Jim Hunkele
Currently completing Certificate Program in GIS......future
Masters Degree??
Being a self-taught GIS user, I know that I have only begun to
scratch the surface regarding the possibilities surrounding GIS.
Thus far, I have applied the technology from an engineering
consulting perspective, particularly in the environmental arena, for
underground mining archiving and natural resource impact assessment
purposes, just to name a few. There is so much I do not know, but the
more I use it and read about how it is being applied to solve
real-world problems, the more I want to learn. I am
fascinated
by its seemingly unlimited applicability. What I
love most
about GIS is that it combines the freedom of creativity with
data
analysis, all wrapped up in a powerful, audience-friendly, geographic
view, allowing you to discover new ways of accomplishing
something
that in the past, was limited to only one or two conventional (i.e.,
rote and boring) methods. I hope to someday become
experienced
and knowledgeable enough to teach others how to use this fun
and exciting technology.
Geography 482 Projects
Project 1: Plotting Coordinates and Map
Projections
This project has taught me that describing coordinate systems, map
projections, and how they relate to horizontal datums is not
an easy task. Nevertheless, I now have a better understanding of
each and how they can be applied. Depending on the application,
type and level of accuracy needed, and location, there are many
different ways to view, reference, and map locations on the globe.
Project 2: Census Data and Thematic Maps
This project not only provided me with a greater understanding of
thematic maps and how they can be used to determine patterns within
data sets, but also how much data is available on the Census website.
I knew that the Census has been gathering large sets of data for
years, but did not realize that have been geocoding the data as well.
Project 3: Acquiring Geographic Data
This project has taught me that not only is there a seemingly
never-ending list of geographic data available on the web, the
accuracy, quality, and completeness varies wildly. Carefully
choosing the right data for the job at hand is pertinent.
Formatting and manipulating data for a specific purpose,
especially imagery, is not always a good idea because distortions in
quality (resolution) and scale occur.
Geography 483 Projects
Project 1 (Lesson1)
Project 2 (Lesson 2)
Project 3 (Lesson 3)
Project 4 (Lesson 4)
Project 6 (Lessons 5 and 6)
Project 7 (Lesson 7)
Final Project (Lessons 8, 9, and 10)
Geography 484 Projects
Reflection on Lesson 1, Data Input: I have had experience doing heads-up digitizing before
and have
experienced the frustration with overshooting, undershooting, and
overlap. But
now armed with
the knowledge of snapping and auto-complete polygon, I can improve
the accuracy of my digitizing. It was also very
helpful to learn a few more keyboard
shortcuts such as holding the "c" key while editing a feature
class to pan the display. Using
the
toolbar arrows for paning can become "mouse-click" intensive, and
at times, can lead to
an error
by unknowingly having the cursor slip off the bar causing you
to complete a
feature
class before you are ready to do so. And I've always
wondered how road and
stream
segments were created without having to digitize each one
separately. I can see how
the split
function could be used to divide these in significantly less time. If there is one thing I
continue to
learn about digitizing and data input is that one must take their time
to assure
accuracy, because an error is only a lazy, impatient click away.
Reflection on Lesson 2, Data Correction and Integration: With my limited experience
checking
datasets for errors as well as appending and merging data, I learned a
lot from this
lesson.
The importance of good, consistent data (i.e., matching naming
conventions, values,
and formats)
between datasets was emphasized, as record values that do not
match need
to be
corrected either manually within attribute tables, or one dataset has
to be trusted or
considered
more accurate over the other when appending and merging the two.
I can see
where the
appending and merge functions could be very useful in combining matching
datasets
separated by state and county boundaries, such as soil types or
wetlands.
Reflection on Lesson 3, Georeferencing Raster Images: When doing georeferencing as a
Mining Specialist with the PADEP a few years
back, I can remember wondering how to
more
accurately georeference the old mine maps with which we were working.
Through
this lesson, I
have learned that there are so many factors that can prevent one
from
miniminizing RMS errors during the transformation
process. Our errors were sometimes
higher than 10 meters or more
due to the fact that ground points, roads, and other surface
features were not
surveyed on old mine maps, i.e., the surface was not required to be tied
to
locations within the mine underground. Even today, this "shift" in reference
planes causes
a problem, especially for the mining engineers when calculating
the angle of influence to
determine the extent of surface subsidence from
longwall mining operations.
Reflection on Lesson 4, Design/Build GIS (Week 1): The most important lesson I learned
here
is that database table design is not easy. After using a
simple dataset, it is very clear
to understand
how a few of my friends make a living out
of breaking down complicated
data and
organizing them into single subjects so that it can be accessed,
queried, and serve
a useful
purpose. And there are so many variables to consider during
the design process,
not only with
the existing dataset, but also with respect to how the information will
be used
not only now,
but 5, 10, 50 years into the future. Knowing the needs
of the end user along
with planning
for changes and trends is crucial to making a
database dynamic enough to
allow it to
grow with time. I can now appreciate the critical mistake
made by computer
programmers in
the 1970s and 80s by not having enough characters in the year field to
account for
the year 2000 - perhaps they thought by then, robots or computers would
be
doing everything for us!
Reflection on Lesson 5, Design/Build GIS (Week 2): This lesson confirmed what I have
suspected for
years using GIS data from the web - more data doesn't necessarily mean
excellent
data. I have had first-hand experience with many of the GIS
internet data pitfalls
that were
pointed out in the lesson exercises, including trying to define the
projection of data
that is
write-protected! When I first started using GIS
software years ago, I had trouble
understanding
the nuts-and-bolts behinds it, mainly projections, coordinate systems,
and
datums.
Going through the exercises and reading through the Concept
Gallery of this lesson
was a very
good refresher and has added to my understanding of these concepts.
Reflection on Lesson 6, Design/Build GIS (Week 3): This lesson has re-affirmed my
contention
about GIS software (and one of which I have tried to convince
engineers,
project
managers, and company executives): that it is much more than a map
production
tool; it can crunch numbers too! The thing that really fascinates me about GIS is that it
can duplicate
real-world scenarios to solve real-world problems, all via a
visual,
map-based interface. However, I have also learned
ArcView's limitations when it comes
to processing large or overly complex data sets
and found that programs such as
Microsoft Access are still king when it comes
to databasing, processing, and
querying information.
Geography (4th course option) Projects