This API returns geographies by name of a specific geography type.

This API returns a search for the demographic information for a particular geography type and geography name.

This API returns the broadband availability among the Community Anchor Institutions by geography type and ID.

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This API returns broadband summary data by geography IDs for a specific geography type. It is designed to retrieve broadband summary data by geography and census metrics (population or households) combined as search criteria. The data includes wireline and wireless providers, different technologies and broadband speeds reported in the particular area being searched for on a scale of 0 to 1.

This API returns the speed test results for a particular geography type (e.g., state, congressional district) and geography name (e.g., Virginia).

This API is designed to find the rankings by any geography type within the nation with a specific census metric (population or household) and ranking metric (any of the metrics from provider, demographic, technology or speed). Support for full list of rankings by nation is not allowed for geography types (e.g., county, census place, usf) so only the top ten and bottom ten rankings would be returned through the API.

This API is designed to find the rankings by any geography type within the state with a specific census metric (population or household) and ranking metric (any of the metrics from provider, demographic, technology or speed). Only the top ten and bottom ten rankings would be returned through the API if the result set is greater than 500; otherwise full ranking list be returned.

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Literature review dataset

This table lists the surveyed papers concerning the application of spatial analysis, GIS (Geographic Information Systems) as well as general geographic approaches and geostatistics, to the assessment of CoViD-19 dynamics. The period of survey is from January 1^st, 2020 to December 15^th, 2020. The first column lists the reference. The second lists the date of publication (preferably, the date of online publication). The third column lists the Country or the Countries and/or the subnational entities investigated. The fourth column lists the epidemiological data utilized in each paper. The fifth column lists other types of data utilized for the analysis. The sixth column lists the more traditionally statistically-based methods, if utilized. The seventh column lists the geo-statistical, GIS or geographic methods, if utilized. The eight column sums up the findings of each paper. The papers are also classified within seven thematic categories. The full references are available at the end of the table in alphabetical order.

This table was the basis for the realization of a comprehensive geographic literature review. It aims to be a useful tool to ease the "due-diligence" activity of all the researchers interested in the spatial analysis of the pandemic.

The reference to cite the related paper is the following:

Pranzo, A.M.R., Dai Prà, E. & Besana, A. Epidemiological geography at work: An exploratory review about the overall findings of spatial analysis applied to the study of CoViD-19 propagation along the first pandemic year. GeoJournal (2022). https://doi.org/10.1007/s10708-022-10601-y

To read the manuscript please follow this link: https://doi.org/10.1007/s10708-022-10601-y

Author: ANN WURST, educator, NGS TEACHER CONSULTANTGrade/Audience: grade 6, high school, ap human geographyResource type: warm_upSubject topic(s): physical geographyRegion: worldStandards: (19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(B) create a product on a contemporary government issue or topic using critical methods of inquiry;

(D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

Objectives: STUDENTS WILL KEEP A LIST OF THE TOOLKIT 'HELPERS' IN THEIR NOTEBOOK AND USE THE ELEMENTS TO PROCESS/APPLY INFORMATION IN VARIOUS FORMATS SUCH AS SHORT ANSWERS REPSONSES, TICKETS OUT THE DOOR, SETTING UP WRITING SAMPLES FOR WORLD GEO, AP HUMAN GEO AND OTHER COURSES INVOLVING THE STUDY OF GEOGRAPHY CONCEPTS. Summary: STUDENTS CAN USE THESE 'HOOKS' IN THEIR STUDY OF PHYSICAL GEOGRAPHY, CAN BE APPLIED IN EVERY UNIT WHERE PHYSICAL GEOGRAPHY IS STUDIED TO HELP FURTHER CRITICAL THINKING.

Canadian Internet use survey, electronic commerce and electronic orders by type of payment, for internet orders for Canada and regions from 2010 and 2012.

This API returns the geographies specified by a geography name (e.g., Washington) of a specific geography type (e.g., congressional district) within the entire United States.

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Author: Ann Wurst, consultantGrade/Audience: ap human geographyResource type: activitySubject topic(s): regional geography, maps, human geographyRegion: worldStandards: AP Human Geography CED TOPIC 1.7 Regional Analysis LEARNING OBJECTIVE SPS-1.A Describe different ways that geographers define regions. ESSENTIAL KNOWLEDGE SPS-1.A.1 Regions are defined on the basis of one or more unifying characteristics or on patterns of activity. SPS-1.A.2 Types of regions include formal, functional, and perceptual/vernacular. SPS-1.A.3 Regional boundaries are transitional and often contested and overlapping. SPS-1.A.4 Geographers apply regional analysis at local, national, and global scales.Objectives: Students will be able to describe different ways that geographers define regions. Students wll be able to define Regions on the basis of one ormore unifying characteristics or on patterns of activity. Students will be able to identify the types of regions (formal, functional, and perceptual/vernacular.) Students will understand that Geographers apply regional analysis at local, national, and global scales. Summary: A mapping activity that helps students identify and reflect on the regions used in AP Human Geography classes. Students will be expected to answer some culminating questions after creating their map.

TIGER, TIGER/Line, and Census TIGER are registered trademarks of the Bureau of the Census. The Redistricting Census 2000 TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER data base. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on January 1, 2000 legal boundaries. A complete set of Redistricting Census 2000 TIGER/Line files includes all counties and statistically equivalent entities in the United States and Puerto Rico. The Redistricting Census 2000 TIGER/Line files will not include files for the Island Areas. The Census TIGER data base represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The Redistricting Census 2000 TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. The Redistricting Census 2000 TIGER/Line files do NOT contain the ZIP Code Tabulation Areas (ZCTAs) and the address ranges are of approximately the same vintage as those appearing in the 1999 TIGER/Line files. That is, the Census Bureau is producing the Redistricting Census 2000 TIGER/Line files in advance of the computer processing that will ensure that the address ranges in the TIGER/Line files agree with the final Master Address File (MAF) used for tabulating Census 2000. The files contain information distributed over a series of record types for the spatial objects of a county. There are 17 record types, including the basic data record, the shape coordinate points, and geographic codes that can be used with appropriate software to prepare maps. Other geographic information contained in the files includes attributes such as feature identifiers/census feature class codes (CFCC) used to differentiate feature types, address ranges and ZIP Codes, codes for legal and statistical entities, latitude/longitude coordinates of linear and point features, landmark point features, area landmarks, key geographic features, and area boundaries. The Redistricting Census 2000 TIGER/Line data dictionary contains a complete list of all the fields in the 17 record types.

Author: Ann Wurst, consultantGrade/Audience: high school, ap human geographyResource type: warm_upSubject topic(s): economics, geographic thinkingRegion: worldStandards: TEXAS WORLD GEOGRAPHY TEKS (19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to: (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

Objectives: Students will be able to use the elements to process/apply information in various formats such as short answers responses, tickets out the door, setting up writing samples for World Geography, AP Human Geography and other courses involving the study of geographic concepts. Students will keep a list of the toolkit 'helpers' in their notebook. Summary: Students can use these 'hooks' in their study of geography, can be applied in every unit where these skills are needed. Helps further critical thinking skills.

Author: Ann Wurst, consultantGrade/Audience: high school, ap human geographyResource type: warm_up,activitySubject topic(s): geographic thinkingRegion: worldStandards: (19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to: (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; Objectives: Students will be able to use the elements to process/apply information in various formats such as short answers responses, tickets out the door, setting up writing samples for World Geography, AP Human Geography and other courses involving the study of geographic concepts. Students will keep a list of the toolkit 'helpers' in their notebook. Summary: Students can use these 'hooks' in their study of geography, can be applied in every unit where these skills are needed. Helps further critical thinking skills.