.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.HOT TIP!Explore the library’s databases to get you started.Browse newspapers and news sources.Talk to your instructors and fellow students.Consult with a librarian.TOO BROAD, TOO NARROW, OR JUST RIGHT?Air pollution in urban areasToo broadToo narrowJust rightRespiratory diseases in children in high-density urban areasToo broadToo narrowJust rightEnvironmental consequences of California’s October 2007 forest firesToo broadToo narrowJust rightPolar bear adaptation to global warming in the ArcticToo broadToo narrowJust rightRenewable energy in the United StatesToo broadToo narrowJust rightThe design and implementation of Cal-Cars—the California Cars InitiativeToo broadToo narrowJust rightANSWERSToo broad. You’d need to identify an aspect of air pollution to narrow down the scopeJust right! This is a good topic. You’ll continue to refine your ideas as you learn more about the topic.A bit narrow. It will be hard to find information on just one event. Look more broadly for information on forest fires in California or the West.Just right. There should be just enough information to get you started. You will continue to refine your ideas as you learn more about the topic.Too broad. This is a good starting place, but you’d want to focus the topic by selecting a specific renewable energy like solar power or wind.Too narrow. It’s going to be difficult to find information on such a narrow topic. Broaden the focus to look at initiatives like this one that are less regional.Identify Potential IdeasNow it’s time to really focus your topic. Browse a few resources for ideas and identify different aspects of the topic.Remember, if you pick a subject that interests you, you’ll enjoy the research process much more!Customize Your TopicLet’s say your assignment is to research an environmental issue. This is a broad starting point, which is a normal first step.One way to customize your topic is to consider how different disciplines approach the same topic in different ways. For example, here’s how your broad topic of “environmental issues” might be approached from different perspectives.Social Sciences: Economics of Using Wind to Produce Energy in the United StatesSciences: Impact of Climate Change on the Habitat of Desert Animals in ArizonaArts and Humanities: Analysis of the Rhetoric of Environmental Protest LiteratureTurn Your Topic into a QuestionWhen you’ve chosen a topic, it’s time to ask some questions. Using “environmental issues” as our general research interest, let’s ask some questions about environmental issues and agriculture.How: How do government agricultural subsidies impact the price of food?  How does the use of pesticides affect food safety?Who: Consumers, farmers, farm workersWhat: Food safety, pesticides, food prices, genetically modified food, organic farmingWhere: United States, developing nations, European UnionWhy: Why does the European Union ban the sale and distribution of genetically modified food?What’s Your Angle?Let’s say that the most interesting question that emerged from the last exercise was: “How does repeated pesticide use in agriculture impact soil and groundwater pollution?”Find Your KeywordsNow that we have our sample research question, we need to identify the key concepts and their related keywords.Using our research question, “How does repeated pesticide use in agriculture impact soil and groundwater pollution?” we might consider these keywords:A SYMPHONY OF SYNONYMSLet’s examine our research question again:How does repeated pesticide use in agriculture impact soil and groundwater pollution?Now analyze this assignment step by step:Find important words and phrases that describe this topic (you can ignore common words that don’t have a lot of meaning, such as prepositions, articles, and adjectives): pesticide, agriculture, soil, and pollution.Now, think of some synonyms for the keywords you found:pesticideagrochemicals, pest management, weed management,diazinan, malathionagriculturefarming, food crops, specific types of cropssoilclay, organic componentsgroundwater watershed, water resources, water table, aquaticspollutionenvironmental impact, degradation, exposure, acid rainWhy are synonyms necessary? You’ll often need to search for different words relating to the same concept.Dive Into a Sea of Resources!Browse through general sources to get familiar with your topic. You will find many sources for locating background information. Remember our point from earlier in this tutorial: the source you select will determine what you find. Make sure you spend your time looking in the right places.HOT TIP!Is there enough info on your topic? If not, review the earlier steps for starting your research. It’s normal to refine and revise your topic multiple times.What Do You Know?Once you’ve established your focused topic, you need to get familiar with it by doing some reading. Start with more general sources and then work up to more specific and detailed sources. Where you go next depends on how much you know.So, just how much do you know about your topic?Not All That MuchI’ve Got the BasicsI’m Ready for DetailsSounds like you need the type of information typically found in encyclopedias and websites.Sounds like you’ve got a basic understanding of your topic and just need to learn more. Check out books, magazines, and newspapers.Specific information is what you need. You’ll want to find relevant scholarly articles, statistical sources, and government publications.Matching Resources to Your Information NeedNewspaper: Current regional or local informationScholarly journal article: Detailed analysis of a complex problem.Book or book chapter: Summary of what is known about a topic.Encyclopedia or website: Factual information like names, dates, and definitions.TEST YOURSELF: WHAT HAVE YOU LEARNED?What are the characteristics of a good topic?(Select all that apply) It interests you.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.Rank the following questions in order from most general to most specific (1 being the most general):Are pesticides bad?Do video games cause violent behavior in adolescent males?Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?Is there a relationship between fast food consumption and obesity?What is the best way to focus  your topic?Think about the discipline that you are researching for.Tailor your topic to the requirements of your assignment.Talk to a librarian about the resources that are available for your topic.All of the above.Pick the best set of keywords to begin searching for information on global warming.Rising ocean levels, air pollution, greenhouse gasesBiodiversity, atmospheric temperature, ozone layerGlobal climate change, greenhouse effect, atmospheric carbon dioxideEnvironment sustainability, alternative energy, biofuelsWhy is it a good idea to use different words to describe similar ideas when you are beginning research?(Select all that apply) Because there is only one right answer and you can find it by trial and error.Because  using different words will help you cast a broader net than just using the same term over and over.Different researchers might use different terms to describe the same idea.You might spell some of the words wrong and not get any results.What is the most difficult aspect of beginning to research a topic that you don’t know very much about?You don’t know enough about the topic to know what is important and what is not.You don’t understand the technical aspects of the topic.It takes a lot of time to do research.All of the above.For you, what the most difficult part about beginning your research?ANSWERSA good topic will incorporate all these characteristics.1 = Are pesticides bad?2 = Is there a relationship between fast food consumption and obesity?3 = Do video games cause violent behavior in adolescent males?4 = Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?The more a research question incorporates the concepts of Who, What, When, Where, Why, and  How the more specific it will be.All of the above.4.3; think carefully about which terms are closely related to global warming.5.2 and 5.3; there may be many ways to describe a single topic. Using as many related words as possible will help you find the most information!All of the above; remember that research takes time and energy and isn’t an easy thing to do!No matter what, coming to the library and talking to a librarian will help you get started. Finding information effectively and efficientlyLevel 2 teaches you how to structure a search for the information you need to write a paper, for example. You will learn the following:how to construct a search strategy using the aspects defined in level 1how to perform a smart search using the information sources available at TU Delft LibraryDetermining search termsNow it is time to do an actual search! In level 1 you divided the search topic into its different aspects. What’s next? Are you going to use Google and type in all the aspects, like you probably do every day? What will you do with all the search results? Are you going to study them all? No, there is a smarter way!Exercise 1Plug in your earphones or turn down the volume and watch the clip ‘Web Search Strategies Explained in Plain English‘ by Commoncraft about smart searching on the web.Searching the web is very similar to searching other information sources such as Worldcat Discovery. Doing the following exercise will teach you how to apply the aspects of your search topic in a smart search. Complete the exercise on how to find suitable search terms matching the aspects of the search topic. Determining search strategyNow you are going to convert the synonyms you have found into a smart search strategy. You have to use search operators to use all the synonyms properly.Exercise 2Study the TUlib module Search operators.If you want to perform a smart search, you must combine your search terms. Complete thisexercise on combining search terms with Boolean operators.Towards information sourcesNow you have formulated a search strategy, which you will use to search the various information sources. But where to start? How do you choose which information source you want to use? This table gives an overview of the differences between Worldcat Discovery, Scopus and Google Scholar and helps you determine when to use each one.Exercise 3Watch the first two sections (“Basic searching” and “Retrieving documents”) of this video about searching in WorldCat Discovery (which includes the TU Delft Library catalogue).Watch this video with an example of a search strategy carried out in article database Scopus.Complete the exercise on carrying out your search strategy in various information sources.Now you have learned how to convert the aspects of your search topic into a search strategy and how to apply this strategy in a number of information sources.You can find other relevant information sources for your subject area in the “Useful links” overview in the section “What’s next”.

Biomedical research today is not only rigorous, innovative and insightful, it also has to be organized and reproducible. With more capacity to create and store data, there is the challenge of making data discoverable, understandable, and reusable. Many funding agencies and journal publishers are requiring publication of relevant data to promote open science and reproducibility of research.

In order to meet to these requirements and evolving trends, researchers and information professionals will need the data management and curation knowledge and skills to support the access, reuse and preservation of data.

This course is designed to address present and future data management needs.

This series looks at the Oxford Martin School's academics and how their research is making a difference to our global future. The series will be of interest to people who are concerned about the future for the planet, how civilisation will adapt to emerging problems and issues such as climate change, over population, increased urbanisation of populations and the creation of vaccines to fight against future pandemics. The Oxford Martin School academics explain their various research topics in an accessible and thoughtful way and try to find practical solutions to these issues.

Bioinformatics is being introduced into the school curriculum earlier and earlier as the field matures. PLOS Computational Biology's Education section introduces a new collection, Bioinformatics: Starting Early, which is devoted to teaching bioinformatics in secondary schools.

This module covers the creation, execution and deployment of an ETL project using the SQL Server Integration Services (SSIS). Several examples were provided to show how data from different sources can be Extracted from the source, Transformed into meaningful forms and Loaded to the data warehouse.

A module describing the use of bibtexml with cnxml, as well as as introduction to the glossary tag.

How would you like to travel to new places while collaborating on a geospatial data challenge with students from around the world? In this class, students collaborate on a global-scale geospatial analysis problem with a focus on data analytics and professional practice in Geographic Information Systems. Penn State MGIS students collaborate with graduate students from ITC - University of Twente in Enschede, Netherlands to develop solutions to analyze spatio-temporal patterns in refugee migration data. Students have the opportunity to present their work and develop new connections with EU geospatial professionals via site visits to European national mapping agencies. Students work in teams to use geospatial analytics to arrive at a solution to visualize patterns over space and time.