IN32A-01
Creating Geospatial RSS and ATOM Feeds for Map-based Interfaces
RSS and ATOM feeds are two commonly used syndication formats. An advantage of these formats is their reusability by consumers and producers, particularly map-based interfaces. As many GIS users already know, map-based interfaces provide a unique visualization of spatial relationships that are not otherwise obvious from raw data. These interfaces also offer a way to present vast amounts of information in a small area. By including spatial and other metadata, interfaces have an opportunity to identify relevant information, making them more usable. This presentation will demonstrate the use of RSS, ATOM, and GeoRSS standards in creating a geospatial feed that can be used with map-based and other interfaces. Examples will include feeds from the U.S. Geological Survey Earthquake and Volcano Hazard Programs. The presentation "How to Display Hazards and other Scientific Data Using Google™ Maps" (Venezky and Fee, this session) provides an example of creating a map- based interface using a geospatial feed.
IN32A-02
How to Display Hazards and other Scientific Data Using Google Maps
The U.S. Geological Survey's (USGS) Volcano Hazard Program (VHP) is launching a map-based interface to display hazards information using the Google® Map API (Application Program Interface). Map-based interfaces provide a synoptic view of data, making patterns easier to detect and allowing users to quickly ascertain where hazards are in relation to major population and infrastructure centers. Several map-based interfaces are now simple to run on a web server, providing ideal platforms for sharing information with colleagues, emergency managers, and the public. There are three main steps to making data accessible on a map-based interface; formatting the input data, plotting the data on the map, and customizing the user interface. The presentation, "Creating Geospatial RSS and ATOM feeds for Map-based Interfaces" (Fee and Venezky, this session), reviews key features for map input data. Join us for this presentation on how to plot data in a geographic context and then format the display with images, custom markers, and links to external data. Examples will show how the VHP Volcano Status Map was created and how to plot a field trip with driving directions. http://volcano.wr.usgs.gov/map.php
IN32A-03
Utilizing Geobrowsers to Convey Critical Information during a Natural Disaster
The 2007 hurricane season has already produced two category five storms which made landfall in Central America. Following each storm emergency responders were given access to numerous data resources that enabled them to make decisions based on accurate and timely visual representations of the situation during and subsequent to the storms. Through the SERVIR project NASA, NOAA and other government and private organizations have worked together to create satellite and in-situ data products for the region of Mesoamerica. These data products have been available via on-line repositories for over three years. With new 3D technologies provided by Google Earth and NASA's WorldWind it is now very easy to display, animate and compare imagery products on a 3D virtual globe. These tools were utilized in the recent hurricane Dean and Felix events to give emergency responders, as well as scientists and the local population information critical to their needs in an easy to comprehend format. The imagery products included GOES imagery, updated at 30 minute intervals, daily MODIS products, post event flood maps and land change maps. These could be overlaid with the output of weather models such as MM5 and WRF to show wind speed, wind direction, precipitation rates and many other parameters. The model outputs also provided short term (24-36 hour) predictions as well. All this information was made available via the web. This presentation will describe the emergency procedures that were taken as the storms approached and the usage of Geobrowsers to convey critical information to the emergency responders and other personnel.
IN32A-04
FlashMap: A Versatile and Intuitive Web-based User Interface for Rich Heterogeneous Geospatial Data
The Seamount Catalog (SC) under http://earthref.org is a hub for a variety of data. It has been growing steadily since its launch, and now has records for thousands of seamounts, each with carefully prepared maps, metadata, and large volumes of raw and processed multibeam data. Historically these records have been accessible only through traditional name and location queries. In these queries result sets are normally presented as a list and geospatial information is simply reported as latitude and longitude data pairs in these lists. This presents considerable limitations for integrating additional rich media content, such as videos, images, data files, cruise tracks, and interoperable database results, without overwhelming the user. The SC database clearly lends itself to a more intuitive user interface and thus has been an invaluable test bed for the design and implementation of FlashMap. This is a versatile KML-driven geospatial browser written for reliability and speed in Adobe Flash that either can be used in the users browsers or as a stand alone program on their computer desktops. FlashMap allows layers of content to be loaded and displayed over a streaming high-resolution map which can be zoomed on 14 levels and panned similarly to Google Maps and Earth. Many organizations, from National Geographic to the USGS, have begun using Google Earth software to display geospatial content. However, Google Earth, as a desktop application, does not integrate cleanly with existing websites requiring the user to navigate away from the browser and focus on a separate application. FlashMap remedies this problem with a web-based application that allows for seamless integration of the real-time display power of Google Earth and the flexibility of the web. Google Earth is based on KML (Keyhole Markup Language), which is an XML-based file format designed for geospatial display data. Our Flash-based application is fully compatible with KML 2.1, the most recent iteration of KML, allowing users with existing Google Earth KML files to effortlessly display their geospatial content embedded in a web page. As a test case for FlashMap, the SC, in conjunction with data merged from other databases, showcases the flexibility of this single web-based application. With a KML 2.1 compatible web-service providing the content, any database can display results in FlashMap. The user can then hide or show multiple layers of data types, potentially from several data sources, and rapidly digest and integrate a vast quantity of information to narrow the search results. This flexibility will give experienced users the ability to drill down to exactly the record they are looking for and will allow users familiar with Google Earth the ability to load and view geospatial data content from any computer with an internet connection.
IN32A-05
Science Outreach in Virtual Globes; Best Practices
The popularity of projects such as ‘Crisis in Darfur' and the IPY (International Polar Year) network link show the potential of using the rich functionality of Virtual Globes for science outreach purposes. However, the structure of outreach projects in Virtual Globes varies widely. Consider an analogy: If you pick up a science journal you immediately know where to find the contents page and what the title and cover story are meant to communicate. That is because journals have a well defined set of norms that they follow in terms of layout and design. Currently, science projects presented in virtual globes have, at best, weakly defined norms, there are little common structural elements beyond those imposed by the constraints of the virtual globe system. This is not a criticism of the science community, it is to be expected since norms take time to develop for any new technology. An example of the development of norms are pages on the web: when they first started appearing structure was unguided but over the last few years structural elements such as a left hand side navigation system and a bread crumb trail near the header have become common. In this paper I shall describe the developing norms of structure I have observed in one area of virtual globe development; Google Earth science outreach projects. These norms include text introductions, video introductions, use of folders and overlay presentation. I shall go on to examine how best to use these norms to build a clear and engaging outreach project and describe some cartographic best practices that we should also consider adopting as norms. I also will briefly explain why I think norms in science outreach aid creativity rather than limiting it despite the counter intuitive nature of this concept.
IN32A-06
GEOG 342: Exploring the Virtual Earth
First attributed to Eratosthenes around 200 BC, the word "geography" is derived from Greek words meaning "Earth" and "to describe". It describes the study of our planets, its features, inhabitants, and phenomena. The term "neogeography" put simply is new geography; where new refers to more than just practices that are new in usage. Methodologies of neogeography tend toward the intuitive, personal, artistic or even absurd, and general don't confirm to traditional protocols and boundaries. Mapping and spatial technologies such as Geobrowsers are typical of the tools used by neogeographers. Much of the success of Geobrowsers can be attributed to the fact that they use the methods and technologies of neogeography to provide a better understanding of traditional topics of Geography. The Geography program at the University of Alaska Fairbanks is embracing these new methodologies by offering a new class that explores the world around us through the use of Geobrowsers and other Web 2.0 technologies. Students will learn to use Keyhole Markup Language (KML), Google Maps API, SketchUp and a range of Virtual Globes programs, primarily through geospatial datasets from the Earth Sciences. A special focus will be given to datasets that look at the environments and natural hazards that make Alaska such a unique landscape. The role of forums, wikis and blogs in the expansion of the Geoweb will be explored, and students will be encouraged to be active on these websites. Students will also explore Second Life, the concept of which will be introduced through the class text, Neal Stephenson's "Snow Crash". The primary goal of the class is to encourage students to undertake their own explorations of virtual Earths, in order to better understand the physical and social structure of the real world. http://www.geographyua.org
IN32A-07
Windows Into the Real World From a Virtual Globe
Virtual globes such as Google Earth can be great tools for learning about the geographical variation of the earth. The key to virtual globes is the use of satellite imagery to provide a highly accurate view of the earth's surface. However, because the images are not updated regularly, variations in climate and vegetation over time can not be easily seen. In order to enhance the view of the earth and observe these changes by region and over time we are working to add near real time "windows" into the real world from a virtual globe. For the past 4 years we have been installing web cameras in areas of the world that will provide long term monitoring of global changes. By archiving hourly images from arctic, temperate and tropical regions we are creating a visual data set that is already beginning to tell the story of climate variability. The cameras are currently installed in 10 elementary schools in 3 countries and show the student's view out each window. The Windows Around the World program (http://www.WindowsAroundTheWorld.org) uses the images from these cameras to help students gain a better understanding of earth process and variability in climate and vegetation between different regions and over time. Previously we have used standard web based technologies such as DHTML and AJAX to provide near real-time access to these images and also provide enhanced functionality such as dynamic time lapse movies that allow users to see changes over months, days or hours up to the current hour (http://www.windowsaroundtheworld.org/north_america.aspx). We have integrated the camera images from Windows Around the World into Google Earth. Through network links and models we are creating a way for students to "fly" to another school in the program and see what the current view is out the window. By using a model as a screen, the image can be viewed from the same direction as the students who are sitting in a classroom at the participating school. Once at the school, visiting students can move around the area in three dimensions and gain a better understanding of what they are seeing out the window. Currently time-lapse images can be viewed at a lower resolution for all schools on the globe or when flying into an individual school, higher resolution time-lapse images can be seen. The observation of shadows, precipitation, movement of the sun and changes in vegetation allows the viewer to gain a better understanding of how the earth works and how the environment changes between regions and over time. http://www.WindowsAroundThe World.org
IN32A-08 INVITED
Embedding Collada Models in Geobrowser Visualizations: a Powerful Tool for Geological Research and Teaching
Virtual globes such as NASA World Wind and Google Earth have already revolutionized real time geophysical hazard monitoring and geologic map visualization with basic features such as Network Links, Ground Overlays, Placemarks hyperlinked to field data, and Timespans. However, addition of solid and shell models using Collada (www.collada.org) greatly enhances the potential of geobrowsing for both research and teaching. The Collada XML schema is supported by a range of modeling applications, both commercial and open-source. Collada models permit geological cross sections to be located along the associated map's line of section, core data to be embedded in the original drill holes, and seismic centroid moment tensors to be positioned at their associated epicenters. Structural geological applications include three-dimensional fold and fault shell models that intersect the terrain along topographic traces, as well as oriented stress and strain ellipsoids and surface bump-outs. Models may range in linear scale from 1 km or less to 10,000 km or more, and so may span large portions of the globe. Two years of assessing learning outcomes from class-projects involving geobrowsing suggest improved student visualization, increased geospatial awareness, and heightened enthusiasm for the curriculum. In some cases, significant research results have emerged from geobrowsing class assignments. Most importantly, virtual globes and modeling applications facilitate student generation of course content which is key to effective teaching and learning.