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1.
针对当前GIS中视频数据管理的功能较单一、检索方法单调的现状,通过分析、整合空间数据、视频数据,设计了一个地理立体视频数据模型(GeoSVDM),它包括视频、空间几何、专题属性、语义标注以及线性参照等要素,基于面向对象方法,抽象了视频帧及其位置、视域、视频片段及其轨迹等组件对象及其逻辑关系,并应用UML定义了模型结构。该模型通过建立视频对象与地理实体间的空间位置参照及语义参照关系,支持可视化、检索以及量测等多个应用功能,实现了地理立体视频对象数据组织与检索表达。试验表明,GeoSVDM具有功能丰富、集成化以及松耦合、灵活可扩展等优点,适合于地理立体视频的管理,并为GIS中应用可定位媒体提供了基础数据模型。 相似文献
2.
基于空间语义学基础理论,将传统的地理信息服务技术与新兴的语义服务技术相结合,建立地理信息语义服务框架及知识标注方法体系,并应用于地理空间信息服务处理中,提供智能化、自动化的地理信息服务发现、组合与触发策略;设计基于文本挖掘算法的半自动知识标注引擎,提高服务处理自动化程度,实现包含丰富语义信息的地理空间语义服务的发布;建立基于规则和推理引擎的地理信息服务匹配与发现机制,提高服务发现效率;建立地理信息服务语义标注与服务匹配评价方法,采用基于空间关联规则的标注正确性评估策略,验证知识标注价值。 相似文献
3.
设计了基于地理概念匹配的地理信息服务语义标注算法,并基于PageRank实现了顾及地理概念图结构的语义标注算法优化,提高了语义标注的自动化程度。针对现有经典语义标注算法中本体查询的效率和准确度都较低的问题,引入了图论算法,通过本体图结构的转换,将顾及地理领域本体概念图结构的语义标注与PageRank算法相结合,优化了原有的地理信息服务语义标注算法,实验证明了该算法的优越性。 相似文献
4.
地名是一类具有特殊性的地理信息数据。通过地名地理数据库可为各种社会、经济部门属性信息进行基于位置的服务,借助GIS软件提供的查询、可视化及空间分析等作为辅助决策的手段,可极大地方便应用。本文介绍了地名地理实体数据库的构建及基于该数据库的应用实例。 相似文献
5.
景贵飞 《地理与地理信息科学》2005,21(2):1-5,15
目前数字城市、基于位置的服务等领域大规模应用地理信息,极微小尺度上的地理信息内容表达和经济分析成为地球信息科学新的挑战。属性分辨率所研究的地理信息的种类和多寡,直接影响其应用广度和深度;作为生产要素的地理信息分析引入了获取函数和作用函数;地理信息内容供给和需求问题的分析,需要回答地理信息的可用性问题;微观经济领域的内容以新的方式进入地理信息领域,引起对地理信息市场结构的研究。 相似文献
6.
构建数字城市服务公共平台,能够有效地解决异源异构数据共享的问题,实现地理信息互操作。该文以数字城市服务公共平台下的地理信息服务为例,基于本体论,利用属性枚举的语义表达方法构建地理信息服务本体,以明确且形式化的方法描述服务语义,力图解决地理信息服务语义共享的问题。最后给出数字城市公共平台部分地理信息服务的形式化语义描述,在Protégé软件中完成地理信息服务本体的构建,同时结合HermiT1.3.4实现推理过程,并以地理编码服务为例构建了一组本体结构。 相似文献
7.
语境是可以用来描述实体状态的任何信息,而语境感知的地理信息检索(Context-Aware Geographical Information Retrieval,CAGIR)是可以通过感知与所检索的地理信息相关的语境,返回更加理想检索结果的检索模式。为了进一步了解其基本原理及研究进展,该文综述了语境感知的地理信息检索各方面研究成果:概述了与传统地理信息检索所不同的"语境匹配"思想;明确了语境的定义,并从语境内容和语境表现形式两个角度对语境进行了分类;简述了语境的获取、语境的本体及语义规则的形式表达;讨论了"单语境本体语义操作模型"和"模板语境本体语义操作模型"两类地理信息检索的具体实现模式;总结并形成了语境感知的地理信息检索框架,最后讨论了语境感知地理信息检索的应用现状及发展难点。 相似文献
8.
地理图像是呈现地理信息的重要载体,因而成为编制地理试题时不可缺少的重要元素。从不同的观察视角制作的图像,如俯视与侧视、垂直视角与水平视角、局部视野与整体视野,将直接关系到试题的质量、试题的难度,关系到学生解题的速度、准确度。在地理教学过程中,教师引导学生对试题中的某些地理图像作适当的视角变换,特别是转换成学生比较熟悉的常规图,可以降低试题的难度,提高解题的速度与准确度,提升地理思维能力。 相似文献
9.
基于定位视频的车辆导航原型系统设计与关键技术研究 总被引：1，自引：0，他引：1
基于电子地图的导航系统相对抽象且缺乏沉浸感,不方便用户判别。为使导航效果更加直观和生动,该文提出基于定位视频的车辆导航思路,对车辆导航原型系统进行总体设计与实现,并探讨其关键技术。核心思想是建立道路定位视频(Geo-video)数据库,利用移动终端和固定目标的位置信息对定位视频数据库进行空间检索,将相应位置的视频图像传输给移动终端并实现路线和目标指引。试验证明该方法在技术上具有可行性。 相似文献
10.
视频具有表达直观、信息丰富、动态实时等特点,将其与GIS有机集成形成地理视频(GeoVideo),可更加形象的表达地理空间.该文利用视频分割技术将视频分割为具有不同摄像机运动状态的视频片段,针对摄像机运动的视频片段,采用摄像机跟踪(Camera Tracking)技术求算视频帧对应的摄像机内外参数,并基于地理视频数据模型,采用KML/XML描述视频帧、摄像机位置、摄像机姿态等之间的时空映射关系.最后,设计了原型系统,在网络环境中聚合地理信息服务、视频流媒体服务与KML文档服务等,实现了视频与三维地理场景的交互与融合.实验表明,基于该地理视频数据模型,利用视频数据可实现对地理场景的增强表达,使用户能更形象的认知地理空间. 相似文献
11.
Richard Le Heron 《The Professional geographer》2013,65(3):378-383
This article discusses New Zealand geography's recent engagement in institutional regeneration that is aimed at redeveloping the knowledge claims its geography community can make. This engagement has led to new levels of understanding among many New Zealand geographers of colearning and coproduction of knowledge as geographic processes involving knowledge, power, and authority relations. The article briefly outlines two linked trajectories: those relating to the gradual recognition of institutional collapse, and the commitment to remaking a new and generative institutional framework, and the uptake of ideas from international geography that helped with prioritizing revisioning and institutional regeneration. Lessons from New Zealand geography's sobering institutional experiences and new efforts at collective learning and activity to extend the spheres of geography's action are salutary for international geography. 相似文献
12.
Learning by Doing: Implementing Community Service-based Learning 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):144-152
Abstract Community-based Learning (CSBL) is based on the idea that learning is facilitated when the classroom is linked with real-world experience. This paper presents an overview of the pedagogical basis of community service-based learning (CSBL) and compares CSBL projects carried out in two very different settings. The findings indicate that in order to implement CSBL successfully, instructors need to plan ahead, develop partnerships with community organizations, and allow community groups to guide student projects. It is also important to recognize that the full benefits of CSBL are only gained when students, community members, and instructors spend time reflecting on the CSBL experience. 相似文献
13.
Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(5):185-195
Abstract Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography. 相似文献
14.
《The Journal of geography》2012,111(6):238-244
Abstract Much has been written about sex differences in learning, but less attention has been paid to the impacts of gender—which is socially constructed—on learning geography. This article investigates whether differences in gender influence performance on a standardized test of geography knowledge. Undergraduate students in two large clases completed a standardized inventory of gender differences and then completed a standardized test of geography knowledge. The results of our analysis of the correlation between gender traits and geographic learning resulted in somewhat unexpected results, as well as a set of complex questions for further research on learning styles in geographic education. 相似文献
15.
Anne Godlewska 《The Professional geographer》2013,65(3):384-389
This article describes an experiment in learning with a course on “research and philosophies of place and space” in which students were repeatedly dislocated from an environment familiar to them and replaced in key locations about the city with local place experts as their guide. The article begins with a review of the meaning of place and the opportunities offered by the City of Kingston for reflective engagement. It briefly hints at some of the social trends devaluing place learning and the consequently political nature of this pedagogy. Finally, it summarizes the lessons learned in five of the ten classes. 相似文献
16.
Lessons Learned from Reviewing Research in GIS Education 总被引：4，自引：4，他引：0
《The Journal of geography》2012,111(6):231-233
Abstract Traditional lectures generally force students to play a passive role in the classroom. In an effort to promote active learning, we added discussion sections to a large lecture hall course. Field trips, student journals, and group-based assignments, in particular, enhanced the learning experience. To ensure the success of the new format, course planners must enlist the sustained cooperation of key faculty and administrators on campus, as well as teaching assistants assigned to the new sections. The new discussion sections allowed students to acknowledge the environmental impact their actions have on campus and to recognize that environmental problems occur at multiple scales. 相似文献
17.
《The Journal of geography》2012,111(4):168-173
AbstractThis article presents a case study that highlights the benefits and limitations of Web-based video in lab sections of The Geographer’s Craft, an upper-level undergraduate course in which students apply digital geographic methods. Over three years (2010–2013), the authors experimented with different teaching strategies utilizing Web-based video for lab lectures and software demonstrations. This article presents three different approaches for its application, from inside and outside the classroom, to a ”flipped classroom” setting. The authors argue that Web-based video is a valuable tool for teaching digital geographic research methods and techniques while allowing for greater focus on theory and application. 相似文献
18.
Most regional geochemistry data reflect processes that can produce superfluous bits of noise and, perhaps, information about the mineralization process of interest. There are two end-member approaches to finding patterns in geochemical data—unsupervised learning and supervised learning. In unsupervised learning, data are processed and the geochemist is given the task of interpreting and identifying possible sources of any patterns. In supervised learning, data from known subgroups such as rock type, mineralized and nonmineralized, and types of mineralization are used to train the system which then is given unknown samples to classify into these subgroups.To locate patterns of interest, it is helpful to transform the data and to remove unwanted masking patterns. With trace elements use of a logarithmic transformation is recommended. In many situations, missing censored data can be estimated using multiple regression of other uncensored variables on the variable with censored values.In unsupervised learning, transformed values can be standardized, or normalized, to a Z-score by subtracting the subset's mean and dividing by its standard deviation. Subsets include any source of differences that might be related to processes unrelated to the target sought such as different laboratories, regional alteration, analytical procedures, or rock types. Normalization removes effects of different means and measurement scales as well as facilitates comparison of spatial patterns of elements. These adjustments remove effects of different subgroups and hopefully leave on the map the simple and uncluttered pattern(s) related to the mineralization only.Supervised learning methods, such as discriminant analysis and neural networks, offer the promise of consistent and, in certain situations, unbiased estimates of where mineralization might exist. These methods critically rely on being trained with data that encompasses all populations fairly and that can possibly fall into only the identified populations. 相似文献
19.
《The Journal of geography》2012,111(4):150-162
Abstract This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes. 相似文献
20.
《The Journal of geography》2012,111(4-5):131-141
Abstract This article describes the results of a study where the digital versatile disc (DVD) was used as a variant of Information and Communication Technology (ICT) in order to aid in the teaching and learning of map work in geography at secondary school level. A group of grade 10 learners of a previously disadvantaged school in South Africa comprised the target group for the project. A case study was conducted and data was gathered on the implementation of the DVD and the learners' perceptions thereof. Qualitative analysis techniques such as field notes, observation, interviews with the learners, and questionnaires were used to analyze the effectiveness of the implementation of the DVD as well as the learners' perceptions regarding the use of the DVD in geography education. The results of the study indicated that the geography learners demonstrated positive attitudes towards the implementation of the DVD as a learning support medium. To determine the contribution of the DVD project towards the achieved results of the learners in map work, both the experimental and control groups participated in a pre- and post-test at the beginning and conclusion of the project. Effect size was used to determine the significance of the differences between the two groups and indicates a strong practical significance regarding the contribution of the DVD project towards the achieved test results of the learners. 相似文献