Metadata Collections & QA

Documentation: ADN version 0.6.50

This metadata framework documentation provides:

  • Graphical overview, content examples, cataloging best practices
  • A description of each metadata field including occurrences, obligation, data types, terms and definitions
  • Bolded items represent controlled vocabulary terms or the name of individual metadata fields

The table below organizes the metadata fields in alphabetical order across and then down:

Access information Additional information Age range
Audience Audience - list Begin - AD
Begin - BC Begin - relative Begin units
Beneficiary Body Body - other planetary
Bounding box Bounding box - accuracy estimation Bounding box - events list
Bounding box - places list Bounding box - source URL Bounding box - source description
Bounding box - source id Bounding box - source name Bounding box - vertical info
Catalog entry - list - other Catalog entry - list - repository Catalog entry - other
Catalog entry - repository Catalog name - record id relation Catalog name - url relation
Contact ID - individual resource cataloger Contact ID - individual resource creator Contact ID - organizational resource cataloger
Contact ID - organizational resource creator Content standard - geography - National Council for Geographic Education (NCGE) Content standard - list
Content standard - math Content standard - science - National Science Education Standards (NSES) Contributor - list - resource catalogers
Contributor - list - resource creators Contributor - resource cataloger Contributor - resource creator
Coordinate - east Coordinate - north Coordinate - south
Coordinate - west Coordinate system Coordinate system - type
Copyright Cost Date - begin
Date - contribution - resource cataloger Date - contribution - resource creator Date - end
Date accessioned Date created Date deaccessioned
Date information Date modified Datum - global or horizontal
Datum - global or vertical - bounding box Datum - global or vertical - detailed geometry Declination
Department - individual resource cataloger Department - individual resource creator Department - organizational resource cataloger
Department - organizational resource creator Description - about cataloging Description - bounding box
Description - copyright Description - detailed geometry Description - educational
Description - offline resource Description - resource Description - resource creation
Description - simple places and events Description - simple temporal Description - space object
Description - technical Description - vertical base level - bounding box Description - vertical base level - detailed geometry
Detailed geometries Detailed geometry Detailed geometry - accuracy estimation
Detailed geometry - events list Detailed geometry - places list Detailed geometry - point number
Detailed geometry - point order Detailed geometry - source URL Detailed geometry - source description
Detailed geometry - source id Detailed geometry - source name Detailed geometry - type
Detailed geometry - vertical info Duration Educational
Email - alternate - resource cataloger Email - alternate - resource creator Email - institutional - resource cataloger
Email - institutional - resource creator Email - primary - resource cataloger Email - primary - resource creator
End - AD End - BC End - relative
End units Epoch Event info - bounding box
Event info - detailed geometry Event info - simple General
Geospatial coverage Geospatial coverages Grade range
Instructional goal Interactivity - level Interactivity - type
Item record Keyword Keyword - list
Kind - record id Kind - url Language - of the metadata
Language - of the resource Latitude Lifecycle
Longitude Longitude and latitude Longitude and latitude - list
Medium Medium - list MetaMetadata
Name - event - bounding box Name - event - detailed geometry Name - first - resource cataloger
Name - first - resource creator Name - last - resource cataloger Name - last - resource creator
Name - middle - resource cataloger Name - middle - resource creator Name - period
Name - place - bounding box Name - place - detailed geometry Name - title - resource cataloger
Name - title - resource creator Object Object type
Object type - list Objects in space Offline
Online Organization - resource cataloger Organization - resource creator
Organization name - individual resource cataloger Organization name - individual resource creator Organization name - organizational resource cataloger
Organization name - organizational resource creator Period Periods
Person - resource cataloger Person - resource creator Place and event - simple
Place and event - simple - list Place info - bounding box Place info - detailed geometry
Place info - simple Planet Position - organizational resource cataloger
Position - organizational resource creator Process standard Process standard - list
Projection information Projection type Record ID - creating a relation
Record ID - library catalog number Record ID - other catalog number Relation
Relation - by URL Relation - by record ID Relations
Requirement Requirement - list Requirement - other
Requirement - other - list Requirement type Requirement type - other
Resource type Resource type - list Right ascension
Rights Role - resource cataloger Role - resource creator
Scheme Size Source - event - bounding box
Source - event - detailed geometry Source - period Source - place - bounding box
Source - place - detailed geometry Source id - event - bounding box Source id - event - detailed geometry
Source id - keyword Source id - period Source id - place - bounding box
Source id - place - detailed geometry Source info - event - bounding box Source info - event - detailed geometry
Source info - keyword Source info - period Source info - place - bounding box
Source info - place - detailed geometry Status Status information
Subject Subject - list Subject other
Subject other - list Teaching method Teaching method - list
Teaching standard - list Teaching standard - science - National Science Education Standards (NSES) Teaching standard - technology - National Educational Technology Standards (NETS)
Technical Temporal coverages Temporal coverages - simple
Terms of use Time - AD Time - BC
Time - begin Time - end Time - info
Time - relative Time and period Title - record id relation
Title - resource Title - url relation Tool for
URL - creating a relation URL - mirror URL - mirror list
URL - of source - event - bounding box URL - of source - event - detailed geometry URL - of source - keyword
URL - of source - period URL - of source - place - detailed geometry URL - of source - place- bounding box
URL - organization - resource cataloger URL - organization - resource creator URL - primary
URL - terms of use Use time Version - maximum
Version - maximum - other Version - minimum Version - minimum - other
Version - resource Vertical accuracy - bounding box Vertical accuracy - detailed geometry
Vertical base level - bounding box Vertical base level - detailed geometry Vertical maximum - bounding box
Vertical maximum - detailed geometry Vertical maximum units - bounding box Vertical maximum units - detailed geometry
Vertical minimum - bounding box Vertical minimum - detailed geometry Vertical minimum units - bounding box
Vertical minimum units - detailed geometry

 

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Access information

xpath - /itemRecord/technical/offline/accessInformation
Framework version - 0.6.50

Definition - a description as to how to order, buy or subscribe to the described offline resource so that it may be accessed and used
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The resource is available as a CD-ROM from NASA.

Cataloging best practices

Things to do

  • Include detailed information as to how a user may order, buy or subscribe to get the described resource.

Examples

  • The resource is available as a CD-ROM from NASA. Order by calling this phone number.
  • To order this book, write to ABC Publishing at 123 Some St. Boulder, CO 80307. State book name when ordering.

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Additional information

xpath - /itemRecord/general/additionalInfo
Framework version - 0.6.50

Definition - more information about any aspect of the resource being described
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Additional information about the resource is ...

Cataloging best practices

Things to do

  • Use only if other fields do not capture the information necessary to understand the resource.

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Age range

xpath - /itemRecord/educational/audiences/audience/typicalAgeRange
Framework version - 0.6.50

Definition - the age of the typical intended user
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - 10-12 year olds

Cataloging best practices

Things to do

  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
  • Be specific to the grade range currently being described.
  • Use a specific age or describe an age range.
  • Use with the grade range terms of Informal education and General public.

Things to avoid

  • Do not use for resources like data, data viewers, reference materials or portal sites.

Examples

  • If the grade range is Informal education, then an example is 10-12 year olds.
  • If the grade range is General public, then an example is all ages.

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Audience

xpath - /itemRecord/educational/audiences/audience
Framework version - 0.6.50

Definition - specific audience and educational characteristics addressed by a resource that include grade range, typical age range, instructional goal, teaching methods, use time, who the resource should be used by and who benefits from it.
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - gradeRange, toolFor, beneficiary, typicalAgeRange, instructionalGoal, teachingMethods, typicalUseTime
Data types - complex
Domain - the child elements
Domain example - <gradeRange>, <toolFor>, <beneficiary>

Cataloging best practices

Things to do

  • Complete the subfield of grade range. It is a required field in order to make a complete metadata record.
  • If desired, complete the other subfields of tool for, beneficiary, age range, instructional goal, teaching methods and use time.

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Audience - list

xpath - /itemRecord/educational/audiences
Framework version - 0.6.50

Definition - a list of audiences and educational characteristics addressed by a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - audience
Data types - complex
Domain - the child element
Domain example - <audience>

Cataloging best practices

Things to do

  • Complete the required subfield of audience.

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Begin - AD

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin
Framework version - 0.6.50

Definition - a period start date, and possibly time, of interest associated with a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - date, time
Data types - complex, string
Domain - the element attributes
Domain example - <date>, <time>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin

Cataloging best practices

Things to do

  • Use when a calendar date is known.
  • Complete the required subfield of date.

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Begin - BC

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin
Framework version - 0.6.50

Definition - a period start time expressed as a Gregorian year
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - gYear
Domain - integers
Domain example - -8700, 2500, 0000
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin

Cataloging best practices

Things to do

  • Use when expressing dates (in Gregorian years) that are Before Common Era (BC).
  • Enter data in the following format: YYYY.
  • To express dates before 0000 A.D., use a minus sign: -YYYY.

Examples

  • Queen Cleopatra's reign began: -0051 (for 51 B.C.) to -0030 (for 30 B.C.)

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Begin - relative

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
Framework version - 0.6.50

Definition - a decimal number indicating the start time of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - numerical decimals
Domain example - 135.50
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin

Cataloging best practices

Things to do

  • Choose an appropriate numerical value.
  • Complete the required subfield of units.
  • Choose the same units for both the beginning and ending values.
  • Use when expressing dates that are millions or billions of years ago.
  • Use when expressing dates that are relative or shift on a daily, monthly or yearly basis (often occurs with real-time data sites like a weather forecasting models).

Things to avoid

  • Do not enter time relative information or units if the units cannot be determined.
  • Do not mix units between the beginning and ending values.

Examples

  • Jurassic: 205 Billion years ago to 140 Billion years ago.
  • To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

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Begin units

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
Framework version - 0.6.50

Definition - units of time
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Days ago, Billion years ago
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - units of time; see the allowed terms below

Term and definitions

  • Billion years ago - self-explanatory
  • Billion years forward - self-explanatory
  • Days ago - self-explanatory
  • Days forward - self-explanatory
  • Hours ago - self-explanatory
  • Hours forward - self-explanatory
  • Hundred years ago - self-explanatory
  • Hundred years forward - self-explanatory
  • Million years ago - self-explanatory
  • Million years forward - self-explanatory
  • Minutes ago - self-explanatory
  • Minutes forward - self-explanatory
  • Thousand years ago - self-explanatory
  • Thousand years forward - self-explanatory
  • Years ago - self-explanatory
  • Years forward - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the beginning and ending values.

Things to avoid

  • Do not enter time relative information or units if the units cannot be determined.
  • Do not mix units between the beginning and ending values.

Examples

  • To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

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Beneficiary

xpath - /itemRecord/educational/audiences/audience/beneficiary
Framework version - 0.6.50

Definition - a recipient of the instruction or information of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Evaluators, GEM:University instructors

Notes

  • Some controlled vocabulary terms are from GEM. Not all the GEM terms were adopted.
  • The GEM terms are available at: http://raven.ischool.washington.edu/about/documentation/gem-controlled-vocabularies/vocabulary-beneficiary
  • GEM did not provide definitions for GEM terms. DLESE provided definitions for GEM terms.
  • DLESE added additional terms with definitions.

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
      • GEM - The Gateway to Educational Materials
  • Level 2 is Beneficiary - the ultimate beneficiary of the resource being described; see the allowed combination of terms below; the tool for part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Earth system data specialists - individuals who primary responsibility is to work with, process, analyze, package or redistribute Earth data sets
  • DLESE:Evaluators - individuals whose determine significance, worth or condition by careful study, appraisal or assessment
  • DLESE:Media specialists - individuals whose specialty is understanding information skills, methods and integration and combining this with educational technologies
  • DLESE:Researchers - individuals who investigate relevant topics, problems, issues or events in order to advance knowledge of a field
  • DLESE:Science professionals - individuals working in the scientific arena but who position is more operations oriented rather than research oriented
  • GEM:Administrators - individuals who manage others, large projects or budgets within an organization
  • GEM:Adult education students - individuals generally above the age of 18 who have returned to or are starting out in a formal academic environment
  • GEM:Advanced placement students - individual who are taking college-level and often college-credit courses in high school
  • GEM:African-American students - self-explanatory
  • GEM:Asian-American students - self-explanatory
  • GEM:At-risk students - individuals who are struggling in a school setting and may be in danger of dropping out because of social, economic or psychological factors
  • GEM:Bilingual students - individuals fluent in multiple languages usually the dominant language of the learning situation and another language
  • GEM:Culturally diverse classroom - a learning setting with culturally differentiated groups
  • GEM:Curriculum supervisors - individuals responsible for defining or managing sets of courses constituting an academic area of specialization
  • GEM:Developmentally disabled students - individuals with developmental challenges due to their social environment
  • GEM:Disabled students - learners with any handicaps whether it be physical, emotional, developmental, economic, hearing or vision
  • GEM:Economically disadvantaged students - individuals facing challenges due to their financial or economic situation
  • GEM:Elementary school teachers - educators whose primary responsibility it is to instruct students in kindergarten through grade five
  • GEM:Emotionally disabled students - individuals who are emotionally challenged
  • GEM:English as a second language (ESL) students - individuals whose first language is a language other than English
  • GEM:Female students - self-explanatory
  • GEM:General public - individuals in the general population
  • GEM:Gifted or honors students - individuals taking courses above grade level
  • GEM:Hearing impaired students - individuals with no or minimal abilities to hear the spoken word
  • GEM:Hispanic-American students - self-explanatory
  • GEM:Learning disabled students - individuals who may have visual, auditory, spatial, conceptual, memory or behavioral deficits that benefit from alternative or multiple teaching methods in order to understand topics and concepts
  • GEM:Librarians - specialists in the care and management of a library or collections of related items
  • GEM:Limited English proficiency (LEP) students - individuals who have only a slight understanding of or ability to speak English
  • GEM:Male students - self-explanatory
  • GEM:Middle school teachers - educators whose primary responsibility is to instruct students in grades six through eight.
  • GEM:Minority students - individuals that are in disproportionate representation in STEM (science, technology, mathematics, engineering) disciplines; includes ethnicity, gender or socioeconomic populations
  • GEM:Native American students - self-explanatory
  • GEM:Other educational professionals - individuals who consider themselves teachers or instructors but may not be formally associated with an institution or organization and who may teach across all grade ranges and ages (e.g. professional tutors)
  • GEM:Pacific Islanders - self-explanatory
  • GEM:Parents - individuals who raise or care for offspring or other persons
  • GEM:Physically disabled students - individuals with physical challenges or handicaps; does not include hearing or vision-impaired learners
  • GEM:Policymakers - individuals whose primary responsibility is to develop and define plans, rules, strategies, guidelines, principles, actions or procedures for institutions or government agencies
  • GEM:Remedial students - individuals taking courses that are generally deemed below grade level
  • GEM:Rural students - individuals in school settings that are located in country or agricultural areas
  • GEM:Secondary school teachers - educators whose primary responsibility is to instruct students in grades nine through twelve.
  • GEM:Student teachers - individuals pursuing a teaching certificate and who are currently working in a classroom setting.
  • GEM:Students - individuals who investigate topics, problems, issues or events in order to advance their own knowledge, skills or understanding; often in a structured learning environment or through self-study
  • GEM:Students with multiple disabilities - individuals with more than one physical, developmental, or emotional challenge
  • GEM:Suburban students - individuals in school settings adjacent or within commuting distance of major cities
  • GEM:Supervisors - individuals who manage others or projects within an organization
  • GEM:Teacher educators - individuals who train professional teachers
  • GEM:Teachers - individuals whose primary responsibility or occupation is the instruction of others
  • GEM:Teaching professionals - educators whose occupation is teaching or instructing
  • GEM:University instructors - educators at the college level who teach primarily undergraduate and graduate students
  • GEM:Urban students - learners within a city setting
  • GEM:Vision impaired students - individuals whose eyesight is limited or no longer functioning

Cataloging best practices

Things to do

  • Choose a beneficiary term.
  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
  • Beneficiary terms should match/support the grade range field and not the tool for field.

Things to avoid

  • Catalogers without educational or teaching experience should not use this field.
  • Do not use this field if it does not add additional and specific information to a resource. This value added information should help in the discovery of the resource by potential users.

Examples

  • Earth system data specialists: Geomagnetic and Solar Activity Forecast Service provides data for daily local, global and solar geomagnetic activity. The grade range is DLESE:Graduate or professional.
  • DataStreme Atmosphere is an online, distance learning, for college-credit course intended for K-12 teachers taught by K-12 teachers. However, it is often used locally by teachers with their students. See the audiences page that shows appropriate metadata for various fields for this resource.

A NOTE OF CAUTION!!!

  • This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

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Body

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/body
Framework version - 0.6.50

Definition - any of the celestial bodies that revolve around the sun in the solar system or moons that revolve around planets
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - planet, otherPlanetaryBody
Data types - complex
Domain - the child elements
Domain example - <planet>, <otherPlanetaryBody>

Notes

  • Requires a choice be made in terms of the child element used.

Cataloging best practices

Things to do

  • Complete either the planet or other planetary body subfield.

Things to avoid

  • Do not use to describe comets or asteroids.

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Body - other planetary

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/body/otherPlanetaryBody
Framework version - 0.6.50

Definition - any celestial body (except comets and asteroids) in the solar system that is not one of the nine planets or Earth's moon
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Io, Callisto (for Jupiter's moons)

Cataloging best practices

Things to do

  • Use to describe moons of planets.
  • Capitalize proper names.
  • Describe only one body at a time. Repeat the field of geospatial coverage to include other bodies.

Things to avoid

  • Do not use to describe comets or asteroids.

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Bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox
Framework version - 0.6.50

Definition - a single regular polygon that is parallel to the equator that encloses the areal extent of all locations (bounding boxes, polylines, points and polygons) that are the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - westCoord, eastCoord, northCoord, southCoord, bbSrcName, bbSrcIDandURL, bbSrcDesc, bbAccEst, description, bbVert, bbPlaces, bbEvents
Data types - complex
Domain - the child elements
Domain example - <westCoord>, <eastCoord>, <bbPlaces>

Notes

  • Temporal and geospatial information are independent.

Cataloging best practices

Things to do

  • Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the field place and event - simple.
  • Only a single bounding box is allowed.
  • Bounding boxes are represented by providing east and west longitudes and north and south latitudes.
  • A bounding box should cover all the sub-geographic (detailed geometries)areas within the resource.
  • Use detailed geometry information to complete bounding box information.
  • Complete the required subfields of coordinates (west, east, north and south).
  • Complete the required subfield of bounding box - source name.
  • Bounding boxes can be boxes, points or straight lines.
  • A bounding box can have associated place and event names.
  • A bounding box can have associated vertical dimensions.
  • See geospatial information: how-to as a strategy for completing bounding box information.

Examples

  • Climates of Southern California, the Mediterranean, and Northern Australia, would have a bounding box of approximately -30.00 (south latitude) to 35.00 (north latitude) and from -180.00 (west longitude) to 180.00 (east longitude).

Want to enter a point? Do this:

  • Repeat the latitude and longitude values by making the east and west coordinates be equal and the north and south coordinates be equal.

Want to enter a line? Do this

  • For a north-south line, repeat the longitude values so that the east and west coordinates are equal.
  • For a west-east line, repeat the latitude values so that the north and south coordinates are equal.

Mt. Hood, Oregon, United States

  • West: -124.08°, East: -124.08°, North: 42.92°, South: 42.92°

Mt. St. Helens, Washington, United States

  • West: -122.19°, East: -122.19°, North: 46.20°, South: 46.20°

Mt. Rainier, Washington, United States

  • West: -121.76°, East: -121.76°, North: 46.85°, South: 46.85°

Mt. Vesuvius, Italy

  • West: 14.43°, East: 14.43°, North: 40.81°, South: 40.81°

Mt. Etna, Sicily

  • West: 15.00°, East: 15.00°, North: 37.73°, South: 37.73°

Alaska, United States

  • West: 173.5°, East: -130.0°, North: 71.5°, South: 51.25°

Hawaii, United States

  • West: -160.25°, East: -154.75°, North: 22.23°, South: 18.87°

Grand Canyon National Park, Arizona, United States (approximately)

  • West: -114°, East: -111°, North: 37°, South: 35°

Contiguous United States (approximately)

  • West: -125°, East: -67°, North: 50°, South: 24°

Arctic region (approximately)

  • West: -180°, East: 180°, North: 90°, South: 70°

Antarctica region (approximately)

  • West: -180°, East:180°, North: -61°, South: -90°

Canada (approximately)

  • West: -146°, East: -48°, North: 87°, South: 42°

Mexico

  • West: -118.48°, East: -85.18°, North: 34.17°, South: 13.05°

Blake Plateau, Atlantic Ocean

  • West: -79.0°, East: -79.0°, North: 31.0°, South: 31.0°

Charleston Bump, Blake Plateau, Atlantic Ocean

  • Use the same coordinates as for Blake Plateau. The bump is at a water depth of 220 meters.

Atlantic Ocean

  • Due to the size of the ocean, create a bounding box that best represents the area of interest.

Pacific Ocean

  • Due to the size of the ocean, create a bounding box that best represents the area of interest.

Indian Ocean

  • Due to the size of the ocean, create a bounding box that best represents the area of interest.

Resources to help determine coordinates

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Bounding box - accuracy estimation

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbAccEst
Framework version - 0.6.50

Definition - a statement about the estimated accuracy of the bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The bounding box includes not only the state of California but also the state of Nevada.

Cataloging best practices

Things to do

  • Specify formal estimates of accuracy that compares the similarity of the bounding box coverage to the true extent of the location.
  • Informal statements of accuracy may be provided if it informs a potential user of accuracy issues.

Examples

  • The areal extent is accurate to plus or minus three percent.
  • The bounding box includes not only the state of California but also the state of Nevada.

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Bounding box - events list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents
Framework version - 0.6.50

Definition - a list of events occurring within a bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - event
Data types - complex
Domain - the child element
Domain example - <event>

Notes

  • Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
  • Duplicate event names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

  • Complete the required subfield of event.
  • Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
  • Complete multiple event subfields if an area has multiple events associated with it.
  • Bounding boxes that encompass many detailed geometries tend not to have single appropriate place or event names. Instead enter place info - detailed geometry or event info - detailed geometry if appropriate.

Things to avoid

  • Do not use this field if geospatial coordinates have not been entered.
  • Do not use event names that are larger than the geospatial footprint.

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Bounding box - places list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces
Framework version - 0.6.50

Definition - a list of the locations or places covered by a bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - place
Data types - complex
Domain - the child element
Domain example - <place>

Notes

  • Place names can only be used if a corresponding geographic footprint has been specified that represents their locations.
  • Duplicate place names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

  • Complete the required subfield of place.
  • Place names can only be used if a corresponding geographic footprint has been specified that represents their locations.
  • Complete multiple place subfields if an area has multiple place names associated with it.
  • Bounding boxes that encompass many detailed geometries tend not to have single appropriate place or event names. Instead enter place info - detailed geometry or event info - detailed geometry if appropriate.

Things to avoid

  • Do not use this field if geospatial coordinates have not been entered.
  • Do not use place names that are larger than the geospatial footprint. If the footprint is Florida, do not enter Southeast as a place name.

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Bounding box - source URL

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the bounding box coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the bounding box coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source of the geospatial coordinates. If the a web page describes how coordinates are determined, enter it in this field.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp (for the Alexandria Digital Library (ADL) Gazetteer).

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Bounding box - source description

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the bounding box coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Cataloging best practices

Examples

  • The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

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Bounding box - source id

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL
Framework version - 0.6.50

Definition - a unique entry identification number, if any, from the source cited for the bounding box coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text
Domain example - adlgaz-1-156-69

Notes

  • By including the unique identification number for the source of the bounding box coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Bounding box - source name

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcName
Framework version - 0.6.50

Definition - documentation for the source of the bounding box coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, From the Alexandria Digital Library (ADL) Gazetteer

Cataloging best practices

Things to do

  • If bounding box coordinates are obtained from a reference source, enter the name of the reference source as data for this field.
  • If bounding box coordinates are supplied by catalogers or by visual inspection of a map, enter the value of cataloger supplied

Things to avoid

  • Do not leave this field blank. It is required.

Examples

  • Cataloger supplied is a potential value.
  • Alexandria Digital Library (ADL) Gazetteer is a potential value.

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Bounding box - vertical info

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert
Framework version - 0.6.50

Definition - the vertical extent (range of altitude or depth) covered by the bounding box of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - geodeticDatumGlobalOrVert, vertBase, vertMin, vertMax, vertAcc
Data types - complex
Domain - the child elements
Domain example - <vertBase>, <vertMax>

Notes

  • The vertical dimensions of the bounding box are given as a range of values based on either sea level or local surface level.
  • Negative values indicated distance below the base level.

Cataloging best practices

Things to do

  • Complete the required subfields of geodetic datum, vertical base level, vertical minimum and vertical maximum.
  • Complete vertical information when it contributes to the understanding of a resource. For example if the resource is about the ozone hole, use vertical dimensions.

Things to avoid

  • Do not use vertical dimensions if the resource mentions places or events casually. That is, the event or place is not of primary importance to understanding the resource.

Examples

  • Ozone layer maximum: 20 to 30 kilometers .
  • Mountain peak: 14383 feet.
  • Aleutian trench: -7.7 kilometers.
  • Jet stream winds: 9 to 11 kilometers.

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Catalog entry - list - other

xpath - /itemRecord/general/catalogEntries
Framework version - 0.6.50

Definition - a list of catalog information from different libraries/repositories that describe the same resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - catalog
Data types - complex
Domain - the child element
Domain example - <catalog entry="COMET-000-000-000-123">COMET Collection</catalog>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/catalogEntries

Cataloging best practices

Things to do

  • Complete the required subfield of catalog entry - other.
  • Repeat the subfield catalog entry - other as many times as needed to enter the list of names and identifiers of the different catalogs/libraries/repositories that describe the same resource that is being cataloged.

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Catalog entry - list - repository

xpath - /itemRecord/metaMetadata/catalogEntries
Framework version - 0.6.50

Definition - a list of catalog information from the library/repository that directly describes the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - catalog
Data types - complex
Domain - the child element
Domain example - <catalog entry="MY-LIBRARY-000-000-000-123">My Library Collection</catalog>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/catalogEntries

Cataloging best practices

Things to do

  • Complete the required subfield of catalog entry - repository.

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Catalog entry - other

xpath - /itemRecord/general/catalogEntries/catalog
Framework version - 0.6.50

Definition - catalog information, like the collection name and record identification number, from different libraries/repositories that describe the same resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - entry
Data types - complex, string
Domain - the attribute and free text
Domain example - <catalog entry="COMET-000-000-000-123">COMET Collection</catalog>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/catalogEntries/catalog

Cataloging best practices

Things to do

  • Complete the required subfield of record id - other catalog number.
  • Enter the name of the catalog/library/repository that describes the same resource that is being cataloged.
  • Repeat this field as many times as needed to enter the list of names and identifiers of the different catalogs/libraries/repositories that describe the same resource that is being cataloged.

Examples

  • Name: COMET Collection.
  • Record id: COMET-000-000-000-123 (for the subfield of record id - other catalog number).

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Catalog entry - repository

xpath - /itemRecord/metaMetadata/catalogEntries/catalog
Framework version - 0.6.50

Definition - catalog information, like the collection name and record identification number, from the library/repository that directly describes the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - entry
Data types - complex, string
Domain - the attribute and free text
Domain example - <catalog entry="MY-LIBRARY-000-000-000-123">My Library Collection</catalog>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/catalogEntries/catalog

Cataloging best practices

Things to do

  • Complete the required subfield of record id - library catalog number.
  • Enter the name of the catalog/library/repository that is describing the resource.

Examples

  • Name: My Library Collection.
  • Record id: MY-LIBRARY-000-000-000-123 (for the subfield of record id - library catalog number).

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Catalog name - record id relation

xpath - /itemRecord/relations/relation/idEntry/@catalogName
Framework version - 0.6.50

Definition - the name of the catalog/library/repository in which the related resource resides
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Alexandria Digital Library
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/urlEntry/@catalogName

Cataloging best practices

Things to do

  • Enter catalog/library/repository name information if helps to establish the link to the related resource.
  • Include a URL to the catalog name, if appropriate.
  • Spell out the complete name.

Things to avoid

  • Do not include the title of the related resource.

Examples

  • Alexandria Digital Library.

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Catalog name - url relation

xpath - /itemRecord/relations/relation/urlEntry/@catalogName
Framework version - 0.6.50

Definition - the name of the catalog/library/repository in which the related resource resides
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Alexandria Digital Library
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/idEntry/@catalogName

Cataloging best practices

Things to do

  • Enter catalog/library/repository name information if helps to establish the link to the related resource.
  • Include a URL to the catalog name, if appropriate.
  • Spell out the complete name.

Things to avoid

  • Do not include the title of the related resource.

Examples

  • Alexandria Digital Library.

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Contact ID - individual resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to a person and their corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

  • The intent of this field is to use a number or code to refer to a person without having to enter contact information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

  • Do not use this field. It is under development.

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Contact ID - individual resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to a person and their corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

  • The intent of this field is to use a number or code to refer to a person without having to enter contact information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

  • Do not use this field. It is under development.

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Contact ID - organizational resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to an organization and its corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

  • The intent of this field is to use a number or code to refer to an organization without having to enter organization information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

  • Do not use this field. It is under development.

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Contact ID - organizational resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to an organization and its corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

  • The intent of this field is to use a number or code to refer to an organization without having to enter organization information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

  • Do not use this field. It is under development.

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Content standard - geography - National Council for Geographic Education (NCGE)

xpath - /itemRecord/educational/contentStandards/contentStandard
Framework version - 0.6.50
DLESE id - cs

Definition - a vision to produce a geographically informed person who sees meaning in the arrangement of things in space and applies a spatial perspective to life situations
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NCGE:Physical Systems:The physical processes that shape the patterns of Earth's surface

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NCGE - National Council for Geographic Education
  • Level 2 is System, place or use - the system, place or use to which the standard applies
    • Level terms and definitions:
      • Environment and Society - self-explanatory
      • Human Systems - self-explanatory
      • Physical Systems - self-explanatory
      • Places and Regions - self-explanatory
      • The Uses of Geography - self-explanatory
      • The World in Spatial Terms - self-explanatory
  • Level 3 is Standard - a level of achievement to which learners are expected to aspire; see the allowed combination of terms below; the standard part of the term is the phrase after the last colon

Term and definitions

  • NCGE:Environment and Society:How human actions modify the physical environment - self-explanatory [DLESE term id: 00]
  • NCGE:Environment and Society:How physical systems affect human systems - self-explanatory [DLESE term id: 01]
  • NCGE:Environment and Society:The changes that occur in the meaning, use, distribution, and importance of resources - self-explanatory [DLESE term id: 02]
  • NCGE:Human Systems:How forces of cooperation and conflict among people influence the division and control of Earth's surface - self-explanatory [DLESE term id: 03]
  • NCGE:Human Systems:The characteristics, distribution, and migration of human populations on Earth's surface - self-explanatory [DLESE term id: 04]
  • NCGE:Human Systems:The characteristics, distributions, and complexity of Earth's cultural mosaics - self-explanatory [DLESE term id: 05]
  • NCGE:Human Systems:The patterns and networks of economic interdependence on Earth's surface - self-explanatory [DLESE term id: 06]
  • NCGE:Human Systems:The process, patterns, and functions of human settlement - self-explanatory [DLESE term id: 07]
  • NCGE:Physical Systems:The characteristics and spatial distribution of ecosystems on Earth's surface - self-explanatory [DLESE term id: 08]
  • NCGE:Physical Systems:The physical processes that shape the patterns of Earth's surface - self-explanatory [DLESE term id: 09]
  • NCGE:Places and Regions:How culture and experience influence people's perception of places and regions - self-explanatory [DLESE term id: 0a]
  • NCGE:Places and Regions:That people create regions to interpret Earth's complexity - self-explanatory [DLESE term id: 0b]
  • NCGE:Places and Regions:The physical and human characteristics of places - self-explanatory [DLESE term id: 0c]
  • NCGE:The Uses of Geography:How to apply geography to interpret the past - self-explanatory [DLESE term id: 0d]
  • NCGE:The Uses of Geography:How to apply geography to interpret the present and plan for the future - self-explanatory [DLESE term id: 0e]
  • NCGE:The World in Spatial Terms:How to analyze the spatial organization of people, places, and environments on Earth's surface - self-explanatory [DLESE term id: 0f]
  • NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information - self-explanatory [DLESE term id: 0g]
  • NCGE:The World in Spatial Terms:How to use mental maps to organize information about people, places, and environments - self-explanatory [DLESE term id: 0h]

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports student learning and attainment of the abilities articulated in the standard.
  • Use standards with materials intended for student learning.
  • Catalogers with experience and familiarity with standards may evaluate the standards identified by resource creators in the resource for appropriateness and completeness.
  • If catalogers do not have experience and familiarity with standards but the resource has standards associated with, catalogers may include the standards indicated by the resource creator.
  • Catalogers with experience and familiarity with standards may evaluate a resource to identify appropriate standards.
  • Use standards sparingly with reference materials, portal resources or other resources where student interaction with the resource is low or passive.

Things to avoid

  • Catalogers who do not have experience and familiarity with standards, should not complete this field.
  • Do not create a compiled list of standards addressed by a collection of resources. For example, do not create a long list of standards for an overarching resource that includes individual lesson plans, activities or modules that support individual standards. Describe each lesson plan, activity or module, etc. individually and associate the standards directly.
  • Do not choose every standard for a resource. Most resources only support a few standards really well.

The resource has existing standards. Do this:

  • When standards are identified by the resource creator and presented in the resource, capture this information when it meets the other criteria described by these best practices.

Does an entire resource need to support the standard?

  • A resource need not cover the entire scope of a standard for the association to be made but the resource content should clearly fall within the bounds of the standard. Some of the standards are broad in scope. Therefore, it is not expected that single resources, like lesson plans, activities or modules, support the entirety of a standard.

Examples for science standards (NSES)

  • NSES:9-12:Content Standard A:Science as Inquiry Standards:Abilities necessary to do scientific inquiry is supported in Stratospheric Ozone.
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Earth in the solar system is supported in the Global Sun Temperature project.

Examples for geography (NCGE)

NCGE standards? Do this:

  • The National Council for Geographic Education standards are designed to emphasize the knowledge skills of a geographically informed person.
  • Choose appropriate geography standards from the list.

NSES standards? Do this:

  • The National Science Education Standards (NSES) are designed to emphasize interacting with the science content, the processes of science, inquiry and decision-making skills.
  • Choose appropriate science standards from the list.

NSES Grades K-4 specific information

NSES Grades 5-8 specific information

NSES Grades 9-12 specific information

Other standards? Do this:

  • If the resource indicates other standards such as the Benchmarks for Science Literacy (by the American Association for the Advancement of Science (AAAS), the Principles and Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM) or the National Educational Technology Standards by International Society for Technology in Education (ISTE) etc., enter this information in the description - educational field, citing the authorizing body and source for the standard.

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Content standard - list

xpath - /itemRecord/educational/contentStandards
Framework version - 0.6.50

Definition - a list of content standards associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - contentStandard
Data types - complex
Domain - the child element
Domain example - <contentStandard>

Cataloging best practices

Things to do

  • Complete the required subfield of content standard.

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Content standard - math

xpath - /itemRecord/educational/contentStandards/contentStandard
Framework version - 0.6.50
DLESE id - cs

Definition - identifies and describes the mathematical knowledge, understanding, and skills that students should acquire
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NCTM:9-12:Representation:Select, apply, and translate among mathematical representations to solve problems

Controlled vocabulary information

  • Number of levels - 5
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NCTM - National Council of Teachers of Mathematics
  • Level 2 is Grade range - the set of grade levels to which the standard applies
    • Level terms and definitions:
      • Pre-K-2 - pre-kindergarten, kindergarten, first grade, second grade
      • 3-5 - third grade, fourth grade and fifth grade
      • 6-8 - sixth grade, seventh grade and eighth grade
      • 9-12 - high school grades nine, ten, eleven and twelve
  • Level 3 is Topic - the major conceptual mathematical content area
    • Level terms and definitions:
      • Number and operations - arithmetic manipulations
      • Algebra - properties and relationships between entities that are represented in symbolic form
      • Geometry - properties and relationships of points, lines, angles, surfaces and solids
      • Measurement - the assignment of a numerical value to an attribute of an object
      • Data analysis and probability - numerical or statistical information that can be used to make decisions
      • Problem solving - methods and abilities to use mathematical reasoning to arrive at unknown solutions
      • Reasoning and proof - the ability to make a hypothesis and apply mathematical logic (inductive reasoning) to arrive at conclusions
      • Communication - the ability to express and share mathematical concepts
      • Connections - the ability to recognize common themes across different mathematical concepts or other subjects
      • Representation - the ability to illustrate mathematical concepts
  • Level 4 is Major themes - ideas and skills within topical areas
  • Level 5 is Abilities - identifies and describes the mathematical knowledge, understanding, and skills that students should acquire; see the allowed combination of terms below; the abilities part of the term is the phrase after the last colon

Term and definitions

  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Count with understanding and recognize 'how many' in sets of objects - self-explanatory [DLESE term id: 01x]
  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Use multiple models to develop initial understandings of place value and the base-ten number system - self-explanatory [DLESE term id: 01y]
  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections - self-explanatory [DLESE term id: 01z]
  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers - self-explanatory [DLESE term id: 020]
  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Connect number words and numerals to the quantities they represent, using various physical models and representations - self-explanatory [DLESE term id: 021]
  • NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2 - self-explanatory [DLESE term id: 022]
  • NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations - self-explanatory [DLESE term id: 023]
  • NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand the effects of adding and subtracting whole numbers - self-explanatory [DLESE term id: 024]
  • NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally - self-explanatory [DLESE term id: 025]
  • NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Develop and use strategies for whole-number computations, with a focus on addition and subtraction - self-explanatory [DLESE term id: 026]
  • NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Develop fluency with basic number combinations for addition and subtraction - self-explanatory [DLESE term id: 027]
  • NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators - self-explanatory [DLESE term id: 028]
  • NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Sort, classify, and order objects by size, number, and other properties - self-explanatory [DLESE term id: 029]
  • NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another - self-explanatory [DLESE term id: 02a]
  • NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Analyze how both repeating and growing patterns are generated - self-explanatory [DLESE term id: 02b]
  • NCTM:Pre-K-2:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Illustrate general principles and properties of operations, such as commutativity, using specific numbers - self-explanatory [DLESE term id: 02c]
  • NCTM:Pre-K-2:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations - self-explanatory [DLESE term id: 02d]
  • NCTM:Pre-K-2:Algebra:Use mathematical models to represent and understand quantitative relationships:Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols - self-explanatory [DLESE term id: 02e]
  • NCTM:Pre-K-2:Algebra:Analyze change in various contexts:Describe qualitative change, such as a student's growing taller - self-explanatory [DLESE term id: 02f]
  • NCTM:Pre-K-2:Algebra:Analyze change in various contexts:Describe quantitative change, such as a student's growing two inches in one year - self-explanatory [DLESE term id: 02g]
  • NCTM:Pre-K-2:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes - self-explanatory [DLESE term id: 02h]
  • NCTM:Pre-K-2:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Describe attributes and parts of two- and three-dimensional shapes - self-explanatory [DLESE term id: 02i]
  • NCTM:Pre-K-2:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Investigate and predict the results of putting together and taking apart two- and three-dimensional shapes - self-explanatory [DLESE term id: 02j]
  • NCTM:Pre-K-2:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Describe, name, and interpret relative positions in space and apply ideas about relative position - self-explanatory [DLESE term id: 02k]
  • NCTM:Pre-K-2:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance - self-explanatory [DLESE term id: 02l]
  • NCTM:Pre-K-2:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Find and name locations with simple relationships such as 'near to' and in coordinate systems such as maps - self-explanatory [DLESE term id: 02m]
  • NCTM:Pre-K-2:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Recognize and apply slides, flips, and turns - self-explanatory [DLESE term id: 02n]
  • NCTM:Pre-K-2:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Recognize and create shapes that have symmetry - self-explanatory [DLESE term id: 02o]
  • NCTM:Pre-K-2:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Create mental images of geometric shapes using spatial memory and spatial visualization - self-explanatory [DLESE term id: 02p]
  • NCTM:Pre-K-2:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Recognize and represent shapes from different perspectives - self-explanatory [DLESE term id: 02q]
  • NCTM:Pre-K-2:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Relate ideas in geometry to ideas in number and measurement - self-explanatory [DLESE term id: 02r]
  • NCTM:Pre-K-2:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Recognize geometric shapes and structures in the environment and specify their location - self-explanatory [DLESE term id: 02s]
  • NCTM:Pre-K-2:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Recognize the attributes of length, volume, weight, area, and time - self-explanatory [DLESE term id: 02t]
  • NCTM:Pre-K-2:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Compare and order objects according to these attributes - self-explanatory [DLESE term id: 02u]
  • NCTM:Pre-K-2:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand how to measure using nonstandard and standard units - self-explanatory [DLESE term id: 02v]
  • NCTM:Pre-K-2:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Select an appropriate unit and tool for the attribute being measured - self-explanatory [DLESE term id: 02w]
  • NCTM:Pre-K-2:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Measure with multiple copies of units of the same size, such as paper clips laid end to end - self-explanatory [DLESE term id: 02x]
  • NCTM:Pre-K-2:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meterstick - self-explanatory [DLESE term id: 02y]
  • NCTM:Pre-K-2:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Use tools to measure - self-explanatory [DLESE term id: 02z]
  • NCTM:Pre-K-2:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop common referents for measures to make comparisons and estimates - self-explanatory [DLESE term id: 030]
  • NCTM:Pre-K-2:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Pose questions and gather data about themselves and their surroundings - self-explanatory [DLESE term id: 031]
  • NCTM:Pre-K-2:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Sort and classify objects according to their attributes and organize data about the objects - self-explanatory [DLESE term id: 032]
  • NCTM:Pre-K-2:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Represent data using concrete objects, pictures, and graphs - self-explanatory [DLESE term id: 033]
  • NCTM:Pre-K-2:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Describe parts of the data and the set of data as a whole to determine what the data show - self-explanatory [DLESE term id: 034]
  • NCTM:Pre-K-2:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Discuss events related to students' experiences as likely or unlikely - self-explanatory [DLESE term id: 035]
  • NCTM:Pre-K-2:Data analysis and probability:Understand and apply basic concepts of probability - self-explanatory [DLESE term id: 036]
  • NCTM:Pre-K-2:Problem solving:Build new mathematical knowledge through problem solving - self-explanatory [DLESE term id: 037]
  • NCTM:Pre-K-2:Problem solving:Solve problems that arise in mathematics and in other contexts - self-explanatory [DLESE term id: 038]
  • NCTM:Pre-K-2:Problem solving:Apply and adapt a variety of appropriate strategies to solve problems - self-explanatory [DLESE term id: 039]
  • NCTM:Pre-K-2:Problem solving:Monitor and reflect on the process of mathematical problem solving - self-explanatory [DLESE term id: 03a]
  • NCTM:Pre-K-2:Reasoning and proof:Recognize reasoning and proof as fundamental aspects of mathematics - self-explanatory [DLESE term id: 03b]
  • NCTM:Pre-K-2:Reasoning and proof:Make and investigate mathematical conjectures - self-explanatory [DLESE term id: 03c]
  • NCTM:Pre-K-2:Reasoning and proof:Develop and evaluate mathematical arguments and proofs - self-explanatory [DLESE term id: 03d]
  • NCTM:Pre-K-2:Reasoning and proof:Select and use various types of reasoning and methods of proof - self-explanatory [DLESE term id: 03e]
  • NCTM:Pre-K-2:Communication:Organize and consolidate their mathematical thinking through communication - self-explanatory [DLESE term id: 03f]
  • NCTM:Pre-K-2:Communication:Communicate their mathematical thinking coherently and clearly to peers, teachers, and others - self-explanatory [DLESE term id: 03g]
  • NCTM:Pre-K-2:Communication:Analyze and evaluate the mathematical thinking and strategies of others - self-explanatory [DLESE term id: 03h]
  • NCTM:Pre-K-2:Connections:Recognize and use connections among mathematical ideas - self-explanatory [DLESE term id: 03i]
  • NCTM:Pre-K-2:Connections:Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - self-explanatory [DLESE term id: 03j]
  • NCTM:Pre-K-2:Connections:Recognize and apply mathematics in contexts outside of mathematics - self-explanatory [DLESE term id: 03k]
  • NCTM:Pre-K-2:Representation:Create and use representations to organize, record, and communicate mathematical ideas - self-explanatory [DLESE term id: 03l]
  • NCTM:Pre-K-2:Representation:Select, apply, and translate among mathematical representations to solve problems - self-explanatory [DLESE term id: 03m]
  • NCTM:Pre-K-2:Representation:Use representations to model and interpret physical, social, and mathematical phenomena - self-explanatory [DLESE term id: 03n]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals - self-explanatory [DLESE term id: 03o]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Recognize equivalent representations for the same number and generate them by decomposing and composing numbers - self-explanatory [DLESE term id: 03p]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers - self-explanatory [DLESE term id: 03q]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Use models, benchmarks, and equivalent forms to judge the size of fractions - self-explanatory [DLESE term id: 03r]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Recognize and generate equivalent forms of commonly used fractions, decimals, and percents - self-explanatory [DLESE term id: 03s]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Explore numbers less than 0 by extending the number line and through familiar applications - self-explanatory [DLESE term id: 03t]
  • NCTM:3-5:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Describe classes of numbers according to characteristics such as the nature of their factors - self-explanatory [DLESE term id: 03u]
  • NCTM:3-5:Number and operations:Understand meanings of operations and how they relate to one another:Understand various meanings of multiplication and division - self-explanatory [DLESE term id: 03v]
  • NCTM:3-5:Number and operations:Understand meanings of operations and how they relate to one another:Understand the effects of multiplying and dividing whole numbers - self-explanatory [DLESE term id: 03w]
  • NCTM:3-5:Number and operations:Understand meanings of operations and how they relate to one another:Identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems - self-explanatory [DLESE term id: 03x]
  • NCTM:3-5:Number and operations:Understand meanings of operations and how they relate to one another:Understand and use properties of operations, such as the distributivity of multiplication over addition - self-explanatory [DLESE term id: 03y]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30 x 50 - self-explanatory [DLESE term id: 03z]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Develop fluency in adding, subtracting, multiplying, and dividing whole numbers - self-explanatory [DLESE term id: 040]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results - self-explanatory [DLESE term id: 041]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience - self-explanatory [DLESE term id: 042]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals - self-explanatory [DLESE term id: 043]
  • NCTM:3-5:Number and operations:Compute fluently and make reasonable estimates:Select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools - self-explanatory [DLESE term id: 044]
  • NCTM:3-5:Algebra:Understand patterns, relations, and functions:Describe, extend, and make generalizations about geometric and numeric patterns - self-explanatory [DLESE term id: 045]
  • NCTM:3-5:Algebra:Understand patterns, relations, and functions:Represent and analyze patterns and functions, using words, tables, and graphs - self-explanatory [DLESE term id: 046]
  • NCTM:3-5:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers - self-explanatory [DLESE term id: 047]
  • NCTM:3-5:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Represent the idea of a variable as an unknown quantity using a letter or a symbol - self-explanatory [DLESE term id: 048]
  • NCTM:3-5:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Express mathematical relationships using equations - self-explanatory [DLESE term id: 049]
  • NCTM:3-5:Algebra:Use mathematical models to represent and understand quantitative relationships:Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions - self-explanatory [DLESE term id: 04a]
  • NCTM:3-5:Algebra:Analyze change in various contexts:Investigate how a change in one variable relates to a change in a second variable - self-explanatory [DLESE term id: 04b]
  • NCTM:3-5:Algebra:Analyze change in various contexts:Identify and describe situations with constant or varying rates of change and compare them - self-explanatory [DLESE term id: 04c]
  • NCTM:3-5:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about:Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes - self-explanatory [DLESE term id: 04d]
  • NCTM:3-5:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about:Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids - self-explanatory [DLESE term id: 04e]
  • NCTM:3-5:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about:Investigate, describe, and reason about the results of subdividing, combining, and transforming shapes - self-explanatory [DLESE term id: 04f]
  • NCTM:3-5:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about:Explore congruence and similarity - self-explanatory [DLESE term id: 04g]
  • NCTM:3-5:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about:Make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions - self-explanatory [DLESE term id: 04h]
  • NCTM:3-5:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Describe location and movement using common language and geometric vocabulary - self-explanatory [DLESE term id: 04i]
  • NCTM:3-5:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Make and use coordinate systems to specify locations and to describe paths - self-explanatory [DLESE term id: 04j]
  • NCTM:3-5:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Find the distance between points along horizontal and vertical lines of a coordinate system - self-explanatory [DLESE term id: 04k]
  • NCTM:3-5:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Predict and describe the results of sliding, flipping, and turning two-dimensional shapes - self-explanatory [DLESE term id: 04l]
  • NCTM:3-5:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Describe a motion or a series of motions that will show that two shapes are congruent - self-explanatory [DLESE term id: 04m]
  • NCTM:3-5:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs - self-explanatory [DLESE term id: 04n]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Build and draw geometric objects - self-explanatory [DLESE term id: 04o]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Create and describe mental images of objects, patterns, and paths - self-explanatory [DLESE term id: 04p]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Identify and build a three-dimensional object from two-dimensional representations of that object - self-explanatory [DLESE term id: 04q]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Identify and draw a two-dimensional representation of a three-dimensional object - self-explanatory [DLESE term id: 04r]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use geometric models to solve problems in other areas of mathematics, such as number and measurement - self-explanatory [DLESE term id: 04s]
  • NCTM:3-5:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life - self-explanatory [DLESE term id: 04t]
  • NCTM:3-5:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute - self-explanatory [DLESE term id: 04u]
  • NCTM:3-5:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems - self-explanatory [DLESE term id: 04v]
  • NCTM:3-5:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Carry out simple unit conversions, such as from centimeters to meters, within a system of measurement - self-explanatory [DLESE term id: 04w]
  • NCTM:3-5:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand that measurements are approximations and how differences in units affect precision - self-explanatory [DLESE term id: 04x]
  • NCTM:3-5:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way - self-explanatory [DLESE term id: 04y]
  • NCTM:3-5:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop strategies for estimating the perimeters, areas, and volumes of irregular shapes - self-explanatory [DLESE term id: 04z]
  • NCTM:3-5:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles - self-explanatory [DLESE term id: 050]
  • NCTM:3-5:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Select and use benchmarks to estimate measurements - self-explanatory [DLESE term id: 051]
  • NCTM:3-5:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms - self-explanatory [DLESE term id: 052]
  • NCTM:3-5:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop strategies to determine the surface areas and volumes of rectangular solids - self-explanatory [DLESE term id: 053]
  • NCTM:3-5:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Design investigations to address a question and consider how data-collection methods affect the nature of the data set - self-explanatory [DLESE term id: 054]
  • NCTM:3-5:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Collect data using observations, surveys, and experiments - self-explanatory [DLESE term id: 055]
  • NCTM:3-5:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Represent data using tables and graphs such as line plots, bar graphs, and line graphs - self-explanatory [DLESE term id: 056]
  • NCTM:3-5:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Recognize the differences in representing categorical and numerical data - self-explanatory [DLESE term id: 057]
  • NCTM:3-5:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Describe the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed - self-explanatory [DLESE term id: 058]
  • NCTM:3-5:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Use measures of center, focusing on the median, and understand what each does and does not indicate about the data set - self-explanatory [DLESE term id: 059]
  • NCTM:3-5:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Compare different representations of the same data and evaluate how well each representation shows important aspects of the data - self-explanatory [DLESE term id: 05a]
  • NCTM:3-5:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions - self-explanatory [DLESE term id: 05b]
  • NCTM:3-5:Data analysis and probability:Understand and apply basic concepts of probability:Describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible - self-explanatory [DLESE term id: 05c]
  • NCTM:3-5:Data analysis and probability:Understand and apply basic concepts of probability:Predict the probability of outcomes of simple experiments and test the predictions - self-explanatory [DLESE term id: 05d]
  • NCTM:3-5:Data analysis and probability:Understand and apply basic concepts of probability:Understand that the measure of the likelihood of an event can be represented by a number from 0 to 1 - self-explanatory [DLESE term id: 05e]
  • NCTM:3-5:Problem solving:Build new mathematical knowledge through problem solving - self-explanatory [DLESE term id: 05f]
  • NCTM:3-5:Problem solving:Solve problems that arise in mathematics and in other contexts - self-explanatory [DLESE term id: 05g]
  • NCTM:3-5:Problem solving:Apply and adapt a variety of appropriate strategies to solve problems - self-explanatory [DLESE term id: 05h]
  • NCTM:3-5:Problem solving:Monitor and reflect on the process of mathematical problem solving - self-explanatory [DLESE term id: 05i]
  • NCTM:3-5:Reasoning and proof:Recognize reasoning and proof as fundamental aspects of mathematics - self-explanatory [DLESE term id: 05j]
  • NCTM:3-5:Reasoning and proof:Make and investigate mathematical conjectures - self-explanatory [DLESE term id: 05k]
  • NCTM:3-5:Reasoning and proof:Develop and evaluate mathematical arguments and proofs - self-explanatory [DLESE term id: 05l]
  • NCTM:3-5:Reasoning and proof:Select and use various types of reasoning and methods of proof - self-explanatory [DLESE term id: 05m]
  • NCTM:3-5:Communication:Organize and consolidate their mathematical thinking through communication - self-explanatory [DLESE term id: 05n]
  • NCTM:3-5:Communication:Communicate their mathematical thinking coherently and clearly to peers, teachers, and others - self-explanatory [DLESE term id: 05o]
  • NCTM:3-5:Communication:Analyze and evaluate the mathematical thinking and strategies of others - self-explanatory [DLESE term id: 05p]
  • NCTM:3-5:Communication:Use the language of mathematics to express mathematical ideas precisely - self-explanatory [DLESE term id: 05q]
  • NCTM:3-5:Connections:Recognize and use connections among mathematical ideas - self-explanatory [DLESE term id: 05r]
  • NCTM:3-5:Connections:Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - self-explanatory [DLESE term id: 05s]
  • NCTM:3-5:Connections:Recognize and apply mathematics in contexts outside of mathematics - self-explanatory [DLESE term id: 05t]
  • NCTM:3-5:Representation:Create and use representations to organize, record, and communicate mathematical ideas - self-explanatory [DLESE term id: 05u]
  • NCTM:3-5:Representation:Select, apply, and translate among mathematical representations to solve problems - self-explanatory [DLESE term id: 05v]
  • NCTM:3-5:Representation:Use representations to model and interpret physical, social, and mathematical phenomena - self-explanatory [DLESE term id: 05w]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Work flexibly with fractions, decimals, and percents to solve problems - self-explanatory [DLESE term id: 05x]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line - self-explanatory [DLESE term id: 05y]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop meaning for percents greater than 100 and less than 1 - self-explanatory [DLESE term id: 05z]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand and use ratios and proportions to represent quantitative relationships - self-explanatory [DLESE term id: 060]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation - self-explanatory [DLESE term id: 061]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Use factors, multiples, prime factorization, and relatively prime numbers to solve problems - self-explanatory [DLESE term id: 062]
  • NCTM:6-8:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop meaning for integers and represent and compare quantities with them - self-explanatory [DLESE term id: 063]
  • NCTM:6-8:Number and operations:Understand meanings of operations and how they relate to one another:Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers - self-explanatory [DLESE term id: 064]
  • NCTM:6-8:Number and operations:Understand meanings of operations and how they relate to one another:Use the associative and commutative properties of addition and multiplication and the distributive property of multiplication over addition to simplify computations with integers, fractions, and decimals - self-explanatory [DLESE term id: 065]
  • NCTM:6-8:Number and operations:Understand meanings of operations and how they relate to one another:Understand and use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and solve problems - self-explanatory [DLESE term id: 066]
  • NCTM:6-8:Number and operations:Compute fluently and make reasonable estimates:Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods - self-explanatory [DLESE term id: 067]
  • NCTM:6-8:Number and operations:Compute fluently and make reasonable estimates:Develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use - self-explanatory [DLESE term id: 068]
  • NCTM:6-8:Number and operations:Compute fluently and make reasonable estimates:Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results - self-explanatory [DLESE term id: 069]
  • NCTM:6-8:Number and operations:Compute fluently and make reasonable estimates:Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios - self-explanatory [DLESE term id: 06a]
  • NCTM:6-8:Algebra:Understand patterns, relations, and functions:Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules - self-explanatory [DLESE term id: 06b]
  • NCTM:6-8:Algebra:Understand patterns, relations, and functions:Relate and compare different forms of representation for a relationship - self-explanatory [DLESE term id: 06c]
  • NCTM:6-8:Algebra:Understand patterns, relations, and functions:Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations - self-explanatory [DLESE term id: 06d]
  • NCTM:6-8:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Develop an initial conceptual understanding of different uses of variables - self-explanatory [DLESE term id: 06e]
  • NCTM:6-8:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope - self-explanatory [DLESE term id: 06f]
  • NCTM:6-8:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships - self-explanatory [DLESE term id: 06g]
  • NCTM:6-8:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations - self-explanatory [DLESE term id: 06h]
  • NCTM:6-8:Algebra:Use mathematical models to represent and understand quantitative relationships:Model and solve contextualized problems using various representations, such as graphs, tables, and equations - self-explanatory [DLESE term id: 06i]
  • NCTM:6-8:Algebra:Analyze change in various contexts:Use graphs to analyze the nature of changes in quantities in linear relationships - self-explanatory [DLESE term id: 06j]
  • NCTM:6-8:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties - self-explanatory [DLESE term id: 06k]
  • NCTM:6-8:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects - self-explanatory [DLESE term id: 06l]
  • NCTM:6-8:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship - self-explanatory [DLESE term id: 06m]
  • NCTM:6-8:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Use coordinate geometry to represent and examine the properties of geometric shapes - self-explanatory [DLESE term id: 06n]
  • NCTM:6-8:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Use coordinate geometry to examine special geometric shapes, such as regular polygons or those with pairs of parallel or perpendicular sides - self-explanatory [DLESE term id: 06o]
  • NCTM:6-8:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling - self-explanatory [DLESE term id: 06p]
  • NCTM:6-8:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Examine the congruence, similarity, and line or rotational symmetry of objects using transformations - self-explanatory [DLESE term id: 06q]
  • NCTM:6-8:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Draw geometric objects with specified properties, such as side lengths or angle measures - self-explanatory [DLESE term id: 06r]
  • NCTM:6-8:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume - self-explanatory [DLESE term id: 06s]
  • NCTM:6-8:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use visual tools such as networks to represent and solve problems - self-explanatory [DLESE term id: 06t]
  • NCTM:6-8:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use geometric models to represent and explain numerical and algebraic relationships - self-explanatory [DLESE term id: 06u]
  • NCTM:6-8:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life - self-explanatory [DLESE term id: 06v]
  • NCTM:6-8:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand both metric and customary systems of measurement - self-explanatory [DLESE term id: 06w]
  • NCTM:6-8:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand relationships among units and convert from one unit to another within the same system - self-explanatory [DLESE term id: 06x]
  • NCTM:6-8:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume - self-explanatory [DLESE term id: 06y]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Use common benchmarks to select appropriate methods for estimating measurements - self-explanatory [DLESE term id: 06z]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision - self-explanatory [DLESE term id: 070]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes - self-explanatory [DLESE term id: 071]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders - self-explanatory [DLESE term id: 072]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Solve problems involving scale factors, using ratio and proportion - self-explanatory [DLESE term id: 073]
  • NCTM:6-8:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Solve simple problems involving rates and derived measurements for such attributes as velocity and density - self-explanatory [DLESE term id: 074]
  • NCTM:6-8:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population - self-explanatory [DLESE term id: 075]
  • NCTM:6-8:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots - self-explanatory [DLESE term id: 076]
  • NCTM:6-8:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Find, use, and interpret measures of center and spread, including mean and interquartile range - self-explanatory [DLESE term id: 077]
  • NCTM:6-8:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots - self-explanatory [DLESE term id: 078]
  • NCTM:6-8:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken - self-explanatory [DLESE term id: 079]
  • NCTM:6-8:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit - self-explanatory [DLESE term id: 07a]
  • NCTM:6-8:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Use conjectures to formulate new questions and plan new studies to answer them - self-explanatory [DLESE term id: 07b]
  • NCTM:6-8:Data analysis and probability:Understand and apply basic concepts of probability:Understand and use appropriate terminology to describe complementary and mutually exclusive events - self-explanatory [DLESE term id: 07c]
  • NCTM:6-8:Data analysis and probability:Understand and apply basic concepts of probability:Use proportionality and a basic understanding of probability to make and test conjectures about the results of experiments and simulations - self-explanatory [DLESE term id: 07d]
  • NCTM:6-8:Data analysis and probability:Understand and apply basic concepts of probability:Compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and area models - self-explanatory [DLESE term id: 07e]
  • NCTM:6-8:Problem solving:Build new mathematical knowledge through problem solving - self-explanatory [DLESE term id: 07f]
  • NCTM:6-8:Problem solving:Solve problems that arise in mathematics and in other contexts - self-explanatory [DLESE term id: 07g]
  • NCTM:6-8:Problem solving:Apply and adapt a variety of appropriate strategies to solve problems - self-explanatory [DLESE term id: 07h]
  • NCTM:6-8:Problem solving:Monitor and reflect on the process of mathematical problem solving - self-explanatory [DLESE term id: 07i]
  • NCTM:6-8:Reasoning and proof:Recognize reasoning and proof as fundamental aspects of mathematics - self-explanatory [DLESE term id: 07j]
  • NCTM:6-8:Reasoning and proof:Make and investigate mathematical conjectures - self-explanatory [DLESE term id: 07k]
  • NCTM:6-8:Reasoning and proof:Develop and evaluate mathematical arguments and proofs - self-explanatory [DLESE term id: 07l]
  • NCTM:6-8:Reasoning and proof:Select and use various types of reasoning and methods of proof - self-explanatory [DLESE term id: 07m]
  • NCTM:6-8:Communication:Organize and consolidate their mathematical thinking through communication - self-explanatory [DLESE term id: 07n]
  • NCTM:6-8:Communication:Communicate their mathematical thinking coherently and clearly to peers, teachers, and others - self-explanatory [DLESE term id: 07o]
  • NCTM:6-8:Communication:Analyze and evaluate the mathematical thinking and strategies of others - self-explanatory [DLESE term id: 07p]
  • NCTM:6-8:Communication:Use the language of mathematics to express mathematical ideas precisely - self-explanatory [DLESE term id: 07q]
  • NCTM:6-8:Connections:Recognize and use connections among mathematical ideas - self-explanatory [DLESE term id: 07r]
  • NCTM:6-8:Connections:Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - self-explanatory [DLESE term id: 07s]
  • NCTM:6-8:Connections:Recognize and apply mathematics in contexts outside of mathematics - self-explanatory [DLESE term id: 07t]
  • NCTM:6-8:Representation:Create and use representations to organize, record, and communicate mathematical ideas - self-explanatory [DLESE term id: 07u]
  • NCTM:6-8:Representation:Select, apply, and translate among mathematical representations to solve problems - self-explanatory [DLESE term id: 07v]
  • NCTM:6-8:Representation:Use representations to model and interpret physical, social, and mathematical phenomena - self-explanatory [DLESE term id: 07w]
  • NCTM:9-12:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand numbers:Develop a deeper understanding of very large and very small numbers and of various representations of them - self-explanatory [DLESE term id: 07x]
  • NCTM:9-12:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions - self-explanatory [DLESE term id: 07y]
  • NCTM:9-12:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand vectors and matrices as systems that have some of the properties of the real-number system - self-explanatory [DLESE term id: 07z]
  • NCTM:9-12:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Use number-theory arguments to justify relationships involving whole numbers - self-explanatory [DLESE term id: 080]
  • NCTM:9-12:Number and operations:Understand meanings of operations and how they relate to one another:Judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities - self-explanatory [DLESE term id: 081]
  • NCTM:9-12:Number and operations:Understand meanings of operations and how they relate to one another:Develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices - self-explanatory [DLESE term id: 082]
  • NCTM:9-12:Number and operations:Understand meanings of operations and how they relate to one another:Develop an understanding of permutations and combinations as counting techniques - self-explanatory [DLESE term id: 083]
  • NCTM:9-12:Number and operations:Compute fluently and make reasonable estimates:Develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases - self-explanatory [DLESE term id: 084]
  • NCTM:9-12:Number and operations:Compute fluently and make reasonable estimates:Judge the reasonableness of numerical computations and their results - self-explanatory [DLESE term id: 085]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Generalize patterns using explicitly defined and recursively defined functions - self-explanatory [DLESE term id: 086]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Understand relations and functions and select, convert flexibly among, and use various representations for them - self-explanatory [DLESE term id: 087]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior - self-explanatory [DLESE term id: 088]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions - self-explanatory [DLESE term id: 089]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions - self-explanatory [DLESE term id: 08a]
  • NCTM:9-12:Algebra:Understand patterns, relations, and functions:Interpret representations of functions of two variables - self-explanatory [DLESE term id: 08b]
  • NCTM:9-12:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Understand the meaning of equivalent forms of expressions, equations, inequalities, and relations - self-explanatory [DLESE term id: 08c]
  • NCTM:9-12:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency, mentally or with paper and pencil in simple cases and using technology in all cases - self-explanatory [DLESE term id: 08d]
  • NCTM:9-12:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Use symbolic algebra to represent and explain mathematical relationships - self-explanatory [DLESE term id: 08e]
  • NCTM:9-12:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Use a variety of symbolic representations, including recursive and parametric equations, for functions and relations - self-explanatory [DLESE term id: 08f]
  • NCTM:9-12:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology - self-explanatory [DLESE term id: 08g]
  • NCTM:9-12:Algebra:Use mathematical models to represent and understand quantitative relationships:Identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships - self-explanatory [DLESE term id: 08h]
  • NCTM:9-12:Algebra:Use mathematical models to represent and understand quantitative relationships:Use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts - self-explanatory [DLESE term id: 08i]
  • NCTM:9-12:Algebra:Use mathematical models to represent and understand quantitative relationships:Draw reasonable conclusions about a situation being modeled - self-explanatory [DLESE term id: 08j]
  • NCTM:9-12:Algebra:Analyze change in various contexts:Approximate and interpret rates of change from graphical and numerical data - self-explanatory [DLESE term id: 08k]
  • NCTM:9-12:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Analyze properties and determine attributes of two- and three-dimensional objects - self-explanatory [DLESE term id: 08l]
  • NCTM:9-12:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them - self-explanatory [DLESE term id: 08m]
  • NCTM:9-12:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others - self-explanatory [DLESE term id: 08n]
  • NCTM:9-12:Geometry:Analyze characteristics:Use trigonometric relationships to determine lengths and angle measures - self-explanatory [DLESE term id: 08o]
  • NCTM:9-12:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations - self-explanatory [DLESE term id: 08p]
  • NCTM:9-12:Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems:Investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates - self-explanatory [DLESE term id: 08q]
  • NCTM:9-12:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices - self-explanatory [DLESE term id: 08r]
  • NCTM:9-12:Geometry:Apply transformations and use symmetry to analyze mathematical situations:Use various representations to help understand the effects of simple transformations and their compositions - self-explanatory [DLESE term id: 08s]
  • NCTM:9-12:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools - self-explanatory [DLESE term id: 08t]
  • NCTM:9-12:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections - self-explanatory [DLESE term id: 08u]
  • NCTM:9-12:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use vertex-edge graphs to model and solve problems - self-explanatory [DLESE term id: 08v]
  • NCTM:9-12:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use geometric models to gain insights into, and answer questions in, other areas of mathematics - self-explanatory [DLESE term id: 08w]
  • NCTM:9-12:Geometry:Use visualization, spatial reasoning, and geometric modeling to solve problems:Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture - self-explanatory [DLESE term id: 08x]
  • NCTM:9-12:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement:Make decisions about units and scales that are appropriate for problem situations involving measurement - self-explanatory [DLESE term id: 08y]
  • NCTM:9-12:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Analyze precision, accuracy, and approximate error in measurement situations - self-explanatory [DLESE term id: 08z]
  • NCTM:9-12:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders - self-explanatory [DLESE term id: 090]
  • NCTM:9-12:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations - self-explanatory [DLESE term id: 091]
  • NCTM:9-12:Measurement:Apply appropriate techniques, tools, and formulas to determine measurements:Use unit analysis to check measurement computations - self-explanatory [DLESE term id: 092]
  • NCTM:9-12:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each - self-explanatory [DLESE term id: 093]
  • NCTM:9-12:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Know the characteristics of well-designed studies, including the role of randomization in surveys and experiments - self-explanatory [DLESE term id: 094]
  • NCTM:9-12:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable - self-explanatory [DLESE term id: 095]
  • NCTM:9-12:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Understand histograms, parallel box plots, and scatterplots and use them to display data - self-explanatory [DLESE term id: 096]
  • NCTM:9-12:Data analysis and probability:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:Compute basic statistics and understand the distinction between a statistic and a parameter - self-explanatory [DLESE term id: 097]
  • NCTM:9-12:Data analysis and probability:Select and use appropriate statistical methods to analyze data:For univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics - self-explanatory [DLESE term id: 098]
  • NCTM:9-12:Data analysis and probability:Select and use appropriate statistical methods to analyze data:For bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools - self-explanatory [DLESE term id: 099]
  • NCTM:9-12:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Display and discuss bivariate data where at least one variable is categorical - self-explanatory [DLESE term id: 09a]
  • NCTM:9-12:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Recognize how linear transformations of univariate data affect shape, center, and spread - self-explanatory [DLESE term id: 09b]
  • NCTM:9-12:Data analysis and probability:Select and use appropriate statistical methods to analyze data:Identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled - self-explanatory [DLESE term id: 09c]
  • NCTM:9-12:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions - self-explanatory [DLESE term id: 09d]
  • NCTM:9-12:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference - self-explanatory [DLESE term id: 09e]
  • NCTM:9-12:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions - self-explanatory [DLESE term id: 09f]
  • NCTM:9-12:Data analysis and probability:Develop and evaluate inferences and predictions that are based on data:Understand how basic statistical techniques are used to monitor process characteristics in the workplace - self-explanatory [DLESE term id: 09g]
  • NCTM:9-12:Data analysis and probability:Understand and apply basic concepts of probability:Understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases - self-explanatory [DLESE term id: 09h]
  • NCTM:9-12:Data analysis and probability:Understand and apply basic concepts of probability:Use simulations to construct empirical probability distributions - self-explanatory [DLESE term id: 09i]
  • NCTM:9-12:Data analysis and probability:Understand and apply basic concepts of probability:Compute and interpret the expected value of random variables in simple cases - self-explanatory [DLESE term id: 09j]
  • NCTM:9-12:Data analysis and probability:Understand and apply basic concepts of probability:Understand the concepts of conditional probability and independent events - self-explanatory [DLESE term id: 09k]
  • NCTM:9-12:Data analysis and probability:Understand and apply basic concepts of probability:Understand how to compute the probability of a compound event - self-explanatory [DLESE term id: 09l]
  • NCTM:9-12:Problem solving:Build new mathematical knowledge through problem solving - self-explanatory [DLESE term id: 09m]
  • NCTM:9-12:Problem solving:Solve problems that arise in mathematics and in other contexts - self-explanatory [DLESE term id: 09n]
  • NCTM:9-12:Problem solving:Apply and adapt a variety of appropriate strategies to solve problems - self-explanatory [DLESE term id: 09o]
  • NCTM:9-12:Problem solving:Monitor and reflect on the process of mathematical problem solving - self-explanatory [DLESE term id: 09p]
  • NCTM:9-12:Reasoning and proof:Recognize reasoning and proof as fundamental aspects of mathematics - self-explanatory [DLESE term id: 09q]
  • NCTM:9-12:Reasoning and proof:Make and investigate mathematical conjectures - self-explanatory [DLESE term id: 09r]
  • NCTM:9-12:Reasoning and proof:Develop and evaluate mathematical arguments and proofs - self-explanatory [DLESE term id: 09s]
  • NCTM:9-12:Reasoning and proof:Select and use various types of reasoning and methods of proof - self-explanatory [DLESE term id: 09t]
  • NCTM:9-12:Communication:Organize and consolidate their mathematical thinking through communication - self-explanatory [DLESE term id: 09u]
  • NCTM:9-12:Communication:Communicate their mathematical thinking coherently and clearly to peers, teachers, and others - self-explanatory [DLESE term id: 09v]
  • NCTM:9-12:Communication:Analyze and evaluate the mathematical thinking and strategies of others - self-explanatory [DLESE term id: 09w]
  • NCTM:9-12:Communication:Use the language of mathematics to express mathematical ideas precisely - self-explanatory [DLESE term id: 09x]
  • NCTM:9-12:Connection:Recognize and use connections among mathematical ideas - self-explanatory [DLESE term id: 09y]
  • NCTM:9-12:Connection:Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - self-explanatory [DLESE term id: 09z]
  • NCTM:9-12:Connection:Recognize and apply mathematics in contexts outside of mathematics - self-explanatory [DLESE term id: 0a0]
  • NCTM:9-12:Representation:Create and use representations to organize, record, and communicate mathematical ideas - self-explanatory [DLESE term id: 0a1]
  • NCTM:9-12:Representation:Select, apply, and translate among mathematical representations to solve problems - self-explanatory [DLESE term id: 0a2]
  • NCTM:9-12:Representation:Use representations to model and interpret physical, social, and mathematical phenomena - self-explanatory [DLESE term id: 0a3]

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports student learning and attainment of the abilities articulated in the standard.
  • Use standards with materials intended for student learning.
  • Catalogers with experience and familiarity with standards may evaluate the standards identified by resource creators in the resource for appropriateness and completeness.
  • If catalogers do not have experience and familiarity with standards but the resource has standards associated with, catalogers may include the standards indicated by the resource creator.
  • Catalogers with experience and familiarity with standards may evaluate a resource to identify appropriate standards.
  • Use standards sparingly with reference materials, portal resources or other resources where student interaction with the resource is low or passive.

Things to avoid

  • Catalogers who do not have experience and familiarity with standards, should not complete this field.
  • Do not create a compiled list of standards addressed by a collection of resources. For example, do not create a long list of standards for an overarching resource that includes individual lesson plans, activities or modules that support individual standards. Describe each lesson plan, activity or module, etc. individually and associate the standards directly.
  • Do not choose every standard for a resource. Most resources only support a few standards really well.

The resource has existing standards. Do this:

  • When standards are identified by the resource creator and presented in the resource, capture this information when it meets the other criteria described by these best practices.

Does an entire resource need to support the standard?

  • A resource need not cover the entire scope of a standard for the association to be made but the resource content should clearly fall within the bounds of the standard. Some of the standards are broad in scope. Therefore, it is not expected that single resources, like lesson plans, activities or modules, support the entirety of a standard.

Examples for science standards (NSES)

  • NSES:9-12:Content Standard A:Science as Inquiry Standards:Abilities necessary to do scientific inquiry is supported in Stratospheric Ozone.
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Earth in the solar system is supported in the Global Sun Temperature project.

Examples for geography (NCGE)

NCGE standards? Do this:

  • The National Council for Geographic Education standards are designed to emphasize the knowledge skills of a geographically informed person.
  • Choose appropriate geography standards from the list.

NSES standards? Do this:

  • The National Science Education Standards (NSES) are designed to emphasize interacting with the science content, the processes of science, inquiry and decision-making skills.
  • Choose appropriate science standards from the list.

NSES Grades K-4 specific information

NSES Grades 5-8 specific information

NSES Grades 9-12 specific information

Other standards? Do this:

  • If the resource indicates other standards such as the Benchmarks for Science Literacy (by the American Association for the Advancement of Science (AAAS) or the National Educational Technology Standards by International Society for Technology in Education (ISTE) etc., enter this information in the description - educational field, citing the authorizing body and source for the standard.

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Content standard - science - National Science Education Standards (NSES)

xpath - /itemRecord/educational/contentStandards/contentStandard
Framework version - 0.6.50
DLESE id - cs

Definition - a vision of a scientifically literate populace by outlining what students need to know, understand, and be able to do to be scientifically literate at different grade levels
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NSES:K-4:Content Standard D Earth and Space Science Standards:Properties of earth materials

Controlled vocabulary information

  • Number of levels - 4
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NSES - National Science Education Standards
  • Level 2 is Grade range - the set of grade levels to which the standard applies
    • Level terms and definitions:
      • K-4 - kindergarten, first grade, second grade, third grade and fourth grade
      • 5-8 - fifth grade, sixth grade, seventh grade and eighth grade
      • 9-12 - high school grades nine, ten, eleven and twelve
  • Level 3 is Standard - a named and lettered level of achievement to which learners are expected to aspire
    • Level terms and definitions:
      • Content Standard A Science as Inquiry Standards - self-explanatory
      • Content Standard B Physical Science Standards - self-explanatory
      • Content Standard C Life Science Standards - self-explanatory
      • Content Standard D Earth and Space Science Standards - self-explanatory
      • Content Standard E Science and Technology Standards - self-explanatory
      • Content Standard F Science in Personal and Social Perspectives Standards - self-explanatory
      • Content Standard G History and Nature of Science Standards - self-explanatory
      • Unifying Concepts and Processes Standards - self-explanatory
  • Level 4 is Concept - the high-level topic area addressed by the standard; see the allowed combination of terms below; the concept part of the term is the phrase after the last colon

Term and definitions

  • NSES:5-8:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry - self-explanatory [DLESE term id: 0i]
  • NSES:5-8:Content Standard A Science as Inquiry Standards:Understanding about scientific inquiry - self-explanatory [DLESE term id: 0j]
  • NSES:5-8:Content Standard B Physical Science Standards:Motion and forces - self-explanatory [DLESE term id: 0k]
  • NSES:5-8:Content Standard B Physical Science Standards:Properties and changes of properties in matter - self-explanatory [DLESE term id: 0l]
  • NSES:5-8:Content Standard B Physical Science Standards:Transfer of energy - self-explanatory [DLESE term id: 0m]
  • NSES:5-8:Content Standard C Life Science Standards:Diversity and adaptations of organisms - self-explanatory [DLESE term id: 0n]
  • NSES:5-8:Content Standard C Life Science Standards:Population and ecosystems - self-explanatory [DLESE term id: 0o]
  • NSES:5-8:Content Standard C Life Science Standards:Regulation and behavior - self-explanatory [DLESE term id: 0p]
  • NSES:5-8:Content Standard C Life Science Standards:Reproduction and heredity - self-explanatory [DLESE term id: 0q]
  • NSES:5-8:Content Standard C Life Science Standards:Structure and function in living systems - self-explanatory [DLESE term id: 0r]
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Earth in the solar system - self-explanatory [DLESE term id: 0s]
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Earth's history - self-explanatory [DLESE term id: 0t]
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Structure of the earth system - self-explanatory [DLESE term id: 0u]
  • NSES:5-8:Content Standard E Science and Technology Standards:Abilities of technological design - self-explanatory [DLESE term id: 0v]
  • NSES:5-8:Content Standard E Science and Technology Standards:Understandings about science and technology - self-explanatory [DLESE term id: 0w]
  • NSES:5-8:Content Standard F Science in Personal and Social Perspectives Standards:Natural hazards - self-explanatory [DLESE term id: 0x]
  • NSES:5-8:Content Standard F Science in Personal and Social Perspectives Standards:Personal health - self-explanatory [DLESE term id: 0y]
  • NSES:5-8:Content Standard F Science in Personal and Social Perspectives Standards:Populations, resources, and environments - self-explanatory [DLESE term id: 0z]
  • NSES:5-8:Content Standard F Science in Personal and Social Perspectives Standards:Risks and benefits - self-explanatory [DLESE term id: 000]
  • NSES:5-8:Content Standard F Science in Personal and Social Perspectives Standards:Science and technology in society - self-explanatory [DLESE term id: 001]
  • NSES:5-8:Content Standard G History and Nature of Science Standards:History of science - self-explanatory [DLESE term id: 002]
  • NSES:5-8:Content Standard G History and Nature of Science Standards:Nature of science - self-explanatory [DLESE term id: 003]
  • NSES:5-8:Content Standard G History and Nature of Science Standards:Science as a human endeavor - self-explanatory [DLESE term id: 004]
  • NSES:5-8:Unifying Concepts and Processes Standards:Change, constancy, and measurement - self-explanatory [DLESE term id: 005]
  • NSES:5-8:Unifying Concepts and Processes Standards:Evidence, models, and explanation - self-explanatory [DLESE term id: 006]
  • NSES:5-8:Unifying Concepts and Processes Standards:Evolution and equilibrium - self-explanatory [DLESE term id: 007]
  • NSES:5-8:Unifying Concepts and Processes Standards:Form and function - self-explanatory [DLESE term id: 008]
  • NSES:5-8:Unifying Concepts and Processes Standards:Systems, order, and organization - self-explanatory [DLESE term id: 009]
  • NSES:9-12:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry - self-explanatory [DLESE term id: 00a]
  • NSES:9-12:Content Standard A Science as Inquiry Standards:Understandings about scientific inquiry - self-explanatory [DLESE term id: 00b]
  • NSES:9-12:Content Standard B Physical Science Standards:Chemical reactions - self-explanatory [DLESE term id: 00c]
  • NSES:9-12:Content Standard B Physical Science Standards:Conservation of energy and increase in disorder - self-explanatory [DLESE term id: 00d]
  • NSES:9-12:Content Standard B Physical Science Standards:Interactions of energy and matter - self-explanatory [DLESE term id: 00e]
  • NSES:9-12:Content Standard B Physical Science Standards:Motions and forces - self-explanatory [DLESE term id: 00f]
  • NSES:9-12:Content Standard B Physical Science Standards:Structure and properties of matter - self-explanatory [DLESE term id: 00g]
  • NSES:9-12:Content Standard B Physical Science Standards:Structure of atoms - self-explanatory [DLESE term id: 00h]
  • NSES:9-12:Content Standard C Life Science Standards:Behavior of organisms - self-explanatory [DLESE term id: 00i]
  • NSES:9-12:Content Standard C Life Science Standards:Biological evolution - self-explanatory [DLESE term id: 00j]
  • NSES:9-12:Content Standard C Life Science Standards:Interdependence of organisms - self-explanatory [DLESE term id: 00k]
  • NSES:9-12:Content Standard C Life Science Standards:Matter, energy, and organization in living systems - self-explanatory [DLESE term id: 00l]
  • NSES:9-12:Content Standard C Life Science Standards:Molecular basis of heredity - self-explanatory [DLESE term id: 00m]
  • NSES:9-12:Content Standard C Life Science Standards:The cell - self-explanatory [DLESE term id: 00n]
  • NSES:9-12:Content Standard D Earth and Space Science Standards:Energy in the earth system - self-explanatory [DLESE term id: 00o]
  • NSES:9-12:Content Standard D Earth and Space Science Standards:Geochemical cycles - self-explanatory [DLESE term id: 00p]
  • NSES:9-12:Content Standard D Earth and Space Science Standards:Origin and evolution of the earth system - self-explanatory [DLESE term id: 00q]
  • NSES:9-12:Content Standard D Earth and Space Science Standards:Origin and evolution of the universe - self-explanatory [DLESE term id: 00r]
  • NSES:9-12:Content Standard E Science and Technology Standards:Abilities of technological design - self-explanatory [DLESE term id: 00s]
  • NSES:9-12:Content Standard E Science and Technology Standards:Understandings about science and technology - self-explanatory [DLESE term id: 00t]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Environmental quality - self-explanatory [DLESE term id: 00u]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Natural and human-induced hazards - self-explanatory [DLESE term id: 00v]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Natural resources - self-explanatory [DLESE term id: 00w]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Personal and community health - self-explanatory [DLESE term id: 00x]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Population growth - self-explanatory [DLESE term id: 00y]
  • NSES:9-12:Content Standard F Science in Personal and Social Perspectives Standards:Science and technology in local, national, and global challenges - self-explanatory [DLESE term id: 00z]
  • NSES:9-12:Content Standard G History and Nature of Science Standards:Historical perspectives - self-explanatory [DLESE term id: 010]
  • NSES:9-12:Content Standard G History and Nature of Science Standards:Nature of scientific knowledge - self-explanatory [DLESE term id: 011]
  • NSES:9-12:Content Standard G History and Nature of Science Standards:Science as a human endeavor - self-explanatory [DLESE term id: 012]
  • NSES:9-12:Unifying Concepts and Processes Standards:Change, constancy, and measurement - self-explanatory [DLESE term id: 013]
  • NSES:9-12:Unifying Concepts and Processes Standards:Evidence, models, and explanation - self-explanatory [DLESE term id: 014]
  • NSES:9-12:Unifying Concepts and Processes Standards:Evolution and equilibrium - self-explanatory [DLESE term id: 015]
  • NSES:9-12:Unifying Concepts and Processes Standards:Form and function - self-explanatory [DLESE term id: 016]
  • NSES:9-12:Unifying Concepts and Processes Standards:Systems, order, and organization - self-explanatory [DLESE term id: 017]
  • NSES:K-4:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry - self-explanatory [DLESE term id: 018]
  • NSES:K-4:Content Standard A Science as Inquiry Standards:Understanding about scientific inquiry - self-explanatory [DLESE term id: 019]
  • NSES:K-4:Content Standard B Physical Science Standards:Light, heat, electricity, and magnetism - self-explanatory [DLESE term id: 01a]
  • NSES:K-4:Content Standard B Physical Science Standards:Position and motion of objects - self-explanatory [DLESE term id: 01b]
  • NSES:K-4:Content Standard B Physical Science Standards:Properties of objects and materials - self-explanatory [DLESE term id: 01c]
  • NSES:K-4:Content Standard C Life Science Standards:Characteristics of organisms - self-explanatory [DLESE term id: 01d]
  • NSES:K-4:Content Standard C Life Science Standards:Life cycles of organisms - self-explanatory [DLESE term id: 01e]
  • NSES:K-4:Content Standard C Life Science Standards:Organisms and environments - self-explanatory [DLESE term id: 01f]
  • NSES:K-4:Content Standard D Earth and Space Science Standards:Changes in earth and sky - self-explanatory [DLESE term id: 01g]
  • NSES:K-4:Content Standard D Earth and Space Science Standards:Objects in the sky - self-explanatory [DLESE term id: 01h]
  • NSES:K-4:Content Standard D Earth and Space Science Standards:Properties of earth materials - self-explanatory [DLESE term id: 01i]
  • NSES:K-4:Content Standard E Science and Technology Standards:Abilities of technological design - self-explanatory [DLESE term id: 01j]
  • NSES:K-4:Content Standard E Science and Technology Standards:Abilities to distinguish between natural objects and objects made by humans - self-explanatory [DLESE term id: 01k]
  • NSES:K-4:Content Standard E Science and Technology Standards:Understanding about science and technology - self-explanatory [DLESE term id: 01l]
  • NSES:K-4:Content Standard F Science in Personal and Social Perspectives Standards:Changes in environments - self-explanatory [DLESE term id: 01m]
  • NSES:K-4:Content Standard F Science in Personal and Social Perspectives Standards:Characteristics and changes in populations - self-explanatory [DLESE term id: 01n]
  • NSES:K-4:Content Standard F Science in Personal and Social Perspectives Standards:Personal health - self-explanatory [DLESE term id: 01o]
  • NSES:K-4:Content Standard F Science in Personal and Social Perspectives Standards:Science and technology in local challenges - self-explanatory [DLESE term id: 01p]
  • NSES:K-4:Content Standard F Science in Personal and Social Perspectives Standards:Types of resources - self-explanatory [DLESE term id: 01q]
  • NSES:K-4:Content Standard G History and Nature of Science Standards:Science as a human endeavor - self-explanatory [DLESE term id: 01r]
  • NSES:K-4:Unifying Concepts and Processes Standards:Change, constancy, and measurement - self-explanatory [DLESE term id: 01s]
  • NSES:K-4:Unifying Concepts and Processes Standards:Evidence, models, and explanation - self-explanatory [DLESE term id: 01t]
  • NSES:K-4:Unifying Concepts and Processes Standards:Evolution and equilibrium - self-explanatory [DLESE term id: 01u]
  • NSES:K-4:Unifying Concepts and Processes Standards:Form and function - self-explanatory [DLESE term id: 01v]
  • NSES:K-4:Unifying Concepts and Processes Standards:Systems, order, and organization - self-explanatory [DLESE term id: 01w]

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports student learning and attainment of the abilities articulated in the standard.
  • Use standards with materials intended for student learning.
  • Catalogers with experience and familiarity with standards may evaluate the standards identified by resource creators in the resource for appropriateness and completeness.
  • If catalogers do not have experience and familiarity with standards but the resource has standards associated with, catalogers may include the standards indicated by the resource creator.
  • Catalogers with experience and familiarity with standards may evaluate a resource to identify appropriate standards.
  • Use standards sparingly with reference materials, portal resources or other resources where student interaction with the resource is low or passive.

Things to avoid

  • Catalogers who do not have experience and familiarity with standards, should not complete this field.
  • Do not create a compiled list of standards addressed by a collection of resources. For example, do not create a long list of standards for an overarching resource that includes individual lesson plans, activities or modules that support individual standards. Describe each lesson plan, activity or module, etc. individually and associate the standards directly.
  • Do not choose every standard for a resource. Most resources only support a few standards really well.

The resource has existing standards. Do this:

  • When standards are identified by the resource creator and presented in the resource, capture this information when it meets the other criteria described by these best practices.

Does an entire resource need to support the standard?

  • A resource need not cover the entire scope of a standard for the association to be made but the resource content should clearly fall within the bounds of the standard. Some of the standards are broad in scope. Therefore, it is not expected that single resources, like lesson plans, activities or modules, support the entirety of a standard.

Examples for science standards (NSES)

  • NSES:9-12:Content Standard A:Science as Inquiry Standards:Abilities necessary to do scientific inquiry is supported in Stratospheric Ozone.
  • NSES:5-8:Content Standard D Earth and Space Science Standards:Earth in the solar system is supported in the Global Sun Temperature project.

Examples for geography (NCGE)

NCGE standards? Do this:

  • The National Council for Geographic Education standards are designed to emphasize the knowledge skills of a geographically informed person.
  • Choose appropriate geography standards from the list.

NSES standards? Do this:

  • The National Science Education Standards (NSES) are designed to emphasize interacting with the science content, the processes of science, inquiry and decision-making skills.
  • Choose appropriate science standards from the list.

NSES Grades K-4 specific information

NSES Grades 5-8 specific information

NSES Grades 9-12 specific information

Other standards? Do this:

  • If the resource indicates other standards such as the Benchmarks for Science Literacy (by the American Association for the Advancement of Science (AAAS), the Principles and Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM) or the National Educational Technology Standards by International Society for Technology in Education (ISTE) etc., enter this information in the description - educational field, citing the authorizing body and source for the standard.

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Contributor - list - resource catalogers

xpath - /itemRecord/metaMetadata/contributors
Framework version - 0.6.50

Definition - a list of organizations or persons responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - contributor
Data types - complex
Domain - the child element
Domain example - <contributor>
Other occurrences in framework - true

Notes

  • The list of organizations or people includes catalogers, editors or validators.
  • The framework allows the metaMetadata contributor list to have minimum occurrences equal zero in order to have valid records when cataloger information is removed in accordance with the DLESE Privacy Policy.
  • Other XPATH: /itemRecord/lifecycle/contributors

Cataloging best practices

Things to do

  • Complete the required contributor subfield.

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Contributor - list - resource creators

xpath - /itemRecord/lifecycle/contributors
Framework version - 0.6.50

Definition - a list of organizations or persons responsible for the intellectual content of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - contributor
Data types - complex
Domain - the child element
Domain example - <contributor>
Other occurrences in framework - true

Notes

  • The list of organizations or people includes authors, contacts, publishers or principal investigators.
  • Other XPATH: /itemRecord/metaMetadata/contributors

Cataloging best practices

Things to do

  • Complete the required contributor subfield.

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Contributor - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor
Framework version - 0.6.50

Definition - either an organization or person responsible for cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - role, date
Child elements - organization, person
Data types - complex
Domain - the attributes and child elements; date formats and the controlled vocabulary for role
Domain example - <organization>, <person>, 2004-10-26
Other occurrences in framework - true

Notes

  • The list of organizations or people includes catalogers, editors or validators.
  • The framework allows the metaMetadata contributor list to have minimum occurrences equal zero in order to have valid records when cataloger information is removed in accordance with the DLESE Privacy Policy.
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor

Cataloging best practices

Things to do

  • Complete the subfields of role and date - contribution - resource cataloger.
  • Complete either the person subfield or the organization subfield.

Things to avoid

  • Do not include webmasters as contributors.

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Contributor - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor
Framework version - 0.6.50

Definition - either an organization or person responsible for the intellectual content of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - role, date
Child elements - organization, person
Data types - complex
Domain - the attributes and child elements; date formats and the controlled vocabulary for role
Domain example - <organization>, <person>, 2004-10-26
Other occurrences in framework - true

Notes

  • The list of organizations or people includes authors, contacts, publishers or principal investigators.
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor

Cataloging best practices

Things to do

  • Complete the required subfields of role and date - contribution - resource creator.
  • Complete either the person subfield or the organization subfield.

Things to avoid

  • Do not include webmasters as contributors.

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Coordinate - east

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/eastCoord
Framework version - 0.6.50

Definition - the eastern most longitude, in decimal degrees, of the bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -180.00 to 180.00
Domain example - -123.46

Cataloging best practices

Things to do

  • Longitudes run from pole to pole and range in value from -180° to 180°; the prime meridian (0°) runs through Greenwich, England.
  • Enter longitude values in decimal degrees.
  • Enter values in the following format ###.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for longitudes east of the prime meridian (Eastern hemisphere).
  • Use negative values for longitudes west of the prime meridian (Western hemisphere).

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Coordinate - north

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/northCoord
Framework version - 0.6.50

Definition - the northern most latitude, in decimal degrees, of the bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -36.58

Cataloging best practices

Things to do

  • Latitudes run parallel to the equator and range from -90° to 90°
  • Enter latitude values in decimal degrees.
  • Enter values in the following format ##.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for latitudes north of the equator. (Northern hemisphere).
  • Use negative values for latitudes south of the equator (Southern hemisphere).

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Coordinate - south

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/southCoord
Framework version - 0.6.50

Definition - the southern most latitude, in decimal degrees, of the bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -36.58

Cataloging best practices

Things to do

  • Latitudes run parallel to the equator and range from -90° to 90°
  • Enter latitude values in decimal degrees.
  • Enter values in the following format ##.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for latitudes north of the equator. (Northern hemisphere).
  • Use negative values for latitudes south of the equator (Southern hemisphere).

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Coordinate - west

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/westCoord
Framework version - 0.6.50

Definition - the western most longitude, in decimal degrees, of the bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -180.00 to 180.00
Domain example - -123.46

Cataloging best practices

Things to do

  • Longitudes run from pole to pole and range in value from -180° to 180°; the prime meridian (0°) runs through Greenwich, England.
  • Enter longitude values in decimal degrees.
  • Enter values in the following format ###.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for longitudes east of the prime meridian (Eastern hemisphere).
  • Use negative values for longitudes west of the prime meridian (Western hemisphere).

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Coordinate system

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/coordinateSystem
Framework version - 0.6.50

Definition - the frame of reference specifying the location of an object in space
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - type
Data types - complex
Domain - the attributes
Domain example - the type attribute has the value of DLESE:Geographic latitude and longitude

Notes

  • Since DLESE uses overarching bounding boxes, the only allowed coordinate system is geographic latitude and longitude. So no other data should be entered.

Cataloging best practices

Things to do

  • Complete the required subfield of type.
  • Coordinate systems apply to visuals and raw and gridded data.
  • Since DLESE uses overarching bounding boxes, the only allowed coordinate system is geographic latitude and longitude.

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Coordinate system - type

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/coordinateSystem/@type
Framework version - 0.6.50

Definition - the frame of reference specifying the location of an object in space
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Geographic latitude and longitude
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/projection/@type
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/coordinateSystem/@type

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Type - the frame of reference specifying the location of an object in space; see the allowed combination of terms below; the type part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Geographic latitude and longitude - coordinates are represented as latitude and longitudes in decimal degrees

Cataloging best practices

Things to do

  • Coordinate systems apply to visuals and raw and gridded data
  • Since DLESE uses overarching bounding boxes, the only allowed coordinate system type is the controlled vocabulary value of DLESE:Geographic latitude and longitude.

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Copyright

xpath - /itemRecord/metaMetadata/copyright
Framework version - 0.6.50

Definition - copyright information about the metadata record
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Copyright (c) 2006 University Corporation for Atmospheric Research (UCAR)

Cataloging best practices

Things to do

  • Include the word copyright or the copyright symbol as part of the content.
  • Include the year as part of the content.
  • Include the legal entity (organization of person) as part of the content.
  • If metadata is being produced by an organization, use the organization as the copyright holder rather than an individual person.

Examples

  • Copyright (c) 2006 University Corporation for Atmospheric Research (UCAR).

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Cost

xpath - /itemRecord/rights/cost
Framework version - 0.6.50

Definition - an indication of whether use or access of the resource requires payment
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:No, DLESE:Yes

Notes

  • The Digital Library for Earth System Education (DLESE) provides access to those resources that are freely available or available at very low cost. Resources with substantial costs or those that require subscriptions may not be made available in the library.

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Cost - an indication of whether use or access of the resource requires payment; see the allowed combination of terms below; the cost part of the term is the phrase after the last colon

Term and definitions

  • DLESE:No - there is no cost or a very nominal cost associated with using or accessing the resource
  • DLESE:To be supplied - not immediately known, therefore will be supplied at a future date
  • DLESE:Unknown - there may or may not be a cost associated with using or accessing the resource, that is, the cost could not be determined
  • DLESE:Yes - there is a cost (more than nominal) associated with using or accessing the resource

Cataloging best practices

Things to do

  • Select the term No if there is a nominal cost to access part of the resource but most of the resource is freely available.
  • Select the term Yes if there is a cost associated with accessing or buying the resource (e.g. CD-ROM). Please note that resources that have costs associated with them may or may not be accessible in the Digital Library for Earth System Education (DLESE).

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Date - begin

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@date
Framework version - 0.6.50

Definition - the begin date associated with a temporal event
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - true

Notes

  • This field is an attribute of the begin field.
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@date
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/@date
  • other XPATH: /itemRecord/lifecycle/contributors/contributor/@date

Cataloging best practices

Things to do

  • Enter one date to signify the beginning of the temporal event in the resource.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • At a minimum, enter a year; month and day are optional.
  • If a begin date is specified, enter an end date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter time; time is entered in the time - begin field.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date - contribution - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/@date
Framework version - 0.6.50

Definition - a date associated with metadata generation by a metadata cataloger, editor or validator.
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - true

Notes

  • This field is an attribute on the contributor field.
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/@date
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@date
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@date

Cataloging best practices

Things to do

  • Enter a date to signify when an important contribution to the metadata has been made.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • Enter a year for every date entered.
  • Catalogers should include a date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter time.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date - contribution - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/@date
Framework version - 0.6.50

Definition - a date associated with a resource's creation and intellectual content by authors, contributors, publishers etc.
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - true

Notes

  • This field is an attribute on the contributor field.
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/@date
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@date
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@date

Cataloging best practices

Things to do

  • Enter a date to signify when an important contribution to resource content has been made.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • Enter a year for every date entered.
  • Authors should include a date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter time.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date - end

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@date
Framework version - 0.6.50

Definition - the end date associated with a temporal event
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004
Other occurrences in framework - true

Notes

  • This field is an attribute of the end field.
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@date
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/@date
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/@date

Cataloging best practices

Things to do

  • Enter one date to signify the ending of the temporal event in the resource.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • At a minimum, enter a year; month and day are optional.
  • If an end date is specified, enter a begin date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter time; time is entered in the time - end field.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date accessioned

xpath - /itemRecord/metaMetadata/dateInfo/@accessioned
Framework version - 0.6.50

Definition - the accession date of the metadata record into a repository
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004

Cataloging best practices

Things to do

  • Enter a date to signify the accessioning of the metadata record.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • Enter a year for every date entered.
  • Catalogers should always include a date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter a time.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date created

xpath - /itemRecord/metaMetadata/dateInfo/@created
Framework version - 0.6.50

Definition - the creation date of the metadata record
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004

Cataloging best practices

Things to do

  • Enter a date to signify the creation of the metadata record.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • Enter a year for every date entered.
  • Catalogers should always include a date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter a time.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date deaccessioned

xpath - /itemRecord/metaMetadata/dateInfo/@deaccessioned
Framework version - 0.6.50

Definition - the deaccession date of the metadata record out of a repository
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - date, gYearMonth, gYear
Domain - numerical date format
Domain example - 2004-10-15, 2004-10, 2004

Cataloging best practices

Things to do

  • Enter a date to signify the deaccessioning of the metadata record.
  • Use a date format of YYYY-MM-DD, e.g. 2004-12-27.
  • Enter a year for every date entered.
  • Catalogers should always include a date.

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not enter a time.

Examples

  • Year: 2004.
  • Year and month: 2004-12.
  • Year, month and day: 2004-12-27.

Top

Date information

xpath - /itemRecord/metaMetadata/dateInfo
Framework version - 0.6.50

Definition - date information about the creation, modification, accessioning or deaccessioning of a metadata record
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - created, accessioned, lastModified, deaccessioned
Data types - complex
Domain - the attributes
Domain example - created="2006-02-28"

Cataloging best practices

Things to do

  • Complete the required subfield of date created.

Top

Date modified

xpath - /itemRecord/metaMetadata/dateInfo/@lastModified
Framework version - 0.6.50

Definition - the date the metadata record was last changed
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - dateTime
Domain - numerical date format with UTC time attached
Domain example - 2004-05-22T08:00:00Z

Cataloging best practices

Things to do

  • Use only when time, year, month and day are known.
  • Enter a date and time to signify modification of the metadata record.
  • Use a date format of YYYY-MM-DDThh:mm:ssZ, e.g. 2004-12-27T18:00:00Z.
  • Enter time in Universal Coordinated Time (UTC). If help is needed to determine UTC, please see how to convert from local to Universal Coordinated Time (UTC).
  • Add the time component in the following format Thh:mm:ssZ. This looks like: 2004-12-27T18:00:00Z for December 27, 2004 at 5 pm if entering a time for Boulder Colorado. Notice the capital letter T to signal that time is being entered and the ending Z to indicate Universal Coordinated Time (UTC or Zulu).

Things to avoid

  • Do not enter days of the week.
  • Do not enter just months or days.
  • Do not just a year.

Examples

  • Year, month, day and time: 2004-12-27T18:00:00Z.

Top

Datum - global or horizontal

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/geodeticDatumGlobalOrHorz
Framework version - 0.6.50

Definition - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:WGS84, DLESE:Other

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Datum - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest; see the allowed combination of terms below; the datum part of the term is the phrase after the last colon

Term and definitions

  • DLESE:ATS77 - a horizontal datum
  • DLESE:NAD27 - a horizontal datum used in North America, established 1927
  • DLESE:NAD83 - a horizontal datum used in North America, established 1983
  • DLESE:Other - the horizontal or global geodetic system is known but not part of this controlled vocabulary
  • DLESE:PZ-90 - Russian analog to WGS84; a global geodetic system
  • DLESE:Unknown - the horizontal or global geodetic system is unknown
  • DLESE:WGS72 - a global geodetic system
  • DLESE:WGS84 - a global geodetic system

Cataloging best practices

Things to do

  • Datums apply to coordinate systems.
  • Choose an appropriate datum from the controlled vocabulary list.
  • If the datum is unknown, choose the term DLESE:Unknown.
  • If the datum is known, but not part of the controlled vocabulary list, choose the term DLESE:Other and complete the field of description - bounding box.

Top

Datum - global or vertical - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/geodeticDatumGlobalOrVert
Framework version - 0.6.50

Definition - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Sea level, DLESE:WGS84, DLESE:Other
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/geodeticDatumGlobalOrVert

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Datum - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest; see the allowed combination of terms below; the datum part of the term is the phrase after the last colon

Term and definitions

  • DLESE:CGD28-CDN - a vertical datum used in Canada
  • DLESE:IGLD55 - a vertical datum
  • DLESE:IGLD88 - a vertical datum
  • DLESE:NAVD29-USA - a vertical datum used in North America, established 1929
  • DLESE:NAVD88 - a vertical datum used in North America, established 1988
  • DLESE:Other - the vertical datum is known but not part of this controlled vocabulary
  • DLESE:PZ-90 - Russian analog to WGS84; a global geodetic system
  • DLESE:Sea level - a vertical datum
  • DLESE:WGS72 - a global geodetic system
  • DLESE:WGS84 - a global geodetic system

Cataloging best practices

Things to do

  • Datums apply to coordinate systems.
  • Choose an appropriate datum.
  • If the datum is unknown, choose the term DLESE:Unknown.
  • If the datum is known, but not part of the controlled vocabulary list, choose the term DLESE:Other and complete the field of description - vertical base level - bounding box.

Top

Datum - global or vertical - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/geodeticDatumGlobalOrVert
Framework version - 0.6.50

Definition - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Sea level, DLESE:WGS84, DLESE:Other
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/geodeticDatumGlobalOrVert

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Datum - a base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest; see the allowed combination of terms below; the datum part of the term is the phrase after the last colon

Term and definitions

  • DLESE:CGD28-CDN - a vertical datum used in Canada
  • DLESE:IGLD55 - a vertical datum
  • DLESE:IGLD88 - a vertical datum
  • DLESE:NAVD29-USA - a vertical datum used in North America, established 1929
  • DLESE:NAVD88 - a vertical datum used in North America, established 1988
  • DLESE:Other - the vertical datum is known but not part of this controlled vocabulary
  • DLESE:PZ-90 - Russian analog to WGS84; a global geodetic system
  • DLESE:Sea level - a vertical datum
  • DLESE:WGS72 - a global geodetic system
  • DLESE:WGS84 - a global geodetic system

Cataloging best practices

Things to do

  • Datums apply to coordinate systems.
  • Choose an appropriate datum.
  • If the datum is unknown, choose the term DLESE:Unknown.
  • If the datum is known, but not part of the controlled vocabulary list, choose the term DLESE:Other and complete the field of description - vertical base level - detailed geometry.

Top

Declination

xpath - /itemRecord/objectsInSpace/object/declination
Framework version - 0.6.50

Definition - the latitude of an object on a celestial map
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -37.58

Cataloging best practices

Things to do

  • Latitudes run parallel to the equator and range from -90° to 90°
  • Enter latitude values in decimal degrees.
  • Enter values in the following format ##.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for latitudes north of the equator. (Northern hemisphere).
  • Use negative values for latitudes south of the equator (Southern hemisphere).

Examples

  • -37.58
  • -0.93

Top

Department - individual resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/instDept
Framework version - 0.6.50

Definition - the department of an organization affiliated with a person responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Department of Geosciences
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instDept

Cataloging best practices

Things to do

  • If the specific department (and sub-department) is known, enter the full name of the department.
  • Spell out acronyms.
  • The department name should be the formal name of an entity, not a person.

Things to avoid

  • Do not use this field if the information is unknown or is suspect.

Top

Department - individual resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/instDept
Framework version - 0.6.50

Definition - the department of an organization affiliated with a person responsible for the intellectual content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Department of Geosciences
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instDept
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instDept

Cataloging best practices

Things to do

  • If the specific department (and sub-department) is known, enter the full name of the department.
  • Spell out acronyms.
  • The department name should be the formal name of an entity, not a person.

Things to avoid

  • Do not use this field if the information is unknown or is suspect.

Top

Department - organizational resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/instDept
Framework version - 0.6.50

Definition - the department of an organization responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Department of Geosciences
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instDept

Cataloging best practices

Things to do

  • If the specific department (and sub-department) is known, enter the full name of the department.
  • Spell out acronyms.
  • The department name should be the formal name of an entity, not a person.

Things to avoid

  • Do not use this field if the information is unknown or is suspect.

Top

Department - organizational resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/instDept
Framework version - 0.6.50

Definition - the department of an organization responsible for the intellectual content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Department of Geosciences
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instDept
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instDept
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instDept

Cataloging best practices

Things to do

  • If the specific department (and sub-department) is known, enter the full name of the department.
  • Spell out acronyms.
  • The department name should be the formal name of an entity, not a person.

Things to avoid

  • Do not use this field if the information is unknown or is suspect.

Top

Description - about cataloging

xpath - /itemRecord/metaMetadata/description
Framework version - 0.6.50

Definition - more information about the cataloging of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - This resource was cataloged by a novice cataloger but the metadata was quality controlled by a cataloging expert.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use only if other fields do not capture the information necessary to understand the resource.

Examples

  • This resource was cataloged by a novice cataloger but the metadata was quality controlled by a cataloging expert.

Top

Description - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
Framework version - 0.6.50

Definition - pertinent information that contributes to the understanding of the bounding box footprint, datum or name information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The footprint information tracks the eye of the hurricane and not the complete width of the storm.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use if other fields do not capture all information necessary to understand the bounding box geographic footprint.
  • If the field of datum - global or horizontal has the value of DLESE:Other, use this field for describing datum information.

Examples

  • The datum is XYZ.
  • The footprint information tracks the eye of the hurricane and not the complete width of the storm.

Top

Description - copyright

xpath - /itemRecord/rights/description
Framework version - 0.6.50

Definition - information on copyright or conditions of use for a resource in a learning or educational setting
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - May be used in an educational setting as long as credit to NASA is given.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Search the resource for an explicit copyright statement to enter into this field. It may be as simple as "Copyright, 2000", or it may be a more lengthy text statement.
  • Indicate copyright restrictions or lack thereof and/or whether the resource is free and clear for general use.
  • If the copyright statement is extremely long, edit it to convey the most pertinent information and then include a statement saying please see the resource directly to obtain the latest information.
  • If the copyright statement is difficult to understand or is not very readable, edit it to convey the most pertinent information and then include a statement saying please see the resource directly to obtain the latest information.
  • Encode the copyright symbol as string composed of: an ampersand, the pound sign, the number 169 followed by a semicolon with no spaces between all the symbols and number.
  • Website URLs with more information may be included but they will not be hyperlinked in library displays.

Things to avoid

  • Do not put quotes around copyright information.

Examples

  • May be used in an educational setting as long as credit to NASA is given.

No Copyright? Do this:

  • If this field cannot be readily determined, enter the statement "Copyright and other restrictions information is unknown" as the content for this field (excluding the quotes).

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Description - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
Framework version - 0.6.50

Definition - pertinent information that contributes to the understanding of detailed geometry footprint, datum or name information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The footprint information tracks the eye of the hurricane and not the complete width of the storm.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use if other fields do not capture all information necessary to understand the detailed geographic footprint.

Examples

  • The footprint information tracks the eye of the hurricane and not the complete width of the storm.

Top

Description - educational

xpath - /itemRecord/educational/description
Framework version - 0.6.50

Definition - a textual narrative describing additional educational factors or contexts of use for a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The resource requires students to be proficient in map reading.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description
  • Information for this field is often contextual and therefore a good candidate of the DLESE annotation framework.

Cataloging best practices

Things to do

  • Include information that helps describe the educational context or use of a resource.
  • Consider using the DLESE annotation framework if making many comments about context or use of a resource.

Things to avoid

  • Do not include evaluative information or testimonials about the resource. That is do not include text like: 1) this site offers outstanding curricular materials for teaching and learning about the Earth system, 2) named Educational Site of the Week by XYZ, 3) we have been recommended by teachers across the nation as the place to go to find materials that will significantly improve student learning, or 4) our experts provide comprehensive reviews of each resource for accuracy and pedagogical effectiveness.
  • Generally, do not include information that is handled elsewhere in the metadata record (e.g. resource creators or resource types).

Examples

  • The resource requires students to be proficient in map reading.
  • The resource is best done outdoors so that actual weather conditions can be experienced while completing the activity.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

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Description - offline resource

xpath - /itemRecord/technical/offline/objectDescription
Framework version - 0.6.50

Definition - a textual narrative describing the resource that is not accessible online
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - This is a rock collection from the Indian Peaks Wilderness in Colorado, United States. It contains specimens 2-3 inches in diameter. The rocks are made of granite.

Cataloging best practices

Things to do

  • Use complete sentences.

Things to avoid

  • Do not make the description a list of keywords. Craft lists of keywords and concepts into sentences by summarizing related ideas to avoid repetitive text
  • Do not include evaluative information or testimonials about the resource.

Examples

  • This is a rock collection from the Indian Peaks Wilderness in Colorado, United States. It contains specimens 2-3 inches in diameter. The rocks are made of granite.

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Description - resource

xpath - /itemRecord/general/description
Framework version - 0.6.50

Definition - a textual narrative describing the content, purpose, organization, or goal of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - This site provides information about the composition, structure, and dynamics of our atmosphere. It offers links to detailed descriptions of the magnetosphere, exosphere, thermosphere, ionosphere, mesosphere, ozone layer, stratosphere and troposphere. The site also has information on the dynamics of the atmosphere including temperature, pressure, winds and the jet stream, and the Coriolis force.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Since description is a primary search field, include information that would be useful in discovering the resource such as concepts, topics and events included in the content.
  • As a starting point, use resource provided tables of content, abstracts, outlines, indexes and descriptions to grasp the scope of the resource.
  • In order to maintain balance and non-political messages in metadata descriptions, please use caution when copying text directly from the resource, especially if a topic is one of much scientific debate or if you are unfamiliar with the topic.
  • Use complete sentences in a voice that does not imply the user is at the resource's website but rather is reading a library description. For example, edit "The figure below shows the relationship between x, y and z." to read "A figure is provided that depicts the relationship between x, y and z."
  • If describing a model or simulation, try to include information about the input and output variables of the model or simulation.
  • If a chosen resource type is a resource type that encompasses other resources, like a course, it is okay to use the description to describe these additional resource types. An example would be: This course includes lesson plans and classroom activities that emphasize the use of realtime weather data.
  • Spell out first instances of all acronyms, including government agencies.
  • If the government agency is the creator or publisher, enter the agency in the contributor - resource creators field with the role of Publisher and spell out the agency name in the organization name - organizational resource creator field.
  • Craft lists of keywords and concepts into sentences by summarizing related ideas to avoid repetitive text.
  • If a resource requires a subscription or a membership for use, please indicate that information in this field.
  • Avoid excessive capitalization of words. Lower case everything but proper nouns for easier reading and comprehension.

Things to avoid

  • Avoid describing resources that do not relate their content to physical properties or effects on the Earth system.
  • For example, do not catalog a resources about sea turtles unless it includes Earth system properties like habitat, water salinity or ocean currents, etc.
  • Do not include evaluative information or testimonials about the resource. That is do not include text like: 1) this site offers outstanding curricular materials for teaching and learning about the Earth system, 2) named Educational Site of the Week by XYZ, 3) we have been recommended by teachers across the nation as the place to go to find materials that will significantly improve student learning, or 4) our experts provide comprehensive reviews of each resource for accuracy and pedagogical effectiveness. Change such text to be like: "This site offers curricular materials for teaching and learning about the Earth system. The focus is on student learning, and a review of each resource for scientific accuracy and pedagogical effectiveness is provided."
  • Do not make the description a list of keywords. Craft lists of keywords and concepts into sentences by summarizing related ideas to avoid repetitive text.
  • Avoid long comma separated lists of words or phrases.
  • Generally, do not include information that is handled elsewhere in the metadata (e.g. resource creators or resource types). Some redundancy of terms is acceptable, but a description that relies solely upon this does not serve as an enhancement to search.
  • Do not put quotes around the description or use them excessively.
  • Do not use the ampersand symbol to represent the word 'and'. Spell out the word 'and.'
  • Do not include resource version numbers; this is included in the version - resource field.
  • Do not describe techniques, materials, or media used in the creation of the resource. It is generally not necessary since most resources will be digital and it is more appropriate to describe this information in the description - technical field.
  • Do not create relationships between two distinctly different resources. For example, do not say this is one of four modules that describe polar processes, ozone, oceanography and global warming when the one you are cataloging deals only with ozone. This would cause your ozone related resource to be returned when someone is searching on polar. (Not good).
  • If cataloging subpages of the resource as separate objects, do not describe the subpages in this description.

Examples

  • Climate and Carbon Dioxide: Analyzing Their Relationship: Through this activity, students learn about atmospheric carbon dioxide and its role in the greenhouse effect. They can identify the leading producers of carbon dioxide emissions and read about the global climate conference that was held in Kyoto, Japan, in 1997 to set international limits on these emissions. The material provides information to increase students' understanding of the implications and processes of possible changes in the world's climate.
  • Big Trouble in Earthquake Country: This activity has students use online earthquake hazard maps and other relevant geological information to assess hazards to life and property associated with hypothetical earthquakes. Students working in small groups use this information to develop strategies to reduce damage and loss of life in the area near their home or school. This lesson will help students gain an understanding of the effect of earthquakes on natural and man-made systems and afford them a better understanding of the complex consequences of earthquakes for human beings. The background information is structured to cater to both Bay area residents and non-residents.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

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Description - resource creation

xpath - /itemRecord/lifecycle/description
Framework version - 0.6.50

Definition - more information about the intellectual creation of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - This resource is updated every 2 months.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use only if other fields do not capture the information necessary to understand the resource.

Examples

  • This resource is updated every 2 months.

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Description - simple places and events

xpath - /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
Framework version - 0.6.50

Definition - information that contributes to the understanding of the event or location name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - F-5 tornado, Centennial state
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Descriptions for both the event and place can be included.
  • Descriptions should be very short, a phrase at most.

Examples

  • If the place - info - simple field contains a value of Colorado, United States, this field may contain a value like Centennial state.

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Description - simple temporal

xpath - /itemRecord/general/simpleTemporalCoverages/description
Framework version - 0.6.50

Definition - a reoccurring temporal period that can not or does not make sense to quantify with a beginning or ending time
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - Morning, Fall semester
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use for repeating temporal information that can not or does not make sense to quantify with a beginning or ending time.
  • Descriptions should be very short, a phrase at most.

Examples

  • Spring
  • Morning
  • Fall semester
  • Morning or afternoon
  • The month of January

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Description - space object

xpath - /itemRecord/objectsInSpace/object/description
Framework version - 0.6.50

Definition - more information about the object in space
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The object is part of the Saturn nebula.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/rights/description
  • Other XPATH: /itemRecord/technical/online/description

Cataloging best practices

Things to do

  • Use only if other fields do not capture the information necessary to understand the resource.

Examples

  • The object is part of the Saturn nebula.

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Description - technical

xpath - /itemRecord/technical/online/description
Framework version - 0.6.50

Definition - more information about technical aspects of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The image size is 300 pixels high by 300 pixels wide.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/educational/description
  • Other XPATH: /itemRecord/general/description
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/description
  • Other XPATH: /itemRecord/general/simpleTemporalCoverages/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/description
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/description
  • Other XPATH: /itemRecord/lifecycle/description
  • Other XPATH: /itemRecord/metaMetadata/description
  • Other XPATH: /itemRecord/objectsInSpace/object/description
  • Other XPATH: /itemRecord/rights/description

Cataloging best practices

Things to do

  • Use only if other fields do not capture the information necessary to understand the resource.

Examples

  • The image size is 300 pixels high by 300 pixels wide.
  • The photograph was created using a filter.

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Description - vertical base level - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertBase/@desc
Framework version - 0.6.50

Definition - information about the vertical base level and/or datum level
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The vertical base level of Ground level is at 9,000 feet above sea level.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertBase/@desc

Cataloging best practices

Things to do

  • If the vertical base level - bounding box field has a value of Ground level, use this field to indicate a numerical value for the vertical base level.
  • If the vertical base level - bounding box field has a value of Datum level, use this field to indicate the datum being used and a numerical value for the vertical base level.

Examples

  • Datum level description: the vertical base level is described by datum XYZ and has a vertical base level of ABC.
  • Ground level description: the vertical base level starts at 9,000 feet above sea level.
  • Sea level description: the vertical base level is mean sea level.

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Description - vertical base level - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertBase/@desc
Framework version - 0.6.50

Definition - information about the vertical base level and/or datum level
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The vertical base level of Ground level is actually at 9,000 feet above sea level.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertBase/@desc

Cataloging best practices

Things to do

  • If the vertical base level - bounding box field has a value of Ground level, use this field to indicate a numerical value for the vertical base level.
  • If the vertical base level - bounding box field has a value of Datum level, use this field to indicate the datum being used and a numerical value for the vertical base level.

Examples

  • Datum level description: the vertical base level is described by datum XYZ and has a vertical base level of ABC.
  • Ground level description: the vertical base level starts at 9,000 feet above sea level.
  • Sea level description: the vertical base level is mean sea level.

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Detailed geometries

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos
Framework version - 0.6.50

Definition - a list of geographic footprints (bounding boxes, polylines, points or polygons) for areas on Earth's surface (or other planetary body) that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - detGeo
Data types - complex
Domain - the child element
Domain example - <detGeo>

Notes

  • Temporal and geospatial information are independent.

Cataloging best practices

Things to do

  • Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the description - simple places and events metadata field.
  • Complete the required subfield of detailed geometry.
  • To make detailed geometries that include contiguous states, national parks or monuments, enter multiple detailed geometry sets, one for each area and then add the appropriate name to the correct coordinates.

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Detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo
Framework version - 0.6.50

Definition - a specific geographic footprint (bounding box, polyline, point or polygon) for a single area on Earth's surface (or other planetary body) that is the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - typeDetGeo, geoNumPts, geoPtOrder, longLats, detSrcName, detSrcIDandURL, detSrcDesc, detAccEst, description, detVert, detPlaces, detEvents
Data types - complex
Domain - the child elements
Domain example - <typeDetGeo>, <geoNumPts>, etc.

Notes

  • Detailed geometry information can and should be used to derive overarching bounding box information.
  • Temporal and geospatial information are independent.

Cataloging best practices

Things to do

  • Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the description - simple places and events metadata field.
  • Complete the required subfields of detailed geometry - type, detailed geometry - point number, detailed geometry - point order, detailed geometry - source name and longitude and latitude - list.
  • Each detailed geometry can have associated place and event names.
  • Each detailed geometry can have associated vertical dimensions.
  • A detailed geometry can be a polyline, bounding box, point or polygon.
  • Multiple detailed geometries are allowed.
  • Use detailed geometry information to complete the bounding box fields. The use of detailed geometries requires that an overarching bounding box be provided as well.
  • To make detailed geometries that include contiguous states, national parks or monuments, enter multiple detailed geometry sets, one for each area and then add the appropriate name to the correct coordinates.
  • To obtain coordinates for common or often described areas, see the bounding box field for a list of such coordinates.

Things to avoid

  • If the resource mentions an area in passing, do not create geospatial information about it.

Examples

  • Use a polygon to represent the Valles Caldera in New Mexico, United States.
  • Us multiple polygons to represent the state of California, one polygon for the continental area and another for the Channel Islands.

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Detailed geometry - accuracy estimation

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detAccEst
Framework version - 0.6.50

Definition - a statement about the estimated accuracy of the detailed geometry
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The detailed geometry includes not only the state of California but also the state of Nevada.

Cataloging best practices

Things to do

  • Specify formal estimates of accuracy that compares the similarity of the detailed geometry coverage to the true extent of the location.
  • Informal statements of accuracy may be provided if it informs a potential user of accuracy issues.

Examples

  • The areal extent is accurate to plus or minus three percent.
  • The detailed geometry includes not only the state of California but also the state of Nevada.

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Detailed geometry - events list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents
Framework version - 0.6.50

Definition - a list of the events occurring within a detailed geometry
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - event
Data types - complex
Domain - the child element
Domain example - <event>

Notes

  • Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
  • Duplicate event names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

  • Complete the required subfield of event.
  • Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
  • Complete multiple event subfields if an area has multiple events associated with it.

Things to avoid

  • Do not use this field if geospatial coordinates have not been entered.
  • Do not use event names that are larger than the geospatial footprint.

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Detailed geometry - places list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces
Framework version - 0.6.50

Definition - a list of the locations or places covered by a detailed geometry
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - place
Data types - complex
Domain - the child element
Domain example - <place>

Notes

  • Place names can only be used if a corresponding geographic footprint has been specified that represents their locations.
  • Duplicate place names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

  • Complete the required subfield of place.
  • Place names can only be used if a corresponding geographic footprint has been specified that that represents their location.
  • Complete multiple place subfields if an area has multiple place names associated with it.

Things to avoid

  • Do not use this field if geospatial coordinates have not been entered.
  • Do not use place names that are larger than the geospatial footprint. If the footprint is Florida, do not enter Southeast as a place-name.

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Detailed geometry - point number

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/geoNumPts
Framework version - 0.6.50

Definition - the number of points that comprise the geographic footprint
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - positiveInteger
Domain - 1, 2, 3, ...
Domain example - 4

Cataloging best practices

Things to do

  • Keep the outline of polygons simple, generally less than 8 points.
  • Keep the number of points to a minimum to facilitate searching.

Examples

  • For a polygon for Valles Caldera in New Mexico, United States, it would be appropriate to use between 4 to 8 points.
  • For polygons, consider the beginning and ending point as a single point.

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Detailed geometry - point order

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/geoPtOrder
Framework version - 0.6.50

Definition - an indication as to how to interpret the area associated with a polygon or bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Inside, None

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Point order - an indication as to how to interpret the area associated with a polygon or bounding box; see the allowed combination of terms below

Term and definitions

  • Inside - the areal extent within the bounding box or polygon is the area of interest
  • None - their is no areal extent because the detailed geometry type is a point or line
  • Outside - the areal extent outside the bounding box or polygon is the area of interest

Cataloging best practices

Things to do

  • Choose the appropriate detailed geometry point order term.
  • Use the term None when the detailed geometry is a point or polyline.
  • Use the tem Inside to indicate the interior of the bounding box or polygon.
  • Use the term Outside to indicate the exterior of the bounding box or polygon.
  • Create geometries that encompass areas (i.e. the area of interest is in inside the bounding box or polygon).

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Detailed geometry - source URL

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the detailed geometry coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the detailed geometry coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source of the geospatial coordinates. If the a web page describes how coordinates are determined, enter it in this field.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp (for the Alexandria Digital Library (ADL) Gazetteer).

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Detailed geometry - source description

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the detailed geometry coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Cataloging best practices

Examples

  • The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Top

Detailed geometry - source id

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL
Framework version - 0.6.50

Definition - a unique entry identification number, if any, from the source cited for the detailed geometry coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text
Domain example - adlgaz-1-156-69

Notes

  • By including the unique identification number for the source of the detailed geometry coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Detailed geometry - source name

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcName
Framework version - 0.6.50

Definition - documentation for the source of the detailed geometry coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, From the Alexandria Digital Library (ADL) Gazetteer

Cataloging best practices

Things to do

  • If detailed geometry coordinates are obtained from a reference source, enter the name of the reference source as data for this field.
  • If detailed geometry coordinates are supplied by catalogers or by visual inspection of a map, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.

Examples

  • Cataloger supplied is a potential value.
  • Alexandria Digital Library (ADL) Gazetteer is a potential value.

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Detailed geometry - type

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/typeDetGeo
Framework version - 0.6.50

Definition - the type of geographic footprint
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Point, Polyline

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Type - the type of geographic footprint; see the allowed combination of terms below

Term and definitions

  • Bounding box - a regular polygon, defined by 4 longitude-latitude pairs, that is parallel to the equator that encloses the area of interest
  • Point - a single longitude-latitude pair
  • Polygon - a closed polygon that is defined with at least 3 longitude-latitude pairs and where the beginning and ending points are the same
  • Polyline - a string of at least 3 longitude-latitude pairs where the beginning and ending points are not the same

Cataloging best practices

Things to do

  • Choose the appropriate detailed geometry type term.

Examples

  • Use a polygon to represent the Valles Caldera in New Mexico, United States.
  • Use multiple polygons to represent the state of California, one polygon for the continental area and another for the Channel Islands.

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Detailed geometry - vertical info

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert
Framework version - 0.6.50

Definition - the vertical extent (range of altitude or depth) covered by a single detailed geometry of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - geodeticDatumGlobalOrVert, vertBase, vertMin, vertMax, vertAcc
Data types - complex
Domain - the child elements
Domain example - <vertBase>, <vertMax>

Notes

  • The vertical dimensions of the detailed geometry are given as a range of values based on either sea level or local surface level.
  • Negative values indicated distance below the base level.

Cataloging best practices

Things to do

  • Complete the required subfields of geodetic datum, vertical base level, vertical minimum and vertical maximum.
  • Complete vertical information when it contributes to the understanding of a resource. For example if the resource is about the ozone hole, use vertical dimensions.

Things to avoid

  • Do not use vertical dimensions if the resource mentions places or events casually. That is, the event or place is not of primary importance to understanding the resource.

Examples

  • Ozone layer maximum: 20 to 30 kilometers .
  • Mountain peak: 14383 feet.
  • Aleutian trench: -7.7 kilometers.
  • Jet stream winds: 9 to 11 kilometers.

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Duration

xpath - /itemRecord/technical/online/duration
Framework version - 0.6.50

Definition - the time length to play an audio or audiovisual resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - duration
Domain - fixed text format indicating time length
Domain example - PT1M40S (for a play time of 1 minute 40 secords)

Cataloging best practices

Things to do

  • Express play time in the following format: PnYnMnDTnHnMnS.
  • Y means years, M means months, D means days, T means time, H means hours, M means minutes, S means seconds and n means the number of each.
  • The capital P must be present with every data value.
  • Always include the capital T when expressing hours, minutes or seconds.
  • Always capitalize Y, M, D, T, H, M and S.

Things to avoid

  • Do not use to express how long a certain audience is expected to interact with the resource.

Examples

  • Play time of 1 minute 40 secords: PT1M40S
  • Play time of 1 year, 2 months, 3 days, 10 hours and 30 minutes: P1Y2M3DT10H30M

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Educational

xpath - /itemRecord/educational
Framework version - 0.6.50

Definition - educational or pedagogic features of the resource including audience, resource type, standards
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - audiences, resourceTypes, contentStandards, teachingStandards, processStandards, interactivityLevel, interactvityType, description
Data types - complex
Domain - the child elements
Domain example - <audiences>, <resourceTypes>

Cataloging best practices

Things to do

  • grade range

Top

Email - alternate - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/emailAlt
Framework version - 0.6.50

Definition - the alternate email address of a person who is responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/emailAlt

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Things to avoid

  • Do not use this field if the information is unknown or suspect.

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Email - alternate - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/emailAlt
Framework version - 0.6.50

Definition - the alternate email address of a person who is responsible for the intellectual content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/emailAlt

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Things to avoid

  • Do not use this field if the information is unknown or suspect.

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Email - institutional - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/instEmail
Framework version - 0.6.50

Definition - the email address of an organization or department that is responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instEmail

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Things to avoid

  • Do not use this field if the information is unknown or suspect.

Top

Email - institutional - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/instEmail
Framework version - 0.6.50

Definition - the email address of an organization or department that is responsible for intellectual content of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instEmail

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Things to avoid

  • Do not use this field if the information is unknown or suspect.

Top

Email - primary - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/emailPrimary
Framework version - 0.6..50

Definition - the primary email address of a person who is responsible for cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/emailPrimary

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Can't determine an email address? Do this:

  • If an email address for a person is unknown, determine if an organization, rather than a person, can be listed as the contributor (resource cataloger).
  • If it is necessary to enter a person who does not have an email address and organization cannot be used as the contributor, then enter Unknown as the value of email.

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Email - primary - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/emailPrimary
Framework version - 0.6..50

Definition - the primary email address of a person who is responsible for the intellectual content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - name@something.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/emailPrimary

Cataloging best practices

Things to do

  • Enter email addresses in the following format: name@something.org
  • When copying email addresses from web sites, double check them for accuracy and remove trailing periods.

Can't determine an email address? Do this:

  • If an email address for a person is unknown, determine if an organization, rather than a person, can be listed as the contributor (resource creator).
  • If it is necessary to enter a person who does not have an email address and organization cannot be used as the contributor, then enter Unknown as the value of email.

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End - AD

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end
Framework version - 0.6.50

Definition - a period end date, and possibly time, of interest associated with a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - date, time
Data types - complex, string
Domain - the element attributes
Domain example - <date>, <time>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/end

Cataloging best practices

Things to do

  • Use when a calendar date is known.
  • Complete the required subfield of date.

Top

End - BC

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/end
Framework version - 0.6.50

Definition - a period end time expressed as a Gregorian year
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - gYear
Domain - integers
Domain example - -8700, 2500, 0000
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end

Cataloging best practices

Things to do

  • Use when expressing dates (in Gregorian years) that are Before Common Era (BC).
  • Enter data in the following format: YYYY.
  • To express dates before 0000 A.D., use a minus sign: -YYYY.

Examples

  • Queen Cleopatra's reign began: -0051 (for 51 B.C.) to -0030 (for 30 B.C.)

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End - relative

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end
Framework version - 0.6.50

Definition - a decimal number indicating the end time of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - numerical decimals
Domain example - 135.50
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/end

Cataloging best practices

Things to do

  • Choose an appropriate numerical value.
  • Complete the required units subfield.
  • Choose the same units for both the beginning and ending values.
  • Use when expressing dates that are millions or billions of years ago.
  • Use when expressing dates that are relative or shift on a daily, monthly or yearly basis (often occurs with real-time data sites like a weather forecasting models)

Things to avoid

  • Do not enter time relative information or units if the units cannot be determined.
  • Do not mix units between the beginning and ending values.

Examples

  • Jurassic: 205 Billion years ago to 140 Billion years ago.
  • To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

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End units

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units
Framework version - 0.6.50

Definition - units of time
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Days ago, Billion years ago
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - units of time; see the allowed terms below

Term and definitions

  • Billion years ago - self-explanatory
  • Billion years forward - self-explanatory
  • Days ago - self-explanatory
  • Days forward - self-explanatory
  • Hours ago - self-explanatory
  • Hours forward - self-explanatory
  • Hundred years ago - self-explanatory
  • Hundred years forward - self-explanatory
  • Million years ago - self-explanatory
  • Million years forward - self-explanatory
  • Minutes ago - self-explanatory
  • Minutes forward - self-explanatory
  • Thousand years ago - self-explanatory
  • Thousand years forward - self-explanatory
  • Years ago - self-explanatory
  • Years forward - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the beginning and ending values.

Things to avoid

  • Do not enter time relative information or units if the units cannot be determined.
  • Do not mix units between the beginning and ending values.

Examples

  • To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

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Epoch

xpath - /itemRecord/objectsInSpace/object/epoch
Framework version - 0.6.50

Definition - an instant in time for which the positions of celestial objects are given
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - epoch1950.0, epoch2000.0

Cataloging best practices

Things to do

  • Represents 50 year steps to redraw the celestial grid due to equinox progression.

Examples

  • epoch2000.0.
  • epoch1950.0

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Event info - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event
Framework version - 0.6.50

Definition - information about an event that occurred within a bounding box including name, name source and source description
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - name, source, IDandURL, sourceDesc
Data types - complex
Domain - the child elements
Domain example - <name>, <source>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/event

Cataloging best practices

Things to do

  • Complete the required subfields of name - event - bounding box and source - event - bounding box.

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Event info - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event
Framework version - 0.6.50

Definition - information about an event that occurred within a detailed geometry including name, name source and source description
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - name, source, IDandURL, sourceDesc
Data types - complex
Domain - the child elements
Domain example - <name>, <source>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/event

Cataloging best practices

Things to do

  • Complete the required subfields of name - event - bounding box and source - event - bounding box.

Top

Event info - simple

xpath - /itemRecord/general/simplePlacesAndEvents/placeAndEvent/event
Framework version - 0.6.50

Definition - the name of an event, without the use of geospatial coordinates, that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Valentine's Day Snowstorm
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event

Cataloging best practices

Things to do

  • Capitalize proper nouns.
  • The event should have affected the entered place.

Examples

  • Hurricane Fran.
  • Valentine's Day snowstorm.
  • San Francisco earthquake.
  • Mt. St. Helen's eruption.
  • Hayman wildfire.

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General

xpath - /itemRecord/general
Framework version - 0.6.50

Definition - the primary characteristics about a resource including title, description, keywords, subject areas and language
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - title, description, language, subjects, keywords, simplePlacesAndEvents, simpleTemporalCoverages, catalogEntries, additionalInfo
Data types - complex
Domain - the child elements
Domain example - <title>, <description>, etc.

Cataloging best practices

Things to do

  • Complete the required subfields of title - resource, description - resource, subject - list and language - of the resource.
  • Describe resources that are used or described in the context of physical properties and affects on the Earth system.

Things to avoid

  • Avoid describing resources that do not relate their content to physical properties or affects on the Earth system.
  • For example, do not catalog a resources about sea turtles unless it includes Earth system properties like habitat, water salinity or ocean currents, etc.

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Geospatial coverage

xpath - /itemRecord/geospatialCoverages/geospatialCoverage
Framework version - 0.6.50

Definition - a spatial footprint referenced to Earth (or other planetary body) that is the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - body, geodeticDatumGlobalOrHorz, projection, coordinateSystem, boundBox, detGeos
Data types - complex
Domain - the child elements
Domain example - <body>, <projection>, etc.

Notes

  • Geospatial and temporal information are independent.

Cataloging best practices

Things to do

  • Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the place and event - simple - list metadata field.
  • Complete the required subfields of body, projection, coordinate system, bounding box and datum - global or horizontal.
  • Only locations described by geographic latitude and longitude can be represented.
  • Complete detailed geometries if specifying multiple geospatial areas.

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Geospatial coverages

xpath - /itemRecord/geospatialCoverages
Framework version - 0.6.50

Definition - a list of spatial footprints referenced to Earth (or other planetary body) that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - geospatialCoverage
Data types - complex
Domain - the child element
Domain example - <geospatialCoverage>

Notes

  • Geospatial and temporal information are independent.

Cataloging best practices

Things to do

  • Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the place and event - simple - list metadata field.
  • Geospatial coverages are independent of temporal coverages.
  • Geospatial information is relatively simple and is meant for digital library search and discovery. It is not intended for complex geospatial representations needed by GIS datasets.
  • Complete the required subfield of geospatial coverage.

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Grade range

xpath - /itemRecord/educational/audiences/audience/gradeRange
Framework version - 0.6.50
DLESE id - gr

Definition - the appropriate grade range or context for users of the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Middle school, DLESE:General public

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Grade range - the appropriate grade range or context for users of the resource; see the allowed combination of terms below; the grade range part of the term is the phrase after the last colon

Term and definitions

  • DLESE:General public - learners in the general population [DLESE term id: 00]
  • DLESE:Graduate or professional - learners who have completed an undergraduate degree or who advancing their own knowledge as it relates to their employment [DLESE term id: 01]
  • DLESE:High school - learners in grades 9-12 [DLESE term id: 02]
  • DLESE:Informal education - learners in museum settings, community continuing education programs, community technology centers, park naturalists settings, nature centers and home schooling [DLESE term id: 03]
  • DLESE:Intermediate elementary - learners in grades 3-5 [DLESE term id: 04]
  • DLESE:Middle school - learners in grades 6-8 [DLESE term id: 05]
  • DLESE:Primary elementary - learners in grades K-2 [DLESE term id: 07]
  • DLESE:Undergraduate lower division - generally learners in the first two years of a baccalaureate degree or completing an introductory course [DLESE term id: 09]
  • DLESE:Undergraduate upper division - generally learners in the last two years of a baccalaureate degree or completing an advanced course [DLESE term id: 0a]
  • DLESE:Not applicable - it is not appropriate to assign a grade range to the resource [DLESE term id: 06]
  • DLESE:To be supplied - grade range information is currently unknown but will be supplied at a later date [DLESE term id: 08]

Cataloging best practices

Things to do

  • Choose at least one grade range term.
  • Indicate all grade ranges (this does not include Informal education or General public) that are relevant to the resource. This means select each grade range individually.
  • If a resource is general in nature, like a fact sheet, and does not indicate grade range specificity, then the resource is probably appropriate for many audiences. In this case, select the General public term only. Do not add other grade ranges.
  • Use the Informal education term for resources specifically designed for learning environments outside of a formal classroom. These environments might include museum settings, Earth Science Week activities, community projects, park naturalists or other interpretive settings, nature centers and home schooling.

Things to avoid

  • Do not use the Informal education term to indicate the resource could be used as reference material.
  • Do not use the Informal education term to indicate the resource can be used by the general public.
  • Do choose more than 2-3 grade range terms. Most resources can be adequately described using three or less grade ranges.

Examples

Multiple audiences? See this example:

  • DataStreme Atmosphere is an online, distance learning, for college-credit course intended for K-12 teachers taught by K-12 teachers. However, it is often used locally by teachers with their students. See the audiences page that shows appropriate metadata for various fields for this resource.

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Instructional goal

xpath - /itemRecord/educational/audiences/audience/instructionalGoal
Framework version - 0.6.50

Definition - the desired learning outcome that results from interacting with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - To understand that the tilt of Earth's axis is the primary cause for seasons.

Cataloging best practices

Things to do

  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.

Things to avoid

  • Do not use for resources like data, data viewers, reference materials or portal sites.

Examples

  • The resource, Remote Sensing Using Satellites, provides a page within the resource that describes the instructional goals of the resource. Goal 2 states: provide learners with synopses of essential content knowledge and assist them in developing a basic understanding of the principles of satellite imagery interpretation

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Interactivity - level

xpath - /itemRecord/educational/interactivityLevel
Framework version - 0.6.50

Definition - the level of interaction between a resource and end user; that is the degree to which the learner can influence the behavior of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - LOM:Medium

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • LOM - Learning Object Metadata
  • Level 2 is Interactivity - the level of interaction between a resource and end user; see the allowed combination of terms below; the resource part of the term is the phrase after the last colon

Term and definitions

  • LOM:Very high - learner interactions determine various paths through a resource; learner actions result in different and undetermined outcomes from learner to learner based on the actions chosen
  • LOM:High - learner interactions determine various paths through a resource; learner actions result in different but known outcomes from learner to learner
  • LOM:Medium - learner interactions determine various paths through a resource; students observe and answer questions but all learners arrive at generally the same outcome
  • LOM:Low - generally a single path takes a learner through a resource; no learner interactions occur rather generally observations
  • LOM:Very low - the resource is not intended to be interactive

Cataloging best practices

Things to do

  • Choose one interactivity level term that best describes the overall interactivity of the resource.
  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.

Things to avoid

  • Do not use this field if it does not add useful information to the overall understanding of the resource.
  • Do not use this field if the information is not easily determined, that is it could have multiple interactivity levels.

Examples

Using Interactivity Level and Interactivity Type together

A NOTE OF CAUTION!!!

  • This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

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Interactivity - type

xpath - /itemRecord/educational/interactivityType
Framework version - 0.6.50

Definition - the type of interactions supported by a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - LOM:Active

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • LOM - Learning Object Metadata
  • Level 2 is Interactivity - the type of interactions supported by a resource; see the allowed combination of terms below; the resource part of the term is the phrase after the last colon

Term and definitions

  • LOM:Active - information flows from the resource to the learner and from the learner to the resource
  • LOM:Expositive - information flows mainly from the resource to the learner; describes information
  • LOM:Mixed - a combination of Active and Expositive such that neither one dominates
  • LOM:Undefined - the type of interactions supported by the resource can not be determined

Cataloging best practices

Things to do

  • Choose one interactivity term that best describes the overall interactivity attribute of the resource not learning styles.
  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
  • Expositive resources are typically used for learning by reading.
  • Activating links to navigate web pages is not considered an information flow. Thus, most web pages are actually Expositive.
  • Active resources are typically used for learning by doing.

Things to avoid

  • Do not use this field if it does not add useful information to the overall understanding of the resource.
  • Do not use this field if the information is not easily determined.

Examples

  • Active resources include simulations, questionnaires, exams and exercises.
  • Active: Mountain Simulation where learners manipulate variables to create clouds and rain.
  • Expositive resources includes essays, video clips, all kinds of graphical material and web pages.
  • Expositive: Melting Beneath Our Feet which is a radio transcript.

Using Interactivity Level and Interactivity Type together

A NOTE OF CAUTION!!!

  • This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

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Item record

xpath - /itemRecord
Framework version - 0.6.50

Definition - ADN metadata fields that provide descriptive, resource creator, technical, educational, rights, geospatial and temporal information about a resource and administrative information about metadata creation
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - general, lifecycle, metaMetadata, technical, educational, rights, geospatialCoverages, temporalCoverages, objectsInSpace
Data types - complex
Domain - the child elements
Domain example - <general>, <rights>, etc.

Cataloging best practices

Things to do

  • Complete the required subfields of general, lifecycle, metaMetadata, technical, educational and rights.
  • Describe resources that are used or described in the context of physical properties and affects on the Earth system.

Things to avoid

  • Avoid describing resources that do not relate their content to physical properties or affects on the Earth system.
  • For example, do not catalog a resources about sea turtles unless it includes Earth system properties like habitat, water salinity or ocean currents, etc.

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Keyword

xpath - /itemRecord/general/keywords/keyword
Framework version - 0.6.50

Definition - a concept or idea that expresses detailed information about the content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - src, url, id
Data types - string, complex
Domain - free text and attributes
Domain example - ozone, Wein's law, plate tectonics

Cataloging best practices

Things to do

  • Use keywords from the resource. This keyword field is not from a controlled vocabulary list.
  • Use keywords to express ideas and concepts not expressed in the metadata fields of description - resource or subject - list.
  • Each keyword term or phrase should focus on one topic, e.g. Plate tectonics.
  • Spell out acronyms.
  • Capitalize proper nouns.
  • Capitalize single keywords.
  • Capitalize the first word of a keyword phrase: Tropical rainforest climate

Things to avoid

  • Do not put multiples entries or lists of words into a single field. That is, don't enter plate tectonics, glaciers, or snow in a single keyword field. Use multiple keyword fields to express all these concepts.
  • Do not repeat words from the title - resource or description - resource.

Examples

  • GOES (Geostationary Operational Environmental Satellite) imagery
  • Longwave radiation
  • Santa Ana wind
  • Tropical rainforest climate

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Keyword - list

xpath - /itemRecord/general/keywords
Framework version - 0.6.50

Definition - a list of concepts or ideas that express detailed information about the content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - keyword
Data types - complex
Domain - the child element
Domain example - <keyword>

Cataloging best practices

Things to do

  • Complete the required subfield of keyword.

Top

Kind - record id

xpath - /itemRecord/relations/relation/idEntry/@kind
Framework version - 0.6.50

Definition - the type of relationship between the resource being described and a related resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DC:Is format of, DLESE:Has thumbnail
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/urlEntry/@kind

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DC - Dublin Core Metadata Initiative
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Kind - the type of relationship between the resource being described and a related resource; see the allowed combination of terms below; the phrase after the final colon is the kind of relationship

Term and definitions

  • DC:Conforms to - a reference to an established standard to which the resource conforms (supports) [Dublin Core Metadata Initiative]
  • DC:Has format - the described resource pre-existed the referenced resource, which is essentially the same intellectual content presented in another format [Dublin Core Metadata Initiative]
  • DC:Has part - the described resource includes the referenced resource either physically or logically [Dublin Core Metadata Initiative]
  • DC:Has version - the described resource has a version, edition, or adaptation, namely, the referenced resource [Dublin Core Metadata Initiative]
  • DC:Is format of - the described resource is the same intellectual content of the referenced resource, but presented in another format [Dublin Core Metadata Initiative]
  • DC:Is part of - the described resource is a physical or logical part of the referenced resource (needs to be more than just a hyperlink with more information) [Dublin Core Metadata Initiative]
  • DC:Is referenced by - the described resource is referenced, cited, or otherwise pointed to by the referenced resource (e.g. the resource being cataloged is linked to in the referenced resource) [Dublin Core Metadata Initiative]
  • DC:Is replaced by - the described resource is supplanted, displaced, or superseded by the referenced resource [Dublin Core Metadata Initiative]
  • DC:Is required by - the described resource is required by the referenced resource, either physically or logically [Dublin Core Metadata Initiative]
  • DC:Is version of - the described resource is a version, edition, or adaptation of the referenced resource. Changes in version imply substantive changes in content rather than differences in format. [Dublin Core Metadata Initiative]
  • DC:References - the described resource references, cites, or otherwise points to the referenced resource (e.g. the resource being cataloged links to the related resource). The described resource does not require the related resource. [Dublin Core Metadata Initiative]
  • DC:Replaces - the described resource supplants, displaces, or supersedes the referenced resource [Dublin Core Metadata Initiative]
  • DC:Requires - the described resource requires the referenced resource to support its function, delivery, or coherence of content [Dublin Core Metadata Initiative]
  • DLESE:Has thumbnail - the described resource has a thumbnail image that illustrates it
  • DLESE:Is associated with - the described resource is connected to the referenced resource; it may or may not point to the related resource and it does not require, conform to, have format of it, nor is it a basis for or part of the related resource (e.g. two different classroom activities use the same visualization but in different ways)
  • DLESE:Is based on - the described resource has a significant amount of its intellectual thought, creative ideas, questions or images based on a related resource
  • DLESE:Is basis for - the described resource provides the foundation of intellectual thought, creative ideas, questions or images for a related resource

Cataloging best practices

Things to do

  • Create meaningful relationships. That is, will creating the relationship between the resource being described and another resource enhance the use or discovery of both resources?
  • Create a relationship to a resource that is already in the library.
  • Complete the field of record ID - creating a relation.
  • Use to create a relationship between resources that have the same intellectual content, same language but a different file format (e.g. jpg versus gif, html versus pdf). Use the term Is format of to express the relationship.
  • Use to create a relationship between resources that have the same intellectual content but different languages. Use the term Is version of to express the relationship.
  • Use to create a relationship between resources that generally have the same intellectual content but really are different versions in time. Use the term Is version of to express the relationship.

Things to avoid

  • Do not use this field to create a relationship to a resource that is not in the library.
  • Do not create relationships just for the sake of making a relationship.
  • Do not make a relationship when two resources have same intellectual content, same language and same file format but different computer server domains (i.e. the www.some.org part), use the URL - mirror field instead.
  • Do not make a relationship when two resources have same intellectual content, same language, same file format and same computer server domains (i.e. the www.some.org part) but different filenames (e.g. index.html versus welcome.html).

Examples

  • DLESE:Is based on: The Mauna Loa, Hawaii: Carbon Dioxide Concentration Graph is a diagram of a dataset already cataloged in DLESE. By selecting the kind term, DLESE:Is based, the diagram is connected to the dataset. Complete the connection by entering the record ID - library catalog number (e.g. DWEL-000-000-000-123) of the dataset in the record ID - creating a relation (entry) field.
  • DC:Is part of: The Nine Planets: Saturn which is part of The Nine Planets: A Multimedia Tour of the Solar System. Complete the connection by entering the record ID - library catalog number (e.g. IPS-000-C-345) of the Solar System in the record ID - creating a relation (entry) field.
  • DC:References: The Evaluation Report for Remote Sensing Using Satellites cites and links to the resource Remote Sensing Using Satellites. Complete the connection by entering the record ID - library catalog number (e.g. DLESE-000-000-000-036) of the Remote Sensing Using Satellites resource in the record ID - creating a relation (entry) field.
  • DC:Is version of: The Nine Planets is a site with the same content in multiple languages (e.g. English version and Dutch version).
  • DC:Is format of: The resource, This Dynamic Earth: the Story of Plate Tectonics, is available in html and pdf formats.

Top

Kind - url

xpath - /itemRecord/relations/relation/urlEntry/@kind
Framework version - 0.6.50

Definition - the type of relationship between the resource being described and a related resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DC:Is format of, DLESE:Has thumbnail
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/idEntry/@kind

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DC - Dublin Core Metadata Initiative
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Kind - the type of relationship between the resource being described and a related resource; see the allowed combination of terms below; the phrase after the final colon is the kind of relationship

Term and definitions

  • DC:Conforms to - a reference to an established standard to which the resource conforms (supports) [Dublin Core Metadata Initiative]
  • DC:Has format - the described resource pre-existed the referenced resource, which is essentially the same intellectual content presented in another format [Dublin Core Metadata Initiative]
  • DC:Has part - the described resource includes the referenced resource either physically or logically [Dublin Core Metadata Initiative]
  • DC:Has version - the described resource has a version, edition, or adaptation, namely, the referenced resource [Dublin Core Metadata Initiative]
  • DC:Is format of - the described resource is the same intellectual content of the referenced resource, but presented in another format [Dublin Core Metadata Initiative]
  • DC:Is part of - the described resource is a physical or logical part of the referenced resource (needs to be more than just a hyperlink with more information) [Dublin Core Metadata Initiative]
  • DC:Is referenced by - the described resource is referenced, cited, or otherwise pointed to by the referenced resource (e.g. the resource being cataloged is linked to in the referenced resource) [Dublin Core Metadata Initiative]
  • DC:Is replaced by - the described resource is supplanted, displaced, or superseded by the referenced resource [Dublin Core Metadata Initiative]
  • DC:Is required by - the described resource is required by the referenced resource, either physically or logically [Dublin Core Metadata Initiative]
  • DC:Is version of - the described resource is a version, edition, or adaptation of the referenced resource. Changes in version imply substantive changes in content rather than differences in format. [Dublin Core Metadata Initiative]
  • DC:References - the described resource references, cites, or otherwise points to the referenced resource (e.g. the resource being cataloged links to the related resource). The described resource does not require the related resource. [Dublin Core Metadata Initiative]
  • DC:Replaces - the described resource supplants, displaces, or supersedes the referenced resource [Dublin Core Metadata Initiative]
  • DC:Requires - the described resource requires the referenced resource to support its function, delivery, or coherence of content [Dublin Core Metadata Initiative]
  • DLESE:Has thumbnail - the described resource has a thumbnail image that illustrates it
  • DLESE:Is associated with - the described resource is connected to the referenced resource; it may or may not point to the related resource and it does not require, conform to, have format of it, nor is it a basis for or part of the related resource (e.g. two different classroom activities use the same visualization but in different ways)
  • DLESE:Is based on - the described resource has a significant amount of its intellectual thought, creative ideas, questions or images based on a related resource
  • DLESE:Is basis for - the described resource provides the foundation of intellectual thought, creative ideas, questions or images for a related resource

Cataloging best practices

Things to do

  • Create meaningful relationships. That is, will creating the relationship between the resource being described and another resource enhance the use or discovery of both resources?
  • Use to create a relationship to a resource that is not in the library but has a known web address.
  • Complete the field of title - url relation to indicate the title of the related resource.
  • Use to create a relationship between resources that have the same intellectual content, same language but a different file format (e.g. jpg versus gif, html versus pdf). Use the term Is format of to express the relationship.
  • Use to create a relationship between resources that have the same intellectual content but different languages. Use the term Is version of to express the relationship.
  • Use to create a relationship between resources that generally have the same intellectual content but really are different versions in time. Use the term Is version of to express the relationship.

Things to avoid

  • Do not use this field to create a relationship to a resource that is in the library. Create such a relationship using the kind - record id field that explicitly links resources by record id numbers.
  • Do not create relationships just for the sake of making a relationship.
  • Do not make a relationship when two resources have same intellectual content, same language and same file format but different computer server domains (i.e. the www.some.org part), use the URL - mirror field instead.
  • URL - mirror
  • Do not make relationships between anchor links in the same resource.

Examples

Top

Language - of the metadata

xpath - /itemRecord/metaMetadata/language
Framework version - 0.6.50

Definition - the language of the metadata record expressed generally as a two-letter abbreviation
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - language
Domain - ISO Code for two-letter language abbreviations
Domain example - en-us, es, fr
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/language
  • This field is defined as xsd:language.
  • Since W3C controls xsd:language, value enforcement is part of the XML specification.
  • This field is an attribute on the language field.

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Language - language as a two-letter abbreviation

Term and definitions

  • en - English
  • en-us - U.S. English
  • fr - French
  • es - Spanish
  • ru - Russian
  • de - German
  • ja - Japanese
  • zh - Chinese

Cataloging best practices

Things to do

  • Select one language term.

Things to avoid

  • Do not enter free text.

Top

Language - of the resource

xpath - /itemRecord/general/language
Framework version - 0.6.50

Definition - the language of the resource expressed generally as a two-letter abbreviation
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - language
Domain - ISO Code for two-letter language abbreviations
Domain example - en-us, es, fr
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/language
  • This field is defined as xsd:language.
  • Since W3C controls xsd:language, value enforcement is part of the XML specification.
  • This field is an attribute on the language field.

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Language - language as a two-letter abbreviation

Term and definitions

  • en - English
  • en-us - U.S. English
  • fr - French
  • es - Spanish
  • ru - Russian
  • de - German
  • ja - Japanese
  • zh - Chinese

Cataloging best practices

Things to do

  • Select one language term.

Things to avoid

  • Do not enter free text.

Top

Latitude

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/longLats/longLat/@latitude
Framework version - 0.6.50

Definition - the latitude coordinate, in decimal degrees, when describing a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -90.00 to 90.00
Domain example - -36.58

Cataloging best practices

Things to do

  • Latitudes run parallel to the equator and range from -90° to 90°
  • Enter latitude values in decimal degrees.
  • Enter values in the following format ##.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for latitudes north of the equator (Northern hemisphere).
  • Use negative values for latitudes south of the equator (Southern hemisphere).

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Lifecycle

xpath - /itemRecord/lifecycle
Framework version - 0.6.50

Definition - features related to the lifecycle of a resource including persons or organizations contributing to the content of a resource (resource creators) and the version of the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - contributors, version, description
Data types - complex
Domain - the child elements
Domain example - <contributors>

Cataloging best practices

Things to do

  • Complete the required subfield of contributors.

Top

Longitude

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/longLats/longLat/@longitude
Framework version - 0.6.50

Definition - the longitude coordinate, in decimal degrees, when describing a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - decimal
Domain - -180.00 to 180.00
Domain example - -123.46

Cataloging best practices

Things to do

  • Longitudes run from pole to pole and range in value from -180° to 180°; the prime meridian (0°) runs through Greenwich, England.
  • Enter longitude values in decimal degrees.
  • Enter values in the following format ###.##, that is, to a maximum of two decimal places.
  • For those values less than 1 degree, use a leading zero, e.g. 0.93.
  • Use positive values for longitudes east of the prime meridian (Eastern hemisphere).
  • Use negative values for longitudes west of the prime meridian (Western hemisphere).

Top

Longitude and latitude

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/longLats/longLat
Framework version - 0.6.50

Definition - a longitude and latitude pair that represents a point location on the Earth's surface or other planetary body when describing a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - longitude, latitude
Data types - complex
Domain - the attribute elements
Domain example - <longitude>, <latitude>

Cataloging best practices

Things to do

  • Complete the subfields of longitude and latitude. They are required fields.
  • Detailed geometries are entered as a listing of latitude and longitude pairs.
  • The minimum number of longitude and latitude pairs to enter depends on the type of geometry being described. See the examples.
  • Longitude and latitude pairs are connected in the order entered.
  • Enter coordinates in sequential fashion in the order they are to be connected.
  • Lines have different beginning and ending points.
  • Boxes and polygons have the same beginning and ending points.

Examples

  • Point: use 1 longitude-latitude pair (e.g. -122.13, 32.97)
  • Bounding box: use 4 longitude-latitude pairs; (e.g. -122.13, 32.97; -122.13, 35.25; -119.31, 35.25; -119.31, 32.97)
  • Polyline: use at least 2 longitude-latitude pairs (e.g. -122.13, 32.97; -119.31, 35.25)
  • Polygon: use at least 3 longitude-latitude pairs (e.g. 10.0, 15.0; 15.0, 7.0; 8.0,11.0)

Top

Longitude and latitude - list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/longLats
Framework version - 0.6.50

Definition - a listing of longitude and latitude pairs that represent point locations on the Earth's surface or other planetary body when describing a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - longLat
Data types - complex
Domain - the child element
Domain example - <longLat>

Cataloging best practices

Things to do

  • Complete the required subfield of longitude and latitude.

Top

Medium

xpath - /itemRecord/technical/online/mediums/medium
Framework version - 0.6.50

Definition - the MIME type associated with the content of a resource which specifies the type and subtype of data so that a web browser can launch the appropriate helper application or plug-in
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - application/msword

Cataloging best practices

Things to do

  • Enter MIME type in the form of type/subtype (e.g. text/html).
  • Include the MIME type for the resource itself.
  • If a resource needs or uses a helper application, include the MIME type for the needed application, audio, image, text or video that are downloadable or viewable from the resource.
  • Use a MIME types list to help determine the proper MIME type.

Things to avoid

  • Do not include a MIME type for everything the resource uses - only those that are absolutely required in order for the resource to function.
  • Do not break apart a resource into all conceivable MIME types, use the most dominant MIME type(s).

Examples

  • application/msword: any Microsoft Word document.
  • text:/html: a generic web page.
  • image/jpeg: a jpg image like this satellite image showing the coast of China.
  • audio/x-wav: audio files with a file extension of .wav.

Top

Medium - list

xpath - /itemRecord/technical/online/mediums
Framework version - 0.6.50

Definition - a list of MIME types associated with the content of a resource which specifies the type and subtype of data so that a web browser can launch the appropriate helper application or plug-in
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - medium
Data types - complex
Domain - the child element
Domain example - <medium>

Cataloging best practices

Things to do

  • Complete the required subfield of medium.

Top

MetaMetadata

xpath - /itemRecord/metaMetadata
Framework version - 0.6.50

Definition - features related to the creation of the metadata record including persons or organizations contributing to the content of the metadata (resource catalogers), copyright, terms of use, language and status of the metadata, date information and catalog record numbers
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - catalogEntries, dateInfo, statusOf, language, scheme, copyright, termsOfUse, description, contributors
Data types - complex
Domain - the child elements
Domain example - <catalogEntries>, <copyright>, <contributors>, etc.

Cataloging best practices

Things to do

  • Complete the required subfields of record ID - library catalog number, copyright, terms of use, scheme, language - of the metadata, date information and status information.

Top

Name - event - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/name
Framework version - 0.6.50

Definition - the name of an event that occurred within a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Hurricane Camille, 1906 San Francisco earthquake
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/name
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/name

Cataloging best practices

Things to do

  • Events should occur within the bounding box or detailed geometry.
  • Detailed geometries tend to be well suited to event-names while bounding boxes that encompass multiple detailed geometries are not.
  • Capitalize proper nouns and the first word of the name.
  • Names should contain words or phrases indicating the type of event. For example use Hurricane Camille - not just Camille.

Things to avoid

  • Do not put multiples entries within the same field.

Examples

  • Hurricane Camille.
  • 1906 San Francisco earthquake.
  • Mt. St. Helens eruption.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - event - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/name
Framework version - 0.6.50

Definition - the name of an event that occurred within a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Hurricane Camille, 1906 San Francisco earthquake
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/name
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/name

Cataloging best practices

Things to do

  • Events should occur within the bounding box or detailed geometry.
  • Detailed geometries tend to be well suited to event-names while bounding boxes that encompass multiple detailed geometries are not.
  • Capitalize proper nouns and the first word of the name.
  • Names should contain words or phrases indicating the type of event. For example use Hurricane Camille - not just Camille.

Things to avoid

  • Do not put multiples entries within the same field.

Examples

  • Hurricane Camille.
  • 1906 San Francisco earthquake.
  • Mt. St. Helens eruption.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

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Name - first - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/nameFirst
Framework version - 0.6.50

Definition - the first name of a person responsible for cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Jane, J.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/nameFirst

Cataloging best practices

Things to do

  • Enter complete names, if possible.
  • If only an initial is known, add a period.

Things to avoid

  • Do not enter last or family names.

Examples

  • Anne
  • A.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - first - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/nameFirst
Framework version - 0.6.50

Definition - the first name of a person responsible for the intellectual content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Jane, J.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/nameFirst

Cataloging best practices

Things to do

  • Enter complete names, if possible.
  • If only an initial is known, add a period.

Things to avoid

  • Do not enter last or family names.

Examples

  • Anne
  • A.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - last - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/nameLast
Framework version - 0.6.50

Definition - the last or family name of a person responsible for cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Doe
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/nameLast

Cataloging best practices

Things to do

  • Enter complete names.

Things to avoid

  • Do not use just an initial for the last name.

No last name? Do this:

  • If the last name is unknown, do not enter the person as a contributor. If possible, enter an organization as the contributor instead.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - last - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/nameLast
Framework version - 0.6.50

Definition - the last or family name of a person responsible for the intellectual content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Doe
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/nameLast

Cataloging best practices

Things to do

  • Enter complete names.

Things to avoid

  • Do not use just an initial for the last name.

No last name? Do this:

  • If the last name is unknown, do not enter the person as a contributor. If possible, enter an organization as the contributor instead.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - middle - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/nameMiddle
Framework version - 0.6.50

Definition - the middle name of a person responsible for cataloging, editing or verifying metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Anne, A.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/nameMiddle

Cataloging best practices

Things to do

  • Enter complete names, if possible.
  • If only an initial is known, add a period.

Things to avoid

  • Do not enter last or family names.

Examples

  • Anne
  • A.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - middle - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/nameMiddle
Framework version - 0.6.50

Definition - the middle name of a person responsible for the intellectual content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Anne, A.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/nameMiddle

Cataloging best practices

Things to do

  • Enter complete names, if possible.
  • If only an initial is known, add a period.

Things to avoid

  • Do not enter last or family names.

Examples

  • Anne
  • A.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period/name
Framework version - 0.6.50

Definition - the name of a period in time that content of the resource covers
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Jurassic period
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/name

Cataloging best practices

Things to do

  • Capitalize proper nouns and the first word of the name.
  • Names should have meaning past local areas.

Things to avoid

  • Do not put multiples entries within the same field.

Examples

  • Little Ice Age.
  • Jurassic period.
  • Ice Age.
  • U.S. colonial era.
  • Roaring 20's.
  • The Age of the Flapper.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - place - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/name
Framework version - 0.6.50

Definition - the name of a location, place or feature that is covered by a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Gold Dust Peak, Eagle County, Colorado, United States
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/name
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/name

Cataloging best practices

Things to do

  • For place names, the name should be the equivalent of the bounding box or detailed geometry.
  • Detailed geometries tend to be well suited to place names while bounding boxes that encompass multiple detailed geometries are not.
  • Use recognized political administrative areas like countries, states, provinces, or counties.
  • Use recognized well-defined geographic areas like contiguous United States, Aleutian Islands, Arctic Ocean, Arctic region, Alaskan Peninsula or national parks.
  • Use recognized well-defined geographic features like mountain peaks, rivers or lakes and parts (peaks and trenches) of oceans.
  • If entering a location within the United States, include the state and the words United States as part of the location name and spell them out.
  • Names should contain words or phrases indicating the type of place or feature. For example use Mississippi River, United States - not just Mississippi; use New York City, New York, United States - not just New York.
  • Capitalize proper nouns and the first word of the name.
  • When entering a national park that spans more than one state, use the park name followed by the country name like Dinosaur National Monument, United States.
  • To enter multiple states, national parks or monuments etc. that are contiguous, enter separate geospatial coordinates for each area and then add the appropriate name to the correct coordinates.

Things to avoid

  • Do not put multiples entries within the same field.
  • Avoid using political administrative areas that are not formally recognized like Mid-Atlantic region, East Coast, Northern California because this will decrease searching ability. Enter such names in the fields of description - resource or keywords.
  • Avoid using geographic areas or features that are not formally recognized or undergo constant physical change like Ross Ice Shelf, tundra, Western Pacific Ocean. Use such names in the description - resource field. However, if the resource specifically provides coordinates for such locations, such place names may be used. To indicate when the coordinates apply, be sure to enter temporal date information as well.

Examples

  • Arctic Ocean.
  • Arctic region.
  • Charleston Bump, Blake Plateau, Atlantic Ocean.
  • Grand Canyon National Park, Arizona, United States.
  • Dinosaur National Monument, United States
  • Toledo, Ohio, United States.
  • Gold Dust Peak, Eagle County, Colorado, United States.
  • Mississippi River, United States.
  • New York City, New York, United States.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - place - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/name
Framework version - 0.6.50

Definition - the name of a location, place or feature that is covered by a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Gold Dust Peak, Eagle County, Colorado, United States
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/name
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/name
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/name

Cataloging best practices

Things to do

  • For place names, the name should be the equivalent of the bounding box or detailed geometry.
  • Detailed geometries tend to be well suited to place names while bounding boxes that encompass multiple detailed geometries are not.
  • Use recognized political administrative areas like countries, states, provinces, or counties.
  • Use recognized well-defined geographic areas like contiguous United States, Aleutian Islands, Arctic Ocean, Arctic region, Alaskan Peninsula or national parks.
  • Use recognized well-defined geographic features like mountain peaks, rivers or lakes and parts (peaks and trenches) of oceans.
  • If entering a location within the United States, include the state and the words United States as part of the location name and spell them out.
  • Names should contain words or phrases indicating the type of place or feature. For example use Mississippi River, United States - not just Mississippi; use New York City, New York, United States - not just New York.
  • Capitalize proper nouns and the first word of the name.
  • When entering a national park that spans more than one state, use the park name followed by the country name like Dinosaur National Monument, United States.
  • To enter multiple states, national parks or monuments etc. that are contiguous, enter separate geospatial coordinates for each area and then add the appropriate name to the correct coordinates.

Things to avoid

  • Do not put multiples entries within the same field.
  • Avoid using political administrative areas that are not formally recognized like Mid-Atlantic region, East Coast, Northern California because this will decrease searching ability. Enter such names in the fields of description - resource or keywords.
  • Avoid using geographic areas or features that are not formally recognized or undergo constant physical change like Ross Ice Shelf, tundra, Western Pacific Ocean. Use such names in the description - resource field. However, if the resource specifically provides coordinates for such locations, such place names may be used. To indicate when the coordinates apply, be sure to enter temporal date information as well.

Examples

  • Arctic Ocean.
  • Arctic region.
  • Charleston Bump, Blake Plateau, Atlantic Ocean.
  • Grand Canyon National Park, Arizona, United States.
  • Dinosaur National Monument, United States
  • Toledo, Ohio, United States.
  • Gold Dust Peak, Eagle County, Colorado, United States.
  • Mississippi River, United States.
  • New York City, New York, United States.

Want to use &, ', ", >, <? Do this:

  • Enter characters like the ampersand apostrophe, double quote, less than and greater than sign by using their respective html references of &, ', ", < and >.

Want to use other special characters like ©, é, ñ or ê? Do this:

  • Enter special characters and symbols using their entity references numbers. For the copyright symbol this means entering an ampersand symbol followed by the pound sign followed by the number 169 followed by a semicolon.

Top

Name - title - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/nameTitle
Framework version - 0.6.50

Definition - the form of address for an individual
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Dr, Prof, Mr
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/nameTitle

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Name title - the form of address for an individual

Term and definitions

  • Dr - self-explanatory
  • Miss - self-explanatory
  • Mr - self-explanatory
  • Mrs - self-explanatory
  • Ms - self-explanatory
  • Prof - self-explanatory

Cataloging best practices

Things to do

  • Choose a form of address from the term list.

Top

Name - title - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/nameTitle
Framework version - 0.6.50

Definition - the form of address for an individual
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Dr, Prof, Mr
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/nameTitle

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Name title - the form of address for an individual

Term and definitions

  • Dr - self-explanatory
  • Miss - self-explanatory
  • Mr - self-explanatory
  • Mrs - self-explanatory
  • Ms - self-explanatory
  • Prof - self-explanatory

Cataloging best practices

Things to do

  • Choose a form of address from the term list.

Top

Object

xpath - /itemRecord/objectsInSpace/object
Framework version - 0.6.50

Definition - an object in space that is defined using the convention of right ascension, declination and epoch
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - rightAscension, declination, epoch
Data types - complex
Domain - the child element
Domain example - <rightAscension>, <declination>, <epoch>

Cataloging best practices

Things to do

  • Complete the subfields of right ascension, declination and epoch. These are the required fields when completing objects in space information.

Top

Object type

xpath - /itemRecord/technical/offline/objectTypes/objectType
Framework version - 0.6.50

Definition - the type of offline resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - Do not use because a controlled vocabulary has not been developed.

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Object type - the type of offline resource; see the allowed combination of terms below; the resource part of the term is the phrase after the last colon

Term and definitions

  • DLESE:No vocabulary available yet:Do not use - self-explanatory.

Cataloging best practices

Things to do

  • Experimental. Do not use.

Top

Object type - list

xpath - /itemRecord/technical/offline/objectTypes
Framework version - 0.6.50

Definition - a list of offline object types
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - objectType
Data types - complex
Domain - the child element
Domain example - <objectType>

Cataloging best practices

Things to do

  • Complete the required subfield of object type.

Top

Objects in space

xpath - /itemRecord/objectsInSpace
Framework version - 0.6.50

Definition - a list of objects in space
Obligation - optional
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - object
Data types - complex
Domain - the child element
Domain example - <object>

Cataloging best practices

Things to do

  • Complete the required subfield of object.

Top

Offline

xpath - /itemRecord/technical/offline
Framework version - 0.6.50

Definition - features related to accessing the resource
Obligation - choice
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - objectDescription, accessInformation, objectTypes
Data types - complex
Domain - the child elements
Domain example - <accessInformation>, <objectDescription>

Notes

  • Offline resource are not accessible in the DLESE search interface.

Cataloging best practices

Things to do

  • Complete the required subfields of description - offline resource and access information.
  • If a resource like a CD-ROM has a webpage for ordering it do not complete this field, instead complete the online field.

Things to avoid

  • If a resource like a CD-ROM has a webpage for ordering it do not complete this field, instead complete the online field.

What happens in DLESE search?

  • Offline resources are not accessible in DLESE search.

Top

Online

xpath - /itemRecord/technical/online
Framework version - 0.6.50

Definition - features related to technical specifications of the resource including URL, size, duration, mirrors, mime type, browsers and system requirements
Obligation - choice
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - primaryURL, mirrorURLs, mediums, size, duration, description, requirements, otherRequirements
Data types - complex
Domain - the child elements
Domain example - <primaryURL>, <requirements>

Cataloging best practices

Things to do

  • Complete the required subfields of URL - primary and requirement - list.

Top

Organization - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization
Framework version - 0.6.50

Definition - information about an institution cataloging the resource, namely the name and email address if known but may also include department, position and URL
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - instName, instDept, instPosition, instUrl, instEmail, contactID
Data types - complex
Domain - the child elements
Domain example - <instName>, <instEmail>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization
  • Organization is part of a choice. That is, a child element of either organization or person is required as part of the contributor element.
  • The required XML child element is instName.

Cataloging best practices

Things to do

  • Complete the required subfield of organization name - organizational resource cataloger.

Top

Organization - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization
Framework version - 0.6.50

Definition - information about an institution that contributed to the intellectual content of the resource, namely the name and email address if known but may also include department, position and URL
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - instName, instDept, instPosition, instUrl, instEmail, contactID
Data types - complex
Domain - the child elements
Domain example - <instName>, <instEmail>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization
  • Organization is part of a choice. That is, a child element of either organization or person is required as part of the contributor element.
  • The required XML child element is instName.

Cataloging best practices

Things to do

  • Complete the required subfield of organization name - organizational resource creator.

Top

Organization name - individual resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/instName
Framework version - 0.6.50

Definition - the formal name of an organization affiliated with a person responsible for cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - American Geophysical Union (AGU), Rolling Meadows High School, Digital Library for Earth System Education (DLESE), The Weather Channel
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instName

Cataloging best practices

Things to do

  • Spell out acronyms.
  • The institutional name should be a formal name of an organization or entity and not a person or a position.
  • If the organization contains .com as part of its name, include the .com part in the name of the organization.

Things to avoid

  • Do not enter departmental information. Use the department - individual resource cataloger field instead.
  • Do not use just acronyms.

Examples

  • American Geophysical Union (AGU)
  • Digital Library for Earth System Education (DLESE)
  • Accuweather
  • Rolling Meadows High School
  • The Weather Channel
  • earthscience.com

Top

Organization name - individual resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/instName
Framework version - 0.6.50

Definition - the formal name of an organization affiliated with a person responsible for the intellectual content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - American Geophysical Union (AGU), Rolling Meadows High School, Digital Library for Earth System Education (DLESE), The Weather Channel
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instName
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instName

Cataloging best practices

Things to do

  • Spell out acronyms.
  • The institutional name should be a formal name of an organization or entity and not a person or a position.
  • If the organization contains .com as part of its name, include the .com part in the name of the organization.

Things to avoid

  • Do not enter departmental information. Use the department - individual resource creator field instead.
  • Do not use just acronyms.

Examples

  • American Geophysical Union (AGU)
  • Digital Library for Earth System Education (DLESE)
  • Accuweather
  • Rolling Meadows High School
  • The Weather Channel
  • earthscience.com

Top

Organization name - organizational resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/instName
Framework version - 0.6.50

Definition - the formal name of an organization cataloging, editing or verifying metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - American Geophysical Union (AGU), Rolling Meadows High School, Digital Library for Earth System Education (DLESE), The Weather Channel
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instName

Cataloging best practices

Things to do

  • Spell out acronyms.
  • The institutional name should be a formal name of an organization or entity and not a person or a position.
  • If the organization contains .com as part of its name, include the .com part in the name of the organization.

Things to avoid

  • Do not enter departmental information. Use the department - organizational resource cataloger field instead.
  • Do not use just acronyms.

Examples

  • American Geophysical Union (AGU)
  • Digital Library for Earth System Education (DLESE)
  • Accuweather
  • Rolling Meadows High School
  • The Weather Channel
  • earthscience.com

Top

Organization name - organizational resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/instName
Framework version - 0.6.50

Definition - the formal name of an organization creating, authoring or responsible for intellectual content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - American Geophysical Union (AGU), Rolling Meadows High School, Digital Library for Earth System Education (DLESE), The Weather Channel
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/instName
  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instName
  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/instName

Cataloging best practices

Things to do

  • Spell out acronyms.
  • The institutional name should be a formal name of an organization or entity and not a person or a position.
  • If the organization contains .com as part of its name, include the .com part in the name of the organization.

Things to avoid

  • Do not enter departmental information. Use the department - organizational resource creator field instead.
  • Do not use just acronyms.

Examples

  • American Geophysical Union (AGU)
  • Digital Library for Earth System Education (DLESE)
  • Accuweather
  • Rolling Meadows High School
  • The Weather Channel
  • earthscience.com

Top

Period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period
Framework version - 0.6.50

Definition - information on the name of a time period including name, name source and source description
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - name, source, IDandURL, sourceDesc
Data types - complex
Domain - the child elements
Domain example - <name>, <source>

Cataloging best practices

Things to do

  • Complete the required subfields of name - period and source - period.
  • If period information is provided, either time - AD, time - BC or time - relative information must be provided.

Things to avoid

  • Do not put enter place names.

Top

Periods

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods
Framework version - 0.6.50

Definition - a listing of time periods that are the subject of or the primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - period
Data types - complex
Domain - the child element
Domain example - <period>

Cataloging best practices

Things to do

  • Complete the required subfield of period.

Things to avoid

  • Do not put enter place names.

Top

Person - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person
Framework version - 0.6.50

Definition - information about a person cataloging the resource, including their name, affiliation and email address but may also include department and position
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - nameTitle, nameFirst, nameMiddle, nameLast, instName, instDept, emailPrimary, emailAlt, contactID
Data types - complex
Domain - the child elements
Domain example - <nameLast>, <nameFirst>, <instName>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/person
  • Person is part of a choice. That is, a child element of either organization or person is required as part of the contributor element.
  • The required XML child elements are nameFirst, nameLast, instName and emailPrimary.

Cataloging best practices

Things to do

  • Complete the required subfields of name - first - resource cataloger, name - last - resource cataloger, organization name - individual resource cataloger and email - primary - resource cataloger.

Things to avoid

  • Do not include webmasters as contributors.

Top

Person - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person
Framework version - 0.6.50

Definition - information about a person who contributed to the intellectual content of the resource, including their name, affiliation and email address but may also include department and position
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - nameTitle, nameFirst, nameMiddle, nameLast, instName, instDept, emailPrimary, emailAlt, contactID
Data types - complex
Domain - the child elements
Domain example - <nameLast>, <nameFirst>, <instName>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person
  • Person is part of a choice. That is, a child element of either organization or person is required as part of the contributor element.
  • The required XML child elements are nameFirst, nameLast, instName and emailPrimary.

Cataloging best practices

Things to do

  • Complete the required subfields of name - first - resource creator, name - last - resource creator, organization name - individual resource creator and email - primary - resource creator.

Things to avoid

  • Do not include webmasters as contributors.

Top

Place and event - simple

xpath - /itemRecord/general/simplePlacesAndEvents/placeAndEvent
Framework version - 0.6.50

Definition - a specific name of a location or event, without the use of geospatial coordinates, that is the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - place, event, description
Data types - complex
Domain - the child elements
Domain example - <place>, <event>

Cataloging best practices

Things to do

  • Complete the required subfield of place - info - simple.
  • Use when describing geospatial information without using a geographic footprint.
  • Place and event names may be included.
  • Descriptions of places and events may be included.
  • Place and event information is coupled together by completing the subfields of place info - simple and event info - simple.
  • If different or unassociated place and event information is to be entered, repeat this field (place and event - simple) for each different place event set.
  • If geospatial information is integral to understanding or working with the resource, this field may be completed but it would be better to complete the geospatial coverages field instead.
  • Geospatial information is independent of temporal information.

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Place and event - simple - list

xpath - /itemRecord/general/simplePlacesAndEvents
Framework version - 0.6.50

Definition - a listing of specific event and location names, without the use of geospatial coordinates, that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - placeAnd Event
Data types - complex
Domain - the child element
Domain example - <placeAndEvent>
Other occurrences in framework - true

Cataloging best practices

Things to do

  • Complete the required subfield of place and event - simple.
  • Use when describing geospatial information without using a geographic footprint.
  • Names of events occurring within location (place) may be included.
  • Descriptions describing places and events may be included.
  • Geospatial information is independent of temporal information.
  • If geospatial information is integral to understanding or working with the resource, this field may be completed but it would be better to complete the geospatial coverages field instead.

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Place info - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place
Framework version - 0.6.50

Definition - information on the name of a location or place that is covered by a bounding box including name, name source and source description
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - name, source, IDandURL, sourceDesc
Data types - complex
Domain - the child elements
Domain example - <name>, <source>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/place

Cataloging best practices

Things to do

  • Complete the required subfields of name - place - bounding box and source - place - bounding box.

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Place info - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place
Framework version - 0.6.50

Definition - information on the name of a location or place that is covered by a detailed geometry including name, name source and source description
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - name, source, IDandURL, sourceDesc
Data types - complex
Domain - the child elements
Domain example - <name>, <source>
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place
  • Other XPATH: /itemRecord/general/simplePlacesAndEvents/placeAndEvent/place

Cataloging best practices

Things to do

  • Complete the required subfields of name - place - detailed geo and source - place - detailed geo.

Top

Place info - simple

xpath - /itemRecord/general/simplePlacesAndEvents/placeAndEvent/place
Framework version - 0.6.50

Definition - the name of a location or place, without the use of geospatial coordinates, that is the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Boulder, Colorado, United States
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place

Cataloging best practices

Things to do

  • Use names, such that, in the future, geospatial coordinates may be determined from the name.
  • Use recognized political administrative areas like countries, states, provinces, or counties.
  • Use recognized well-defined geographic areas like contiguous United States, Aleutian Islands, Arctic Ocean, Arctic region, Alaskan Peninsula or national parks.
  • Use recognized well-defined geographic features like mountain peaks, rivers or lakes and parts (peaks and trenches) of oceans.
  • If entering a location within the United States, include the state and the words United States as part of the location name and spell them out.
  • Names should contain words or phrases indicating the type of place or feature. For example use Mississippi River, United States - not just Mississippi; use New York City, New York, United States - not just New York.
  • Capitalize proper nouns and the first word of the name.
  • When using a national park name that spans more than one state, use the park name followed by the country name like Dinosaur National Monument, United States.
  • To enter multiple places or locations, repeat the field of place and event - simple.

Things to avoid

  • Do not put multiples entries within the same field.
  • Avoid using political administrative areas that are not formally recognized like Mid-Atlantic region, East Coast, Northern California because this will decrease searching ability. Enter such names in the fields of description - general or keywords.
  • Avoid using geographic areas or features that are not formally recognized or undergo constant physical change like Ross Ice Shelf, tundra, Western Pacific Ocean. Use such names in the description - general field.

Examples

  • Arctic Ocean.
  • Arctic region.
  • Charleston Bump, Blake Plateau, Atlantic Ocean.
  • Grand Canyon National Park, Arizona, United States.
  • Dinosaur National Monument, United States
  • Toledo, Ohio, United States.
  • Gold Dust Peak, Eagle County, Colorado, United States.
  • Mississippi River, United States.
  • New York City, New York, United States.

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Planet

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/body/planet
Framework version - 0.6.50

Definition - any of the celestial bodies that revolve around the sun in the solar system
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Earth, Mars

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Planet - any of the celestial bodies that revolve around the sun in the solar system; see the allowed combination of terms below; the planet part of the term is the phrase after the last colon

Term and definitions

  • Earth - the third planet from the sun
  • Earth's Moon - the satellite that orbits Earth
  • Jupiter - the fifth planet from the sun
  • Mars - the fourth planet from the sun
  • Mercury - the first planet from the sun
  • Neptune - the eighth planet from the sun
  • Pluto - a dwarf planet
  • Saturn - the sixth planet from the sun
  • Uranus - the seventh planet from the sun
  • Venus - the second planet from the sun

Cataloging best practices

Things to do

  • Choose a planet term.
  • For other celestial bodies, use the field body - other planetary.

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Position - organizational resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/instPosition
Framework version - 0.6.50

Definition - a job or functional position in an organization that can be contacted regarding the cataloging editing or verifying of metadata
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Outreach coordinator, Librarian, Technical specialist
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instPosition

Cataloging best practices

Things to do

  • Use a word or short phrase to identify the job position.
  • Capitalize first words (Outreach coordinator).
  • Spell out acronyms (e.g. WCM is Warning Coordination Meteorologist).

Things to avoid

  • Do not use the name of a person.

Examples

  • Outreach coordinator
  • Education specialist
  • Warning Coordination Meteorologist
  • Technical specialist
  • Librarian
  • Instructional designer

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Position - organizational resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/instPosition
Framework version - 0.6.50

Definition - a job or functional position in an organization that can be contacted regarding the intellectual content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Outreach coordinator, Librarian, Technical specialist
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instPosition

Cataloging best practices

Things to do

  • Use a word or short phrase to identify the job position.
  • Capitalize first words (Outreach coordinator).
  • Spell out acronyms (e.g. WCM is Warning Coordination Meteorologist).

Things to avoid

  • Do not use the name of a person.

Examples

  • Outreach coordinator
  • Education specialist
  • Warning Coordination Meteorologist
  • Technical specialist
  • Librarian
  • Instructional designer

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Process standard

xpath - /itemRecord/educational/processStandards/processStandard
Framework version - 0.6.50

Definition - specific skills necessary to engage in mathematical pursuits
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NCTM:Connections:Recognize and apply mathematics in contexts outside of mathematics

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NCTM - National Council of Teachers of Mathematics
  • Level 2 is Standard - a broad topic area within the mathematical realm
    • Level terms and definitions:
      • Problem Solving - self-explanatory
      • Reasoning and Proof - self-explanatory
      • Communication - self-explanatory
      • Connections - self-explanatory
      • Representation - self-explanatory
  • Level 3 is Process - specific skills necessary to engage in mathematical pursuits; see the allowed combination of terms below; the process part of the term is the phrase after the last colon

Term and definitions

  • NCTM:Problem Solving:Build new mathematical knowledge through problem solving - self-explanatory
  • NCTM:Problem Solving:Solve problems that arise in mathematics and in other contexts - self-explanatory
  • NCTM:Problem Solving:Apply and adapt a variety of appropriate strategies to solve problems - self-explanatory
  • NCTM:Problem Solving:Monitor and reflect on the process of mathematical problem solving - self-explanatory
  • NCTM:Reasoning and Proof:Recognize reasoning and proof as fundamental aspects of mathematics - self-explanatory
  • NCTM:Reasoning and Proof:Make and investigate mathematical conjectures - self-explanatory
  • NCTM:Reasoning and Proof:Develop and evaluate mathematical arguments and proofs - self-explanatory
  • NCTM:Reasoning and Proof:Select and use various types of reasoning and methods of proof - self-explanatory
  • NCTM:Communication:Organize and consolidate their mathematical thinking through communication - self-explanatory
  • NCTM:Communication:Communicate their mathematical thinking coherently and clearly to peers, teachers, and others - self-explanatory
  • NCTM:Communication:Analyze and evaluate the mathematical thinking and strategies of others - self-explanatory
  • NCTM:Communication:Use the language of mathematics to express mathematical ideas precisely - self-explanatory
  • NCTM:Connections:Recognize and use connections among mathematical ideas - self-explanatory
  • NCTM:Connections:Understand how mathematical ideas interconnect and build on one another to produce a coherent whole - self-explanatory
  • NCTM:Connections:Recognize and apply mathematics in contexts outside of mathematics - self-explanatory
  • NCTM:Representation:Create and use representations to organize, record, and communicate mathematical ideas - self-explanatory
  • NCTM:Representation:Select, apply, and translate among mathematical representations to solve problems - self-explanatory
  • NCTM:Representation:Use representations to model and interpret physical, social, and mathematical phenomena - self-explanatory

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports specific skills necessary to engage in mathematical pursuits.
  • Catalogers with experience and familiarity with mathematical education may associate these standards with resources.

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Process standard - list

xpath - /itemRecord/educational/processStandards
Framework version - 0.6.50

Definition - a list of process standards associated with resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - processStandard
Data types - complex
Domain - the child element
Domain example - <processStandard>

Cataloging best practices

Things to do

  • Complete the required subfield of process standard.

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Projection information

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/projection
Framework version - 0.6.50

Definition - information on the base reference in a coordinate system; the initial point of origin and orientation of an ellipsoid that models the Earth in the region of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - type
Data types - complex, string
Domain - free text and the required attributes
Domain example - Information about a projection type.

Notes

  • The attribute type is required.

Cataloging best practices

Things to do

  • Complete the required subfield of projection type.
  • Use the projection field to supply information on projection types that resources use but are not listed in the vocabulary for the subfield of type.

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Projection type

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/projection/@type
Framework version - 0.6.50

Definition - the systematic presentation (think 2-D map) of objects on the Earth or the celestial sphere using coordinate lines on a flat surface
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Mercator, DLESE:Other
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/projection/@type
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/coordinateSystem/@type

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Type - the systematic presentation (think 2-D map) of objects on the Earth or the celestial sphere using coordinate lines on a flat surface; see the allowed combination of terms below; the type part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Albers conical equal area - a projection with two standard parallels and the pole as a point
  • DLESE:Does not apply - projection type information does not apply
  • DLESE:Lambert azimuthal equal area - a projection type where distortion is zero at a center latitude and longitude and increases radially away from the center point
  • DLESE:Lambert conformal conic - a projection type with two standard parallels and the latitude and longitude of the projection center
  • DLESE:Mercator - a cylindrical projection where the meridians and parallels are all straight lines and Earth's equator is the tangency point
  • DLESE:Other - the projection type is known but not part of this vocabulary
  • DLESE:Polar stereographic - projection type were the perspective is a plane tangent to the North or South poles; meridians are equally spaced and parallels are unequally spaced circles centered around a pole
  • DLESE:Space oblique Mercator - a projection type that provides continuous conformal mapping of a swath sensed by an artificial satellite, such as Landsat
  • DLESE:Transverse Mercator - a cylindrical projection where the meridians and parallels are all straight lines and a meridian (not Earth's equator) is the tangency point
  • DLESE:Unknown - projection type information applies but the projection type is not known

Cataloging best practices

Things to do

  • Projection type information applies to visuals but not raw or gridded data until the data is represented on a 2-D map.
  • Different projections represent different parts of the Earth better.
  • Be careful in the application of the terms Unknown and Does not apply; remember Unknown means project type information applies but is unknown while does not apply means projection type information does not apply because no two dimensional map is involved.
  • If projection type information applies but is not part of the list of terms, choose the term DLESE:Other and provide projection type information as content in the projection information field.
  • If projection type information applies but cannot be determined, choose the term DLESE:Unknown.
  • An overview of different projection types from a software company.
  • Another overview of different projection types

Things to avoid

  • Do not use the terms Unknown and Does not apply interchangeably. They have different meanings.

Examples

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Record ID - creating a relation

xpath - /itemRecord/relations/relation/idEntry/@entry
Framework version - 0.6.50

Definition - the record ID - library catalog number (used in DLESE) for the related resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - DLESE-000-000-000-123
Other occurrences in framework - true

Notes

  • Entry is an attribute of the idEntry field.
  • Other XPATH: /itemRecord/metaMetadata/catalogEntries/catalog/@entry
  • Other XPATH: /itemRecord/general/catalogEntries/catalog/@entry

Cataloging best practices

Things to do

  • If creating a relationship to a resource in DLESE, use www.dlese.org to determine the record ID - library catalog number of the resource to which a relationship is being created. Record ID numbers are found on full description pages. Use this record ID information as content for this field.
  • If creating a relationship to a resource that is not in DLESE, use record ID information from the catalog/library/repository the related resource resides in.

Things to avoid

  • Generally avoid spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.
  • If using a DLESE cataloging tool, do not use spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.

Examples

  • DLESE-000-000-000-123
  • ABC-000-000-000-123

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Record ID - library catalog number

xpath - /itemRecord/metaMetadata/catalogEntries/catalog/@entry
Framework version - 0.6.50

Definition - the identification number of the resource being cataloged
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - DLESE-000-000-000-123
Other occurrences in framework - true

Notes

  • These are the metadata record identification numbers.
  • Entry is an attribute of the catalog field.
  • Other XPATH: /itemRecord/general/catalogEntries/catalog/@entry
  • Other XPATH: /itemRecord/relations/relation/idEntry/@entry

Cataloging best practices

Things to do

  • Use automated means to generate record ID numbers.
  • If using a DLESE cataloging tool, record ID number generate automatically.
  • Use unique text strings.

Things to avoid

  • If using a DLESE cataloging tool, do not change automatically generated record ID numbers.
  • Do not repeat record ID numbers with a collection.
  • Generally avoid spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.
  • If using a DLESE cataloging tool, do not use spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.
  • Do not use just numbers; rather include a text label with a string of numbers. See examples below.

Examples

  • DLESE-000-000-000-123
  • ABC-000-000-000-123

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Record ID - other catalog number

xpath - /itemRecord/general/catalogEntries/catalog/@entry
Framework version - 0.6.50

Definition - an identification number of another metadata record that catalogs the same resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - DLESE-000-000-000-123
Other occurrences in framework - true

Notes

  • Entry is an attribute of the catalog field.
  • Other XPATH: /itemRecord/metaMetadata/catalogEntries/catalog/@entry
  • Other XPATH: /itemRecord/relations/relation/idEntry/@entry

Cataloging best practices

Things to do

  • If referencing a resource in DLESE, use www.dlese.org to determine the record ID - library catalog number of the resource to which a relationship is being created. Record ID numbers are found on full description pages. Use this record ID information as content for this field.
  • If referencing a resource that is not in DLESE, use record ID information from the catalog/library/repository the referenced resource resides in.

Things to avoid

  • Generally avoid spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.
  • If using a DLESE cataloging tool, do not use spaces, apostrophes, quotes, slashes, less than or greater than signs, question marks, equal signs or URLs as part of record ID numbers.

Examples

  • DLESE-000-000-000-123
  • ABC-000-000-000-123

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Relation

xpath - /itemRecord/relations/relation
Framework version - 0.6.50

Definition - the establishment of a relationship between the resource being described and another resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - idEntry, urlEntry
Data types - complex
Domain - the child elements
Domain example - <idEntry>, <urlEntry>

Cataloging best practices

Things to do

  • Create relationships to other resources if creating the relationship adds new or different information a user may not otherwise be aware of.
  • To create a relationship to a resource that is already in the library, such that the record ID - library catalog number is known, complete the subfield of relation - by record ID.
  • To create a relationship to a resource that is not in the library, but has a known web address, complete the subfield of relation - by URL.

Things to avoid

  • Do not create relationships to resources that are not publicly accessible or do not have an online presence.

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Relation - by URL

xpath - /itemRecord/relations/relation/urlEntry
Framework version - 0.6.50

Definition - information about a related resource that includes the web address and the kind of relationship to the described resource and possibly the title and resource description of the related resource
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Attributes - kind, entry, catalogName, title
Data types - string, complex
Domain - the attributes; free text
Domain example - see the individual attributes or provide a description of the related resource

Cataloging best practices

Things to do

  • Complete the required subfields of kind - url and URL - creating a relation.
  • Provide a description of the related resource if it helps in understanding the relationship between the two resources.
  • The name of the related resource can be entered in the title subfield.

Things to avoid

  • Do not use record ID numbers.
  • Do not enter words or phrases like: for more information, go here to see an example, etc.

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Relation - by record ID

xpath - /itemRecord/relations/relation/idEntry
Framework version - 0.6.50

Definition - information about a related resource that includes the catalog record id number and the kind of relationship to the described resource and possibly the title and resource description of the related resource
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Attributes - kind, entry, catalogName, title
Data types - string, complex
Domain - the required attributes; free text
Domain example - see the individual attributes or provide a description of the related resource

Cataloging best practices

Things to do

  • Complete the required subfields of kind - id number and record ID - creating a relation
  • Use www.dlese.org to determine the record ID - library catalog number of the resource to which a relationship is being created. Record ID numbers are found on full description pages. Use this record ID information as content for the required subfield of record ID - creating a relation.
  • Provide a description of the related resource if it helps in understanding the relationship between the two resources.
  • The name of the related resource can be entered in the title subfield.

Things to avoid

  • Do not use URLs.
  • Do not enter words or phrases like: for more information, go here to see an example, etc.

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Relations

xpath - /itemRecord/relations
Framework version - 0.6.50

Definition - a list of of relationships between the resource being described and other resources
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1 or 0
Child elements - relation
Data types - complex
Domain - the child element
Domain example - <relation>

Cataloging best practices

Things to do

  • Complete the required subfield of relation.
  • Create relationships to other resources if creating the relationship adds new or different information a user may not otherwise be aware of.

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Requirement

xpath - /itemRecord/technical/online/requirements/requirement
Framework version - 0.6.50

Definition - a computer requirement and possibly the minimum and maximum version needed to access, interact or operate a component of an online resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - reqType, minimumVersion, maximumVersion
Data types - complex
Domain - the child elements
Domain example - <reqType>

Cataloging best practices

Things to do

  • Complete the required subfield of requirement type.
  • Choose the overall best and minimum requirements to interact, access or operate a resource.
  • If a resource requires certain versions (minimum or maximum) of browsers, viewers (plug-ins) or operating systems, complete the requirement type subfield and the subfields of version - minimum and/or version - maximum.
  • Repeat this requirement field until the minimum (not all) requirements for interacting, accessing or operating the resource are indicated.

Things to avoid

  • Do not exceed 1-3 different requirement types. Most resources are adequately described with 1-3 choices.

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Requirement - list

xpath - /itemRecord/technical/online/requirements
Framework version - 0.6.50

Definition - a list of computer requirements and possibly the minimum and maximum versions needed to access, interact or operate a component of an online resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - requirement
Data types - complex
Domain - the child element
Domain example - <requirement>

Cataloging best practices

Things to do

  • Complete the required subfield of requirement.

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Requirement - other

xpath - /itemRecord/technical/online/otherRequirements/otherRequirement
Framework version - 0.6.50

Definition - a computer requirement (not part of the controlled vocabulary list) and possibly the minimum and maximum version needed to access, interact or operate a component of an online resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - otherType, minimumVersion, maximumVersion
Data types - complex
Domain - the child elements
Domain example - <otherType>

Cataloging best practices

Things to do

  • Complete the required subfield of requirement type - other.
  • Choose the overall best and minimum requirements to interact, access or operate a resource.
  • If a resource requires certain versions (minimum or maximum) of browsers, viewers (plug-ins) or operating systems, complete the requirement type - other subfield and the subfields of version - minimum - other and/or version - maximum - other.
  • Repeat the this other requirement field until the minimum (not all) requirements for interacting, accessing or operating the resource are indicated.

Things to avoid

  • Do not exceed 1-3 different requirement types. Most resources are adequately described with 1-3 choices.

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Requirement - other - list

xpath - /itemRecord/technical/online/otherRequirements
Framework version - 0.6.50

Definition - a list of other computer requirements and possibly the minimum and maximum versions needed to access, interact or operate a component of an online resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - otherRequirement
Data types - complex
Domain - the child element
Domain example - <otherRequirement>

Cataloging best practices

Things to do

  • Complete the required subfield of requirement - other.

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Requirement type

xpath - /itemRecord/technical/online/requirements/requirement/reqType
Framework version - 0.6.50

Definition - a computer requirement necessary to access, interact or operate a component of an online resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Browser:Netscape, DLESE:Browser:Internet Explorer

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Type - the category of computer requirement necessary to access, interact or operate a component of a resource
    • Level terms and definitions:
      • Browser - a mechanism for viewing web documents
      • General - nothing beyond a typical web browser
      • Operating system - software that makes other programs and software run on a computer
      • Other - the technical requirements for the resource requires something that is more specialized
      • Software or plug-in - a program or software that helps other programs, namely browsers, perform additional or specialized functions and operations
      • Unknown - the technical requirements for the resource are not known
  • Level 3 is Item - the name of the type of computer requirement necessary to interact, access or operate a resource; see the allowed combination of terms below; the item part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Browser:Internet Explorer - the Microsoft Internet Explorer browser is specifically required to make the resource work properly
  • DLESE:Browser:Netscape - the Netscape browser is specifically required to make the resource work properly
  • DLESE:General:No specific technical requirements - the resource needs only a browser to work and no other requirements
  • DLESE:Operating system:Macintosh - the Macintosh operating system is needed to make the resource function
  • DLESE:Operating system:Microsoft Windows - Microsoft Windows is needed to make the resource function
  • DLESE:Operating system:PC DOS - The DOS operating system is specifically required to make the resource function
  • DLESE:Operating system:Unix - the Unix operating system is needed to make the resource function
  • DLESE:Other:More specific technical requirements - In order for the resource to work properly, a tool that is not part of the this technical requirements list is needed
  • DLESE:Software or plug-in:Adobe Acrobat reader - a type of viewer from Adobe that is needed to access .pdf (portable document format) files within a resource
  • DLESE:Software or plug-in:ArcGIS - software that is needed to interact fully with geographic data (at an industry standard level) within a resource, including visualizations, queries, analysis, integration capabilities and the ability to create and edit geographic data
  • DLESE:Software or plug-in:ArcView - software that is needed to interact fully with geographic data within a resource, including visualizations, queries, analysis, integration capabilities and the ability to create and edit geographic data
  • DLESE:Software or plug-in:Cosmoplayer - a type of viewer called Cosmo Player that is needed to access different types of media files within a resource
  • DLESE:Software or plug-in:Excel - a type of spreadsheet program that is needed to access .xls files within a resource
  • DLESE:Software or plug-in:Flash player - a type of viewer called Flash Player that is needed to access different types of media files within a resource
  • DLESE:Software or plug-in:Java - Java software is needed to interact fully with a resource
  • DLESE:Software or plug-in:NIH image - a public domain image processing and analysis program from the National Institute of Health that is needed to interact fully with a resource
  • DLESE:Software or plug-in:Platform emulation software - software that is required to make a system act like another system, such as making a PC act like a Mac or a Mac act like a PC
  • DLESE:Software or plug-in:QuickTime - a type of viewer called QuickTime that is needed to access .mov (movie) or .mpg (moving picture experts group) files within a resource
  • DLESE:Software or plug-in:Real player - a type of viewer called RealPlayer or RealOne that is needed to access different types of media files within a resource
  • DLESE:Software or plug-in:Scalable Vector Graphics (SVG) viewer - a type of viewer that can interpret scalable vector graphic format files (.svg)
  • DLESE:Software or plug-in:Shockwave player - a type of viewer called Shockwave that is needed to access image or movies, often animated .gif (graphics interchange format) files, within a resource
  • DLESE:Unknown:Technical information not easily determined - technical information about accessing, interacting or operating the resource is not known
  • DLESE:To be supplied - requirement type information is currently unknown but will be supplied at a later date

Cataloging best practices

Things to do

  • Choose at least one requirement type term.
  • Choose the overall best and minimum requirements to interact, access or operate a resource.
  • If a resource requires certain versions (minimum or maximum) of browsers, viewers (plug-ins) or operating systems, complete this requirement type field and the subfields of version - minimum and/or version - maximum.
  • Repeat the overarching requirement field until the minimum (not all) requirements for interacting, accessing or operating the resource are indicated.
  • If the requirement type is not listed, see the section below on When to use Other:More specific technical requirements.
  • If a resource requires a particular operating system(s), please choose it from the list and complete the version - minimum field to indicate the version (Unix: Linux Redhat 9.1). Repeat the requirement field if more than one operating system is necessary or applicable.

Things to avoid

  • Do not indicate RAM requirements.
  • Do not choose multiple viewers, like QuickTime, Shockwave, Media Player and Real Player, just because the resource works in multiple viewers. The chances of a resource needing all these viewers at the same time is highly unlikely because some of these players do the same thing. Choose a single player or consider selecting Other:More specific technical requirements and indicate which players are needed in the requirement - other field.
  • Do not include subscription or membership information. Indicate subscription or membership information in the description - technical field.
  • Do not indicate browser version numbers for Internet Explorer 6.x and lower or Netscape 7.x and lower unless the resource only works in a specific browser version.
  • If the website offers a CD-ROM version of the site, do not list the technical requirements for the CD when cataloging the web version of the CD.
  • Do not exceed 1-3 different requirement types. Most resources are adequately described with 1-3 choices.

Examples

  • Linux Redhat 9.1 - select Operating system:Unix and complete the field of version - minimum with Redhat 9.1 and version - maximum if need be.

More definition information

  • The following overarching categories used in this vocabulary have the following meanings.
  • Browser: a mechanism for viewing web documents.
  • General: nothing beyond a typical web browser.
  • Operating system: software that makes other programs and software run on a computer.
  • Other: the technical requirements for the resource requires something that is more specialized.
  • Software or plug-in: a program or software that helps other programs, namely browsers, perform additional or specialized functions and operations.
  • Unknown: the technical requirements for the resource are not known.

When to use General:No specific technical requirements

  • If the resource needs a browser that has been around for awhile like Internet Explorer 6.x and lower or Netscape 7.x and lower and does not have any other specific requirements, select General:No specific technical requirements. In this instance, do not complete the version - minimum or version - maximum fields.
  • If the resource works in both Netscape and Internet Explorer (and no browser versions are indicated) and the resource has no other technical requirements, select General:No specific technical requirements.
  • If General:No specific technical requirements is chosen, do not choose Unknown:Technical information not easily determined or Other:More specific technical requirements.

When to use Unknown:Technical information not easily determined

  • If technical requirements can not be readily determined, select Unknown:Technical information not easily determined.
  • If Unknown:Technical information not easily determined is chosen, do not choose General:No specific technical requirements or Other:More specific technical requirements.

When to use Other:More specific technical requirements:

  • If the resource needs a specific browser, operating system, or plug-in that is not part of the list of choices, select Other:More specific technical requirements, then complete the requirement - other field.
  • If Other:More specific technical requirements is chosen, do not choose Unknown:Technical information not easily determined or General:No specific technical requirements.

Top

Requirement type - other

xpath - /itemRecord/technical/online/otherRequirements/otherRequirement/otherType
Framework version - 0.6.50

Definition - a computer requirement (not part of the controlled vocabulary list) necessary to access, interact or operate a component of an online resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Authorware, iTunes

Cataloging best practices

Things to do

  • Use this field if the requirement needed is not part of the controlled vocabulary of the requirement type field.
  • Use this field if the value of Other:More specific technical requirements is used in the requirement type field.
  • Include the best overall and minimum requirements to interact, access or operate a resource.
  • If a resource requires certain versions (minimum or maximum) of browsers, viewers (plug-ins) or operating systems, complete the this requirement type - other field and the subfields of version - minimum - other and/or version - maximum - other.
  • Repeat the overarching requirement - other field until the minimum (not all) requirements for interacting, accessing or operating the resource are indicated.

Things to avoid

  • Do not indicate RAM requirements.
  • Do not include multiple viewers or browsers that are part of the controlled vocabulary in the requirement type field.
  • Do not include subscription or membership information. Indicate subscription or membership information in the description - technical field.
  • Do not use for the Internet Explorer or Netscape browsers. Use the requirement type field instead.
  • If the website offers a CD-ROM version of the site, do not list the technical requirements for the CD when cataloging the web version of the CD.
  • Do not exceed 1-3 different other requirement types. Most resources are adequately described with 1-3 choices.

Examples

  • Authorware
  • iTunes

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Resource type

xpath - /itemRecord/educational/resourceTypes/resourceType
Framework version - 0.6.50
DLESE id - re

Definition - the nature, category, function or aggregation of resource content with an emphasis on how the resource may be used in the classroom, professional development or in an informal educational setting
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Visual:Map, DLESE:Text:Reference

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Type - the kind or format of the resource
    • Level terms and definitions:
      • Audio - resources whose content is primarily audio or intended to be realized in audio
      • Data - materials with primarily structured information encoded in lists, tables, databases etc., which will normally be in a format available for direct machine processing
      • Learning materials - materials prepared for use by students or teachers in the classroom, field or other learning environment. Some of the terms fit in a hierarchy with implied scope, specificity and length (e.g. from curriculum, to course, to module/unit, to lesson plan, to activity.
      • Offline - resources that exist only as physical objects and do not have URLs that describes how to order the resources
      • Portal - homepages that are the entrance to a large complex web sites holding a variety of related resources hosted by a single or group of related organizations. For example, www.nasa.gov is a portal. A portal also encompasses other resource types.
      • Service - systems that provides one or more functions of value to the end-user
      • Text - resources whose content contain primarily words for reading
      • Tool - resources that aids in accomplishing a task
      • Visual - resources with actual and symbolic visual representations other than text
  • Level 3 is Resource - the name of the resource or object; see the allowed combination of terms below; the resource part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Audio:Audio book - an audio recording of a book in print [DLESE term id: 00]
  • DLESE:Audio:Audio webcast - the audio component (only) of a broadcast presented on or captured digitally from the web (e.g. podcast, newscast, speech, interviews) [DLESE term id: 01]
  • DLESE:Audio:Lecture - an audio recording of a speech or classroom instruction [DLESE term id: 02]
  • DLESE:Audio:Music - a recording of vocal, instrumental or mechanical sounds having rhythm, melody or harmony [DLESE term id: 03]
  • DLESE:Audio:Oral history - recorded historical information obtained in interviews concerning personal experiences and recollections [DLESE term id: 04]
  • DLESE:Audio:Radio broadcast - a recording of a newscast, talk show or other oral presentation originally generated via the radio [DLESE term id: 05]
  • DLESE:Audio:Sound - recorded auditory material (e.g. natural world, mechanical, noise, tones) [DLESE term id: 06]
  • DLESE:Data:In situ dataset - data measurements generated when the measuring instrument and the medium to be measured are in direct contact [DLESE term id: 07]
  • DLESE:Data:Modeled dataset - data generated by equations, computer models and numerical simulations [DLESE term id: 08]
  • DLESE:Data:Remotely sensed dataset - data measurements generated when the measuring instrument and the medium to be measured are not in direct contact [DLESE term id: 09]
  • DLESE:Learning materials:Assessment - materials that are designed to measure student learning (exams, questionnaires, quizzes) or to support teacher design or development of such materials (rubrics). Materials that support existing assessments (answer keys). Materials that relate to the philosophy of assessment (articles about performance and authentic assessment, for example). [DLESE term id: 0a]
  • DLESE:Learning materials:Case study - an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment or a scientific study of a specific location or region [DLESE term id: 0b]
  • DLESE:Learning materials:Classroom activity - a classroom-based task or exercise, often part of a lesson plan or other larger unit of instruction, that helps student develop particular skills, knowledge, or habits of mind. Usually, activity goals and outcomes are specific. [DLESE term id: 0c]
  • DLESE:Learning materials:Computer activity - a computer-based task or exercise, often part of a lesson plan or other larger unit of instruction, that helps students develop particular skills, knowledge, or habits of mind. Usually, activity goals and outcomes are specific (e.g. Mountain Simulation: Assignment). [DLESE term id: 0d]
  • DLESE:Learning materials:Course - a sequence of instructional units done over a semester or quarter that are designed by teachers, faculty, or a group of instructors to significantly advance student skills, knowledge, and habits of mind in a particular discipline and to help students meet specified requirements as set forth in a curricula or district or state policy (e.g. Introduction to the Atmosphere) [DLESE term id: 0e]
  • DLESE:Learning materials:Curriculum - a program of study. Examples include academic standards, (the knowledge, skills and habits of mind students are expected to acquire in particular grade levels or clusters of grade levels) and the units of instruction, often with sample lesson plans, illustrative student activities, and essential and supplementary resources that can help students reach standards. Curricula are often designed at the state or school district level, but can also apply to a program of study required for a particular university or college-issued degree. [DLESE term id: 0f]
  • DLESE:Learning materials:Field activity - a field-based task or exercise, often part of a lesson plan or other larger unit of instruction, to help student develop particular or habits of mind. Usually, the goals and outcomes are specific. [DLESE term id: 0g]
  • DLESE:Learning materials:Field trip guide - directions or suggestions for learning experiences outside of the classroom, usually off-site, either general or specific to a particular location [DLESE term id: 0h]
  • DLESE:Learning materials:Instructor guide - supporting material for teachers regarding the use of learning materials with respect to learning objectives, classroom management, materials and assessment [DLESE term id: 0i]
  • DLESE:Learning materials:Lab activity - a laboratory-based task or exercise, often part of a lesson plan or other larger unit of instruction, to help students develop particular skills, knowledge, or habits of mind; usually, the goals and outcomes are specific [DLESE term id: 0j]
  • DLESE:Learning materials:Lesson plan - a plan for helping students learn a particular set of skills, knowledge or habits of mind; often includes student activities as well as teaching ideas, instructional materials, and other resources; is shorter in duration than and often a part of a unit or module [DLESE term id: 0k]
  • DLESE:Learning materials:Module or unit - a sequence of lesson plans designed to teach a set of skills, knowledge and habits of mind (e.g. Understanding the Water Cycle) [DLESE term id: 0l]
  • DLESE:Learning materials:Presentation or demonstration - a formal representation of ideas that is illustrated to others either visually or by the act of doing (e.g. PowerPoint slides) [DLESE term id: 0m]
  • DLESE:Learning materials:Problem set - a series of tasks or questions posed to the student, as in a homework or other assignment [DLESE term id: 0n]
  • DLESE:Learning materials:Project - activities organized around a particular academic topic where goals and outcomes are generally broad in nature and interactions with others often occur [DLESE term id: 0o]
  • DLESE:Learning materials:Syllabus - general material describing a course or unit of study, includes outlines and table of contents [DLESE term id: 0p]
  • DLESE:Learning materials:Tutorial - a resource that provides guided, practical information about a specific subject or task [DLESE term id: 0q]
  • DLESE:Learning materials:Virtual field trip - a series of on-line visual and text-based resources that mimic a field trip experience in an electronic setting [DLESE term id: 0r]
  • DLESE:Offline:Physical object - a reference to a non-web-based entity like a book, CD-ROM or rock sample which does not have an URL at which the object can be ordered [DLESE term id: 0s]
  • DLESE:Portal:Commercial portal - generally a URL that includes .com or .biz as part of the website address [DLESE term id: 0t]
  • DLESE:Portal:Educational portal - generally a URL that includes .edu as part of the website address [DLESE term id: 0u]
  • DLESE:Portal:Government portal - generally a URL that includes .gov as part of the website address [DLESE term id: 0v]
  • DLESE:Portal:Nonprofit portal - generally a URL that includes .org or .museum as part of the website address [DLESE term id: 0w]
  • DLESE:Service:Ask an expert - a site where one can submit questions for personal response to either an individual or group of people who have specific expertise in the area of interest [DLESE term id: 0x]
  • DLESE:Service:Clearinghouse - a site that offers links to other sites organized around a topic or topics. The linked to sites are hosted by unrelated organizations. This is different than portal where the linked to sites are hosted by a single or related organizations. [DLESE term id: 0y]
  • DLESE:Service:Forum or discussion - an interface where a group of individuals can engage in text-based talk about a particular subject; may or may not be synchronous (e.g. blogs) [DLESE term id: 0z]
  • DLESE:Service:Listserv - an email based communication that are usually topic-focused and distributed to a member-based group of individuals via a single email address [DLESE term id: 000]
  • DLESE:Service:Message board - interface whereby individuals can post information, requests or ideas for view by others [DLESE term id: 001]
  • DLESE:Service:Search engine - mechanism by which the Internet or some sub-component is searched based on a specific query entered by the user (more extensive than Search this Site) [DLESE term id: 002]
  • DLESE:Text:Abstract or summary - a condensed version of a larger piece of work, outlining the major points and conclusions [DLESE term id: 003]
  • DLESE:Text:Book - a long written composition (includes literature, technical documentation and guides, excluding field and instructor guides) [DLESE term id: 005]
  • DLESE:Text:Glossary - a collection of specialized terms and their meanings [DLESE term id: 006]
  • DLESE:Text:Index or bibliography - a list (as of bibliographical information or citations to a body of literature) arranged usually in alphabetical order of some specified datum (as author, subject, or keyword); a list often with descriptive or critical notes of writings relating to a particular subject, period, or author; a list of works written by an author or printed by a publishing house; the works or a list of the works referred to in a text or consulted by the author in its production [DLESE term id: 007]
  • DLESE:Text:Journal article - a writing that shares ideas or research results which appear in a periodical publication that is often peer-reviewed and of an academic nature [DLESE term id: 008]
  • DLESE:Text:Periodical - a publication that is produced on some predictable schedule, such as weekly, monthly or annually [DLESE term id: 009]
  • DLESE:Text:Policy or procedure - a document containing statements or a series of steps to accomplish something [DLESE term id: 00a]
  • DLESE:Text:Proceedings - a collection of papers or abstracts presented at a specific meeting or event [DLESE term id: 00b]
  • DLESE:Text:Proposal - a formal document that outlines a specific project, recommendation, plan or idea [DLESE term id: 00c]
  • DLESE:Text:Reference - a work containing useful facts or information (e.g. user's guides, technical manuals). A student might consult this during independent research. It does not have a guided component. It may comprise hyperlinked pages but a specific path through it is not designated. [DLESE term id: 00d]
  • DLESE:Text:Report - a detailed account or statement outlining the results or events of a meeting, endeavor, activity or study (e.g. review, evaluation) [DLESE term id: 00e]
  • DLESE:Text:Thesis - scholarly work for an academic degree [DLESE term id: 00f]
  • DLESE:To be supplied - a placeholder term when an appropriate resource type value has yet to be determined [DLESE term id: 00g]
  • DLESE:Tool:Calculation or conversion tool - a tool for mathematical manipulations (e.g. Celsius to Fahrenheit, satellite tracker) [DLESE term id: 00h]
  • DLESE:Tool:Code - computer instructions that allows for the enhancement of a resource; it generally does not stand alone (e.g. numerical models, applets) [DLESE term id: 00i]
  • DLESE:Tool:Software - a tool that allows access, interactions with or the ability to run resources; it does not enhance another piece of software rather it stands alone, (e.g. tools to look at and analyze data or create learning materials) [DLESE term id: 00j]
  • DLESE:Visual:Artistic illustration - a visual not generated from data and not meant to illustrate a scientific concept or process (e.g. artistic drawing, animations, clip art, virtual tours) [DLESE term id: 00k]
  • DLESE:Visual:Map - a 2-D representation of physical data at a single point in time or space that illustrate fairly static physical features (e.g. topographic, soil, road or bedrock maps, etc.). For weather or forecast maps, use scientific visualization. [DLESE term id: 00l]
  • DLESE:Visual:Photograph - an image that has been taken with a camera and is available either online or offline [DLESE term id: 00m]
  • DLESE:Visual:Remotely sensed imagery - imagery generated from measuring devices that are not in direct contact with the medium they are measuring (e.g. radar or satellite imagery) [DLESE term id: 00n]
  • DLESE:Visual:Scientific illustration - still or animated images, not based directly on data, that illustrate scientific concepts or processes through diagrams, graphs, figures or virtual reality (e.g. The Wilson Cycle) [DLESE term id: 00o]
  • DLESE:Visual:Scientific visualization - dynamic or static visuals generated from physical data or model output (e.g. simulations, animations, weather forecast maps or streamflow maps) [DLESE term id: 00p]
  • DLESE:Visual:Video - animated images for use on a computer or television screen (e.g. clips, interviews, lectures, movies, etc.) [DLESE term id: 00q]
  • DLESE:Visual:Visual webcast - a predominantly image related broadcast or podcast presented on or captured from the Internet (may include audio) [DLESE term id: 00r]

Cataloging best practices

Things to do

  • Use audio for recorded items that have no visual component.
  • Some resource types comprise other resource types such that an Activity is part of a Lesson plan which is part of a Module or unit which is part of a Course which is part of a Curriculum. Indicate the largest resource type that applies.
  • If a Virtual field trip has an animation that illustrates a concept or process of more general interest, then include the resource type Visual:Scientific visualization/illustration and be sure the concept illustrated is described in the description - resource field.
  • If a Virtual field trip has many photographs, the resource type of Visual:Photograph may be included.
  • Use the term Service:Search engine when the resource provides a mechanism to search it internal holdings based on a specific query entered by a user (more extensive than Search this site).
  • When using the terms Portal and Service:Clearinghouse, note the distinction between the two definitions in the focus of the relationship of the source of the linked material to the host organization. Portals generally provide links to in-house materials while Clearinghouses link to materials form multiple sources.

Things to avoid

  • For the choice of Portal (e.g. www.nasa.gov), generally do not enter other resource types like Learning Materials or Visual etc. because a portal by definition implies a diverse group of resources. Enter a second resource type if there is something especially unique about the resource or if adding another resource type describes the bulk of the material on the portal site (e.g. if the portal consists entirely of images, photographs or datasets).
  • Do not let URL extensions like .com, .org, etc. be a primary influence on your choice of resource type.
  • Do not use the term Service:Search engine for search this site links. It is intended for when more advanced searching capabilities are provided.

Examples

More definition information

  • The following overarching categories used in this vocabulary have the following meanings.
  • Audio: resources whose content is primarily audio or intended to be realized in audio.
  • Data: materials with primarily structured information encoded in lists, tables, databases etc., which will normally be in a format available for direct machine processing
  • Learning materials: materials prepared for use by students or teachers in the classroom, field or other learning environment. Some of the terms fit in a hierarchy with implied scope, specificity and length (e.g. from curriculum, to course, to module/unit, to lesson plan, to activity
  • Offline: resources that exist only as physical objects and do not have URLs that describes how to order the resources
  • Portal: homepages that are the entrance to a large complex web sites holding a variety of related resources hosted by a single or group of related organizations. For example, www.nasa.gov is a portal. A portal also encompasses other resource types.
  • Service: systems that provides one or more functions of value to the end-user
  • Text: resources whose content contain primarily words for reading
  • Tool: resources that aids in accomplishing a task
  • Visual: resources with actual and symbolic visual representations other than text

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Resource type - list

xpath - /itemRecord/educational/resourceTypes
Framework version - 0.6.50

Definition - a list of resource types
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - complex
Domain - the child element
Domain example - <resourceType>

Cataloging best practices

Things to do

  • Complete the required subfield of resource type.

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Right ascension

xpath - /itemRecord/objectsInSpace/object/rightAscension
Framework version - 0.6.50

Definition - the hour (angular distance) of a celestial object on a celestial map (basically the celestial equivalent of Earth's longitude beginning at a line running pole to pole and cutting through eastern Pegasus)
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - time
Domain - 00:00:00 to 24:00:00
Domain example - 17:57

Cataloging best practices

Things to do

  • Uses time (hours, minutes and seconds) as measurement units.
  • Enter values in the format of hh:mm:ss.

Examples

  • 17:57

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Rights

xpath - /itemRecord/rights
Framework version - 0.6.50

Definition - conditions of use of the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - cost, description
Data types - complex
Domain - the child elements
Domain example - <cost>, <description>

Cataloging best practices

Things to do

  • Complete the required subfields of description - rights and cost.

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Role - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/@role
Framework version - 0.6.50

Definition - the role of a person or organization in describing the resource with metadata
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Creator, Editor
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/@role

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Role - the role of a person or organization in describing the resource

Term and definitions

  • Creator - a person or organization who creates metadata content
  • Editor - a person or organization who performs quality control over metadata
  • Validator - a person or organization who approves metadata content

Cataloging best practices

Things to do

  • Choose a single role from the term list.

Top

Role - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/@role
Framework version - 0.6.50

Definition - the role of a person or organization in creating the intellectual content of a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Publisher, Author
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/@role

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Role - the role of a person or organization in creating a resource

Term and definitions

  • Author - a person or organization who creates intellectual content
  • Contact - a person or organization who can provide more information about the intellectual content
  • Contributor - a person or organization who provides intellectual content or information but not as the primary author
  • Editor - a person or organization who performs quality control over the intellectual content
  • Principal Investigator - a person funded to create intellectual content by a grant, award or contract
  • Publisher - an organization who makes intellectual content accessible

Cataloging best practices

Things to do

  • Choose a single role from the term list.

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Scheme

xpath - /itemRecord/metaMetadata/scheme
Framework version - 0.6.50

Definition - the name and/or version of the metadata framework, that is, ADN (ADEPT/DLESE/NASA Alexandria Digital Earth Prototype/Digital Library for Earth System Education/National Aeronautics and Space Administration)
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - fixed string
Domain example - ADN (ADEPT/DLESE/NASA Alexandria Digital Earth Prototype/Digital Library for Earth System Education/National Aeronautics and Space Administration)
Other occurrences in framework - true

Cataloging best practices

Things to do

  • Use the default fixed value of 'ADN (ADEPT/DLESE/NASA Alexandria Digital Earth Prototype/Digital Library for Earth System Education/National Aeronautics and Space Administration)'.

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Size

xpath - /itemRecord/technical/online/size
Framework version - 0.6.50

Definition - the actual size (not compressed size) of a resource in bytes or megabytes etc.
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - 5.3 megabytes

Cataloging best practices

Things to do

  • Generally use for resources, larger than 5 megabytes.
  • Include the units of measure like bytes, megabytes or gigabytes, etc.

Things to avoid

  • Do not use compressed size.

Examples

  • 5.3 megabytes

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Source - event - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/source
Framework version - 0.6.50

Definition - documentation for the source of the name of an event that occurred within a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, ABC Event Gazetteer
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/source
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/source

Cataloging best practices

Things to do

  • If event names are obtained from a reference source, enter the name of the reference source as data for this field.
  • If event names are supplied by catalogers, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.
  • Do not put multiples entries within the same field.

Examples

  • Cataloger supplied.
  • United States History 1960 to the Present.
  • ABC Event Gazetteer.

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Source - event - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/source
Framework version - 0.6.50

Definition - documentation for the source of the name of an event that occurred within a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, ABC Event Gazetteer
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/source
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/source

Cataloging best practices

Things to do

  • If event names are obtained from a reference source, enter the name of the reference source as data for this field.
  • If event names are supplied by catalogers, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.
  • Do not put multiples entries within the same field.

Examples

  • Cataloger supplied.
  • United States History 1960 to the Present.
  • ABC Event Gazetteer.

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Source - period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period/source
Framework version - 0.6.50

Definition - documentation for the source of the name of a time period
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, XYZ Gazetteer
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/source

Cataloging best practices

Things to do

  • If period names are obtained from a reference source, enter the name of the reference source as data for this field.
  • If period names are supplied by catalogers, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.
  • Do not put multiples entries within the same field.

Examples

  • Cataloger supplied.
  • United States History 1960 to the Present.
  • XYZ Gazetteer.

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Source - place - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/source
Framework version - 0.6.50

Definition - documentation for the source of the name of a location, place or feature that is covered by a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, Alexandria Digital Library (ADL) Gazetteer
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/source
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/source

Cataloging best practices

Things to do

  • If place names are obtained from a reference source, enter the name of the reference source as data for this field.
  • If place names are supplied by catalogers, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.
  • Do not put multiples entries within the same field.

Examples

  • Cataloger supplied.
  • United States Map American Map Corporation,
  • Alexandria Digital Library (ADL) Gazetteer.

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Source - place - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/source
Framework version - 0.6.50

Definition - documentation for the source of the name of a location, place or feature that is covered by a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, Alexandria Digital Library (ADL) Gazetteer
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/source
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/source
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/source

Cataloging best practices

Things to do

  • If place names are obtained from a reference source, enter the name of the reference source as data for this field.
  • If place names are supplied by catalogers, enter the value of cataloger supplied.

Things to avoid

  • Do not leave this field blank. It is required.
  • Do not put multiples entries within the same field.

Examples

  • Cataloger supplied.
  • United States Map American Map Corporation.
  • Alexandria Digital Library (ADL) Gazetteer.

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Source id - event - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the bounding box event name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text and attributes
Domain example - adlgaz-1-156-69
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL
  • By including the unique identification number for the source of the event name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Use only if known.
  • Use if it disambiguates information.
  • Complete the required subfield of URL - of source - event - bounding box.

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Source id - event - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the detailed geometry event name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text and attributes
Domain example - adlgaz-1-156-69
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL
  • By including the unique identification number for the source of the event name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Use only if known.
  • Use if it disambiguates information.
  • Complete the required subfield of URL - of source - event - detailed geometry.

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Source id - keyword

xpath - /itemRecord/general/keywords/keyword/@id
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the keyword
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - SoMeLIB-123

Cataloging best practices

Things to do

  • Enter keyword id information when the keyword is derived from an external library/repository or thesaurus and it is desirable to access the source of the term.

Examples

  • Id: SoMeLIB-123
  • Src: The ABC Thesaurus
  • Url: http://some.url.org

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Source id - period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the name of a time period
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text and attributes
Domain example - adlgaz-1-156-69
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL
  • By including the unique identification number for the source of the period name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Use only if known.
  • Use if it disambiguates information.
  • Complete the required subfield of URL - of source - period.

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Source id - place - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the bounding box place name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text and attributes
Domain example - adlgaz-1-156-69
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL
  • By including the unique identification number for the source of the place name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Use only if known.
  • Use if it disambiguates information.
  • Complete the required subfield of URL - of source - place - bounding box.

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Source id - place - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL
Framework version - 0.6.50

Definition - a unique identification number from the source cited for the detailed geometry place name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text and attributes
Domain example - adlgaz-1-156-69
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL
  • By including the unique identification number for the source of the place name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Use only if known.
  • Use if it disambiguates information.
  • Complete the required subfield of URL - of source - place - detailed geometry.

Examples

  • adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

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Source info - event - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/sourceDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the bounding box event name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The ABC Event Gazetteer was accessed on 2001-08-06.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/sourceDesc
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/sourceDesc

Cataloging best practices

Things to do

  • When accessing digital references, include the date when the reference is accessed.
  • When accessing hardcopy materials, include appropriate citation information.

Examples

  • The ABC Event Gazetteer was accessed on 2001-08-06.

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Source info - event - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/sourceDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the detailed geometry event name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The ABC Event Gazetteer was accessed on 2001-08-06.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/sourceDesc

Cataloging best practices

Things to do

  • When accessing digital references, include the date when the reference is accessed.
  • When accessing hardcopy materials, include appropriate citation information.

Examples

  • The ABC Event Gazetteer was accessed on 2001-08-06.

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Source info - keyword

xpath - /itemRecord/general/keywords/keyword/@src
Framework version - 0.6.50

Definition - a description, name or further information about the source cited for the keyword
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The ABC Thesaurus

Cataloging best practices

Things to do

  • Enter keyword source information when the keyword is derived from an external library/repository or thesaurus and it is desirable to access the source of the term.

Examples

  • Id: SoMeLIB-123
  • Src: The ABC Thesaurus
  • Url: http://some.url.org

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Source info - period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period/sourceDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the name of a time period
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The XYZ Gazetteer was accessed on 2001-08-06.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/sourceDesc

Cataloging best practices

Things to do

  • When accessing digital references, include the date when the reference is accessed.
  • When accessing hardcopy materials, include appropriate citation information.

Examples

  • The XYZ Gazetteer was accessed on 2001-08-06.

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Source info - place - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/sourceDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the bounding box place name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/sourceDesc
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/sourceDesc

Cataloging best practices

Things to do

  • When accessing digital references, include the date when the reference is accessed.
  • When accessing hardcopy materials, include appropriate citation information.

Examples

  • The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Top

Source info - place - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/sourceDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the detailed geometry place name
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/sourceDesc
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/sourceDesc
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/sourceDesc

Cataloging best practices

Things to do

  • When accessing digital references, include the date when the reference is accessed.
  • When accessing hardcopy materials, include appropriate citation information.

Examples

  • The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

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Status

xpath - /itemRecord/metaMetadata/statusOf/@status
Framework version - 0.6.50

Definition - the level of acceptance of a metadata record in a repository
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Accessioned

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Status - the level of acceptance of a metadata record in a repository; see the allowed combination of terms below; the cost part of the term is the phrase after the last colon

Term and definitions

  • Accessioned - the metadata record is accessible the catalog/library/repository
  • Deaccessioned - the metadata record is not accessible in the catalog/library/repository
  • Holding - the metadata record is temporarily inaccessible in the catalog/library/repository
  • Resubmitted - the metadata record was edited by the collection builder and it is now again at the catalog/library/repository awaiting a decision about whether it will be accessioned
  • Submitted - the metadata record is at the catalog/library/repository and is awaiting a decision about whether it will be accessioned
  • Unknown - the metadata record does not have an official categorization and should be treated as a potential record
  • Unsubmitted - the metadata record exists but may be incomplete or new and the catalog/library/repository should treat it as a potential record
  • User edit - a cataloger of the collection is actively working with the metadata record
  • Working - the metadata record is generally complete and operationally works in the catalog/library/repository but some information may still need editing or updating

Cataloging best practices

Things to do

  • A metadata record can only have one status. So use a single status term.
  • Choose the status that best describes the cataloging state of the metadata record.
  • If using a DLESE cataloging tool, this field should probably not be edited without consulting DLESE or the primary collection builder.
  • If a status of Holding or Deaccessioned is used, be sure to provide a reason in the status information field.

Examples

  • Holding: The resource is placed into holding because its URL is broke
  • Deaccessioned: The resource is deaccessioned because the its server is permanently offline.
  • Accessioned: The resource is accessioned because it meets accessioning polices and metadata best practices.

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Status information

xpath - /itemRecord/metaMetadata/statusOf
Framework version - 0.6.50

Definition - information and comments that indicate the level of acceptance of a metadata record in a repository
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - status
Data types - complex, string
Domain - the attributes and free text
Domain example - <statusOf status="Deaccessioned">The resource is deaccessioned because the server is permanently offline.</statusOf>

Cataloging best practices

Things to do

  • Complete the required subfield of status.
  • Include comments when it is important to understand why the metadata record has a given status.
  • A metadata record can only have a single status.

Examples

  • An example status is: Deaccessioned.
  • An example comment is: The resource is deaccessioned because the server is permanently offline.

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Subject

xpath - /itemRecord/general/subjects/subject
Framework version - 0.6.50
DLESE id - su

Definition - a content or topic area addressed by a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Hydrology, DLESE:Geology

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
  • Level 2 is Subject - a content or topic area addressed by a resource; see the allowed combination of terms below; the resource part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Agricultural science - the science of cultivating soil, crops or livestock [DLESE term id: 00]
  • DLESE:Atmospheric science - the study of Earth's atmosphere including both its physical and chemical properties such as composition, precipitation patterns, energy cycles, chemical cycles, pressure, wind patterns and temperature distributions [DLESE term id: 01]
  • DLESE:Biological oceanography - the study of the flora and fauna of oceans in relation to the marine environment [DLESE term id: 02]
  • DLESE:Biology - the study of living organisms including both animals (zoology) and plants (botany) with respect to their structure and function, origin and evolution, the interrelationships between and distribution of species, and the classification of species [DLESE term id: 03]
  • DLESE:Chemical oceanography - the hydrographic and physical characterization of the ocean, including the chemical composition of seawater, salinity, the vertical and regional variation of elements, the mineralogical composition and distribution of marine sediments and the oceanic cycle of organic and inorganic carbon and associated elements [DLESE term id: 04]
  • DLESE:Chemistry - the study of a substance's composition, structure, properties and the changes it undergoes in all three including associated energy changes. Includes molecular structure, solution and concentration, acid/base/salts, and the periodic table of elements. [DLESE term id: 05]
  • DLESE:Climatology - the study of the mean physical state of the atmosphere; it's statistical variation over a period of time and space as evidenced by weather patterns over long periods of time. Includes the analysis of the causes of different climates, the presentation of climatic data and the application of climatic data to problems. [DLESE term id: 06]
  • DLESE:Cryology - the study of ice and snow, including glaciers, sea ice and ice shelves [DLESE term id: 07]
  • DLESE:Ecology - the study of the relationships between organisms and their environments (both living and non-living) at the population, community and ecosystem levels [DLESE term id: 08]
  • DLESE:Educational theory and practice - the study of methods of teaching, learning and pedagogy [DLESE term id: 09]
  • DLESE:Environmental science - an interdisciplinary, systems approach to understanding the link between human activities and the natural environment as well as the related impacts of humanity on individual species, ecological systems, and human health. Topics include resource use, environmental sustainability, responses of systems to anthropogenic stress, population growth, biodiversity, conservation, pollution and water quality. [DLESE term id: 0a]
  • DLESE:Forestry - the science of developing and managing forests for wood, wildlife, recreation, water and forage [DLESE term id: 0b]
  • DLESE:Geochemistry - the study of chemical composition, structure and phase changes in the solid matter of the Earth and the processes which have produced the observed distribution of elements and nuclides. Topics include stable, radiogenic and radioactive isotopes, crystal structures and the formation and abundance of elements. [DLESE term id: 0c]
  • DLESE:Geologic time - any formal division of geologic chronology, more popularly, a span of millions or billions of years in the past prior to the start of modern history. Includes methods to calculate or estimate Earth's history like carbon dating. [DLESE term id: 0d]
  • DLESE:Geology - the study of the Earth and its history as represented in rocks including the materials of which it is made, the processes that act on these materials (weathering, sedimentation) and the products formed (geologic features and rock formations). Includes plate tectonics (global scale) and volcanoes. [DLESE term id: 0e]
  • DLESE:Geophysics - the interdisciplinary study of physics of the Earth and its environment (i.e. earth, air, and by extension space). Includes the study of earthquake waves, geomagnetism, gravitational fields, and electrical conductivity using precise quantitative principles. [DLESE term id: 0f]
  • DLESE:History and philosophy of science - the study of the origin and nature of scientific thought, theory and investigations [DLESE term id: 0g]
  • DLESE:Human geography - the study of the characteristics and phenomena of the Earth's surface that relates directly to or are due to human activities. Also known as anthropogeography. [DLESE term id: 0h]
  • DLESE:Hydrology - the scientific study of the occurrence, circulation, distribution, and properties of terrestrial water, in particular inland water before its discharge into the oceans or evaporation into the atmosphere. It includes the study of the occurrence and movement of water and ice on or under the Earth's surface (e.g. surface water, groundwater and limnology). [DLESE term id: 0i]
  • DLESE:Mathematics - the science of numbers, their operations, interrelations, combinations, generalizations and abstractions [DLESE term id: 0j]
  • DLESE:Mineralogy or petrology - the science of minerals and rocks dealing with their origin, crystallography, properties and classification. In particular petrology focuses on the origin, occurrence, structure and history of rock. [DLESE term id: 0k]
  • DLESE:Natural hazards - events or phenomena that have the potential to inflict property damage and loss of life such as floods, hurricanes, earthquakes, tornadoes, volcanic eruptions and tidal waves [DLESE term id: 0l]
  • DLESE:Other - no choice within the list is appropriate [DLESE term id: 0x]
  • DLESE:Paleontology - the study of extinct organisms, including their structure, environment, evolution and distribution, as revealed by their fossil remains [DLESE term id: 0n]
  • DLESE:Physical geography - the study of the description, distribution and interaction of diverse physical features of Earth's surface [DLESE term id: 0o]
  • DLESE:Physical oceanography - the study of the physical properties of Earth's oceans including temperature, salinity, sea level height, tides, currents, the movements of the sea, and the variability of these factors in relationship to the atmosphere and the ocean bottom. [DLESE term id: 0p]
  • DLESE:Physics - the study of the laws that determine the structure of the universe with reference to the matter and energy of which it consists. It is concerned not with chemical changes that occur but with the forces that exist between objects and the interrelationship between matter and energy. [DLESE term id: 0q]
  • DLESE:Policy issues - the study of laws, protocols, treaties etc. as they impact the environment or education [DLESE term id: 0r]
  • DLESE:Soil science - the study of the formation, classification and properties of soil including soil management and agronomy [DLESE term id: 0s]
  • DLESE:Space science - the study of matter and objects outside the Earth's atmosphere including the physical and chemical properties of condensed matter, planets, moons, comets, galaxies etc. [DLESE term id: 0t]
  • DLESE:Structural geology - the study of rock geometry, movement of rock through time, and the mechanics of rock deformation [DLESE term id: 0u]
  • DLESE:Technology - resources that focus on the use of technical methods, processes or knowledge. Includes resources that involve the development of technical skills such as GIS, GPS and image processing as a significant component of the learning objective. [DLESE term id: 0v]
  • DLESE:To be supplied - not immediately known, therefore will be supplied at a future date [DLESE term id: 0w]

Cataloging best practices

Things to do

  • Choose at least one subject term.
  • Choose terms that describe the predominant content of the resource.
  • Choose terms that describe the resource in the context of physical properties and affects on the Earth system.

Things to avoid

  • Do not choose more than 3 to 4 subjects. Most resources are adequately described using four or less appropriate subjects.
  • Avoid describing resources that do not relate their content to physical properties or affects on the Earth system.

Information about using the term Other

  • Do not use the subject term Other if another subject has been chosen.
  • If no subject terms fits or accurately describes the resource, choose the subject term Other and then enter appropriate subject terms in the keyword field.

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Subject - list

xpath - /itemRecord/general/subjects
Framework version - 0.6.50

Definition - a list of general content or topic areas addressed by a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - subject
Data types - complex
Domain - the child element
Domain example - <subject>

Cataloging best practices

Things to do

  • Complete the required subfield of subject.

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Subject other

xpath - /itemRecord/general/subjectsOther/subjectOther
Framework version - 0.6.50

Definition - a concept or idea from an external controlled vocabulary
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - Experimental. Do not use.

Cataloging best practices

Things to avoid

  • Experimental. Do not use.

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Subject other - list

xpath - /itemRecord/general/subjectsOther
Framework version - 0.6.50

Definition - a list of concepts or ideas from an external controlled vocabulary
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - subjectOther
Data types - complex
Domain - the child element
Domain example - <subjectOther>

Cataloging best practices

Things to avoid

  • Experimental. Do not use.

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Teaching method

xpath - /itemRecord/educational/audiences/audience/teachingMethods/teachingMethod
Framework version - 0.6.50

Definition - ways of presenting instructional materials or conducting instructional activities
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Large group learning, GEM:Simulations and games

Notes

  • Controlled vocabulary terms are from GEM but not all the GEM terms have been adopted (e.g. learning modules).
  • The GEM terms are available at: http://www.thegateway.org/about/documentation/gem-controlled-vocabularies/vocabulary-teaching-methods (now: http://64.119.44.148/about/documentation/gem-controlled-vocabularies/vocabulary-teaching-methods)
  • GEM provides definitions for most terms. GEM used the following sources for definitions:
  • DOE: A Dictionary of Education, Totowa, N.J.: Barnes & Noble Books, 1982, c1981.
  • DOE3: Dictionary of education, 3d edition; New York, McGraw-Hill, 1973.
  • ERIC: Thesaurus of ERIC Descriptors, 13th edition; Phoenix, AZ, Oryx Press, 1995.
  • DLESE added additional terms. DLESE wrote definitions for these terms.
  • Any terms that GEM did not have a definition at the time of adoption, DLESE wrote a definition.

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
      • GEM - The Gateway to Educational Materials
  • Level 2 is Teaching method - ways of presenting instructional materials or conducting instructional activities; see the allowed combination of terms below; the grade range part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Distance learning - learning situation in which the instructor and learners are not co-located such that issues of geographical separation may need to be addressed
  • DLESE:Large group learning - learning situation in which 10 or more students work together to reach consensus on a project, goal or activity
  • DLESE:Small group learning - learning situation in which 3-5 students work closely together or interdependently to accomplish tasks, goals or produce outcomes
  • GEM:Advanced organizers - learning situation in which students build upon prior knowledge and organize their thoughts before learning new topics and concepts.
  • GEM:Brainstorming - activity or technique to encourage the creative generation of ideas, usually a group process, in which group members contribute suggestions in a spontaneous, noncritical manner
  • GEM:Computer assisted instruction - interactive instructional technique in which a computer is used to present instructional material, monitor learning, and select additional instructional material in accordance with individual learner needs
  • GEM:Computer simulations - computer based representation of real situations or systems
  • GEM:Contingency management - systematic arrangement of reinforcing events in order to strengthen or weaken specific behavior
  • GEM:Cooperative learning - learning situation in which students work together in small groups and receive rewards or recognition based on their group's performance
  • GEM:Demonstrations - teaching method in which explanations are given by example or experiment
  • GEM:Dialog journals - logs or notebooks used by more than one person or group for exchanging experiences, ideas, or reflections
  • GEM:Discovery learning - learning situation in which the principal content of what is to be learned is not given but must be independently discovered by the learner
  • GEM:Discussions - oral, and sometimes written, exchange of opinions - usually to analyze, clarify, or reach conclusions about issues, questions, or problems
  • GEM:Dramatic play drills - learning situation where students assume a role or identity for the purpose of understanding the learning topics and concepts; each student assumes each role in turn throughout the activity, not just a single role (similar to GEM:Role playing)
  • GEM:Experiential learning - learning by doing -- includes knowledge and skills acquired outside of book\lecture learning situations through work, play, and other life experiences
  • GEM:Guided design - reasoning-centered instructional method developed by Charles E. Wales and Robert A. Stager that uses small-group techniques and a prepared outline of decision making steps to guide students through the process of resolving open-ended problems
  • GEM:Hands-on learning - learning by doing - includes knowledge and skills acquired by performing real-life activities or tasks
  • GEM:Integrated instruction - interdisciplinary teaching approach that presents subject matter as in-depth themes or topics and integrates knowledge from different disciplines (similarly to GEM:Thematic approach)
  • GEM:Interdisciplinary - participation or cooperation of two or more disciplines
  • GEM:Lab procedures - a sequence of steps to teach through experimentation a concept or topic
  • GEM:Lecture - teaching method in which information is presented orally to a class with a minimal amount of class participation
  • GEM:Montessori method - child-centered approach to teaching, developed by Maria Montessori and most often used in the early childhood years, that features a wide range of graded, self-motivational techniques and materials specially designed to provide sensory motor pathways to higher learning
  • GEM:Multimedia instruction - the integration of more than one medium in a presentation or module of instruction
  • GEM:Multiple activities - learning situation where the learning concept is presented or demonstrated through multiple activities; often used with complex concepts
  • GEM:Museum education - (1) those changes brought about in the individual through ideas suggested or communicated by museum materials and their arrangement. (2) the formal or informal educational program carried on by museums.
  • GEM:Peer tutoring - instruction provided by a learner, or small group of learners, by direct interaction with a peer with appropriate training or experience
  • GEM:Programmed instruction - instruction in which learners progress at their own rate using workbooks, textbooks, or electromechanical devices that provide information in discrete steps, test learning at each step and provide immediate feedback about achievement
  • GEM:Project-based learning - learning situations with many learning goals and outcomes that evolve while students are working through new topics, concepts and their interrelationships
  • GEM:Questioning techniques - methods used for constructing and presenting questions in order to promote effective discussions and learning or to elicit information
  • GEM:Role playing - the deliberate acting out of a role (possibly a role that one would not normally occupy), as part of group therapy or learning session directed towards understanding that role or the situations with which the role's occupants have to cope
  • GEM:Self-directed groups - groups with a passive leader or without a specified leader in which all members mutually agree on group goals and procedures
  • GEM:Self-paced learning - referring to materials, learning, courses, etc. where the student is free to learn at his own rate. That is, the speed of presentation of learning materials is not decided by a teacher, a machine, or other students in a group, (e.g. independent learning)
  • GEM:Simulations and games - the use of role playing by the actors during the operation of a comparatively complex symbolic model of an actual of hypothetical social process; usually includes gaming and may be all-man, man-computer, or all-computer operations
  • GEM:Team teaching - an arrangement whereby a group of teachers cooperate so that their classes have contact with more than one of those teachers during a given learning session or period
  • GEM:Thematic approach - teaching approach that organizes subject matter around unifying themes
  • GEM:Tutorial programs - programs, established by educational institutions, to tutor selected students
  • GEM:Visual instruction - instruction with a great variety of illustrative materials such as visual slides, films, models, and specimens may be utilized as aids in pupil understanding or appreciation; not to be confused by sight saving
  • GEM:Whole language approach - method of integrating language arts across the curriculum that uses the real literature of various age groups and subject fields to promote literacy (i.e., reading, writing, speaking, listening, as well as thinking, skills).

Cataloging best practices

Things to do

  • Catalogers who have experience in educational systems and familiarity with various teaching methods may use this field.

Things to avoid

  • Catalogers without educational or teaching experience should not use this field.

Examples

  • A Multimedia instruction example is Introduction to Geophysical Exploration where students explore four major concepts of geophysics through computer simulations, notes and quizzes. The students also run computer models based on measurements and interact with the instructor as if he/she were a client they are working with on the job.
  • DataStreme Atmosphere is an online, distance learning, for college-credit course intended for K-12 teachers taught by K-12 teachers. However, it is often used locally by teachers with their students. See the audiences page that shows appropriate metadata for various fields for this resource.

A NOTE OF CAUTION!!!

  • This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

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Teaching method - list

xpath - /itemRecord/educational/audiences/audience/teachingMethods
Framework version - 0.6.50

Definition - a list of teaching methods
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - the child element
Domain example - <teachingMethod>

Cataloging best practices

Things to do

  • Complete the required subfield of teaching method.

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Teaching standard - list

xpath - /itemRecord/educational/teachingStandards
Framework version - 0.6.50

Definition - a list of teaching standards associated with a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - teachingStandard
Data types - complex
Domain - the child element
Domain example - <teachingStandard>

Cataloging best practices

Things to do

  • Complete the required subfield of teaching standard.

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Teaching standard - science - National Science Education Standards (NSES)

xpath - /itemRecord/educational/teachingStandards/teachingStandard
Framework version - 0.6.50

Definition - a description of what educators of science should understand and be able to do
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NSES:Teaching Standard A Teachers of science plan an inquiry-based science program for their students:Develop a framework of yearlong and short-term goals for students

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NSES - National Science Education Standards
  • Level 2 is Standard - a named and lettered level of what educators of science should understand and be able to do
    • Level terms and definitions:
      • Teaching Standard A Teachers of science plan an inquiry-based science program for their students - self-explanatory
      • Teaching Standard B Teachers of science guide and facilitate learning - self-explanatory
      • Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning - self-explanatory
      • Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science - self-explanatory
      • Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning - self-explanatory
      • Teaching Standard F Teachers of science actively participate in the ongoing planning and development of the school science program - self-explanatory
  • Level 3 is Concept - the high-level topic area addressed by the standard; see the allowed combination of terms below; the concept part of the term is the phrase after the last colon

Term and definitions

  • NSES:Teaching Standard A Teachers of science plan an inquiry-based science program for their students:Develop a framework of yearlong and short-term goals for students - self-explanatory
  • NSES:Teaching Standard A Teachers of science plan an inquiry-based science program for their students:Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students - self-explanatory
  • NSES:Teaching Standard A Teachers of science plan an inquiry-based science program for their students:Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners - self-explanatory
  • NSES:Teaching Standard A Teachers of science plan an inquiry-based science program for their students:Work together as colleagues within and across disciplines and grade levels - self-explanatory
  • NSES:Teaching Standard B Teachers of science guide and facilitate learning:Focus and support inquiries while interacting with students - self-explanatory
  • NSES:Teaching Standard B Teachers of science guide and facilitate learning:Orchestrate discourse among students about scientific ideas - self-explanatory
  • NSES:Teaching Standard B Teachers of science guide and facilitate learning:Challenge students to accept and share responsibility for their own learning - self-explanatory
  • NSES:Teaching Standard B Teachers of science guide and facilitate learning:Recognize and respond to student diversity and encourage all students to participate fully in science learning - self-explanatory
  • NSES:Teaching Standard B Teachers of science guide and facilitate learning:Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science - self-explanatory
  • NSES:Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning:Use multiple methods and systematically gather data about student understanding and ability - self-explanatory
  • NSES:Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning:Analyze assessment data to guide teaching - self-explanatory
  • NSES:Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning:Guide students in self-assessment - self-explanatory
  • NSES:Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning:Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice - self-explanatory
  • NSES:Teaching Standard C Teachers of science engage in ongoing assessment of their teaching and of student learning:Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Structure the time available so that students are able to engage in extended investigations - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Create a setting for student work that is flexible and supportive of science inquiry - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Ensure a safe working environment - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Make the available science tools, materials, media, and technological resources accessible to students - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Identify and use resources outside the school - self-explanatory
  • NSES:Teaching Standard D Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science:Engage students in designing the learning environment - self-explanatory
  • NSES:Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning:Display and demand respect for the diverse ideas, skills, and experiences of all students - self-explanatory
  • NSES:Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning:Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community - self-explanatory
  • NSES:Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning:Nurture collaboration among students - self-explanatory
  • NSES:Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning:Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse - self-explanatory
  • NSES:Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning:Model and emphasize the skills, attitudes, and values of scientific inquiry - self-explanatory
  • NSES:Teaching Standard F Teachers of science actively participate in the ongoing planning and development of the school science program:Plan and develop the school science program - self-explanatory
  • NSES:Teaching Standard F Teachers of science actively participate in the ongoing planning and development of the school science program:Participate in decisions concerning the allocation of time and other resources to the science program - self-explanatory
  • NSES:Teaching Standard F Teachers of science actively participate in the ongoing planning and development of the school science program:Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues - self-explanatory

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports educators in the teaching of science articulated in the standard.
  • Catalogers with experience and familiarity with teaching and the educational setting may associate these standards with resources.

Things to avoid

  • Do not choose too many standards. Most resources can only adequately address 3-4 standards.

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Teaching standard - technology - National Educational Technology Standards (NETS)

xpath - /itemRecord/educational/teachingStandards/teachingStandard
Framework version - 0.6.50

Definition - the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NETS:Teaching, learning, and the curriculum:Manage student learning activities in a technology-enhanced environment

Controlled vocabulary information

  • Number of levels - 3
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • NETS - National Educational Technology Standards
  • Level 2 is Standard - the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings
    • Level terms and definitions:
      • Technology operations and concepts - self-explanatory
      • Planning and designing learning environments and experiences - self-explanatory
      • Teaching, learning, and the curriculum - self-explanatory
      • Assessment and evaluation - self-explanatory
      • Productivity and professional practice - self-explanatory
      • Social, ethical, legal, and human issues - self-explanatory
  • Level 3 is Concept - the high-level topic area addressed by the standard; see the allowed combination of terms below; the concept part of the term is the phrase after the last colon

Term and definitions

  • NETS:Technology operations and concepts:Demonstrate introductory knowledge, skills, and understanding of concepts related to technology - self-explanatory
  • NETS:Technology operations and concepts:Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies - self-explanatory
  • NETS:Planning and designing learning environments and experiences:Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners - self-explanatory
  • NETS:Planning and designing learning environments and experiences:Apply current research on teaching and learning with technology when planning learning environments and experiences - self-explanatory
  • NETS:Planning and designing learning environments and experiences:Identify and locate technology resources and evaluate them for accuracy and suitability - self-explanatory
  • NETS:Planning and designing learning environments and experiences:Plan for the management of technology resources within the context of learning activities - self-explanatory
  • NETS:Planning and designing learning environments and experiences:Plan strategies to manage student learning in a technology-enhanced environment - self-explanatory
  • NETS:Teaching, learning, and the curriculum:Facilitate technology-enhanced experiences that address content standards and student technology standards - self-explanatory
  • NETS:Teaching, learning, and the curriculum:Use technology to support learner-centered strategies that address the diverse needs of students - self-explanatory
  • NETS:Teaching, learning, and the curriculum:Apply technology to develop students' higher order skills and creativity - self-explanatory
  • NETS:Teaching, learning, and the curriculum:Manage student learning activities in a technology-enhanced environment - self-explanatory
  • NETS:Assessment and evaluation:Apply technology in assessing student learning of subject matter using a variety of assessment techniques - self-explanatory
  • NETS:Assessment and evaluation:Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning - self-explanatory
  • NETS:Assessment and evaluation:Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity - self-explanatory
  • NETS:Productivity and professional practice:Use technology resources to engage in ongoing professional development and lifelong learning - self-explanatory
  • NETS:Productivity and professional practice:Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning - self-explanatory
  • NETS:Productivity and professional practice:Apply technology to increase productivity - self-explanatory
  • NETS:Productivity and professional practice:Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning - self-explanatory
  • NETS:Social, ethical, legal, and human issues:Model and teach legal and ethical practice related to technology use - self-explanatory
  • NETS:Social, ethical, legal, and human issues:Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities - self-explanatory
  • NETS:Social, ethical, legal, and human issues:Identify and use technology resources that affirm diversity - self-explanatory
  • NETS:Social, ethical, legal, and human issues:Promote safe and healthy use of technology resources - self-explanatory
  • NETS:Social, ethical, legal, and human issues:Facilitate equitable access to technology resources for all students - self-explanatory

Cataloging best practices

Things to do

  • Choosing a standard signifies that the content of the resource supports concepts, knowledge, skills, and attitudes for applying technology in educational settings.
  • Catalogers with experience and familiarity with teaching and the educational setting may associate these standards with resources.

Things to avoid

  • Do not choose too many standards. Most resources can only adequately address 3-4 standards.

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Technical

xpath - /itemRecord/technical
Framework version - 0.6.50

Definition - features related to accessing or interacting with a resource either online or offline
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - online, offline
Data types - complex
Domain - the child elements
Domain example - <online>, <offline>

Cataloging best practices

Things to do

  • For Internet-based resources, complete the required subfields of online, URL - primary and requirement list.

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Temporal coverages

xpath - /itemRecord/temporalCoverages
Framework version - 0.6.50

Definition - a list of specific dates or time oriented information that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - timeAndPeriod
Data types - complex
Domain - the child element
Domain example - <timeAndPeriod>

Cataloging best practices

Things to do

  • Complete temporal information when it's integral to understanding or working with a resource. To provide temporal information without specific calendar dates, complete the temporal coverages - simple metadata field.
  • Complete the required subfield of time and period.
  • Temporal coverages are independent of geospatial coverages.
  • Temporal coverages are meant for digital library search and discovery and not complex temporal representations.

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Temporal coverages - simple

xpath - /itemRecord/general/simpleTemporalCoverages
Framework version - 0.6.50

Definition - a listing of non-specific dates or time information that is the subject or primary content of a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - description
Data types - complex
Domain - the child element
Domain example - <description>
Other occurrences in framework - true

Cataloging best practices

Things to do

  • Complete the required subfield of description - simple temporal.
  • Use when expressing a time period for which no permanent calendar date can be assigned (e.g. Morning).
  • Use when expressing a time period that may have shifting calendar dates that may occur throughout the year (e.g. First quarter).
  • Use when a calendar date is not known.
  • Use when a calendar date is not appropriate.
  • If specific calendar date information is known, complete the temporal coverages field instead.
  • Temporal coverages are independent of geospatial coverages.
  • Descriptions should be very short, a phrase at most.

Things to avoid

  • Do not use for known calendar dates like 2005, 2005-06, 2005-06-30.
  • Do not use for known date ranges like 2005-06-01 to 2005-06-30.
  • Do not use for the name of known time periods. That is, do not use this field for 2007 International Polar Year which has a known begin and end date.

Examples

  • Morning.
  • Fall.
  • First quarter.
  • Morning and afternoon.

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Terms of use

xpath - /itemRecord/metaMetadata/termsOfUse
Framework version - 0.6.50

Definition - information about how the metadata may be used
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - URI
Data types - complex, string
Domain - the attribute and free text
Domain example - The metadata has no restrictions for educational use but is not meant for commercial applications or services.

Cataloging best practices

Things to do

  • Include information that describes restrictions on use.
  • If the metadata terms of use are lengthy, provide a URL to a webpage that describes them by completing the URL - terms of use subfield.
  • If the terms of use is compatible with the Digital Library for Earth System Education (DLESE) Terms of Use Policy, then enter the following: Terms of use consistent with DLESE (Digital Library for Earth System Education) policy.

Things to avoid

  • Do not put too many restrictions on the metadata such that it can not be used in library applications and services.

Examples

  • Terms of use consistent with DLESE (Digital Library for Earth System Education) policy.
  • The metadata has no restrictions for educational use but is not meant for commercial applications or services.

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Time - AD

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD
Framework version - 0.6.50

Definition - information about the begin and end times of interest that is expressed as a calendar date and may include a clocktime
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - begin, end
Data types - complex
Domain - the child elements
Domain example - <begin>, <end>

Cataloging best practices

Things to do

  • Use when a calendar date is known.
  • Complete the required subfields of begin - AD and end - AD.

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Time - BC

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC
Framework version - 0.6.50

Definition - information about the begin and end times of interest that is expressed as Gregorian years
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - begin, end
Data types - complex
Domain - the child elements
Domain example - <begin>, <end>

Cataloging best practices

Things to do

  • Use when expressing dates (in Gregorian years) that are Before Common Era (BC).
  • Complete the required subfields of begin - BC and end - BC.

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Time - begin

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@time
Framework version - 0.6.50

Definition - a beginning time associated with some aspect of the temporal event described in the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - time
Domain - numerical time format
Domain example - 08:00:00Z
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@time

Cataloging best practices

Things to do

  • Use time only on those dates in which the year, month and day are known.
  • Enter one time to signify when an important temporal event began.
  • Enter time in Universal Coordinated Time (UTC) in the format of hh:mm:ssZ, e.g. 18:32:20Z. If help is needed to determine UTC, please see how to convert from local to Universal Coordinated Time (UTC).

Things to avoid

  • Do not use time when the year, month and day are not known

Examples

  • 18:00:00Z.
  • For Boulder, Colorado, United States a time of 5pm on December 27, 2004 is 18:00:00Z.

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Time - end

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/end/@time
Framework version - 0.6.50

Definition - an ending time associated with some aspect of the temporal event described in the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - time
Domain - numerical time format
Domain example - 08:00:00Z
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin/@time

Cataloging best practices

Things to do

  • Use time only on those dates in which the year, month and day are known.
  • Enter one time to signify when an important temporal event ended.
  • Enter time in Universal Coordinated Time (UTC) in the format of hh:mm:ssZ, e.g. 18:32:20Z. If help is needed to determine UTC, please see how to convert from local to Universal Coordinated Time (UTC).

Things to avoid

  • Do not use time when the year, month and day are not known

Examples

  • 18:00:00Z.
  • For Boulder, Colorado, United States a time of 5pm on December 27, 2004 is 18:00:00Z.

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Time - info

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo
Framework version - 0.6.50

Definition - a specific date and time set related to a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - timeAD, timeBC, timeRelative
Data types - complex
Domain - the child elements
Domain example - <timeAD>

Cataloging best practices

Things to do

  • Complete at least one of the required subfields of time - AD, time - BC or time - relative. One of these fields is required metadata when completing time information.

Things to avoid

  • Do not put enter time period names.

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Time - relative

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative
Framework version - 0.6.50

Definition - decimal numbers indicating the begin and end times of interest
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Child elements - begin, end
Data types - complex
Domain - the child elements
Domain example - <begin>, <end>

Cataloging best practices

Things to do

  • Complete the required subfields of begin - relative and end - relative.
  • Use when expressing dates that are millions or billions of years ago.
  • Use when expressing dates that are relative or shift on a daily, monthly or yearly basis (often occurs with real-time data sites like a weather forecasting models)

Things to avoid

  • Do not enter time relative information or units if the units cannot be determined.
  • Do not mix units between the beginning and ending values.

Examples

  • Jurassic: 205 Billion years ago to 140 Billion years ago.
  • To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

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Time and period

xpath - /itemRecord/temporalCoverages/timeAndPeriod
Framework version - 0.6.50

Definition - a listing of time and period information related to a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - timeInfo, periods
Data types - complex
Domain - the child elements
Domain example - <timeInfo>, <periods>

Cataloging best practices

Things to do

  • Complete the required subfield of time info.
  • Complete the subfield of periods in order to provide a period name.
  • Temporal coverages are independent of geospatial coverages.
  • Temporal coverages are meant for digital library search and discovery and not complex temporal representations.

Things to avoid

  • Do not enter place names.

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Title - record id relation

xpath - /itemRecord/relations/relation/idEntry/@title
Framework version - 0.6.50

Definition - the title of the related resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - XYZ Visualization
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/urlEntry/@title
  • Other XPATH: /itemRecord/general/title

Cataloging best practices

Things to do

  • Enter title information if helps to establish the link between the related resources.
  • Use the title displayed on screen to a user, not the title in a browser's title bar.
  • Specify subtitles but do not use the word subtitle; rather separate a subtitle from a title with a colon.
  • If a title is long, check to see if the entire title is needed. Edit if necessary.
  • Capitalize the words of the title excluding prepositions, articles and pronouns.
  • If a resource has a version number as part of the title, include it if necessary to disambiguate title information; otherwise do not include version numbers in the title field.
  • If a title has an acronym, use the acronym.
  • Use the source page view in your browser to obtain pertinent metadata information about the resource.

Things to avoid

  • Do not include individual page or paragraph headings in title.
  • Do not include fact sheet numbers, course numbers or other alphanumeric referencing information unless it is necessary for comprehending the title or content, such as K-12 or necessary resource version information.
  • Do not use phrases like "by Joe Smith" in title.
  • Do not include phrases like "Welcome to the". Such phrases can be omitted.

Examples

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Title - resource

xpath - /itemRecord/general/title
Framework version - 0.6.50

Definition - the name given to a resource by a creator, publisher or cataloger
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Remote Sensing Using Satellites
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/relations/relation/urlEntry/@title
  • Other XPATH: /itemRecord/relations/relation/idEntry/@title

Cataloging best practices

Things to do

  • Use the title displayed on screen to a user, not the title in a browser's title bar.
  • Specify subtitles but do not use the word subtitle; rather separate a subtitle from a title with a colon.
  • If a title is long, check to see if the entire title is needed. Edit if necessary.
  • Capitalize the words of the title excluding prepositions, articles and pronouns.
  • If a resource has a version number as part of the title, include it if necessary to disambiguate title information; otherwise do not include version numbers in the title field.
  • If a title has an acronym, use the acronym but spell out acronyms (excluding organizations and government agencies) in the description - resource field.
  • Enter organizational and government agency acronyms in the contributor - resource creators field with the role of Publisher and spell out the organizational name in the organization name - organizational resource creator field.
  • Use the source page view in your browser to obtain pertinent metadata information about the resource.

Things to avoid

  • Do not include individual page or paragraph headings in title.
  • Do not include fact sheet numbers, course numbers or other alphanumeric referencing information unless it is necessary for comprehending the title or content, such as K-12 or necessary resource version information.
  • Do not use phrases like "by Joe Smith" in title.
  • Do not include phrases like "Welcome to the". Such phrases can be omitted.

Examples

No title? Do this:

  • If the creator or publisher does not display a title on screen for the user, create a title to describe the overall content of the resource.
  • When a title is created or enhanced by a cataloger, indicate this by including the phrase "(title provided or enhanced by cataloger)" in the title field as shown in the example above.

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Title - url relation

xpath - /itemRecord/relations/relation/urlEntry/@title
Framework version - 0.6.50

Definition - the title of the related resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - XYZ Visualization
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/title
  • Other XPATH: /itemRecord/relations/relation/idEntry/@title

Cataloging best practices

Things to do

  • Enter title information if helps to establish the link between the related resources.
  • Use the title displayed on screen to a user, not the title in a browser's title bar.
  • Specify subtitles but do not use the word subtitle; rather separate a subtitle from a title with a colon.
  • If a title is long, check to see if the entire title is needed. Edit if necessary.
  • Capitalize the words of the title excluding prepositions, articles and pronouns.
  • If a resource has a version number as part of the title, include it if necessary to disambiguate title information; otherwise do not include version numbers in the title field.
  • If a title has an acronym, use the acronym.
  • Use the source page view in your browser to obtain pertinent metadata information about the resource.

Things to avoid

  • Do not include individual page or paragraph headings in title.
  • Do not include fact sheet numbers, course numbers or other alphanumeric referencing information unless it is necessary for comprehending the title or content, such as K-12 or necessary resource version information.
  • Do not use phrases like "by Joe Smith" in title.
  • Do not include phrases like "Welcome to the". Such phrases can be omitted.

Examples

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Tool for

xpath - /itemRecord/educational/audiences/audience/toolFor
Framework version - 0.6.50

Definition - an intermediary that mediates between the ultimate beneficiary of the resource and resource itself--usually some form of teacher or trainer that uses the resource as a tool.
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Evaluators, GEM:University instructors

Notes

  • Controlled vocabulary terms are from GEM but not all the GEM terms were adopted.
  • The GEM terms are available at: http://www.thegateway.org/about/documentation/gem-controlled-vocabularies/vocabulary-mediator (now: http://64.119.44.148/about/documentation/gem-controlled-vocabularies/vocabulary-mediator)
  • GEM did not provide definitions for GEM terms. DLESE provided all definitions for GEM terms.
  • DLESE added additional terms and supplied definitions for added terms.

Controlled vocabulary information

  • Number of levels - 2
  • Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
    • Level terms and definitions:
      • DLESE - Digital Library for Earth System Education
      • GEM - The Gateway to Educational Materials
  • Level 2 is Tool for - an intermediary that mediates between the ultimate beneficiary of the resource and resource itself; see the allowed combination of terms below; the tool for part of the term is the phrase after the last colon

Term and definitions

  • DLESE:Earth system data specialists - individuals whose primary responsibility is to work with, process, analyze, package or redistribute Earth data sets
  • DLESE:Evaluators - individuals who determine significance, worth or condition by careful study, appraisal or assessment
  • DLESE:Media specialists - individuals whose specialty is understanding information skills, methods and integration and combining this with educational technologies
  • DLESE:Researchers - individuals who investigate relevant topics, problems, issues or events in order to advance knowledge of a field
  • DLESE:Science professionals - individuals working in the scientific arena but whose position is more operations oriented rather than research oriented
  • GEM:Administrators - individuals who manage others, large projects or budgets within an organization
  • GEM:Curriculum supervisors - individuals responsible for defining or managing sets of courses constituting an academic area of specialization
  • GEM:Elementary school teachers - educators whose primary responsibility it is to instruct students in kindergarten through grade five.
  • GEM:General public - individuals in the general population
  • GEM:Librarians - specialists in the care and management of a library or collections of related items
  • GEM:Middle school teachers - educators whose primary responsibility is to instruct students in grades six through eight
  • GEM:Other educational professionals - individuals who consider themselves teachers or instructors but may not be formally associated with an institution or organization and who may teach across all grade ranges and ages (e.g. professional tutors)
  • GEM:Parents - individuals who raise or care for offspring or other persons
  • GEM:Policymakers - individuals whose primary responsibility is to develop and define plans, rules, strategies, guidelines, principles, actions or procedures for institutions or government agencies
  • GEM:Secondary school teachers - educators whose primary responsibility is to instruct students in grades nine through twelve
  • GEM:Student teachers - individuals pursuing a teaching certificate and who are currently working in a classroom setting
  • GEM:Students - individuals who investigate topics, problems, issues or events in order to advance their own knowledge, skills or understanding; often in a structured learning environment or through self-study
  • GEM:Supervisors - individuals who manage others or projects within an organization
  • GEM:Teacher educators - individuals who train professional teachers
  • GEM:Teachers - individuals whose primary responsibility or occupation is the instruction of others
  • GEM:Teaching professionals - educators whose occupation is teaching or instructing
  • GEM:Technology coordinators - individuals responsible for the upkeep, management and maintenance of computers, media devices or other technology related items used in educational settings
  • GEM:University instructors - educators at the college level who teach primarily undergraduate and graduate students

Cataloging best practices

Things to do

  • Choose at least one tool for term.
  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.

Things to avoid

  • Catalogers without educational or teaching experience should not use this field.

Examples

  • DataStreme Atmosphere is an online, distance learning, for college-credit course intended for K-12 teachers taught by K-12 teachers. However, it is often used locally by teachers with their students. See the audiences page that shows appropriate metadata for various fields for this resource.

A NOTE OF CAUTION!!!

  • This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

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URL - creating a relation

xpath - /itemRecord/relations/relation/urlEntry/@url
Framework version - 0.6.50

Definition - the web address of the related resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://www.some.url.org
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/general/keywords/keyword/@url

Cataloging best practices

Things to do

  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize using such URLs.

Examples

  • http://www.dlese.org (for the Digital Library for Earth System Education (DLESE)).

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URL - mirror

xpath - /itemRecord/technical/online/mirrorURLs/mirrorURL
Framework version - 0.6.50

Definition - another URL that resolves to the same resource, in content, language and file format, as the primary URL (resource) being cataloged
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - free text
Domain example - http://dept.physics.upenn.edu/nineplanets/

Cataloging best practices

Things to do

  • Mirror sites are URLs with a different domain name but same content, language and file format. For example, http://www.physics.louisville.edu/nineplanets/ and http://www.asi.org/nineplanets/ have different domains (physics.louisville.edu vs. asi.org) that resolve to the same site, The Nine Planets.
  • Mirror sites can be URLs with the same domain but a different file name that resolves to the same site. That is, http://www.dlese.org/ and http://www.dlese.org/index.jsp can be considered mirror sites because they resolve to the same web page.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Things to avoid

  • Do not make a mirror site if the mirror site is a different version of the resource's intellectual content. Use the relations field to express this relationship as Is version of.
  • Do not make a mirror site if the mirror site is a different format of the resource's intellectual content. Use the relations field for different formats like jpeg versus gif, html versus pdf to express the relationship as Is format of.
  • Do not make a mirror site if the mirror site is a different language of the resource's intellectual content. Use the relations field to express this relationship as Is version of.

Examples

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URL - mirror list

xpath - /itemRecord/technical/online/mirrorURLs
Framework version - 0.6.50

Definition - a list of other URLs that resolve to the same resource, in content, language and format, as the primary URL (resource) being cataloged
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - mirrorURL
Data types - complex
Domain - the child elements
Domain example - <mirrorURL>

Cataloging best practices

Things to do

  • Complete the required subfield of URL - mirror.

Top

URL - of source - event - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the event name that occurred within a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://some.event.org/index.jsp (for an event gazetteer)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the event name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source that provides the name of the event.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://some.event.org/index.jsp (for an event gazetteer).

Top

URL - of source - event - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the event name that occurred within a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://some.event.org/index.jsp (for an event gazetteer)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the event name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source that provides the name of the event.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://some.event.org/index.jsp (for an event gazetteer).

Top

URL - of source - keyword

xpath - /itemRecord/general/keywords/keyword/@url
Framework version - 0.6.50

Definition - the URL of the source cited for the keyword
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://some.url.org
Other occurrences in framework - true

Notes

  • Other XPATH:/itemRecord/relations/relation/urlEntry/@url

Cataloging best practices

Things to do

  • Enter keyword URL information when the keyword is derived from an external library/repository or thesaurus and it is desirable to access the source of the term.

Examples

  • Id: SoMeLIB-123
  • Src: The ABC Thesaurus
  • Url: http://some.url.org

Top

URL - of source - period

xpath - /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the name of a time period
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://someclient.at.some.place (for a time period gazetteer)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • By including the URL for the source of the period name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source that provides the name of the time period.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://someclient.at.some.place (for a time period gazetteer).

Top

URL - of source - place - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the place name that is covered by a detailed geometry
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the place name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source that provides the name of the place.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp (for the Alexandria Digital Library (ADL) Gazetteer).

Top

URL - of source - place- bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the place name that is covered by a bounding box
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
  • By including the URL for the source of the place name, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

  • Enter URLs that provide pertinent information about the source that provides the name of the place.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp (for the Alexandria Digital Library (ADL) Gazetteer).

Top

URL - organization - resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/instUrl
Framework version - 0.6.50

Definition - the URL of the organization to which the resource cataloger is affiliated
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://www.dlese.org (for the Digital Library for Earth System Education (DLESE))
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/instUrl

Cataloging best practices

Things to do

  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://www.dlese.org (for the Digital Library for Earth System Education (DLESE)).

Top

URL - organization - resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/instUrl
Framework version - 0.6.50

Definition - the URL of the organization to which the resource creator is affiliated
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://www.dlese.org (for the Digital Library for Earth System Education (DLESE))
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/instUrl

Cataloging best practices

Things to do

  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://www.dlese.org (for the Digital Library for Earth System Education (DLESE)).

Top

URL - primary

xpath - /itemRecord/technical/online/primaryURL
Framework version - 0.6.50

Definition - the URL that resolves to the resource being described or resolves to information about ordering, receiving, or purchasing the resource being described
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://www.dlese.org/dds/histogram.do?group=subject&key=jesse

Cataloging best practices

Things to do

  • Catalog URLs at an appropriate level of granularity for the type of resource being cataloged. For example, catalog lesson plans separately rather than cataloging an overarching page that lists all the lessons plans.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.
  • If anchor links go to separate and different animations or images on a page, the anchor links may be cataloged as separate resources if appropriate.
  • Be careful cataloging dynamic URLs that contain many symbols.

Things to avoid

  • Do not catalog every URL within a resource because DLESE indexes some of the resource content directly.
  • Do not catalog anchor links within text pages. Cataloging anchor links to different animations or images is acceptable.

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URL - terms of use

xpath - /itemRecord/metaMetadata/termsOfUse/@URI
Framework version - 0.6.50

Definition - a URL to metadata terms of use
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://www.dlese.org/documents/policy/terms_use_full.html (for the Digital Library for Earth System Education (DLESE))

Cataloging best practices

Things to do

  • If the metadata terms of use are lengthy, provide a URL to a webpage that describes them.
  • Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
  • URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

  • http://www.dlese.org/documents/policy/terms_use_full.html (for the Digital Library for Earth System Education (DLESE)).

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Use time

xpath - /itemRecord/educational/audiences/audience/typicalUseTime
Framework version - 0.6.50

Definition - the typical amount of time for a particular grade range to interact with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - duration
Domain - fixed text format indicating time length
Domain example - PT1H30M (for a use time of 1 hour and 30 minutes)

Cataloging best practices

Things to do

  • Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
  • Express use time specific to the grade range being described.
  • Express use time in the following format: PnYnMnDTnHnMnS.
  • Y means years, M means months, D means days, T means time, H means hours, M means minutes, S means seconds and n means the number of each.
  • The capital P must be present with every value.
  • Always include the capital T when expressing hours, minutes or seconds.
  • Always capitalize Y, M, D, T, H, M and S.

Things to avoid

  • Do not use for resources like data, data viewers, reference materials or portal sites.
  • Do not use to express how long an audio or audiovisual resource takes to play.

Examples

  • If the grade range is Middle school, then a lab activity that takes about 90 minutes with eight graders would be expressed as PT1H30M.
  • Use time of 1 minute 40 secords: PT1M40S
  • Use time of 1 year, 2 months, 3 days, 10 hours and 30 minutes: P1Y2M3DT10H30M

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Version - maximum

xpath - /itemRecord/technical/online/requirements/requirement/maximumVersion
Framework version - 0.6.50

Definition - the highest edition of a computer requirement that can be used to interact with a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Version 6.0.2

Cataloging best practices

Things to do

  • Use this field if a resource has a computer requirement in which newer versions do not work and therefore there is a maximum version that will facilitate interaction with the resource.

Things to avoid

  • Do not enter minimum version information.
  • Do no include the name of the computer requirement unless it is necessary to make version information understandable.

Examples

  • Version 6.0.2

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Version - maximum - other

xpath - /itemRecord/technical/online/otherRequirements/otherRequirement/maximumVersion
Framework version - 0.6.50

Definition - the highest edition of a computer requirement that can be used to interact with a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Version 6.0.2

Cataloging best practices

Things to do

  • Use this field if a resource has a computer requirement in which newer versions do not work and therefore there is a maximum version that will facilitate interaction with the resource.

Things to avoid

  • Do not enter minimum version information.
  • Do no include the name of the computer requirement unless it is necessary to make version information understandable.

Examples

  • Version 6.0.2

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Version - minimum

xpath - /itemRecord/technical/online/requirements/requirement/minimumVersion
Framework version - 0.6.50

Definition - the lowest edition of a computer requirement that can be used to interact with a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Version 3.2

Cataloging best practices

Things to do

  • Use this field if a resource has a certain minimum computer requirement in order to interact with it.

Things to avoid

  • Do not enter maximum version information.
  • Do no include the name of the computer requirement unless it is necessary to make version information understandable.

Examples

  • Version 3.2

Top

Version - minimum - other

xpath - /itemRecord/technical/online/otherRequirements/otherRequirement/minimumVersion
Framework version - 0.6.50

Definition - the lowest edition of a computer requirement that can be used to interact with a resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Version 3.2

Cataloging best practices

Things to do

  • Use this field if a resource has a certain minimum computer requirement in order to interact with it.

Things to avoid

  • Do not enter maximum version information.
  • Do no include the name of the computer requirement unless it is necessary to make version information understandable.

Examples

  • Version 3.2

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Version - resource

xpath - /itemRecord/lifecycle/version
Framework version - 0.6.50

Definition - information about the version of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The version is 2.1.3c.

Cataloging best practices

Things to do

  • Enter version information in order to disambiguate multiple resource occurrences.

Examples

  • The version is 2.1.3c.

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Vertical accuracy - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertAcc
Framework version - 0.6.50

Definition - a statement about the estimated accuracy for the minimum and maximum altitude or depth values
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The vertical elevation values were estimated from a manual reading of a topographic map
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertAcc

Cataloging best practices

Things to do

  • If estimating values from a map, indicate this and provide map reference (bibliographic) information.
  • If values are obtained directly from the resource, catalogers do not have to complete this field unless information they provide will help in the understanding of the resource.

Examples

  • The vertical elevation values were estimated from a manual reading of a topographic map entitled XYZ map.

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Vertical accuracy - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertAcc
Framework version - 0.6.50

Definition - a statement about the estimated accuracy for the minimum and maximum altitude or depth values
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The vertical elevation values were estimated from a manual reading of a topographic map
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertAcc

Cataloging best practices

Things to do

  • If estimating values from a map, indicate this and provide map reference (bibliographic) information.
  • If values are obtained directly from the resource, catalogers do not have to complete this field unless information they provide will help in the understanding of the resource.

Examples

  • The vertical elevation values were estimated from a manual reading of a topographic map entitled XYZ map.

Top

Vertical base level - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertBase
Framework version - 0.6.50

Definition - a reference level for vertical dimension values
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - desc
Data types - string, complex
Domain - controlled vocabulary, attributes
Domain example - Datum level
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertBase

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Vertical base level - a reference level for the vertical dimension values; see the allowed terms below

Term and definitions

  • Datum level - base level from which vertical elevations are measured
  • Ground level - the ground level at a location is the base level reference for measuring vertical elevations
  • Sea level - mean sea level is the base level from which vertical elevations are measured

Cataloging best practices

Things to do

  • Choose a vertical base level term.
  • If Sea level is chosen as the datum - global or vertical, choose Sea level for this field of vertical base level.
  • If Datum level or Ground level is chosen, provide descriptive information about the datum in the description - vertical base level - bounding box field.

Things to avoid

  • Do not use Datum level or Ground level when Sea level is chosen as the datum - vertical or global.

Examples

  • Datum level: Often maps indicate if a datum level is used.
  • Ground level: Use when the vertical base level starts off the ground like on top of an ice sheet.

Top

Vertical base level - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertBase
Framework version - 0.6.50

Definition - a reference level for vertical dimension values
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - desc
Data types - string, complex
Domain - controlled vocabulary, attributes
Domain example - Datum level
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertBase

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Vertical base level - a reference level for the vertical dimension values; see the allowed terms below

Term and definitions

  • Datum level - base level from which vertical elevations are measured
  • Ground level - the ground level at a location is the base level reference for measuring vertical elevations
  • Sea level - mean sea level is the base level from which vertical elevations are measured

Cataloging best practices

Things to do

  • Choose a vertical base level term.
  • If Sea level is chosen as the datum - global or vertical, choose Sea level for this field of vertical base level.
  • description - vertical base level - bounding box field

Things to avoid

  • Do not use Datum level or Ground level when Sea level is chosen as the datum - vertical or global.

Examples

  • Datum level: Often maps indicate if a datum level is used.
  • Ground level: Use when the vertical base level starts off the ground like on top of an ice sheet.

Top

Vertical maximum - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax
Framework version - 0.6.50

Definition - a value for the maximum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5230
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax

Cataloging best practices

Things to do

  • Generally mountain peaks can be treated as points with the same minimum and maximum values.
  • Complete the required subfield of vertical maximum units - bounding box.
  • Complete the vertical minimum - bounding box field as well.
  • Enter data in the format of ####.##.
  • Positive values represent values above sea-level.
  • Negative values represent values below sea-level.
  • Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.

Things to avoid

  • Do not enter units. Use the vertical maximum units - bounding box field to enter units.
  • Do not use commas, spaces or other separators in the numerical values

Examples

  • Point: the minimum and maximum values are the same.
  • Layer: In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less.

Top

Vertical maximum - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax
Framework version - 0.6.50

Definition - a value for the maximum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5230
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax

Cataloging best practices

Things to do

  • Generally mountain peaks can be treated as points with the same minimum and maximum values.
  • Complete the required subfield of vertical maximum units - detailed geometry.
  • Complete the vertical minimum - detailed geometry field as well.
  • Enter data in the format of ####.##
  • Positive values represent values above sea-level.
  • Negative values represent values below sea-level.
  • Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.

Things to avoid

  • Do not enter units. Use the vertical maximum units - detailed geometry field to enter units.
  • Do not use commas, spaces or other separators in the numerical values

Examples

  • Point: the minimum and maximum values are the same.
  • Layer: In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less.

Top

Vertical maximum units - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
Framework version - 0.6.50

Definition - the units of measure for the maximum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - centimeters (cm)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - the units of measure for the maximum altitude or depth value; see the allowed terms below

Term and definitions

  • centimeters (cm) - self-explanatory
  • fathoms (fathoms) - self-explanatory
  • feet (ft) - self-explanatory
  • inches (in) - self-explanatory
  • kilometers (km) - self-explanatory
  • meters (m) - self-explanatory
  • miles (mi) - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the maximum and minimum values.

Things to avoid

  • Do not enter vertical information or units if the units cannot be determined.
  • Do not mix units between the maximum and minimum values.

Examples

  • Denver, Colorado, United States is 5280 feet above sea level.

Top

Vertical maximum units - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
Framework version - 0.6.50

Definition - the units of measure for the maximum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - centimeters (cm)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - the units of measure for the maximum altitude or depth value; see the allowed terms below

Term and definitions

  • centimeters (cm) - self-explanatory
  • fathoms (fathoms) - self-explanatory
  • feet (ft) - self-explanatory
  • inches (in) - self-explanatory
  • kilometers (km) - self-explanatory
  • meters (m) - self-explanatory
  • miles (mi) - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the maximum and minimum values.

Things to avoid

  • Do not enter vertical information or units if the units cannot be determined.
  • Do not mix units between the maximum and minimum values.

Examples

  • Denver, Colorado, United States is 5280 feet above sea level.

Top

Vertical minimum - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin
Framework version - 0.6.50

Definition - a value for the minimum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5230
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin

Cataloging best practices

Things to do

  • Generally mountain peaks can be treated as points with the same minimum and maximum values.
  • Complete the required subfield of vertical minimum units - bounding box.
  • Complete the vertical maximum - bounding box field as well.
  • Enter data in the format of ####.##.
  • Positive values represent values above sea-level.
  • Negative values represent values below sea-level.
  • Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.

Things to avoid

  • Do not enter units. Use the vertical minimum units - bounding box field to enter units.
  • Do not use commas, spaces or other separators in the numerical values

Examples

  • Point: the minimum and maximum values are the same.
  • Layer: In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less.

Top

Vertical minimum - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin
Framework version - 0.6.50

Definition - a value for the minimum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - ... -3, -2, -1, 0, 1, 2, 3, ....
Domain example - 5230
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin

Cataloging best practices

Things to do

  • Generally mountain peaks can be treated as points with the same minimum and maximum values.
  • Complete the required subfield of vertical minimum units - detailed geometry.
  • Complete the vertical maximum - detailed geometry field as well.
  • Enter data in the format of ####.##
  • Positive values represent values above sea-level.
  • Negative values represent values below sea-level.
  • Use leading zeros for absolute values of less than 1. That is write 0.63 not .63.

Things to avoid

  • Do not enter units. Use the vertical minimum units - detailed geometry field field to enter units.
  • Do not use commas, spaces or other separators in the numerical values

Examples

  • Point: the minimum and maximum values are the same.
  • Layer: In atmospheric science, the planetary boundary layer has minimum value of 0 km and maximum value of generally 3 km or less.

Top

Vertical minimum units - bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
Framework version - 0.6.50

Definition - the units of measure for the minimum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - centimeters (cm)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - the units of measure for the minimum altitude or depth value; see the allowed terms below

Term and definitions

  • centimeters (cm) - self-explanatory
  • fathoms (fathoms) - self-explanatory
  • feet (ft) - self-explanatory
  • inches (in) - self-explanatory
  • kilometers (km) - self-explanatory
  • meters (m) - self-explanatory
  • miles (mi) - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the maximum and minimum values.

Things to avoid

  • Do not enter vertical information or units if the units cannot be determined.
  • Do not mix units between the maximum and minimum values.

Examples

  • Denver, Colorado, United States is 5280 feet above sea level.

Top

Vertical minimum units - detailed geometry

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
Framework version - 0.6.50

Definition - the units of measure for the minimum altitude or depth value
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - centimeters (cm)
Other occurrences in framework - true

Notes

  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
  • Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
  • Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

  • Number of levels - 1
  • Level 1 is Units - the units of measure for the minimum altitude or depth value; see the allowed terms below

Term and definitions

  • centimeters (cm) - self-explanatory
  • fathoms (fathoms) - self-explanatory
  • feet (ft) - self-explanatory
  • inches (in) - self-explanatory
  • kilometers (km) - self-explanatory
  • meters (m) - self-explanatory
  • miles (mi) - self-explanatory

Cataloging best practices

Things to do

  • Choose the appropriate units.
  • Choose the same units for both the maximum and minimum values.

Things to avoid

  • Do not enter vertical information or units if the units cannot be determined.
  • Do not mix units between the maximum and minimum values.

Examples

  • Denver, Colorado, United States is 5280 feet above sea level.

Top

Last updated: 2006-09-21