Browsing by Subject "Maps"
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Item Item Connecting Twin Cities Job Center Locations and Minnesota 3-D Commuteshed Data.(2006) Minnesota 3-DItem Elliot Park Land Use Study.(2001) Kvidera, Matt; Johnson, Andy; Nandiraju, Manjula; Schell, MattItem Elliot Park Youth and Family Resources.(2002) Minneapolis Neighborhood Information SystemItem Evaluating Students' Ability to Integrate Written and Visual Communication(University of Minnesota, 1996) Gersmehl, Philip J.; Lockwood, Catherine M.We are developing criteria for assessing writing skills of students and the applicability of written assignments in an introductory level geography course (US & Canada). This course usually has an enrollment of 175 to 250 students per quarter. Our proposal has two elements of research: 1) to determine ways to present instructions so that students clearly understand how to meld spatial ideas and graphical methods into their written arguments; and 2) to measure the degree to which students are able to integrate written and graphic text. Graphics are a powerful means of communicating ideas that text alone may not adequately convey. Graphics, in the context of geography, are more than simple illustrations. Geography combines written text with graphic text to explain spatial relationships. One of the most effective ways to portray spatial data is with maps (a graphic language with its own conventional symbols, grammatical rules, and semantic overtones). Several alternative instructions that build upon three previous projects were prepared and tested winter quarter 1993. These course projects are intended to develop an understanding of graphic text, along with the ability to read, analyze, and then explain map patterns through clear, concise written language. The instructions for the first project were a two-page handout. No formal explanation of the instructions was given, but examples and references to project elements were given in several lectures. The second project also included a two-page handout, supplemented by a poster exhibit. The display showed examples of effective integration of text and writing, proper use of color and cartographic techniques, and acceptable ways to calculate and adjust data sets. Students were given a two-page set of written instructions plus a thirty-minute formal classroom explanation for the third project. We developed forms to assess student performance in five specific areas: research, writing style, selection and description of analytical tools, integration of maps and other graphic texts, and bibliographic skills. Because of class size, a set of criteria and standards for uniform grading by teaching assistants was developed and tested. We are now evaluating the effectiveness of these criteria and student response to these projects. Preliminary evaluation of student work and method of instructions suggest that written instructions should be reinforced with some formal classroom explanation. The visual presentation enhanced student performance. Additional graphic displays would benefit students as well as aid the professor and teaching assistants with visual examples of project components. Based on the original objectives and preliminary findings of our research, we expect two outcomes: 1) students will develop a graphic vocabulary and a set of skills that can be used in other courses or applied fields; and 2) students will gain an alternative perspective on writing techniques (i.e. integration of graphic text and written text).Item Harrison Glenwood Avenue Planning.(2002) Minneapolis Neighborhood Information SystemItem Harrison Neighborhood Crime and Safety Data.(2002) Minneapolis Neighborhood Information SystemItem Harrison Neighborhood Environmental Assessment.(2003) Minneapolis Neighborhood Information SystemItem Hawthorne Neighborhood Assessment of Homestead Program.(2002) Minneapolis Neighborhood Information SystemItem Hawthorne Northside Business Survey.(2004) Minneapolis Neighborhood Information SystemItem Hawthorne Zoning Disposition Project.(2002) Minneapolis Neighborhood Information SystemItem Hiawatha LRT Potential Commuters.(2006) Minnesota 3-DItem How to Build a Community GIS - The MNIS Handbook(2003) McCartney, MollyItem Interstate 394 Commuter Patterns.(2006) Minnesota 3-DItem Late Prehistoric Cultural Affiliation Study, Grand Portage National Monument, Minnesota(1999) Clark, CavenThis is a desk study of indigenous history of the Grand Portage tribal lands over the past 10,000 years. Notes that fisheries were a major resource until the Terminal Woodland sub stage (approx. 700 AD) when subsistence practices became highly specialized and centered on wild rice and pottery making. Discussion centers primarily on previous literature documenting pottery types and burial practices, although there is some mention of use of water and water routes (e.g. cultural exchange through pottery traded along water routes). "Other factors influencing the formation of the archeological record include issues of settlement and seasonality that undoubtedly conditioned the best time of year to visit a site, and the number of people that could reasonably camp there. In a "good place to camp," such as a logistically important river mouth or sheltered bay, at a place of resource abundance, or at a place of spiritual significance, the likelihood of many visits over a long period of time is high...In this regard, Grand Portage, which lacks any significant evidence of a terminal Woodland occupation, was likely not the primary point of departure for groups traveling to and from Isle Royale, nor the destination of groups coming from the east or west. Although Grand Portage is one of the best sheltered bays south of the Canadian border, the mouth of the Pigeon River/Pigeon Bay, Pigeon Point and Waswagoning Bay probably were the focus of occupation prior to the advent of the fur trade as the only nearby locations for spawning whitefish and lake sturgeon. Unfortunately we have no archeological evidence to support this. Mobility and food security depended on large part to water resources. The basic pattern of subsistence followed the seasonal round of resource availability. Spring was a time of coming together for the spawning runs of suckers and sturgeon at river mouths on Lake Superior and the larger inland lakes. It was also a time for harvesting the incoming flight of passenger pigeons arriving from the south. Summer was a period of resource abundance with many options, including beaver, moose, caribou and deer hunting. Group size could vary widely and mobility was at its peak as canoe travel made all the islands, rivers, and lakes the highway of the people. Another major fish run occurred in fall as trout and whitefish sought out their spawning groups and large numbers of people gathered at the river mouths on Lake Superior for the last time of the year for this harvest. Fall brought the harvest of wild rice for those with access to this important crop. The western portion of the Grand Portage Band territory touches upon the "rice district" and provided a storable resource that would, along with preserved fish, meat and berries, provide a savings account for winter survival when the availability of food was least secure. As game fattened and coats thickened in anticipation of winter, attention returned to hunting, and the hunters and their families dispersed to their interior camps. Winter was a period of relative isolation and limited mobility, occasionally ending in a lean period..." Provides an interesting narrative of the fur trade and interactions between French traders and Native communities, noting that Grand Portage was the deport where the great cargo canoes and bateau of the Great Lakes exchanged their westbound loads of trade goods for eastbound bales of castor gras, arriving in the lighter and smaller canoes of the inland waterways of the west. A substantial post was built on the shores of Grand Portage Bay. In the 1790s the depot consisted of 16 buildings surrounded by a log stockade. The waterfront included wharves and a dock capable of accommodating the 75 ton schooner Otter. In 1834 the American Fur Company hired about twenty Grand Portage resident to fish between Grand Portage and Grand Marais, but the fishery closed in 1842 due to lack of markets. In 1836 the American Fur Company expanded its operations to include commercial fishing. Grand Portage Ojibwe were sought after for their knowledge and expertise in the local fishery. Ojibwe men and women were employed by the company at Grand Portage and on Isle Royale. The men were engaged in fishing and the women in processing the catch. Noted is an important spirit associated with water by The Grand Portage and other regional Ojibwe, 'variously called the Underwater Manitou, Underwater Panther, Long-Tailed Underwater Panther, Mishebeshu, or Michi-Pichoux, the Great Lynx. This spirit reflected the abundance and availability of land and sea animals. With its numerous underwater allies it controlled all game, withholding animals and fish from its enemies. The early Lake Superior Ojibwe offered it sacrifices to obtain good fishing, and in the Creation Myth Nanbezho fought it to secure the right to hunt for future Indians. The Underwater Manitou possessed great and dangerous powers. It could cause rapids and stormy waters, and often sank canoes and drowned Indians, especially children. The Ojibwe associated it with the sudden squall waters of the Great Lakes which prevented fishing...' "Item Longfellow Buckthorn Busters Project.(2002) Minneapolis Neighborhood Information SystemItem Longfellow Community Council Lead Exposure Risk Analysis.(2001) Minneapolis Neighborhood Information SystemItem Longfellow Dynamic Volunteer Map.(2004) Minneapolis Neighborhood Information System
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