In this course, you will explore a variety of open-source technologies for working with geosptial data, performing spatial analysis, and undertaking general data science. The first component of the class focuses on the use of QGIS and associated technologies (GDAL, PROJ, GRASS, SAGA, and Orfeo Toolbox). The second component of the class introduces Python and associated open-source libraries and modules (NumPy, Pandas, Matplotlib, Seaborn, GeoPandas, Rasterio, WhiteboxTools, and Scikit-Learn) used by geospatial scientists and data scientists. We also provide an introduction to Structured Query Language (SQL) for performing table and spatial queries. This course is designed for individuals that have a background in GIS, such as working in the ArcGIS environment, but no prior experience using open-source software and/or coding. You will be asked to work through a series of lecture modules and videos broken into several topic areas, as outlined below. Fourteen assignments and the required data have been provided as hands-on opportunites to work with data and the discussed technologies and methods. If you have any questions or suggestions, feel free to contact us. We hope to continue to update and improve this course. This course was produced by West Virginia View (http://www.wvview.org/) with support from AmericaView (https://americaview.org/). This material is based upon work supported by the U.S. Geological Survey under Grant/Cooperative Agreement No. G18AP00077. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the U.S. Geological Survey. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Geological Survey. After completing this course you will be able to: apply QGIS to visualize, query, and analyze vector and raster spatial data. use available resources to further expand your knowledge of open-source technologies. describe and use a variety of open data formats. code in Python at an intermediate-level. read, summarize, visualize, and analyze data using open Python libraries. create spatial predictive models using Python and associated libraries. use SQL to perform table and spatial queries at an intermediate-level.

In this course, you will learn about some common types of data used for GIS mapping and analysis, and practice adding data to a file geodatabase to support a planned project.Goals Create a file geodatabase. Add data to a file geodatabase. Create an empty geodatabase feature class.

Through the Department of the Interior-Bureau of Indian Affairs Enterprise License Agreement (DOI-BIA ELA) program, BIA employees and employees of federally-recognized Tribes may access a variety of geographic information systems (GIS) online courses and instructor-led training events throughout the year at no cost to them. These online GIS courses and instructor-led training events are hosted by the Branch of Geospatial Support (BOGS) or offered by BOGS in partnership with other organizations and federal agencies. Online courses are self-paced and available year-round, while instructor-led training events have limited capacity and require registration and attendance on specific dates. This dataset does not any training where the course was not completed by the participant or where training was cancelled or otherwise not able to be completed. Point locations depict BIA Office locations or Tribal Office Headquarters. For completed trainings where a participant location was not provided a point locations may not be available. For more information on the Branch of Geospatial Support Geospatial training program, please visit:https://www.bia.gov/service/geospatial-training.

This seminar is an applied study of deep learning methods for extracting information from geospatial data, such as aerial imagery, multispectral imagery, digital terrain data, and other digital cartographic representations. We first provide an introduction and conceptualization of artificial neural networks (ANNs). Next, we explore appropriate loss and assessment metrics for different use cases followed by the tensor data model, which is central to applying deep learning methods. Convolutional neural networks (CNNs) are then conceptualized with scene classification use cases. Lastly, we explore semantic segmentation, object detection, and instance segmentation. The primary focus of this course is semantic segmenation for pixel-level classification. The associated GitHub repo provides a series of applied examples. We hope to continue to add examples as methods and technologies further develop. These examples make use of a vareity of datasets (e.g., SAT-6, topoDL, Inria, LandCover.ai, vfillDL, and wvlcDL). Please see the repo for links to the data and associated papers. All examples have associated videos that walk through the process, which are also linked to the repo. A variety of deep learning architectures are explored including UNet, UNet++, DeepLabv3+, and Mask R-CNN. Currenlty, two examples use ArcGIS Pro and require no coding. The remaining five examples require coding and make use of PyTorch, Python, and R within the RStudio IDE. It is assumed that you have prior knowledge of coding in the Python and R enviroinments. If you do not have experience coding, please take a look at our Open-Source GIScience and Open-Source Spatial Analytics (R) courses, which explore coding in Python and R, respectively. After completing this seminar you will be able to: explain how ANNs work including weights, bias, activation, and optimization. describe and explain different loss and assessment metrics and determine appropriate use cases. use the tensor data model to represent data as input for deep learning. explain how CNNs work including convolutional operations/layers, kernel size, stride, padding, max pooling, activation, and batch normalization. use PyTorch, Python, and R to prepare data, produce and assess scene classification models, and infer to new data. explain common semantic segmentation architectures and how these methods allow for pixel-level classification and how they are different from traditional CNNs. use PyTorch, Python, and R (or ArcGIS Pro) to prepare data, produce and assess semantic segmentation models, and infer to new data.

This dataset holds all materials for the Inform E-learning GIS course

You have been assigned a new project, which you have researched, and you have identified the data that you need.The next step is to gather, organize, and potentially create the data that you need for your project analysis.In this course, you will learn how to gather and organize data using ArcGIS Pro. You will also create a file geodatabase where you will store the data that you import and create.After completing this course, you will be able to perform the following tasks:Create a geodatabase in ArcGIS Pro.Create feature classes in ArcGIS Pro by exporting and importing data.Create a new, empty feature class in ArcGIS Pro.

In this course, you will explore the concepts, principles, and practices of acquiring, storing, analyzing, displaying, and using geospatial data. Additionally, you will investigate the science behind geographic information systems and the techniques and methods GIS scientists and professionals use to answer questions with a spatial component. In the lab section, you will become proficient with the ArcGIS Pro software package. This course will prepare you to take more advanced geospatial science courses. You will be asked to work through a series of modules that present information relating to a specific topic. You will also complete a series of lab exercises, assignments, and less guided challenges. Please see the sequencing document for our suggestions as to the order in which to work through the material. To aid in working through the lecture modules, we have provided PDF versions of the lectures with the slide notes included. This course makes use of the ArcGIS Pro software package from the Environmental Systems Research Institute (ESRI), and directions for installing the software have also been provided. If you are not a West Virginia University student, you can still complete the labs, but you will need to obtain access to the software on your own.

OVERVIEWThis site is dedicated to raising the level of spatial and data literacy used in public policy. We invite you to explore curated content, training, best practices, and datasets that can provide a baseline for your research, analysis, and policy recommendations. Learn about emerging policy questions and how GIS can be used to help come up with solutions to those questions.EXPLOREGo to your area of interest and explore hundreds of maps about various topics such as social equity, economic opportunity, public safety, and more. Browse and view the maps, or collect them and share via a simple URL. Sharing a collection of maps is an easy way to use maps as a tool for understanding. Help policymakers and stakeholders use data as a driving factor for policy decisions in your area.ISSUESBrowse different categories to find data layers, maps, and tools. Use this set of content as a driving force for your GIS workflows related to policy. RESOURCESTo maximize your experience with the Policy Maps, we’ve assembled education, training, best practices, and industry perspectives that help raise your data literacy, provide you with models, and connect you with the work of your peers.

One important reason for performing GIS analysis is to determine proximity. Often, this type of analysis is done using vector data and possibly the Buffer or Near tools. In this course, you will learn how to calculate distance using raster datasets as inputs in order to assign cells a value based on distance to the nearest source (e.g., city, campground). You will also learn how to allocate cells to a particular source and to determine the compass direction from a cell in a raster to a source.What if you don't want to just measure the straight line from one place to another? What if you need to determine the best route to a destination, taking speed limits, slope, terrain, and road conditions into consideration? In cases like this, you could use the cost distance tools in order to assign a cost (such as time) to each raster cell based on factors like slope and speed limit. From these calculations, you could create a least-cost path from one place to another. Because these tools account for variables that could affect travel, they can help you determine that the shortest path may not always be the best path.After completing this course, you will be able to:Create straight-line distance, direction, and allocation surfaces.Determine when to use Euclidean and weighted distance tools.Perform a least-cost path analysis.

• Spatial join of precintvotingdata in Counties *Change the symbology for quantities of normalization yes_votes.

Have you ever wanted to create your own maps, or integrate and visualize spatial datasets to examine changes in trends between locations and over time? Follow along with these training tutorials on QGIS, an open source geographic information system (GIS) and learn key concepts, procedures and skills for performing common GIS tasks – such as creating maps, as well as joining, overlaying and visualizing spatial datasets. These tutorials are geared towards new GIS users. We’ll start with foundational concepts, and build towards more advanced topics throughout – demonstrating how with a few relatively easy steps you can get quite a lot out of GIS. You can then extend these skills to datasets of thematic relevance to you in addressing tasks faced in your day-to-day work.

Seattle Parks and Recreation Golf Course locations. SPR Golf Courses are managed by contractors.Refresh Cycle: WeeklyFeature Class: DPR.GolfCourse

Seattle Parks and Recreation ARCGIS park feature map layer web services are hosted on Seattle Public Utilities' ARCGIS server. This web services URL provides a live read only data connection to the Seattle Parks and Recreations Golf Courses dataset.

The files linked to this reference are the geospatial data created as part of the completion of the baseline vegetation inventory project for the NPS park unit. Current format is ArcGIS file geodatabase but older formats may exist as shapefiles. We converted the photointerpreted data into a format usable in a geographic information system (GIS) by employing three fundamental processes: (1) orthorectify, (2) digitize, and (3) develop the geodatabase. All digital map automation was projected in Universal Transverse Mercator (UTM), Zone 16, using the North American Datum of 1983 (NAD83). Orthorectify: We orthorectified the interpreted overlays by using OrthoMapper, a softcopy photogrammetric software for GIS. One function of OrthoMapper is to create orthorectified imagery from scanned and unrectified imagery (Image Processing Software, Inc., 2002). The software features a method of visual orientation involving a point-and-click operation that uses existing orthorectified horizontal and vertical base maps. Of primary importance to us, OrthoMapper also has the capability to orthorectify the photointerpreted overlays of each photograph based on the reference information provided. Digitize: To produce a polygon vector layer for use in ArcGIS (Environmental Systems Research Institute [ESRI], Redlands, California), we converted each raster-based image mosaic of orthorectified overlays containing the photointerpreted data into a grid format by using ArcGIS. In ArcGIS, we used the ArcScan extension to trace the raster data and produce ESRI shapefiles. We digitally assigned map-attribute codes (both map-class codes and physiognomic modifier codes) to the polygons and checked the digital data against the photointerpreted overlays for line and attribute consistency. Ultimately, we merged the individual layers into a seamless layer. Geodatabase: At this stage, the map layer has only map-attribute codes assigned to each polygon. To assign meaningful information to each polygon (e.g., map-class names, physiognomic definitions, links to NVCS types), we produced a feature-class table, along with other supportive tables and subsequently related them together via an ArcGIS Geodatabase. This geodatabase also links the map to other feature-class layers produced from this project, including vegetation sample plots, accuracy assessment (AA) sites, aerial photo locations, and project boundary extent. A geodatabase provides access to a variety of interlocking data sets, is expandable, and equips resource managers and researchers with a powerful GIS tool.

This is GIS course announcement flier.

GIS project files and imagery data required to complete the Introduction to Planetary Image Analysis and Geologic Mapping in ArcGIS Pro tutorial. These data cover the area in and around Jezero crater, Mars.

ArcGIS has many analysis and geoprocessing tools that can help you solve real-world problems with your data. In some cases, you are able to run individual tools to complete an analysis. But sometimes you may require a more comprehensive way to create, share, and document your analysis workflow.In these situations, you can use a built-in application called ModelBuilder to create a workflow that you can reuse, modify, save, and share with others.In this course, you will learn the basics of working with ModelBuilder and creating models. Models contain many different elements, many of which you will learn about. You will also learn how to work with models that others create and share with you. Sharing models is one of the major advantages of working with ModelBuilder and models in general. You will learn how to prepare a model for sharing by setting various model parameters.After completing this course, you will be able to:Identify model elements and states.Describe a prebuilt model's processes and outputs.Create and document models for site selection and network analysis.Define model parameters and prepare a model for sharing.

This was for a course project on using ArcGIS.

The Python language offers an efficient way to automate and extend geoprocessing and mapping functionality. In ArcGIS 10, Python was fully integrated into ArcGIS Desktop with the addition of the Python window and the ArcPy site package. This course introduces Python scripting within ArcGIS Desktop to automate geoprocessing workflows. These skills are needed by GIS analysts to work efficiently and productively with ArcGIS for Desktop.After completing this course, you will be able to:Create geoprocessing scripts using the ArcPy site package.Identify common scripting workflows.Write Python scripts that create and update data.Create a script tool using built-in validation.

Summary This feature class documents the fire history on CMR from 1964 - present. This is 1 of 2 feature classes, a polygon and a point. This data has a variety of different origins which leads to differing quality of data. Within the polygon feature class, this contains perimeters that were mapped using a GPS, hand digitized, on-screen digitized, and buffered circles to the estimated acreage. These 2 files should be kept together. Within the point feature class, fires with only a location of latitude/longitude, UTM coordinate, TRS and no estimated acreage were mapped using a point location. GPS started being used in 1992 when the technology became available. Records from FMIS (Fire Management Information System) were reviewed and compared to refuge records. Polygon data in FMIS only occurs from 2012 to current and many acreage estimates did not match. This dataset includes ALL fires no matter the size. This feature class documents the fire history on CMR from 1964 - present. This is 1 of 2 feature classes, a polygon and a point. This data has a variety of different origins which leads to differing quality of data. Within the polygon feature class, this contains perimeters that were mapped using a GPS, hand digitized, on-screen digitized, and buffered circles to the estimated acreage. These 2 files should be kept together. Within the point feature class, fires with only a location of latitude/longitude, UTM coordinate, TRS and no estimated acreage were mapped using a point location. GPS started being used in 1992 when the technology became available. Data origins include: Data origins include: 1) GPS Polygon-data (Best), 2) GPS Lat/Long or UTM, 3)TRS QS, 4)TRS Point, 6)Hand digitized from topo map, 7) Circle buffer, 8)Screen digitized, 9) FMIS Lat/Long. Started compiling fire history of CMR in 2007. This has been a 10 year process.FMIS doesn't include fires polygons that are less than 10 acres. This dataset has been sent to FMIS for FMIS records to be updated with correct information. The spreadsheet contains 10-15 records without spatial information and weren't included in either feature class. Fire information from 1964 - 1980 came from records Larry Eichhorn, BLM, provided to CMR staff. Mike Granger, CMR Fire Management Officer, tracked fires on an 11x17 legal pad and all this information was brought into Excel and ArcGIS. Frequently, other information about the fires were missing which made it difficult to back track and fill in missing data. Time was spent verifiying locations that were occasionally recorded incorrectly (DMS vs DD) and converting TRS into Lat/Long and/or UTM. CMR is divided into 2 different UTM zones, zone 12 and zone 13. This occasionally caused errors in projecting. Naming conventions caused confusion. Fires are frequently names by location and there are several "Soda Creek", "Rock Creek", etc fires. Fire numbers were occasionally missing or incorrect. Fires on BLM were included if they were "Assists". Also, fires on satellite refuges and the district were also included. Acreages from GIS were compared to FMIS acres. Please see documentation in ServCat (URL) to see how these were handled.