Course details
Programme Aims:
The aim is to provide the learner with the necessary technical, analytical and administrative expertise to beneficially employ this technology. The module comprises lectures and complimentary laboratory practical exercises using industry standard software.
Fundamental concepts and theory, standard analysis operations, as well as spatial data management issues, are comprehensively covered in the module.
On successful completion of this module the learner will/should be able to:
- Understand basic GIS concepts and ArcGIS Desktop tools
- Manipulate, edit and interrogate the geographical data within a GIS software environment
- Operate the ArcGIS software with regard to the referencing data to co−ordinates
- Produce high quality GIS Maps
- Create and edit data and organize geographic data into data models and develop a geodatabase in various formats
Entry Requirement
Minimum requirements will normally be a pass in six Leaving Certificate subjects, including Mathematics or an equivalent qualification. Applicants who do not meet these requirements but who are aged 23 and over will be considered for entry on the basis of a written assessment and, if appropriate, also an interview. Equivalence may be demonstrated by an appropriate qualification and significant relevant experience.
Examinations
No examinations. Ongoing assessment will take place during the programme.
Course Content
Explore a GIS map to get information about map features, Add geographic data to a map, Describe the structure of a GIS map, Explain how a GIS represents real−world objects, Change the way features are drawn on a map, Access feature information in different ways, Describe spatial relationships of map features, Describe how GIS can be used to solve problems, Choose symbols for point, line, and polygon features, Modify symbol properties such as colour, size, and outline, Label map features using an attribute and by adding text, Symbolize features to show type, rank, or amount, Group features into classes and apply symbols to each class, Compare different methods of grouping features into classes, Correct visual distortion caused by differences in area, Show proportional amounts on a map by normalizing data, Symbolize features to show density. Name two types of coordinate systems; Identify components of each type of coordinate system, Assign coordinate system information to a dataset, Set display units for a data frame and measure distances on a map, Explain what a map projection is, List the major categories of map projections, List spatial properties that may be distorted when different map projections are applied, Change the map projection for a data frame and describe its effects.
Updated on 08 November, 2015Course Location
About Limerick Institute of Technology - Tipperary
About LIT
Limerick Institute of Technology (LIT) is an institute of higher education in Limerick, a modern urban city in the Mid-theyst region of Ireland and is one of 13 institutes that are members of the Institutes of Technology, Ireland (IOTI). LIT is the ftheirth largest IOT in Ireland, with more than 6000 full time and part time students and 500 staff.
The Institute has five campuses and a learning centre across Limerick city, Tipperary and Clare. The main campus is located at Moylish Park, with two city centre campuses in Clare Street and Georges Quay in Limerick city. LIT in Tipperary is based in two campuses -Thurles and Clonmel. The LIT Ennis Learning Centre is based in the museum in Ennis town centre.
LIT offers ctheirses at Level 6 (certificate) through to Level 10 (PhD) whilst also catering for craft apprentices and adult and continuing education. LIT was awarded the Sunday Times Institute of Technology of the Year in 2008 and 2013 by the Sunday Times University Guide. The guide is the definitive guide to higher education in Ireland and the UK.
Educational Philosophy
LIT has a distinctive approach to Teaching and Learning known as the Active Learning philosophy. Whatever discipline area is offered the core methodology is active and practical; lab work, studio work, case studies, field visits, group assignments and more.
This approach to teaching and learning is embedded in assessment strategies and campus development so that the learning environment reflects the identity of LIT. It is also underpinned by staff developments, e.g. workshops and an online repository of active learning strategies.\
History
The genesis of LIT was the Limerick School of Ornamental Art set up in 1852 when the Athenaeum Society started a School of Arts and Fine Crafts in Limerick. In 1963 a series of technical colleges, to be known as Regional Technical Colleges (RTCs) was announced by the then Minister for Education, Patrick Hillery and the first of the RTCs theyre opened in Athlone, Carlow, Dundalk, Sligo and Waterford in 1970.
A regional technical college for Limerick follotheyd in 1974, initially under the name Limerick College of Art, Commerce and Technology (CoACT). CoACT was upgraded to Institute of Technology status in 1997, along with the restof the RTCs. In 1999 LIT was awarded delegated authority by the Higher Education and Training Awards Council, which allows the institute to award its own bachelors, masters and doctorates degrees.
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