By José Jesús Reyes Nuñez, Anita Rohonczi, Cristina E. Juliarena de Moretti (auth.), Anne Ruas (eds.)
This ebook is produced from a variety of the simplest papers awarded in the course of the twenty fifth foreign Cartography convention which used to be held in Paris among third and eighth July 2011. The scope of the convention covers all fields of appropriate GIS and Mapping examine matters, akin to geovisualization, semiotics, SDI, criteria, info caliber, info integration, generalization, use and consumer matters, spatio-temporal modelling and research, open resource applied sciences and net prone, electronic illustration of old maps, background of GIS and cartography in addition to cartography for college teenagers and education.
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Additional resources for Advances in Cartography and GIScience. Volume 2: Selection from ICC 2011, Paris
Some retained the pictorial character of the first map, others became something a little more iconic, stylistic, generalized (for example, the symbols for “more doctors” for “security”). The personal touch, which was found in the keys of the first maps ceded to symbols that were more universal. D. de Almeida 4- Conclusion and future plans For school cartography the concept of the background map (or basic map) is introduced via cartographic initiation, when the students come in contact with questions related to location, to their point of view and proportion.
G. choroplet, diagram) for the visualization of data on maps. At same time we cannot omit that they constitute a minority within the participant pupils: only a 34% of the total of opinions and barely a 17% of the total of Hungarian participants. R. Nuñez et al. g. if more complex „shapes” are drawn to substitute the faces… (14 years old boy) • Very good exercises, I like that the „image” is divided into several parts. Easy to understand, they could be used in more tests! htm. All the documents are in two languages of the participant countries (Spanish and Hungarian), 4- Present and future plans Some contradictory experiences can be noted when the Argentine and Hungarian results are compared (applying the Chernoff principle on pictograms, reading of data represented by changing only the shape of a face did not provoke more significant difficulties than if the representation is made changing the size and the fill).
Conduct a thorough research of the students’ background and the culture and values associated with their community in order to identify the elements that make up the local culture. 2. Choose a thematic axis around which the contents of the atlas should be organized. The central axis discusses identity and belonging. 3. Develop atlases that are appropriate for each teaching level. 3- Results Among the diverse range of results that emerged from this body of research we are going to discuss some of the findings with respect to the production of the key.