The Geospatial Revolution is going 3D. Immersive technologies such as Oculus Rift, Samsung GearVR, HTC Vive, are revolutionizing how places and data are viewed and analyzed. Instead of interacting with data on a 2D desktop screen, researchers and decision makers can immerse themselves in virtual environments where geospatial data are represented in intuitive, immersive, and flexible ways. VR and 3D modeling are going hand in hand; with the ready availability of massive amounts of environmental data (e.g., LiDAR) and efficient 3D modeling technologies (e.g., SketchUp, CityEngine), realistic immersive scenarios are easier to create than ever before. We are witnessing a paradigm shift which enables new methods of environmental decision making from urban planning to climate change. The combination of iVR and automated 3D modeling enables models of real-world places to be integrated within data visualization workbenches. This course will provide students with an overview of current developments, details different workflows that are available, and provides hands-on experiences with 3D modeling and VR technologies.
Search Results (88)
The traditional approach to geospatial analysis is the intuitive technique. In order to improve analysis, relatively uncomplicated methods exist to help intelligence analysts structure their analysis. These structured methods, which can be applied to a broad range of problems, provide a scientific-like and demonstrable approach to analysis that can enhance the intelligence analyst objectivity. Structured methodologies do not replace the subjective insight of the intelligence analyst. Instead, the intent is to use a logical framework to illustrate and capitalize on intuition, experience, and judgment. A structured methodology provides a traceable and repeatable means to reach a conclusion. Significant for us, structured methods have significant value in that they can be taught. Structured methodologies are severely neglected in the geospatial realm. This course teaches the theory and practice behind a structured analytic method designed for geospatial intelligence, with particular emphasis given to selecting and applying appropriate analysis techniques to create and test hypotheses. Students will assess the various connotative biases and spatial fallacies that interfere with sound spatial thinking. Students also appraise basic analysis techniques including imagination, diagnostic, and challenging & reframing.
Earthquakes are natural phenomena that can cause immense human suffering because of intense ground shaking, and are consequently of great societal importance. Earthquakes are also important because the seismic waves that generate the ground shaking provide scientists with important information about Plate Tectonics and geology, in particular information about the structure and composition of our planet and how the insides of the planet are deforming. In this course, earthquakes in Africa and the seismic waves they generate are used to help students to learn about the geology of Africa and how the earth beneath the African continent is being deformed by Plate Tectonics.
This course will examine the chemistry of technologies of bio-based sources for power generation and transportation fuels. When you successfully complete this course, you will be prepared to: describe various biomasses that can be utilized for energy and fuel generation; explain the composition of various processes necessary for biomass processing; utilize the necessary chemistry, as well as mass and energy balances, that would be utilized in a biorefining facility; analyze how to utilize biofuels in current fuel infrastructure; illustrate what is required in a biorefinery.
GEOG 594a is a seminar that brings together the threads of the Geospatial Intelligence program and reinforces the standards of professionalism applicable to geospatial intelligence analysis in government and business. The seminar's overarching aim is to enhance your understanding of the role of geospatial intelligence, develop individual competencies, reinforce professional concepts, and improve geospatial analytical techniques and methods.The course is ten weeks in length and requires a minimum of 8-12 hours of student activity each week.
The course is structured to provide students with the expertise necessary to identify energy policy needs, craft policy alternatives, and evaluate energy policy. Emphasis on tailoring energy policy to meet not just economic goals but also environmental and social goals creates a global perspective from which students learn to approach energy policy challenges. This course will force students to think critically about these issues and really explore the finer nuances of economic and environmental implications of energy policy language. Students will evaluate the interplay between policy decisions, environmental outcomes, and energy markets and become conversant in diverse, industry-relevant topics that will prepare them for careers in management surrounding issues of sustainability and energy resources.
This course is organized around seven projects and a capstone assignment. Each project includes readings, quizzes, and discussions about concepts and tools in cartography and visualization. Throughout the course, students complete “mile marker” assignments that are designed to help them progress toward the capstone assignment. Through the course projects, students confront realistic problem scenarios that incorporate such skills and concepts as creating symbolization schemes, coordinate systems and map projections, creating isoline and other terrain representations, interpolation, classification schemes, multivariate representation and representation of data uncertainty. Those who successfully complete the course are able to design and produce effective reference and thematic maps using GIS software and can interpret and critique maps and related information graphics.
This class will focus on data analytics and professional practice in Geographic Information Systems. Students will participate in a collaborative data challenge project to engage with graduate students on a global-scale geospatial analysis problem. Penn State MGIS students will collaborate with graduate students from ITC - University of Twente located in Enschede, Netherlands to develop solutions to analyze spatio-temporal patterns in refugee migration data. Students will have the opportunity to present their work and develop new connections with EU geospatial professionals via site visits to European national mapping agencies. Students will work in teams to tackle this global-scale data set, and use geospatial analytics to arrive at a solution to visualize patterns over space and time.
This course teaches students to use cloud and server GIS resources to solve problems for which geospatial data is an integral element. We will evaluate and implement systems using three cloud service models (infrastructure services, platform services, and software services). The course will contain both worked exercises and critical reading and writing for infrastructure, platform, and software service models. The course will teach you to set up cloud services for creating maps, cloud services for managing spatial data, and cloud services for processing spatial data. This course will challenge you to exercise the critical thinking and technical needed to evaluate and develop successful cloud GIS projects. Assignments focus on helping students improve their ability to write about and execute cloud GIS projects. A semester-long project involves creating a working cloud GIS project, including public presentation of results.
This course will provide students with a global perspective of coastal landscapes, the processes responsible for their formation, diversity, and change over time, as well as societal responses to current changes in the coastal zones around the world. Active learning elements include analyzing real data sets and applying critical thinking and problem-solving skills to real-world coastal issues that affect human populations. Students will complete a capstone project in which they consider a real-world coastal issue.
AE 868 is an elective for the Solar Energy Option within the online Intercollege Master of Professional Studies degree program in Renewable Energy and Sustainability Systems (iMPS-RESS). It examines the theories and design practices of solar electric systems in the context of utility and commercial-scale applications. As AE 868 is intended for graduate students and professionals with interests in the procurement and delivery of commercial photovoltaic (PV) systems, an important goal of the course is to equip solar professionals with skills to follow the impact of hardware trends in industry on feasibility, design, and commissioning of such systems. This goal is reinforced with authentic assessments in the form of a sample of real problems that solar professionals solve in their line of work with examples of resources they access for this purpose and several case studies on design and construction of PV systems. Students will learn how to design solar electric systems as well as the processes required for permitting, construction, and commissioning of solar electric systems.
You develop procedural programming skills in a programming language designed for visual arts and visualization while exploring Earth science topics. In particular, you will learn and practice digital graphics capabilities in order to render Earth science concepts that are otherwise difficult to visualize due to complicated space and time scales. Both spatial and object visualization skills are key to success in the Earth sciences; you will build an awareness of these skills and practice them with an eye to being able to teach them to your own secondary school students.
In this course, you will interact with large, open, freely-available data sets by collecting, plotting, and analyzing them using a variety of computational methods. You will therefore be ready to teach your own secondary school students a range of Next Generation Science Standard skills involving data collecting, manipulation, analysis, and plotting.
You will also read and discuss current research regarding the teaching, learning, and evaluation of visualization skills, as well as multiple external representations of science concepts. For the courses final project, you will apply your theoretical knowledge and practical skills by developing a teaching object for use with your own secondary science students.
Conservation GIS applies geospatial problem solving to ecological research and resource management issues to enhance conservation planning. This course emphasizes the unique nature of each conservation problem and the multiple pathways that may result depending upon the geospatial techniques that are applied. Problem understanding is emphasized as a prerequisite to the application of the full range of possible geospatial techniques that could be used to unravel complex conservation challenges. Map making, a common thread when working with GIS, is only the beginning in this course and students will use the written word to describe the decision process that used to address each problem addressed in the course.
This course will introduce you to a variety of topics from different disciplines within the Earth sciences, with the aim of piquing your interest in areas of current research being conducted here at Penn State.
This course examines and illuminates the relationships between cultural geography, civil security and the stability of the existing world order. It rests firmly upon the application of the tools of spatial analysis that are at the heart of the discipline of geography, and is designed to help students develop the analytical processes that will lead to enlightened syntheses (intelligence products) about the connections associated with cultural differences and current internal and external threats to the security of the American homeland. It also is designed to encourage students to examine the impacts of cultural differences on the stability of the existing world order. The overarching objective of this course is to help successful students develop the knowledge, comprehension, and skills needed to effectively analyze current geospatial realities and, through the prism of cultural geography, create a rational predictive synthesis (intelligence summary) about potential human threats to the security of the nation.
This course examines various GEOINT themes and issues such as the geographies of cyberspace, the geopolitics of cyberwar, techniques that might be employed in such a conflict and how they are related to censorship on the Internet, ideas on regulation and network architecture, the politics of censorship and hacking and the politics of grassroots activism enabled by cyber Internet Communication Technologies (ICT). Students will interrogate a range of information systems, the emerging landscape defined by the geographies of the Internet, and the impacts as they concern the intersection of ICTs and intelligence. The course will be centered on a GEOINT nexus with emphases on technology, information theory, and geopolitics.
Welcome to the University Libraries Data Management Plan overview! In this tutorial, you will learn what a data management plan is, why it is useful, and how to write a plan that provides the information funding agencies are seeking from researchers.
Video clips that were created but not used for EBF 200, Introduction to Energy and Earth Sciences Economics
EARTH 530 will introduce you to the basic information necessary for understanding Earth surface processes in the Critical Zone through an integration of various scientific disciplines. Those who successfully complete EARTH 530 will be able to apply their knowledge of fundamental concepts of Earth surface processes to understanding outstanding fundamental questions in Critical Zone science and how their lives are intimately linked to Critical Zone health.