| Foreword | 6 |
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| Acknowledgements | 8 |
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| Contributors | 11 |
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| 1 Geospatial Technology and the Role of Location in Science | 14 |
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| 1.1 Introduction | 14 |
| 1.2 Science-Technology Innovation | 17 |
| 1.3 Explaining Shifts in Scientific Practice | 18 |
| 1.4 Book Content and Key Questions | 21 |
| References | 25 |
| 2 Location across Disciplines: Reflections on the CSISS Experience | 27 |
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| 2.1 Introduction | 27 |
| 2.2 Extending Locational Perspectives across Disciplines The Experience of CSISS | 27 |
| 2.2.1 Modelling a Programme for National Dissemination | 28 |
| 2.2.1.1 Themes | 29 |
| 2.2.1.2 Spatial Tools and Concepts | 29 |
| 2.2.1.3 CSISS Programmes | 29 |
| 2.2.1.4 Outcomes | 33 |
| 2.2.2 Documenting a 'Spatial Turn' in the Social Sciences | 34 |
| 2.3 Building Foundations for Spatial Thinking across Knowledge Domains Lessons Learned | 35 |
| 2.3.1 Lesson One: Diversity as Strength | 36 |
| 2.3.2 Lesson Two: Leadership | 36 |
| 2.3.3 Lesson Three: Embedding Spatial Thinking in General Education | 37 |
| 2.3.4 Lesson Four: Acting Locally | 37 |
| 2.4 Foundation Concepts for Spatial Thinking A Geospatial Perspective | 37 |
| 2.5 Transitioning to Spatial Thinking through spatialucsb | 38 |
| 2.6 Conclusions | 39 |
| References | 40 |
| 3 Location Awareness 2020: Addressing Auto-identification and Location in the 2020s | 42 |
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| 3.1 Introduction | 42 |
| 3.2 Location Awareness | 43 |
| 3.3 A Long-Term View on Location Awareness: Drivers and Trends for 2020 | 44 |
| 3.4 Scenarios for Location Awareness in Year 2020 | 48 |
| 3.4.1 The Free Play Scenario | 49 |
| 3.4.1.1 Snapshots | 50 |
| 3.4.2 The Step Aside Scenario | 51 |
| 3.4.2.1 Snapshots | 51 |
| 3.4.3 The Social Tech Scenario | 52 |
| 3.4.3.1 Snapshots | 53 |
| 3.4.4 The Big Boys Scenario | 53 |
| 3.4.4.1 Snapshots | 54 |
| 3.5 The Implications for Science and Research | 55 |
| References | 56 |
| 4 Visualising Landscapes: Do Pictures Represent Theory or Data? | 57 |
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| 4.1 Introduction | 57 |
| 4.2 Landscape | 59 |
| 4.3 Ecotope | 60 |
| 4.4 The Digital Ecotope | 63 |
| 4.5 Conclusion | 67 |
| References | 67 |
| 5 Past in Place: The Role of Geo-ICT in Present-day Archaeology | 69 |
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| 5.1 Introduction | 69 |
| 5.2 Archaeology Defined | 70 |
| 5.3 The Perception of Space and Time in Archaeology | 71 |
| 5.4 Factors Influencing the Role of Geo-ICT and Location in Archaeology | 72 |
| 5.4.1 The Field of Activity | 72 |
| 5.4.2 The Archaeological Record | 73 |
| 5.4.3 Archaeological Theory | 74 |
| 5.5 Geo-ICT and Archaeological Data Acquisition in Field Archaeology | 74 |
| 5.5.1 Desktop Study | 75 |
| 5.5.2 Prospection | 76 |
| 5.5.2.1 Field Survey | 76 |
| 5.5.2.2 Core Sampling | 76 |
| 5.5.2.3 Trial Trenching | 77 |
| 5.5.2.4 Remote Sensing and Geophysical Prospection | 77 |
| 5.5.3 Excavation | 78 |
| 5.6 Geo-ICT and Data Management in Archaeological Heritage Management | 79 |
| 5.7 The Geomodelling Framework Applied to Archaeological Research | 80 |
| 5.7.1 Geodatabase Framework | 81 |
| 5.7.2 Geomap Framework | 81 |
| 5.7.3 Geomodel Framework | 82 |
| 5.8 Case Study: Examples of Geo-ICT in Archaeology | 83 |
| 5.8.1 The Murge Project | 83 |
| 5.8.2 Almelo Indiëterrein | 84 |
| 5.9 Stage of Geo-ICT According to the Geo-ICT Integration or Diffusion Model | 85 |
| 5.10 Technical and Methodological Obstacles to Optimum Use of Geo-ICT in Archaeology | 88 |
| 5.10.1 Working with 3D data | 89 |
| 5.10.2 Temporal Aspect | 90 |
| 5.10.3 Education | 90 |
| 5.10.4 Data Sustainability | 91 |
| 5.10.5 Finance | 92 |
| 5.10.6 Methodological Objections | 93 |
| 5.11 How Scientists can Contribute to Overcoming Technical and Methodological Obstacles | 93 |
| 5.12 Conclusions | 94 |
| References | 95 |
| 6 No Place in History Geo-ICT and Historical Science | 97 |
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| 6.1 A Place in History | 97 |
| 6.2 Geo-ICT and the Uses of Geography in Historical Research | 98 |
| 6.2.1 Geo-ICT as a Presentation Tool | 99 |
| 6.2.2 Geo-ICT as a Tool for Exploration
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