EME 5603 Course Project Report 1 Task, Learner and Context...

EME 5603 Course Project Report 1 Task, Learner and Context Analysis

Using the United States National Grid (USNG)

Dixie Margaret Davis EME 5603/Dr. Zane Olina

October 7, 2007

Davis: Report 1, p. 2

BACKGROUND

PART I: INSTRUCTIONAL ANALYSIS

O INSTRUCTIONAL GOAL

O EXAMPLE TASK

O ADDITIONAL TASKS

O TERMINAL OBJECTIVE

O SUBORDINATE SKILLS

O ENTRY BEHAVIORS

PART II: LEARNER ANALYSIS

O TERMINAL OBJECT/TARGET AUDIENCE

O INTERVIEW INFORMATION

O INTERVIEW PROCESS

O CHARACTERISTICS

O RESULTS

O CHANGES IN INSTRUCTIONAL ANALYSIS

O OTHER FINDINGS

PART III: CONTEXT ANALYSIS

O PERFORMANCE/LEARNING SETTINGS: PHYSICAL ASPECTS

O PERFORMANCE/LEARNING SETTINGS: SOCIAL ASPECTS

O PERFORMANCE/LEARNING SETTINGS: OTHER ASPECTS

REFERENCES


Background

Devastating natural disasters, such as Hurricanes Katrina (2005) and Andrew (1992), can obliterate the traditional reckoning and addressing systems of road and street signs, thus frustrating and foiling the effectiveness of relief and rescue operations. Compounding the chaos is the lack of a common spatial reference system for specifying and identifying locations. A shared “language of location” could strengthen cooperative efforts of national, regional, state and local agencies involved in emergency and relief efforts ("Executive summary", 2006). In 2001, the Federal Geographic Data Committee (FGDC), a group charged with national geospatial coordination, established a standard for a national coordinate reference system called the United States National Grid (USNG) ("Standard for", n.d.). This system depends on the well-established Universal Transverse Mercator (UTM) projection for its coordinate reference and derives its nomenclature from the Military Grid Reference System (MGRS). It is compatible with standard Global Positioning System (GPS) devices and can be used to delineate locations at multiple scales. Locally, Florida’s Division of Emergency Management (DEM) is involved in a strong push to encourage the use of the USNG as the standard reference system used by cooperating agencies within the state ("United States", n.d.). Currently, DEM is coordinating workshops to introduce and promote the Grid. This instructional module could potentially be used in such a setting for emergency and relief staff. Additionally, DEM traditionally depends on volunteer staff from state agency Geographic Information Systems (GIS) sections to help with GIS services and tasks during activation periods. Since the grid is not yet adopted by the majority of state GIS offices, this unit could be employed to introduce such staff to the uses of the USNG and could evolve into an interactive web module. This report includes the results of three analysis efforts involved in the design and development of an instructional module focused on using the USNG. The instructional design process used in this work follows the “Dick and Carey Systems Approach Model for Designing Instruction”, as elaborated in their textbook, The Systematic Design of Instruction (Dick, Carey, & Carey, 2005). Each section of the report corresponds to one of the first three steps in the model. The first section, “Instructional Analysis”, includes the instructional goal; goal analysis; subordinate skills analysis; and the identification of entry behaviors. The second section, “Learner Analysis”, is focused on the target audience for this module. This section provides information on two learners interviewed from the target population and the implications the data collected has on the instructional analysis. The final section, “Context Analysis”, is concerned with specific characteristics of the performance and learning settings and how the potential learning setting can be designed to best match the “real world” context of the performance setting.


PART I: INSTRUCTIONAL ANALYSIS

1. Instructional Goal

Given a map with the United States National Grid (USNG), labeled features and a Romer scale, learners will determine the correct USNG coordinate for a specified point of interest (landmark or street address) at varied precisions (1 kilometer, 100 meters, 10 meters, 1 meter).

2. Example Task

Task Given the map below and a Romer scale, indicate the 10m USNG coordinate for the Murray School.

(The following map portions have been modified from the original and are not to scale, "USGS 1:24,000", n.d.)


Solution 1. Locate Murray School on the map. 2. Determine required precision. Precision: 10m. 3. Determine map scale and use it to find the correct scale reference on the Romer scale.

Place that corner of the Romer scale directly on the feature, Murray School.

4. Locate the Easting component of the coordinate by first finding the Easting grid line west

of the feature. Rule: “Read right, then up.” Easting component: 79


Solution, continued. Then, locate the complete Easting component by identifying the values on the grid reader where the Easting grid line intersects the reader: Easting component: 7976

5. Locate the Northing component of the coordinate by first finding the Northing grid line

south of the feature. Rule: “Read right, then up.” Northing component: 31.


Solution, continued. Then, locate the complete Northing component by identifying the values on the grid reader where the Northing grid line intersects the reader: Northing component: 3148

6. Add the 100,000m Square Identification: NL 7976 3148 7. Add the Grid Zone Designation (GZD): 17R NL 7976 3148


Solution, continued. 17R NL 7976 3148 represents the USNG coordinate for Murray School at 10m precision.

3. Additional Tasks

Additional Task 1 Truncate the following full USNG coordinate from 1meter to 1 kilometer precision: 18SUJ2337106519. Solution 1. Identify the component parts of the coordinate:

o 18S – Grid Zone Designation (GZD): o UJ – 100,000m Square Identification o 23371 – Eastings Coordinate Pair o 06519 – Northings Coordinate Pair

2. Drop the Grid Zone Designation (GZD):

18S UJ 23371 06519

3. Drop the 100,000m Square Identification 18S UJ 23371 06519

4. Truncate the coordinate to four digits

23371 06519

23 06 represents the USNG coordinate 18SUJ2337106519 at a 1km resolution.

4. Terminal Objective

Given a map with the USNG, labeled features and a Romer scale, emergency responders will correctly identify, in writing, USNG coordinates for a specified point of interest at 1 kilometer, 100 meters, 10 meters, 1 meter precisions.


5. Subordinate Skills

Goal Analysis Sub-Steps Subordinate Skills 1. Locate specified point

of interest on map.

1.1. Match labeled features on map with specified point.

1.1.1 Read English words. 1.1.2 Recognize cartographic design

conventions. 2 Determine required

precision.

2.1 Identify concept of precision. 2.2 Identify concept of coordinate. 2.3 Identify components of USNG

coordinate. 2.4 State rule for number of digits in

USNG coordinate at 1km precision. 2.5 State rule for number of digits in

USNG coordinate at 100m precision. 2.6 State rule for number of digits in

USNG coordinate at 10m precision. 2.7 State rule for number of digits in

USNG coordinate at 1m precision.

If 1km or 100m precision, proceed to Step 4. If 10m or 1m precision, proceed to Step 3.

3. Place Romer scale on specified point of interest.

3.1. Orient Romer scale on map.

3.1.1. State rule for using Romer scale at required precision.

3.1.2. Identify concept of Romer scale. 3.1.3. Identify concept of map scale. 3.1.4. Read English words. 3.1.5. Recognize cartographic design

conventions. 4. Locate Easting

component.

4.1. Identify Easting grid zone line west of point of interest.

4.1.1. State rule for reading or plotting coordinates.

4.1.2. State rule for where to begin when reading or identifying coordinates.

4.1.3. Identify concept of Eastings. 4.1.4. Identify concept of grid reference. 4.1.5. Identify concept of coordinate

system. 4.1.6. Identify concept of west as a

geographic direction. 4.2. Identify two digit number

associated with Easting grid zone line.

4.2.1. Identify concept of Principal Digits. 4.2.2. Locate labeled Easting grid zone

line. 4.2.3. Read decimal numbers. If 1km or 100m precision,

proceed to Step 5. If 10m or 1m precision, continue.


5. Subordinate Skills, continued.

4.3. Locate second two digits of Easting component.

4.3.1. Determine point where grid line intersects Romer scale.

4.3.2. Identify tic mark closest to intersection.

4.3.3. Determine units represented on Romer scale.

4.3.4. Read decimal numbers. 5. Locate Northing

component.

5.1. Identify Northing grid zone line south of point of interest.

5.1.1. State rule for reading or plotting coordinates.

5.1.2. State rule for where to begin when reading or identifying coordinates.

5.1.3. Identify concept of grid reference. 5.1.4. Identify concept of coordinate

system. 5.1.5. Identify concept of Northings. 5.1.6. Identify concept of south as a

geographic direction. 5.2. Identify two digit number

associated with Northing grid zone line.

5.2.1. Identify concept of Principal Digits. 5.2.2. Locate labeled Northing Grid Zone

line. 5.2.3. Read decimal numbers. If 1km or 100m precision,

proceed to Step 6. If 10m or 1m precision, continue.

5.3. Locate second two digits of Northing component.

5.3.1. Determine point where grid line intersects Romer scale.

5.3.2. Identify tic mark closest to intersection.

5.3.3. Determine units represented on Romer scale.

5.3.4. Read decimal numbers 6. Add 100,000 meter

Square Identification.

6.1. Locate 100,000 meter Square ID Legend.

6.1.1. Identify components of USNG coordinate.

6.1.2. Recognize cartographic design conventions.

6.1.3. Read English words. 7. Add Grid Zone

Designation.

7.1. Locate Grid Zone Designation Legend.

7.1.1. Identify components of USNG coordinate.

7.1.2. Recognize cartographic design conventions.

7.1.3. Read English words.


6. Entry Behaviors

Entry behaviors that learners must possess prior to instruction are underlined in the preceding table.

PART II: LEARNER ANALYSIS

1. Terminal Objective

Given a map with the USNG, labeled features and a Romer scale, emergency GIS staff will correctly determine USNG coordinates for a specified point of interest at a specified precision (1 kilometer, 100 meters, 10 meters, 1 meter). Intended Target Audience

The intended target audience for this module is the personnel who staff the State Emergency Operations Center (EOC) and provide assistance with location services during a disaster. This partly volunteer staff consists of state, regional and local emergency responders and personnel, who provide location and GIS services, analyze spatial data, and/or act on such data to provide relief during a state emergency.

2. Interview Information

Target Learner 1 Target Learner 2

Aparna Bokey 850/980-2105 [email protected]

Mark Welsh 850/414-4722 [email protected]

3. Interview Process

Two learners from the target audience were selected primarily based on ease of access. The interviews occurred separately on two different days. Ms. Bokey was contacted by email and a meeting was scheduled for Saturday afternoon, September 29th at Borders Bookstore in Tallahassee, Florida. Mr. Welsh was contacted in person and a meeting was scheduled for Monday morning, October 1st in his office located at 605 Suwannee Street, Tallahassee, Florida. Using class resources as a guide, an initial list, or first draft of questions was generated. Sample maps, Romer scales, and a copy of the project proposal were printed and readied. A preliminary instructional analysis was also completed and a list of entry behaviors was


3. Interview Process, continued.

identified. These were added to the list of questions. Due to scheduling constraints, Ms. Bokey’s interview took place with the first draft of questions and entry behaviors. Prior to Mr. Welsh’s interview a more complete instructional analysis was performed and the list of questions was revised with additional questions and entry behaviors added. Mr. Welsh was interviewed with the revised list and Ms. Bokey was contacted via email on October 1st and her responses to the additional questions and entry behaviors were secured. Both meetings followed the same format. First the interviewees were thanked for the time and after a general introduction of the class and project, the topic of instruction was introduced. Entry behaviors and familiarity with the USNG was discussed next. It was established that both learners could perform the entry behaviors and neither learner had direct experience with the grid as a user. Ms. Bokey did indicate that in her capacity as the FDEP’s GIS Data Librarian she had loaded the grid as a spatial layer in that agency’s enterprise library. General information about the learners, such as age and education level, was garnered along with attitudes toward the content and training organization (Florida DEM). Finally, the interviews wrapped up with questions relating to training likes/dislikes and personal views on motivation and productivity to hopefully help with the development of instruction that is more user-oriented and motivating. Sample Questions

1. Are you familiar with the topic area: using the USNG? 2. Given these materials: a map with the USNG grid and a Romer scale, can you provide the

USNG coordinates for a labeled feature? 3. Can you perform the following?

o Read English words. o Read decimal numbers. o Identify concept of North, South, East and West as geographic directions. o Recognize cartographic design conventions such as, legend symbolization, grid line

identification, feature labeling, etc. 4. In general, what do you like most about training? What do you like the least? 5. Given the following list of learning methods/styles, indicate whether you like it or dislike it.

Which is your favorite? o Classroom; o On-the-job; o Mentor-led; o On your own with no direction; o On your own with instructional materials; o Using videos; o Using computers; o Training in teams; o Observing others; o Role playing and simulations


4. General Characteristics

Aparna Bokey Mark Welsh

Female, 37 years old GIS Data Librarian Florida Department of Environmental Protection B.S. in Architecture

Male, 43 years old GIS Applications Coordinator Florida Department of Transportation B.A. Earth Science / M.S. Geography

The two individuals interviewed in this analysis are very representative of the target audience for several reasons. Both Ms. Bokey and Mr. Welsh work within GIS sections at state agencies and can perform the entry behaviors. Neither have direct experience with using the USNG, but both expressed an interest in learning more about it. Also, neither has volunteered during an emergency, so they have no direct experience with the training organization (Florida DEM). Both mentioned that training and increasing their “domain” knowledge makes them more productiveand they both indicated their favorite learning method was the intended delivery method for this module: “on your own with instructional materials”. The next section describes more completely the results gleaned from analyzing the two learners.

5. Results

Information Category Learner Characteristics

Entry behaviors Both learners confirmed that they could perform the entry behaviors specified for the module.

Prior knowledge of topic area

As stated in the previous section, neither learner has direct experience with the USNG as a user, though Ms. Bokey has worked with the grid as a spatial layer in the capacity of FDEP’s Data Librarian. Both have heard about the grid due to postings regarding the grid on a list-service maintained by the Seven Hills Regional GIS Users Group (SHRUG) - a regional GIS user’s group. Both learners are members of the organization and the postings were placed by the Florida DEM’s GIS Administrator.

Attitudes toward content Both learners commented that they had no negative impressions toward the content. In fact, both commented that they were interested and curious about the grid and its uses.

Attitudes toward potential delivery system

Both learners indicated that self-paced instruction was their learning method/style of choice. Their answers regarding a list of several learning methods/styles suggest that they both appreciate more of a “hands-on” approach that could include on-the-job training, the use of computers and videos.


5. Results, continued.

Information Category Learner Characteristics

Motivation for instruction (ARCS)

As far as Keller’s ARCS model for motivation is concerned, both learners indicated satisfactory to high levels for attention, confidence and satisfaction. Though both learners indicated that they felt that the training and topic had direct relevance to their jobs, it remains to be seen if this factor can be sustained as the grid’s use is not widespread and they may not get a chance to use it at their respective job sites. Overall, however, both learners appeared to be motivated to learn more about the grid because they had heard of the grid; were confident that they could learn to use it; and, they felt that the learning experience would be worthwhile.

Educational and ability levels

Both learners have bachelor’s degrees and one has a master’s degree.

General learning preferences

As stated in the section on the potential delivery system, the learners both prefer learning on their own with instructional materials. Therefore, the delivery system chosen for this module should work well as a conducive learning format.

Attitudes toward training organization

The learners were split on this category. One indicated that they had no negative attitudes toward the organization, while the other had heard negative opinions about the organization. This learner did stipulate, however, that the opinions were not based on first-hand information, but had been gathered from other GIS staff that had volunteered during activations.

General group characteristics (heterogeneity, size, overall impressions)

Heterogeneity: High – the learners are representative of a very diverse target population that reflects the varied cultures, genders and age ranges of the individuals who work for state agencies. The pilot learners will reflect the diversity of the target population. Size: The size of the pilot learners will be eight. Ultimately, the target audience is not determined. Workshops planned by the Florida DEM will include “break-out” sessions focused on the grid. Attendance at two-day workshops is typically near 400 individuals. 50-100 individuals could be anticipated as trainers during one of the break-out sessions. Overall impressions: If the module is delivered as anticipated to volunteers called to help the Florida DEM during emergencies, the instruction must be effective and efficient. The biggest range in characteristics will probably be concerned with GIS and location services experience. Because of this range, entry behaviors may need to be tweaked as the training evolves.

Though not noted in the preceding table, the data source for each category was the target learner interviews.


6. Changes in Instructional Analysis

One main issue that resulted in changes to the instructional analysis emerged after conducting the two learner interviews. Both learners indicated that qualities they liked least about training, in general, was when it was “poorly organized”; when there were unclear objectives and when the training is not “tailor made for one’s ability, aptitude, and proficiency.” These comments have become directives for this training module. It must be well-organized, unambiguous and focused. Subsequently, changes were made within the instructional analysis to remove ambiguity and ensure a more organized and focused approach to the instructional goal, for example, general mapping concepts such as precision and scale, were added to help focus their meaning within this instructional context.

7. Other Findings

Other findings concerning relevance and entry behaviors, developed generally from the research and work performed during the instructional analysis and from email and phone conversations with the current GIS Director of the Florida DEM, Mr. Richard Butgereit. More information regarding the discussions with Mr. Butgereit is provided in the context analysis portion of this report. Relevance will likely be an important factor of motivation because initially the learners will understand the utility of the grid, but after the training they may not be the individuals that make decisions at their agencies regarding its adoption and use within their organization. Therefore, they may not use the grid much after the training. And, even if they are the ones in management positions they may not see the direct relevance of the grid. Mr. Butgereit mentioned that he has heard several times from emergency managers the comment: What’s in it for me?” One of the learners also asked why the current standard (latitude/longitude) was not sufficient. Though this issue of relevance did not result in direct changes to the instructional analysis, it will affect the planning and development of instructional strategies and materials. The instructional module will need to include information to answer such questions raised and include content and strategies to grab the attention of the learners and sustain relevance. Finally, it became apparent that entry behaviors for this module were not completely obvious or clear-cut. Concepts such as coordinate system, grid reference, precision and scale will be quite familiar to those individuals who often work with digital or paper-based maps for the purpose of reporting or locating spatial information. However, many individuals come to the GIS or location services domains from an IT background or from another discipline and may not understand the importance of these concepts. Since these concepts play an important part in the instructional goal of this project, objectives will be generated for learning these concepts. If in the future, however, the module further develops or its audience is extended, consideration should be given to including these concepts as entry behaviors or adding them to a pre-test to determine their inclusion in the subsequent instruction.


PART III: CONTEXT ANALYSIS

Data used in the following analysis was gathered from several discussions with the current GIS Director of the Florida DEM, Mr. Richard Butgereit. Several emails beginning August 29, 2007 and one phone interview conducted on 10/1/2007 elicited the information needed to address the following issues involved in this context analysis.

1. Performance/Learning Settings: Physical Aspects

Setting Physical Aspects

Performance Setting The physical location varies depending on the need and situation of the user. The grid can be used in digital or printed format. During activations or planning activities, the USNG can be used in the office in a digital format with GIS software that can provide the user with USNG coordinates based on a mouse-click on a map; or, it can be used to navigate the user to an entered USNG coordinate. It can also be used as a reference grid and layer to generate a series of maps. During Search and Rescue (SAR) operations, the USNG can be used as a grid on printed maps that help with coordinated efforts in the field. Often, during activations the Emergency Operation Center (EOC) at the Florida DEM is understandably a high-paced, potentially chaotic and frenetic environment with much activity and noise. At any particular moment, individuals from the military, public and private sector are often gathering and analyzing data at computer stations, while large data monitors display the latest weather or model results overhead, and press conferences or briefings involving key officials are occurring in the corner.

Learning Setting Print-based, self-paced learning requiring a printed map with the USNG grid, labeled features and a Romer scale.

With regards to using the USNG during emergency operations, it is important to note that the learning setting should not be designed to closely simulate or mirror the performance setting, due to the chaos that often prevails. Learning should occur in an environment that is personally conducive to reflection and not distraction. The delivery method chosen for this module is well-suited to this need as it can be printed out and executed in a variety of settings, such as a coffee shop, home office, or even in a park. Using a print-based medium to deliver the content should contribute to knowledge transfer because according to Mr. Butgereit, software tools that work with the grid digitally have been slow to develop and paper maps are heavily used both during activations and within training sessions in current workshops.


2. Performance/Learning Settings: Social Aspects

Setting Social Aspects

Performance Setting The social aspects of the performance setting revolve around collaborative analysis and decision-making. Generally, this is the preferred operating procedure for an organization involved in emergency operations. Currently, only key members within the Florida DEM are familiar with the USNG. During emergencies it is primarily used by military personnel and not by all staff in the EOC.

Learning Setting The delivery method as stated before is designed to be print-based, self-paced and self-contained learning that requires no feedback or evaluation from peers or an instructor.

The social aspects of the performance and learning settings appear to be fairly divergent. The learning setting could be designed, however, to allow for some collaborative activities. For example, finding coordinates or locations on a map is not an exact science. The difference between a feature’s coordinate location as represented on the map, as opposed to its actual coordinate location on the earth should not be off more than a specified range or tolerance that is determined by the accuracy of the data represented in the map. United States Geological Society (USGS) topographic maps, which are often used by state agencies, have a tolerance for their 1:24,000-scale maps of 40 feet ("How to read", n.d.). Learners could share the results of their coordinate location exercises and determine if the differences are within the tolerance. Or, if the module evolves to be used online or within the workshop settings, precise locations could be determined using Global Positioning System devices (GPS) and individuals could see how close they come to the “on the ground” location. It is worth noting that according to Mr. Butgereit the current workshop sessions are conducted in group settings that involve outdoor, collaborative activities.

3. Performance/Learning Settings: Other Aspects

Managerial/Supervisory Support

A difference exists between the managerial or supervisory support exhibited toward learners in the pilot learner population and those in the target population. Those learners in the pilot population, as stated earlier when reporting on issues of relevance, may find that there will not be direct use of the USNG in their respective agencies due to their managers not perceiving a pressing need and due to a lack of software tools to interact with the data. The GIS sections within state agencies primarily deal with spatial data in digital format and since there is not yet wide-spread use of the grid, many will not identify a need to expend the resources to integrate the data and new coordinate format- especially with constricted budgets. According to Mr. Butgereit, learners in the target audience, emergency staff performing location services, do receive support from their management regarding the USNG. Federal agencies and the military already use the grid and promote its adoption to further collaborative efforts. Should this instructional module evolve into use by the Florida DEM, it could be distributed to


3. Performance/Learning Settings: Other Aspects, continued.

additional local and regional partners that interact with Florida during emergency events, but are not yet fluent in the use of the USNG. Relevance of Skills to the Workplace

Finally, another important aspect of the performance context involves the analysis of the performance setting to ensure that the training will solve an identified need and to determine whether physical constraints might exist that would prevent the use of newly acquired skills. As mentioned previously in this report, there is a need to coordinate and share a common system for identifying locations. The USNG has been identified by Federal, regional and state agencies as the standard to use for such communication. Regarding resistance, the most daunting barriers to transfer involve the USNG’s limited use within both the pilot learner population and target population. Since there is not yet wide-scale use, the development of useful tools that work with the data within the leading GIS software packages are not yet available. According to Mr. Butgereit, ESRI, the leading GIS software vendor has released a tool within their ArcMap product that provides USNG coordinates but it does so in a difficult to use format of 22 digits. As far as the learning setting for this module is concerned, the dearth of software tools actually works in the favor of its delivery method. This is because generating USNG locations with print-based materials is much easier and only requires the map, the grid and potentially a Romer scale. The catch, however, is that the map and grid used for this method require GIS software and digital data for development and production. Currently, USNG grids for the state of Florida have been generated in two different digital spatial formats and are available for use in GIS software packages. It is important to note, however, that should this module evolve to be used by the Florida DEM, its scope should be broadened to include content regarding the use of the USNG within GIS software packages.


References

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn

and Bacon

Executive summary U.S. National Grid. (2006, April 20). Retrieved 0 01, 2007, from

http://www.fgdc.gov/usng/educational-resources/USNG_ExecSumV060420.pdf

How to read maps. (n.d.). Retrieved October 07, 2007, from

http://www.libraries.iub.edu/index.php?pageId=3652

Land nav task 4 - determine the grid coordinates of a point on a military map. (n.d.). Retrieved October

01, 2007, from http://www.armystudyguide.com/content/SMCT_CTT_Tasks/Skill_Level_1/land-nav-

task-4-determine.shtml

Locate a point using the US Army Military Grid Reference System (MGRS). (n.d.). Retrieved October 01,

2007, from

http://www.armystudyguide.com/content/Prep_For_Basic_Training/Prep_for_basic_land_navigation/l

ocate-a-point-using-the-.shtml

Price, M. (2005, September). Introducing the United States National Grid. ArcUser. Retrieved September

06, 2007, from http://www.fgdc.gov/standards/projects/FGDC-standards-projects/usng/20050701-

ESRIUser-USNGintro.pdf

Reading US National Grid (USNG) coordinates: using a coordinate scale. (n.d.). Retrieved September

06, 2007, from http://www.fgdc.gov/usng/educational-resources/USNGInstruct_No3v2.pdf

Standard for a U.S. national grid. (n.d.). Retrieved September 06, 07, from

http://www.fgdc.gov/standards/projects/FGDC-standards-projects/usng/index_html

USGS 1:24,000 topographic map example from Florida. (n.d.). Retrieved September 06, 2007, from

http://www.fgdc.gov/usng/educational-resources/Map_FL_Saint_Lucie_Inlet_2003_geo.pdf


References, continued.

United States National Grid. (n.d.). Retrieved September 01, 2007, from

http://floridadisaster.org/gis/usng/


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Tell me and I forget. Show me and I remember. Involve me and I understand.

-- Chinese proverb

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EME 5603 Course Project Report 1 Task, Learner and Context...

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