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 CONTENTs vii

2.2 Examining the Effects of Different CHAPTER 4

Map Projections 49
Finding Your Location with the Global
2.3 Converting from Latitude/Longitude
Positioning System
to UTM 53
GPS Origins, Position Measurement, Errors,
2.4 Using the state Plane Coordinate system 56
Accuracy, GNSS around the World, Applications,
Projection and Coordinate System Apps 57 and Geocaching 89

Coordinate Systems and Projections Who Made GpS? 90

in Social Media 57
What Does the Global positioning
System Consist Of? 90

CHAPTER 3 How Does GpS Find Your position? 93

Getting Your Data Why Isn’t GpS perfectly Accurate? 97

to Match the Map How Can You Get Better Accuracy
Reprojecting, Georeferencing, Control from GpS? 100
Points, and Transformations 66
What Other GNSS Are There
How Can You Align Different Geospatial Beyond GpS? 102
Datasets to Work Together? 66 What Are Some Applications of GpS? 103
What Is Georeferencing? 68
Geospatial Lab Application 4.1:
How Can Data Be Georeferenced? 70 GNSS Applications 110
How Is Data Transformed to
Thinking Critically with Geospatial Technology
a Georeferenced Format? 74
4.1 What Happens if GPs stops Working? 106
Geospatial Lab Application 3.1: Hands-on Applications
Georeferencing an Image 80 4.1 Trilateration Concepts 96
4.2 Things to Do Before You Go Geocaching 105
Thinking Critically with Geospatial Technology
GPS Apps 107
3.1 What Happens When Measurements
Don’t Match Up? 67 GPS and GNSS in Social Media 108
3.2 What Happens When the Georeferencing
Is Wrong? 77 PART 2 Geographic Information
Hands-on Applications Systems 123
3.1 David Rumsey Historical Map Collection 69
3.2 Online Georeferencing Resources 73 CHAPTER 5
3.3 Georeferenced Historic Maps
Working with Digital
and the spyglass 77
Geospatial Data and GIS
3.4 An Overview of the Georeferencing
Process in ArcGIs 78 Geographic Information Systems, Modeling the Real
World, Vector Data and Raster Data, Attribute Data,
Georeferencing Apps 78 Joining Tables, Metadata, Esri, ArcGIS, and QGIS 123
Georeferencing in Social Media 79 How Does GIS Represent Real-World Items? 125

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 viii CONTENTs

How Can You Represent the Real World Geospatial Lab Application 6.2:
as Continuous Fields? 131 GIS Spatial Analysis: ArcGIS Version 212

How Is Non-Spatial Data Handled Thinking Critically with Geospatial Technology

by GIS? 133 6.1 What Are Potential societal or Policy
What Other Kind of Information Do Impacts of GIs Models? 194
You Need to Use GIS Data? 137 Hands-on Applications
What Kinds of GIS Are Available? 138 6.1 Building sQL Queries in GIs 181
Geospatial Lab Application 5.1: 6.2 Working with Buffers in GIs 185
GIS Introduction: QGIS Version 146 6.3 The Land Transformation Model 193
Geospatial Lab Application 5.2: Spatial Analysis Apps 195
GIS Introduction: ArcGIS Version 161
Spatial Analysis in Social Media 195

Thinking Critically with Geospatial Technology CHAPTER 7

5.1 What Happens When You Don’t Have
Metadata? 137 Using GIS to Make a Map
Scale, Map Elements, Map Layouts, Type,
Hands-on Applications Thematic Maps, Data Classification Methods,
5.1 Using GIs Online 125 Color Choices, and Digital Map Distribution
5.2 GIs Current Events Maps 126 Formats 223
5.3 The National Hydrography Dataset 130
How Does the Scale of the Data Affect
5.4 The National Land Cover Database (NLCD) 132
the Map (and Vice Versa)? 224
5.5 Esri News and 80-second Videos 140
What Are Some Design Elements
GIS Apps 143 Included in Maps? 227
GIS in Social Media 144 How Is Data Displayed on a GIS Map? 230
What Kinds of Colors Are Best to Use
CHAPTER 6
with GIS Maps? 236
Using GIS for Spatial Analysis
How Can GIS Maps Be Exported
Database Query and Selection, Buffers, Overlay
and Distributed? 238
Operations, Geoprocessing Concepts, and
Modeling with GIS 177 Geospatial Lab Application 7.1:
GIS Layouts: QGIS Version 242
How Can Data Be Retrieved from a GIS
for Analysis? 178 Geospatial Lab Application 7.2:
GIS Layouts: ArcGIS Version 260
How Can You perform Basic Spatial
Analysis in GIS? 182 Thinking Critically with Geospatial Technology
How Can Multiple Types of Spatial 7.1 Why Is Map Design Important? 224
Analysis Operations Be performed Hands-on Applications
in GIS? 189 7.1 Powers of 10—A Demonstration of scale 227
7.2 TypeBrewer Online 229
Geospatial Lab Application 6.1:
GIS Spatial Analysis: QGIS Version 197 7.3 Presidential Election Thematic Maps 231

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 CONTENTs ix

7.4 Interactive Thematic Mapping Online 235 Geocoding and Shortest Path Apps 295
7.5 The Census Data Mapper 236
Geocoding and Shortest Paths
7.6 ColorBrewer Online 238 in Social Media 296
Cartography Apps 240
Cartography in Social Media 240 PART 3 Remote Sensing 309

CHAPTER 8 CHAPTER 9
Getting There Quicker with Remotely Sensed Images from Above
Geospatial Technology Where Aerial Photography Came From, UAS, Color
Satellite Navigation Systems, Road Maps in Infrared Photos, Orthophotos, Oblique Photos,
a Digital World, Creating a Street Network, Visual Image Interpretation, and Photogrammetric
Geocoding, Shortest Paths, and Street Networks Measurements 309
Online 275
How Did Aircraft photography
How Do You Model a Network Develop? 310
for Geospatial Technology? 277
What Are Unmanned Aircraft Systems? 314
How Is Address Matching
What Are the Different Types of
performed? 281
Aerial photos? 317
How Are Shortest paths Found? 286
How Can You Interpret Objects
How Are Networks Used in an Aerial Image? 323
in Geospatial Technology? 291
How Can You Make Measurements

Geospatial Lab Application 8.1: from an Aerial photo? 327

Geocoding and Shortest path
Analysis 298 Geospatial Lab Application 9.1:
Visual Imagery Interpretation 334
Thinking Critically with Geospatial Technology
8.1 What Happens When the Maps Are Thinking Critically with Geospatial Technology
Incorrect? 276 9.1 How Can UAs Be Used for security
8.2 What Kind of Issues Come with Google Purposes? 316
street View? 294
Hands-on Applications
Hands-on Applications 9.1 World War II Aerial Photography Online 313
8.1 The U.s. Census TIGERweb 279 9.2 No-Fly Zones for UAs 316
8.2 Geocoding Using Online Resources 285 9.3 Examining CIR Photos 319
8.3 solve Your Network Problems 9.4 The National Aerial Photography
with Dijkstra 288 Program 320
8.4 Online Mapping and Routing Applications 9.5 NAIP Imagery Online 322
and shortest Paths 289
9.6 Oblique Imagery on Bing Maps 323
8.5 Finding the Best Route For
Multiple stops 291 UAS Apps 331
8.6 Examining Google street View 294 Aerial Imagery in Social Media 331

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 x CONTENTs

CHAPTER 10 How Do Remote Sensing Satellites

How Remote Sensing Works Collect Data? 374

Electromagnetic Energy, the Remote Sensing What Are the Capabilities

Process, Spectral Reflectance, NDVI, Digital of a Satellite Sensor? 378
Imagery, and Color Composites 340
What Is a Landsat Satellite,
What Is Remote Sensing Actually and What Does It Do? 381
Sensing? 342 What Satellites Have High-Resolution
What Is the Role of the Atmosphere Sensors? 391
in Remote Sensing? 345 How Can Satellites Be Used for
What Happens to Energy When It Hits Monitoring? 396
a Target on the Ground? 347
Geospatial Lab Application 11.1:
How Can Spectral Reflectance Landsat 8 Imagery 402
Be Used in Remote Sensing? 349
Thinking Critically with Geospatial Technology
How Do You Display a Digital 11.1 What Effect Does satellite Remote sensing
Remotely Sensed Image? 352 Have on Political Borders? 378
11.2 What If There Is No Landsat 9? 387
Geospatial Lab Application 10.1:
Remotely Sensed Imagery Hands-on Applications
and Color Composites 362 11.1 Examining satellite Orbits in Real Time 375
Thinking Critically with Geospatial Technology 11.2 seeing What the satellites Can see 381
10.1 How Does Remote sensing Affect 11.3 Live Landsat Imagery 385
Your Privacy? 348 11.4 Viewing Landsat Imagery with GloVis and
LandsatLook 389
Hands-on Applications
11.5 Applications of Landsat Imagery 390
10.1 Viewing Remotely sensed Imagery
Online 342 11.6 Viewing High-Resolution satellite
Imagery 397
10.2 Wavelengths and the scale of the
Universe 345 11.7 Crowdsourcing satellite Imagery 398
10.3 Examining NDVI with NAsA ICE 352 Satellite Imagery Apps 399
10.4 Color Tools Online: Color Mixing 355
Satellite Imagery in Social Media 399
10.5 Comparing True Color and False
Color Composites 358
CHAPTER 12
Remote Sensing Apps 359 Studying Earth’s Climate
Remote Sensing in Social Media 360 and Environment from Space
NASA’s Earth Observing System Program, Terra,
CHAPTER 11 Aqua, Aura, Suomi NPP, Other Earth Observing
Missions, and NOAA Satellites 413
Images from Space
Satellite Remote Sensing, Satellite Orbits, Sensor What Is Terra and What Can It Do? 414
Resolutions, the Landsat Program, High-
What Is Aqua and What Does It Do? 421
Resolution Satellite Sensors, Small Satellites,
and Using Satellites for Monitoring 372 What Is Aura and What Does It Do? 423

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 CONTENTs xi

What Is Suomi Npp and What Does It Do? 426 What Is a DEM? 456
What Other Earth Observing Satellites How Can Digital Terrain Models
Are Out There? 428 Be Utilized? 459

Geospatial Lab Application 12.1: Geospatial Lab Application 13.1:

Earth Observing Missions Imagery 436 Digital Terrain Analysis 467

Thinking Critically with Geospatial Technology Thinking Critically with Geospatial Technology
12.1 How Can EOs Data Be Used in studying and 13.1 If Everything’s Digital, Do We still
Monitoring Climate Change? 428 Need Printed Topographic Maps? 455
Hands-on Applications Hands-on Applications
12.1 MODIs Rapid-Fire Online 420 13.1 Us Topos as GeoPDFs 454
12.2 AsTER Applications 421 13.2 U.s. Elevation Data and The
12.3 Tracking Earth’s Climate National Map 459
and Temperature with AIRs 422 13.3 Terrain and Imagery Examples
12.4 The Earth Observatory and 10 Years in Google Earth 463
of Aqua 423
Terrain and Topography Apps 465
12.5 The Earth Observatory and 10 Years
of Aura 425 Digital Terrain in Social Media 465
12.6 The VIIRs View spinning Marble 428
12.7 NAsA Eyes on the Earth 429 CHAPTER 14
12.8 Using the Earth Observatory to See the World in 3D
Work Interactively with EOs Imagery 431 3D Geovisualization, 3D Modeling and Design,
12.9 Examining NOAA satellite Imagery Prism Maps, SketchUp, and Google Earth in
Applications 431 3D 480
Earth observing Mission Apps 433 What Is 3D Modeling? 481
The Earth observing Missions How Are 3D Maps Made? 485
in Social Media 433
How Can 3D Modeling and Visualization
Be Used with Geospatial Technology? 486
PART 4 Geospatial Applications 449
How Can Geospatial Data Be Visualized
in 3D? 494
CHAPTER 13
Geospatial Lab Application 14.1:
Digital Landscaping 3D Modeling and Visualization 500
Topographic Maps, US Topos, Contours, Digital
Terrain Modeling, Digital Elevation Models Thinking Critically with Geospatial Technology
(DEMs), Lidar, 3DEP, and Applications of Terrain 14.1 What’s the Advantage of Using 3D Design? 484
Data 449
Hands-on Applications
How Can Terrain Be Represented 14.1 Creating Prism Maps Online 486
on Topographic Maps? 450 14.2 Digging into Trimble’s 3D Warehouse 491
How Can Geospatial Technology 14.3 3D Buildings in Google Earth 493
Represent Terrain? 455 14.4 3D CityEngine Web scenes 494

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 xii CONTENTs

3D Visualization Apps 498 Geospatial Lab Application 15.1:

Creating Web Maps with ArcGIS
3D Visualization in Social Media 498 Online 542

CHAPTER 15 Thinking Critically with Geospatial Technology

15.1 Who Owns Geospatial Data? 530
Life in the Geospatial Cloud and
15.2 What’s Next for Geospatial Technologies? 537
Other Current Developments
Using the Cloud with Geospatial Technology, Web Hands-on Applications
Maps, Story Maps, Who’s Involved with Geospatial 15.1 Esri story Maps 526
Technology, Geospatial Technologies in K–12 15.2 More Than a Map—The Google Maps API 529
Education, and College and University Geospatial
15.3 AmericaView and the stateView Programs 532
Educational Programs 520
15.4 Educational Resources and Lesson Plans 533
How Is the Cloud Used with 15.5 Degree Programs and Certificates
Geospatial Technology? 521 for Geospatial Technology 536
Who Is Involved with Geospatial Geospatial Cloud and organizational
Technology? 530 Apps 538
How Is Geospatial Technology Used Geospatial organizations and
in K–12 Educational Efforts? 532 the Geospatial Cloud in Social Media 539
What Types of Educational Opportunities
Are Available with Geospatial Glossary G-1
Technology? 535 Index I-1

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 Preface

Why I Wrote Introduction to Geospatial Technologies

When people ask me what I teach, I say “geospatial technology.” The usual
response to this statement is a blank stare, a baffled “What?” or a variation
on “I’ve never heard of that.” However, if I say I teach “technologies like GPS,
taking images from satellites, and using online tools like Google Earth or
MapQuest,” the response generally improves to: “GPS is great,” or “Google
Earth is so cool,” or even “Why do I get the wrong directions from that thing
in my car?” Although geospatial technologies are everywhere these days—
from software to Websites to cell phones—it seems that the phrase “geospa-
tial technology” hasn’t really permeated into common parlance.
I hope that this book will help remedy this situation. As its title
implies, the goal of this book is to introduce several aspects of geospatial
technologies—not only what they are and how they operate, but also how
they are used in hands-on applications. In other words, the book covers a
little bit of everything, from theory to application.
In a sense, the book’s goal is to offer students an overview of several dif-
ferent fields and techniques and to provide a solid foundation on which fur-
ther knowledge in more specialized classes can be built, such as those delving
further into geographic information systems (GIS) or remote sensing.
Whether the book is used for a basic introductory course, a class for non-
majors, or as an introduction to widely used geospatial software packages,
this book is aimed at beginners who are just starting out. At Youngstown
State University (YSU), I teach an introductory class titled “Geospatial Foun-
dations,” but similar classes at other universities may have names like “The
Digital Earth,” “Introduction to Geospatial Analysis,” “Survey of Geospatial
Technologies,” “Introduction to GIS,” or “Computer Applications in Geogra-
phy.” All of these courses seem aimed at the audience for which Introduction
to Geospatial Technologies was written.

Organization of the Book

This book is divided into four main parts.

Part 1: Geospatial Data and GPS focuses on geospatial technology as it

relates to spatial measurements and data.
xiii

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 xiv PREFACE

Chapter 1, “It’s a Geospatial World Out There,” introduces some basic

concepts and provides an overview of jobs, careers, and some key
technologies and applications (such as Google Earth).
Chapter 2, “Where in the Geospatial World Are You?,” explains how
coordinates for location-based data and measurements from a three-
dimensional (3D) world are translated into a two-dimensional (2D) map
on a computer screen.
Chapter 3, “Getting Your Data to Match the Map,” discusses reprojection
and georeferencing, important information when you’re using any sort
of geospatial data.
Chapter 4, “Finding Your Location with the Global Positioning System,”
introduces GPS concepts. Taking a hand-held receiver outside, pressing
a button, and then having the device specify your precise location and
plot it on a map sounds almost like magic. This chapter demystifies GPS
by explaining how the system works, why it’s not always perfectly
accurate, and how to get better location accuracy.
Part 2: Geographic Information Systems focuses on geographic informa-
tion systems (GIS).
Chapter 5, “Working with Digital Geospatial Data and GIS,” serves as an
introduction to GIS, examining how real-world data can be modeled and
how GIS data can be created and used.
Chapter 6, “Using GIS for Spatial Analysis,” covers additional uses of
GIS, including querying a database, creating buffers, and geoprocessing.
Chapter 7, “Using GIS to Make a Map,” offers instruction on how to
classify your data and how to transform GIS data into a professional-
looking map.
Chapter 8, “Getting There Quicker with Geospatial Technology,”
discusses concepts related to road networks, such as: How are streets,
highways, and interstates set up and used in geospatial technology? How
does the computer translate a set of letters and numbers into a map of an
actual street address? How do programs determine the shortest route
from point a to point b?
Part 3: Remote Sensing examines issues related to remote sensing.
Chapter 9, “Remotely Sensed Images from Above,” focuses on aerial
photography. It explains how the field started over 150 years ago with a
man, a balloon, and a camera, and how it continues today with unmanned
aircraft systems flying over Iraq and Afghanistan. This chapter also
describes how to visually interpret features in aerial imagery and how to
make accurate measurements from items present in an image.
Chapter 10, “How Remote Sensing Works,” delves into just what remote
sensing is and how it works, and how exactly that image of a house is acquired

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 PREFACE xv

by a sensor 500 miles away. This chapter also discusses all of the things that
a remote sensing device can see that are invisible to the human eye.
Chapter 11, “Images from Space,” focuses on the field of satellite remote
sensing and how satellites in orbit around Earth acquire images of the
ground below.
Chapter 12, “Studying Earth’s Climate and Environment from Space,”
discusses the Earth Observing System, a series of environmental
observatories that orbit the planet and continuously transmit data back
to Earth about the land, seas, and atmosphere.
Part 4: Geospatial Applications focuses on individual topics in geospatial
technology that combine GIS and remote sensing themes and applications.
Chapter 13, “Digital Landscaping,” describes how geospatial technologies
model and handle terrain and topographic features. Being able to set up
realistic terrain, landscape features, and surfaces is essential in mapping
and planning.
Chapter 14, “See the World in 3D,” delves into the realm of 3D modeling,
shows how geospatial technologies create 3D structures and objects, and
then explains how to view or interact with them in programs like Google
Earth.
Chapter 15, “Life in the Geospatial Cloud and Other Current
Developments,” wraps things up with a look at the influence and
advantages of the cloud, information regarding organizations and
educational opportunities within geospatial technologies, and a look
ahead to the future of the field.

Geospatial Lab Applications

Each chapter of Introduction to Geospatial Technologies covers one aspect of
geospatial technology with an accompanying Geospatial Lab Application.
The goal of these lab applications is not to teach software, but to help stu-
dents work directly with the chapter’s concepts. Each lab application uses
freely available software that can be downloaded from the Internet or
accessed through a Web browser. These software packages include:
ArcGIS Online
Google Earth Pro
MapCruncher
MultiSpec
QGIS
SketchUp
Trimble GNSS Planning Online

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 xvi PREFACE

Three of the chapters in Part 2 (Geographic Information Systems) offer

two versions of the lab application. Instructors can choose to use either the
free QGIS or ArcGIS for Desktop. The labs provide hands-on application of
the concepts and theories covered in each chapter—it’s one thing to read
about how 3D structures can be created and placed into Google Earth, but
it’s another thing entirely to use SketchUp and Google Earth to do exactly
that. Each lab application has integrated questions that students must an-
swer while working through the lab. These questions are designed both to
explore the various topics presented in the lab and also to keep students
moving through the lab application. Note that words or phrases highlighted
in purple text in the labs indicate menu items or icons that are clicked on or
specific items that are typed in during the lab.
Some labs use sample data that comes with the software when it’s in-
stalled; others require students to download sample data for use in the lab.
Each lab provides links to a Website from which you can download the soft-
ware. (The Website will also provide information regarding the necessary
hardware or system requirements. Not all computers or lab facilities work
the same, so be sure to check the software’s Internet resources for help on
installing the software.) The Instructors’ section of this book’s catalog page
also offers a “tech tips” section with some additional information related to
installing or utilizing some of the software.
The lab applications for each chapter are set up as follows:
Chapter 1: This lab introduces the free Google Earth Pro as a tool for
examining many facets of geospatial technology.
Chapter 2: Students continue using Google Earth Pro, investigating some
other functions of the software as they relate to coordinates and
measurements.
Chapter 3: Students use Microsoft’s MapCruncher program to match a
graphic of a campus map with remotely sensed imagery and real-world
coordinates.
Chapter 4: This lab uses Trimble GNSS Planning Online and some other
Web resources to examine GPS planning and locations. It also provides
suggestions for expanding the lab activities if you have access to a GPS
receiver and want to get outside with it.
Chapter 5: This lab introduces basic GIS concepts using QGIS. An
alternate version of the lab uses ArcGIS for Desktop.
Chapter 6: This lab continues investigating the functions of QGIS (or
ArcGIS for Desktop) by using GIS to answer some spatial analysis
questions.
Chapter 7: This lab uses QGIS (or ArcGIS for Desktop) to design and
print a map.
Chapter 8: This lab uses Google Maps and Google Earth Pro to match a
set of addresses and investigate shortest paths between stops on a network.

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 PREFACE xvii

Chapter 9: This lab tests students’ visual image interpretation skills by

putting them in the role of high-tech detectives who are trying to figure
out just what a set of aerial images are actually showing.
Chapter 10: This lab is an introduction to MultiSpec, which allows users to
examine various aspects of remotely sensed imagery obtained by a satellite.
Chapter 11: This lab continues using MultiSpec by asking students to
work with imagery from the Landsat 8 satellite and investigate its sensors’
capabilities.
Chapter 12: This lab uses NASA data and Google Earth Pro to examine
phenomena such as hurricanes, fires, and pollution on a global scale.
Chapter 13: This lab uses Google Earth Pro to examine how terrain is
used in geospatial technology (and film a video of flying over 3D-style
terrain). It also uses the various terrain functions of Google Earth Pro for
work with several digital terrain modeling features.
Chapter 14: This lab introduces 3D modeling. Starting from an aerial
image of a building, students design a 3D version of it using SketchUp,
and then look at it in Google Earth.
Chapter 15: This lab utilizes Esri’s free ArcGIS Online to stream data
from the cloud, create Web maps, wrap things up, and look at many of
the book’s concepts combined in a single package.

Additional Features
In addition to the lab applications, each chapter contains several Hands-On
Applications, which utilize free Internet resources to help students further
explore the world of geospatial technologies and get directly involved
with some of the chapter concepts. There’s a lot of material out there on the
Internet, ranging from interactive mapmaking to real-time satellite tracking,
and these Hands-On Applications introduce students to it. In the third edi-
tion, each Hands-On Application has a set of Expansion Questions for stu-
dents to answer while working with that Application’s Web resources.
Each chapter also has one or more boxes titled Thinking Critically with
Geospatial Technology. These boxes present questions to consider regarding po-
tential societal, privacy, design, or ethical issues posed by geospatial technologies
and their applications. The questions presented in these boxes are open-ended
and are intended to stimulate discussion about geospatial technologies and how
they affect (or could affect) human beings. For instance, how much privacy do
you really have if anyone, anywhere, can obtain a clear image of your house or
neighborhood and directions to drive there with just a few clicks of a mouse?
Lastly, each chapter ends with two boxes. The first of these, chapter
Apps, presents some representative apps for a mobile device related to the
chapter’s content that you may wish to investigate further. For instance,
Chapter 8’s Geocoding and Shortest Paths Apps box showcases apps for your

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 xviii PREFACE

phone or your tablet. Note that at the time of writing, all of these apps were
free to obtain and install.
The second section, Social Media, highlights some representative Face-
book, Twitter, and Instagram accounts, as well as YouTube videos and blogs,
that are relevant to the chapter’s topics. For instance, Chapter 11’s Satellite Imag-
ery in Social Media box features Facebook and Twitter accounts from satellite
imagery sources such as DigitalGlobe or the USGS updates on Landsat, as well
as videos of satellite imagery applications. (Note that all of these apps and social
media accounts are examples, not recommended products.)

New to This Edition

The third edition contains multiple key updates. Each chapter has some-
thing new within it, whether it’s a newly added or revised text section,
Hands-On Application, or Lab Application. At the end of each chapter, there
is an updated section on available smartphone and tablet apps as well as
resources for using geospatial technologies in social media. The Lab Appli-
cations have been updated to use current software and techniques, including
all new Lab Applications that utilize ArcGIS Online (Chapter 15), Trimble
GNSS Planning Online (Chapter 4), and the now-free Google Earth Pro
(Chapters 1, 2, 8, 12, and 13). In addition, Landsat 8 imagery is now used
with Multispec (Chapters 10 and 11), and the most recently available version
of QGIS is used for the GIS Lab sections (Chapters 5, 6, and 7).
There are many other updates and revisions throughout each chapter. For
instance, Chapter 1 showcases using geospatial technologies on mobile devic-
es and how geolocation works. The remote sensing focused chapters (9, 10, 11,
and 12) have been expanded to include many topics about the state of remote
sensing today, including UAS, Landsat 8, Sentinel-2, Skysat, Suomi-NPP, small
satellites, cubesats, and using remote sensing for disaster monitoring. Chapter
13 includes more information about US Topos as well as the change from the
National Elevation Dataset to the new 3DEP elevation data used by the USGS.
Chapter 15 has been expanded and revised for a focus on the use of the cloud
with geospatial technologies, including new Hands-On Applications that uti-
lize Esri Story Maps. Also, throughout the book there are new Hands-On
Applications that use new Web resources, including Tomnod, Landsat Live,
Indiemapper, Census Mapping tools, and CityEngine Web Scenes.

Ancillary Materials and Student

and Instructor Resources
The catalog page macmillanhighered.com/shellito/catalog offers a set of
valuable resources for both students and instructors.
For students, the catalog page offers a multiple-choice self-test for each
chapter, as well as an extensive set of references, categorized by topic, to

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 PREFACE xix

provide further information on a particular topic. There are also a set of

links to the free software packages needed to complete the lab activities, as
well as the datasets required for specific lab applications. A set of world links
is also provided.
For instructors, the catalog page offers an instructor’s manual, which
provides teaching tips for each chapter on presenting the book’s material, a
set of “tech tips” related to software installation and usage, a set of key refer-
ences for the chapter materials, and an answer key for all the lab activities. A
test bank of questions is also provided.

Acknowledgments and Thanks

Books like this don’t just spring out of thin air—I owe a great deal to the
many people who have provided inspiration, help, and support for what
would eventually become this book.
Bill Minick, my editor, has offered invaluable help, advice, patience, and
guidance throughout this entire project. I would also very much like to
thank Abigail Fagan, Sheena Goldstein, Paul Rohloff, and Christine Buese at
Macmillan Education for their extensive “behind the curtain” work that
shaped this book into a finished product.
I want to thank Sean Young for his very helpful comments and feedback
on the previous editions and for his close reading and review of the labs in this
third edition. Neil Salkind and Stacey Czarnowski gave great representation
and advice. The students who contributed to the development of the YSU 3D
Campus Model (Rob Carter, Ginger Cartright, Paul Crabtree, Jason Delisio,
Sherif El Seuofi, Nicole Eve, Paul Gromen, Wook Rak Jung, Colin LaForme,
Sam Mancino, Jeremy Mickler, Eric Ondrasik, Craig Strahler, Jaime Webber,
Sean Welton, and Nate Wood) deserve my sincere thanks. Many of the 3D
examples presented in Chapter 14 wouldn’t have existed without them. Others
who supported this book in various ways include: Jack Daugherty, for tech
support, assistance with the labs, and help with the GeoWall applications; Lisa
Curll, for assistance with the design and formatting of the lab applications;
Grant Wilson, for his insightful technical reviews of the ArcGIS lab applica-
tions; Margaret Pearce, for using an earlier draft of the manuscript with her
students at the University of Kansas and for her extremely useful comments
and feedback; Hal Withrow, for invaluable computer tech assistance; and Mark
Guizlo for assistance with data sources.
I offer very special thanks to all of my professors, instructors, colleagues,
and mentors, past and present (who are too numerous to list), from
Youngstown State University, the Ohio State University, Michigan State Uni-
versity, Old Dominion University, OhioView, and everywhere else, for the
help, knowledge, notes, information, skills, and tools they’ve given me over
the years. I am also deeply indebted to the work of Tom Allen, John Jensen,
Mandy Munro-Stasiuk, and the members of SATELLITES for some meth-
ods used in some of the chapters and labs.

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 xx PREFACE

Finally, I owe a debt of gratitude to the colleagues who reviewed the

original proposal and various stages of the manuscript for the first, second,
and third editions. Thank you for your insightful and constructive com-
ments, which have helped to shape the final product:

Robbyn Abbitt, Miami University

Amy Ballard, Central New Mexico Community College
Chris Baynard, University of North Florida
Robert Benson, Adams State College
Edward Bevilacqua, SUNY College of Environmental Science and Forestry
Julie Cidell, University of Illinois
W. B. Clapham Jr., Cleveland State University
Russell G. Congalton, University of New Hampshire
Jamison Conley, West Virginia University
Kevin Czajkowski, University of Toledo
Nathaniel Dede-Bamfo, Texas State University
Adrienne Domas, Michigan State University
Christine Drennon, Trinity University
Charles Emerson, Western Michigan University
Jennifer Fu, Florida International University
Nandhini Gulasingam, DePaul University
Victor Gutzler, Tarrant County College Southeast
Melanie Johnson, Paul Smith’s College
Marilyne Jollineau, Brock University
Jessica K. Kelly, Millersville University
Sara Beth Keough, Saginaw Valley State University
James Kernan, SUNY Geneseo
Kimberley Britt Klinker, University of Richmond
Michael Konvicka, Lone Star College
James Lein, Ohio University
James Leonard, Marshall University
Russane Low, University of Nebraska–Lincoln
Chris Lukinbeal, Arizona State University
Marcos Luna, Salem State University
John McGee, Virginia Tech
George M. McLeod, Old Dominion University
Bradley Miller, Michigan State University
Trent Morrell, Laramie County Community College
Nancy Obermeyer, Indiana State University
Tonny Oyana, The University of Tennessee
Margaret Pearce, University of Kansas
Hugh Semple, Eastern Michigan University
Thomas Sigler, University of Queensland
Anita Simic, Bowling Green State University
Brian Tomaszewski, The Rochester Institute of Technology

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 PREFACE xxi

Shuang-Ye Wu, University of Dayton

Sean Young, University of Iowa
Donald Zeigler, Old Dominion University
Arthur Zygielbaum, University of Nebraska–Lincoln

A Rapidly Changing Field

As Chapter 15 points out, geospatial technology has become so widespread
and prevalent that no book can cover every concept, program, or online
mapping or visualization tool (as much as I’d like this one to). I hope that the
students who use this book will view the concepts and applications presented
herein as an introduction to the subject—and that this will motivate them to
take more advanced courses on the various aspects of geospatial technology.
One thing to keep in mind: In such a rapidly advancing field as geospa-
tial technology, things can change pretty quickly. New satellites are being
launched and old ones are ending their mission lives. Websites get updated
and new updates for software and tools are released on a regular basis. As of
the writing of this book, all of the Web data, software, and satellites were
current, but if something’s name has changed, a Website works differently,
or if a satellite isn’t producing any more data, there’s probably something
newer and shinier to take its place.
I’d very much like to hear from you regarding any thoughts or suggestions
you might have for the book. You can reach me via email at bashellito@ysu
.edu or follow me on Twitter @GeoBradShellito.

Bradley Shellito
Youngstown State University

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 xxii PREFACE

Accessing Data Sets for Geospatial Lab Applications

Some of the Geospatial Lab Applications in this book use data that comes
with the software, sample data that gets installed on your computer when
you install the software itself, or data that you’ll create during the course of
the lab. However, the lab applications for Chapters 3, 5, 6, 7, 9, 10, 11, and 12
require you to download a set of data that you’ll use with those labs.
The lab applications will direct you to copy the dataset before beginning
the lab. Each dataset is stored in its own folder online. To download these
folders, please visit macmillanhighered.com/shellito/catalog. Under “Stu-
dent Options,” you’ll find access to student resources, including “Lab Data
Sets.”

This book was not prepared, approved, or endorsed by the owners or

creators of any of the software products discussed herein. The graphical user
interfaces, emblems, trademarks, and associated materials discussed in this
book remain the intellectual property of their respective owners.
ArcGIS 10.3 (Esri), ArcGIS Online (Esri), Google Earth Pro 7.1
(Google), SketchUp Make (Trimble), MapCruncher 3.2 (Microsoft), Multi-
Spec 3.4, QGIS 2.8.1, Trimble GNSS Planning Online.

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 1

PART 1 GEOSPATIAL DATA AND GPS

1 It’s a Geospatial World Out There

An Introduction to Geospatial Technologies, Geospatial Jobs,

Geospatial Data, Volunteered Geographic Information,
Geolocation, and Google Earth

Have you ever done any of the following?

Used a smartphone, tablet, or other mobile device to find your location, co-
ordinates, or directions, or to look for the nearest restaurant or gas station?
Used an online mapping service like MapQuest, Google Maps, or Bing
Maps to find directions (and the best route) to a destination or to print a
map of an area?
Used an in-car navigation system (say, one from Garmin, Magellan, or
TomTom) to navigate to or from a destination?
Used social media (such as Facebook or Twitter) to add your location
information to a post or tweet?
Used a Global Positioning System (GPS) receiver while hiking, jogging,
hunting, fishing, golfing, or geocaching?
Used a Web resource to find a map of your neighborhood so that you can
compare nearby housing values or see exactly where your property ends
and your neighbor’s begins?
Used a virtual globe program (like Google Earth) or an online map to
look at photos or images of your home, street, school, or workplace?
If so, then congratulations—you’ve used geospatial technologies.
Anytime you’re using any sort of technology-assisted information (on a
computer, smartphone, or tablet) concerning maps, locations, directions,
imagery, or analysis, you’re putting geospatial technology applications to use.
1

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 2 Chapter 1 IT’S A GEOSPATIAL WORLD OUT THERE

Geospatial technology has become extremely widespread in society, with

a multitude of uses in both the private and public sectors. However,
more often than not, if you tell someone you’re using geospatial technology,
you’ll be asked, “What’s that?”

What Is Geospatial Technology?

Although geospatial technology is being used in numerous fields today, the
term “geospatial technology” doesn’t appear to have seeped into everyday
usage. Words like “satellite images” and “Google Earth” and acronyms like
“GIS” and “GPS” are growing increasingly commonplace, yet the phrase
“geospatial technology” seems relatively unknown, though it incorporates all
geospatial of these things and more. Geospatial technology describes the use of a num-
technology a number ber of different high-tech systems and tools that acquire, analyze, manage,
of different high-tech
store, or visualize various types of location-based data. The field of geospatial
systems that acquire,
analyze, manage, store, or technology encompasses several fields and techniques, including:
visualize various types of
Geographic information system (GIS): Computer-based mapping,
location-based data
analysis, and retrieval of location-based data
Geographic
information system
Remote sensing: Acquisition of data and imagery from the use of
(GIS) computer-based satellites (satellite imagery) or aircraft (aerial photography)
mapping, analysis, Global Positioning System (GPS): Acquisition of real-time location
and retrieval of location-
based data
information from a series of satellites in Earth’s orbit
remote sensing There are numerous related fields that utilize one or more of these types
acquisition of data and of technologies. For instance, an in-car navigation system already contains
imagery from the use of extensive road-network data, mapped out and ready to use, which includes
satellites or aircraft information about address ranges, speed limits, road connections, and spe-
satellite imagery cial features of roads (such as one-way streets). It also requires the mapping
digital images of Earth of points of interest (such as gas stations or restaurants), and should be
acquired by sensors
capable of referencing new user-defined destinations. It also has to be able to
onboard orbiting
spaceborne platforms plot the car’s real-time position in relation to these maps and may even have
a feature that shows a representation of the surrounding landscape as taken
aerial photography
acquisition of imagery of
from an overhead viewpoint. Many of these types of systems combine differ-
the ground taken from an ent geospatial technologies to work together in one application.
airborne platform
Global Positioning
System (GPS)
acquisition of real-time
Who Uses Geospatial Technology?
location information from a
series of satellites in Geospatial technology is used in a wide variety of fields (Figure 1.1), includ-
Earth’s orbit
ing federal, state, and local government, forestry, law enforcement, public
health, biology, and environmental studies (see Hands-On Application 1.1:
Industries Using Geospatial Technology for a look at industries employing

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rO) "CO THE ^!2 W^ VPANISHADS (I, l^cna & iJluu&alifl<

FIRST VOLUME. ■-^>— SESHACHAKtii, tJ.A., b.L, M.R A.S.
^^^^^P m IVIAORAS BL 3. A. NA: 1124 .54 k 1905. E5 1905 ^^H
v.l ^^^^B c.l ^^^^H ROBARTS ^^^^H
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^
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THB UPANISHADS AND SRI SANKARAS COMMENTARY

TRANSLATED BY S. SITARAMA SASTRI. B. A PUBLISHED BY V. C.
SESHACHARRI, B. A., B. L., Vakil, lliyh ('(nirt, Madron. FIRST
VOLUME. {He- Print:. ^'\aaii>«is : G. A. KATESAN & CO . PRINTERS
& PUBLISHERS. ESPLANADEI oo».
 PREFACE. The increasino- interest evinced by the thinking
world in the Pliilo.soj)hy and Religion of the Hindus has led nie to
undertake the publication of the translation of the principal
Upanishads. The special feature of this jtublication is the translation
of the coniinentary of Sri Sankaracharya, theoreatest exponent of
the Advaita system of philosoi)hy. The work has been undertaken
chiefly with a view to bring within easy reach of . the ?]nglish-
reading })ublic the j)riceless teachings of the l'])anishads, in the
light of the interpretation of Sri Sankaracharya. The spirit of the text
and of the interjn-etation has, throughout been faithfully adhered to
and, perhaps, in some instances, even to the detriment of elegance
in diction. If the earnest student finds any the least help from this
work, the publication will be ami)ly justified. My hearty thanks are
due to ^Ir. V. Swaminatha Iyer, District Munsiff, for the care with
which he went through the translation and for his many valuable
suggestions. Madras, i V. C. SESHACHARRI, ApHl 1905. J Publisher.
 Digitized by the Internet Archive in 2009 with funding from
Ontario Council of University Libraries
http://www.archive.org/details/upanishadssrisanOOsita
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3eaDaeijoponiellrti^« Sri Sankaras Introduction. OM TAT

SAT. Adoration to tht^ Brdhitmn. The laardras beginning with
I8nvroduct, a nxxlification, a thing to be attained or a thing to be
refined ; nor iss it of the nature of a doer or enjoyer so that it njay
be connected with Karma. All the I'panishads exhaust themselves in
describing the true nature of the AtTTUin; and the Gita and the
Mokshadfuo'rua aie bent on the
 2 ISAVASYOPANISHAD. same end. Therefore all Karma has
been enjoined in accordance with worldly understanding, which
attributes to the Atmati diversitj-, agency, enjoyment, impurity,
sinfulness, etc. Those that know who are comi)etent to jjerform
Karrtia and who are not, (Adhikaravidah) tell us that he who seeks
the fruits of Kai^Tna — visible such as the inherent splendour of a
Brahmin and invisilile such as Heaven, etc., — and thinks '* I am a
twice-liorn free from any defect such as being one-eyed or hunch-
backed, *fec., which disqualifies one for the [)erformance of
Karnia^^ is entitled to })erform Karma. So, these mantras by
enlightening (us) on the true nature of the Atman remove our
natural ignorance and produce in us the knowledge of the oneness,
etc., of the Atman, — the means of u})rooting grief, delusion, etc.,
the concomitants of Sfmisara, We shall- now briefly conniient upon
the mantras, the persons competent to study which, the subject
matter of wliicli, the relevancy of which (sainbandha) and the fruits
of which, have been thus declared. The whole {lir
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WITH SRI sankara'.s commextaky. 3 (Hiranyagarbha) was

born out of the \s\io\t' (Brdhitian). When the whole (the Universe) is
absorbed into tlie wliole (Brahman) the whole alone (Brahnuin)
reniaina. Oiii. Peace: Peace!: Peace!:: cT^T 3T%5T ^f r^T ITT ^^J:
^^ f^^^H II '1 II All tliis — whatsoever luoveth on the earth —
slionld he covered by the Lord. That renounced, enjoy, (^ovet not
anybody's wealth. (1). Com. — Tlie word "ha' is from the verli "Ishte'
(rules) and means ' by the Lord.' The l/ml is Para7ne8vara, thi"
Paramatman of all. He rules eveiything beinu; the Atniait of all.
Should be covered by the Lord, by his own self, the Atmau. What ?
All this, whatsoever moveth on the eai-th. All this universe, movable
and immovalde, unreal in absolute truth, should be covered In' his
self, the Lord, P
 4 ISAVASYOPANISHAO. as name, forin, and action, this
bundle of modifications, superimijosed ni)on the Atrtuin by
ignorance, and consistintj in this seemin
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WITH SHI SANKAKA's COMMENTARY. 5 Should one wish to

live a hundred years on this earth, he should live doin«^ Kdrtita.
While thus, (as) man, you live, there is no way other than this by
which Karma will not t'lin«>; to you. (2). Ooiu. — Thus the drift of
the Vedio text is that he who knows the Atniaii should renounce the
three-fold desire of son, etc., and save his Atman by hein^ centred
in the knowledge of the ^4 /ti/fcnishtha). The inAiutras now pnx'eed
to inculcate the folU)win^' for the benefit of him who does not know
the Atman and is not com))etent to co»>;ni/e the Atnui n as above
indicated. Kurvaniieva means certainly doinjif, i.e., ' only by
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6 ISAVASYOPANISHAI). [>erfornimw Agnihotra, etc., by

whicli bad Karma may not c'linij to yon. Therefore, one should like to
live doino; Karma enjoined by the Sastras such as Agnihotra, etc.
But how is this drift arrived at ? By the prexious mantra,
Gnananishtha, has hi'i'n incwlc-Aied to the sanyasin. By this.
Karnutnistha is enjoined on those wlio are not able to beconfe
sanyasins. Do you not remember it was pointed out that tlie
antithesis between Knowledge and Karma is n fact unsliakable like a
mountain ? Here also it has l>een said that he who would like tolive
must i)erform Karma and that this universe must be abandoned as
unreal, in the contem])lation of the Jjord as all, by one who would
protect his Atman havino- renounced all and not coveting anyliodys
wealth. Accordinp; to the Srutia it is settled that one should not lon^
for either life or deatli and should leave for tlie forest. There is also
the injunction by which one is interdicted from returnin*"' thence —
thus ordainin*^ sanyasa. The distinction in the results of the two
courses will also be pointed out. (The Xarayana Ui)anishad) wiys " In
the beoinnin«>" these two roads were laid. The road throuyli K
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WITH SKI sankaka's*commentaky. 7 preferable one." The

Tdittiriya Upanishad also says, " Kenunciation (Xyasd) certainly is to
be preferred." Bhugavan Vyasd, the pi-eceptor of the Vedas, after
much discussion told his son his firm conviction in the following-
text. " These then are the two roads on which the Vedas are based.
Both the courses — one which leads to Karma and the other which
draws away from Kariua have been explained, etc." This division will
be explained. ' one with Wn^ P
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8 ISAVASYOPANISHAD. means Meavinji- the body.' '

Abhigachhmdi' means ' attain in accordance w ith their Karma and
Knowledge.' ^ A tmahanah^ inenna '' tlxoi^e who kill the
^4/TtKin.^ Who are they? Those who do not know the Attnaii. How
do they kill the eternal A tmaii't By drawintr the veil of ignorance
over the Atman that exists. Those who do not, under the influence
of their natural tendencies (PrakHti), know the Atnuin are called ^
Atmahanah' (slayers of the Atmau) ; because in their case the result
of the existence of the Atnian, i. e.. the knowledge of its undecayino
and immortal natme is veiled, as if the Atman were killed. By this
fault of slayino; the Atman, they oet into S
 WITH SHI sankaka's commentakv. 9 of the Atman. What
then is the nature of tht> Atrnan will now be exjilaine^l. Anejat is a
conij)ounfl of n/f and ejat. The root ejH means to shike. Shakin
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10 ISAVASYOPAMSHAD. than these, because these are

distanced by the activity of the mind. Not even the semblance of tlie
Atmnn is within tlie perce})tion of the senses ; for, it had oone even
befoiv the mind whicli is fleeter tlian they, beins:^ all-pervadino', like
the^4/:rts. The entity of the ^fmr^n. all-])ervadini^. devoid of any
attributes of samsara. and in its unconditioned state subject to no
modification. aj>pears to undergo all the changes of samsara
superposed u})on it. and thouoh one. api)ears. in the eyes of
iojnorant men, diverse and enclosed in e\ery body. It seems to travel
beyond the reach of otheis' mind, sjteech, the senses, &c., which are
dissimilar to the Atmaii, thou
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WITH SHI sankaha's commi;ntary. 11 vtc, their several

functions of flaming-, hurninj;. sliinin*4, raininj;', iSiv. Or, it may l>e
said that it su])ports tliese, from the Si'tctis, such as "From fear of
this, the wind hhnvs, vtc." The meaning- is that all these
mmlifications of ef!ects and causes take place only while the
eternally intellinjent entity of the Atriuin, th*^ sourceof all, endures.
It moves, it is motionless. It is distant, it is near. It is within all, it is
without all this. (5) Com. — Showing' that there is n«) suinMHuity of
mrt>
 1 2 ISAVASYOrAXISHAD. within even'thino/' All means 'all
the world of names and fonns and activity.' It is withont all this,
bein^ all-})ervadinfi- like the Akas ; and within everything, hein
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WITH SKI sankaua's commkntahy. is distinct from one's

Atniftn. To one wlio sees his pure Atrrtan alone continuous, tliere is
no other object which could excite the feeliny' of revulsion.
Therefore he does not tui"n with ie\ ulsion. When to tlie knowei-. all
/^/^/i^/s heconie one with his own Atrtuui, what per))lexity. what
^rief, is there when he sees this oneness. (7) Com. — This other
text also ex}»resses the same ]»ur])ort. The word ' YHsmin^ means
either * when' or "in which Atiwm.^ WImmi all the BhitUift have
become one with the Atnutny owing to the knowledge of the^
Afr)if(n, then or in the case of the Atriudt. how can there In^
perplexity or i;iief ? Perplexity and ^rief. the seerootino' of all
s(tni8ara with its seed has been indicated.
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14 ISAVASYOrAMSHAH. He pervaded all. resj)lendent.

bodiless, scatheless, Imvinjjj no muscles, ])ure. untouched by f*in ;
far-seeino. omniscient, transcendent, self-spruno-, (he) duly allotted
to the various eternal creators their respective functions. (S) Com. —
This text descril)es the real nature of the Atmaiij spoken of. in the
previous texts. Salt means ■* the AtriKin jn-eviously spoken of.' '
Pavi/ar/at means went roimd.' The meaning;- is * he is all-
pervadin«;- like the Ak((sJ Sukram means })ure, hence bright,
resplendent. Akdyam, means ' bcxliless,' i.e.. having- no Untja
SfO'ird or subtle, boy. Avrammi means 'scatheless.' '^Asmtvirarn'
means ' havino- no muscles.' The adjuncts Avramwi and Asnavirani
sliow that the Abnan has no sthtdd sainra or ^ross liody, l^y the
word siuldha, ])ure or free from the taint of i«;norance, it is sliown
that it has no hir" in the masculine, as sah, hivih etc. Kuvlk means
far-seeinjx, i. «.. all-seein
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WITH SHI SANKAHA's COMMENTARY. 15 Pdrihkuh means '

beineen ex2)Iained in the first mtintra IsdVdSjjani, etc. The second
alternati\e. i.e., the s]>endin^ of life in continually }>erforminfi
Kni'Ttia lias been explained, for the benefit of the i<>;norant who
are not ca})able of GiKiminishtlm , in the second imintra be
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16 ISAVASYOPANISHAI). a wife, etc." And from the texts

'Karma for the ipiorant and men havini Karma. How is it iuferred that
this text is addressed to such
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WITH SRI saxkaka's commentakv. 17 only iiiid not to all

alike? Because, he who has no (lesiies has oot o\er the false
distinction between nieang and ends, accordint^ to tiie nuintra ''
Yasinin sarvani hhitiani, etc"; for. it is easy to perceive that none who
is not a fool will like to associate the knowled*;e of unity of the A
tjiiau VtitU lutr iiui, or with any other piece of knowledi the alxxle of
the itianes attained." Jt is also well-known that nothing ordained by
the >Sf^8^^v^s can ever become unworthy of performance. 2
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18 ISAVASYOPAMSHAD. Here. They enter into blind

darkness. Wlio ? They who follow Avidya. Avidya is soniethino-
otheithan Vidya or knowledge, hence Karma ; for Karma is opposed
to knowledi>e. The drift is that those who are continually
performing Agnihotra etc., alone, fall into darkness. And they fall
even into j^reater darkness. Who ? Those who havino- oiven n\)
Karma are jdways bent u]>on acqnirino- the knowledoe of the
deities. Reason is given for combininjs^ Knowledoe and Kaimui each
of which separately bears diiFerent fruits. [f one of the two alone
bore fruit and the other not, then by a well-recoonised law that
which bore no fruit by itself would become a mere appendage to the
other. One result is ])re(iicated of Vidya, and another of Avidya. We
have so heard from wise men who tauoht lis both Vidya and Avidya.
(10). C(yin. — ' Anyat ' niejins ' something distinct.' They say that by
Vidya, some distinct result is ]»rodu('ed according to \]\e Srntis, " by
knowledge is Devaloka attained " and *" by knowledge they climb up
to it." They say that other results are ],roduce;i by Avidya (/Trtrma)
according to tlie text " by Kai'Tiia is
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accurate

WITH SHI SAXKAHA'S COMMKNTAin'. 19 the aliode of tlie

manes attained. " We Iiave heard this stated to us by wise men, i.e.,
those preceptors wlio tauoht us both Knowledge and Kamu(. The
purjwrt is that this is their view as lianded down from ]»reoej)tor to
disc*ij)le. He who simultaneously knows both Vidya waA AvidIjii
^ets o\er Death by Avidyn and attains irnnunialiti/ by Vidya. (11).
Com. — This beiny- so, the followinji; results. Vidya is the knowled
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accurate

20 ISA\ ASYOPANISHAI). They fall into blind darkness who

worshij) the unborn PrakHti. They fall into greater darkness who are
l^ent upon the Karya Brahnian Hiranyagarbhd. (12). Corn. — Now,
in view to the combining of the worship of the Avyakritd (Prakriti)
and manifested Brahman, each in itself is denounced. " Asfonbhutih
" is what is not Savibhutih or that which is born of another; hence
unborn PrakHti. T\n>i aoain is i or answerinjj; darkness which is
blindness in its nature ; and they who worshi]) the Karya Brahman
named Hiraoiyarjarbha fall into even oivater daikness. Thev say one
thinj;' results fioui the woishi]! of Hiranyagarbha and anothei- from
the worship of Prahnti. We have thus Inward it stated by wise
preceptors who tauoht us that. (I'V)Com. — Now, the (listinctioii in
the fruits of the two individual worships is pointed out. in \ ieu to
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accurate

WITH SKI saxkaha's commentaky. 21 tlieir combination.

They have said that from the woiKhip of Sftmbhutih or- Karya
Brahm/tn or Hiranyai/arhh/t results the attainment oi Aiiiifiui and
other Siddhis. Similarly, they have said that aecordinp; to Poaraiiikds
the absor})ti(m into Prdkrlti results from the worship of the unborn
PralcHti. We liave heard it thus stated by wise preceptors who taught
us the fruits of the worship of PrakAti and Hiranyafjarbhi individually.
f^T^ gc5 cTTcfr ^^^T^rfiTT^^ II V< II Those who W()rsliij> the
unmanifested Prnhnii and Hirawywjdvhhi, (Destruction) topjether,
jjet over death throuoh the worsJii]> of Hirnnyiujitrhlui and attain
immortality thr()u
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22 ISAVASYOPAMSHAD. siddhis whicli are the result of the

wor.sliip o{ Himnydrfarhlui. Having- thus oxercome aiuiisvm'yam,
death, etc.. he, by the \\ovA\\\) oi Prahriti, attains inimortality, i. e..
absorbtion into Prakmii. It should be noted that the word Sdinhhidih
is an a],)heresis for Asambhutih aofreeably to the results predicated,
i. e., absor})tion into PraJo'iti. cT^ ^vCTTf ^ ^?T^m> ^i^ II ^ 'J.
II The entrance of the True is covered as if by a oolden vessel.
Remove. 0 sun. the coxeiino- that I who ha\e been worshippino-
"The True" may behold it. (15). Cam. — The highest result that
could be achieved, aceordino- to the Sdstvds, by wealth of men and
the deities is absorption into Prakriti. V\) to this is rotation in
S((,msara. Beyond this is the result of tlie pursuit of knowledi^e
preceded by a renunciation of all desire, i.e., the seein<>; of the
Atman in everything; as indicated in verse 7. Thus the two-fold
j)urport of the Vedas. one stimulatinji' to activity and the other
drawing to renunciation has been explained. Tiie BrahrtKiiviH uj» to
Prav((rfj}/(( BrahmaiKt were utilized for the elucidation of the former
purport of the Vedas
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