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

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.

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.

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.

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.

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.

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.

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.)

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.

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.

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.

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.

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.

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

• The following resources may be useful to help determine bounding boxes and points: (use caution: these tend to return points rather than boxes so be careful because the Grand Canyon for example is more than a point)
• http://webclient.alexandria.ucsb.edu/mw/index.jsp
• http://www.topozone.com/
• http://www.getty.edu/research/tools/vocabulary/tgn/

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.

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.

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.

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).

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.

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).

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.

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.

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.

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.

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).

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).

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.

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.

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.

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.

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.

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.

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:Physical Systems:The physical processes that shape the patterns of Earth's surface is supported in Introduction to Waves.
• NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information is supported in Exploring Earthquakes in Space and Time Through the Internet and a Geographic Information System.

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

• See the fourth level of the standard which includes specific abilities.

NSES Grades 5-8 specific information

• See the fourth level of the standard which includes specific abilities.

NSES Grades 9-12 specific information

• See the fourth level of the standard which includes specific abilities.

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.

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.

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:Physical Systems:The physical processes that shape the patterns of Earth's surface is supported in Introduction to Waves.
• NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information is supported in Exploring Earthquakes in Space and Time Through the Internet and a Geographic Information System.

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

• See the fourth level of the standard which includes specific abilities.

NSES Grades 5-8 specific information

• See the fourth level of the standard which includes specific abilities.

NSES Grades 9-12 specific information

• See the fourth level of the standard which includes specific abilities.

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.

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:Physical Systems:The physical processes that shape the patterns of Earth's surface is supported in Introduction to Waves.
• NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information is supported in Exploring Earthquakes in Space and Time Through the Internet and a Geographic Information System.

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

• See the fourth level of the standard which includes specific abilities.

NSES Grades 5-8 specific information

• See the fourth level of the standard which includes specific abilities.

NSES Grades 9-12 specific information

• See the fourth level of the standard which includes specific abilities.

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.

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.

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.

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.

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.

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).

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).

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).

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).

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.

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.

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).

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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).

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.

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).

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.

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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.)

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.

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.

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

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.

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.

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.

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.

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.

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.

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