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.

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

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 is GIS course announcement flier.

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.

Get an introduction to the basic components of a GIS. Learn fundamental concepts that underlie the use of a GIS with hands-on experience with maps and geographic data.

Abstract: Community Engaged Learning (CEL) is a pedagogical approach that involves students, community partners, and instructors working together to analyze and address community-identified concerns through experiential learning. Implementing community-engagement in geography courses and, specifically, in GIS courses is not new. However, while students enrolled in CEL GIS courses critically reflect on social and spatial inequalities, GIS tools themselves are mostly applied in uncritical ways. Yet, CEL GIS courses can specifically help students understand GIS as a socially constructed technology which can not only empower but also disempower the community. This contribution presents the experiences from a community-engaged introductory GIS course, taught at a Predominantly White Institution (PWI) in Virginia (USA) in Spring ’24. It shows how the course helped students gain a conceptual understanding of what is GIS, how to use it, and valuable software skills, while also reflecting about their own privileges, how GIS can (dis)empower the community, and their own role as a GIS analyst. Ultimately, the paper shows how the course supported positive changes in the community, equity in education, reciprocity in university/community relationships, and student civic-mindedness.

Explore the content in this pathway to see the role of GIS in agriculture education. Understand the opportunities that GIS opens for students in the career cluster for agriculture, food, and natural resources.

I’d love to begin by saying that I have not “arrived” as I believe I am still on a journey of self-discovery. I have heard people say that they find my journey quite interesting and I hope my story inspires someone out there.I had my first encounter with Geographic Information System (GIS) in the third year of my undergraduate study in Geography at the University of Ibadan, Oyo State Nigeria. I was opportune to be introduced to the essentials of GIS by one of the prominent Environmental and Urban Geographers in person of Dr O.J Taiwo. Even though the whole syllabus and teaching sounded abstract to me due to the little exposure to a practical hands-on approach to GIS software, I developed a keen interest in the theoretical learning and I ended up scoring 70% in my final course exam.

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.

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.

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

Locations of conservation programs in Los Angeles CountyThis dataset is maintained through the County of Los Angeles Location Management System. The Location Management System is used by the County of Los Angeles GIS Program to maintain a single, comprehensive geographic database of locations countywide. For more information on the Location Management System, visithttp://egis3.lacounty.gov/lms/.

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.

Phoenix Golf Features:

• Five 18-hole championship courses

• Three 9-hole courses

• Conveniently located throughout the city

• Overseeded annually for optimum playing conditions

• Full-service golf shops and restaurants

• Full amenity practice facilities

• Equipment rentals

• PGA/LPGA professional course managers

This resource contains data inputs and a Jupyter Notebook that is used to introduce Hydrologic Analysis using Terrain Analysis Using Digital Elevation Models (TauDEM) and Python. TauDEM is a free and open-source set of Digital Elevation Model (DEM) tools developed at Utah State University for the extraction and analysis of hydrologic information from topography. This resource is part of a HydroLearn Physical Hydrology learning module available at https://edx.hydrolearn.org/courses/course-v1:Utah_State_University+CEE6400+2019_Fall/about

In this activity, the student learns how to (1) derive hydrologically useful information from Digital Elevation Models (DEMs); (2) describe the sequence of steps involved in mapping stream networks, catchments, and watersheds; and (3) compute an approximate water balance for a watershed-based on publicly available data.

Please note that this exercise is designed for the Logan River watershed, which drains to USGS streamflow gauge 10109000 located just east of Logan, Utah. However, this Jupyter Notebook and the analysis can readily be applied to other locations of interest. If running the terrain analysis for other study sites, you need to prepare a DEM TIF file, an outlet shapefile for the area of interest, and the average annual streamflow and precipitation data. - There are several sources to obtain DEM data. In the U.S., the DEM data (with different spatial resolutions) can be obtained from the National Elevation Dataset available from the national map (http://viewer.nationalmap.gov/viewer/). Another DEM data source is the Shuttle Radar Topography Mission (https://www2.jpl.nasa.gov/srtm/), an international research effort that obtained digital elevation models on a near-global scale (search for Digital Elevation at https://www.usgs.gov/centers/eros/science/usgs-eros-archive-products-overview?qt-science_center_objects=0#qt-science_center_objects). - If not already available, you can generate the outlet shapefile by applying basic terrain analysis steps in geospatial information system models such as ArcGIS or QGIS. - You also need to obtain average annual streamflow and precipitation data for the watershed of interest to assess the annual water balance and calculate the runoff ratio in this exercise. In the U.S., the streamflow data can be obtained from the USGS NWIS website (https://waterdata.usgs.gov/nwis) and the precipitation from PRISM (https://prism.oregonstate.edu/normals/). Note that using other datasets may require preprocessing steps to make data ready to use for this exercise.

The Protected Areas Database of the United States (PAD-US) is a geodatabase, managed by USGS GAP, that illustrates and describes public land ownership, management and other conservation lands, including voluntarily provided privately protected areas. The State, Regional and LCC geodatabases contain two feature classes. The PADUS1_3_FeeEasement feature class and the national MPA feature class. Legitimate and other protected area overlaps exist in the full inventory, with Easements loaded on top of Fee. Parcel data within a protected area are dissolved in this file that powers the PAD-US Viewer. As overlaps exist, GAP creates separate analytical layers to summarize area statistics for "GAP Status Code" and "Owner Name". Contact the PAD-US Coordinator for more information. The lands included in PAD-US are assigned conservation measures that qualify their intent to manage lands for the preservation of biological diversity and to other natural, recreational and cultural uses; managed for these purposes through legal or other effective means. The geodatabase includes: 1) Geographic boundaries of public land ownership and voluntarily provided private conservation lands (e.g., Nature Conservancy Preserves); 2) The combination land owner, land manager, management designation or type, parcel name, GIS Acres and source of geographic information of each mapped land unit 3) GAP Status Code conservation measure of each parcel based on USGS National Gap Analysis Program (GAP) protection level categories which provide a measurement of management intent for long-term biodiversity conservation 4) IUCN category for a protected area's inclusion into UNEP-World Conservation Monitoring Centre's World Database for Protected Areas. IUCN protected areas are defined as, "A clearly defined geographical space, recognized, dedicated and managed, through legal or other effective means, to achieve the long-term conservation of nature with associated ecosystem services and cultural values" and are categorized following a classification scheme available through USGS GAP; 5) World Database of Protected Areas (WDPA) Site Codes linking the multiple parcels of a single protected area in PAD-US and connecting them to the Global Community. As legitimate and other overlaps exist in the combined inventory GAP creates separate analytical layers to obtain area statistics for "GAP Status Code" and "Owner Name". PAD-US version 1.3 Combined updates include: 1) State, local government and private protected area updates delivered September 2011 from PAD-US State Data Stewards: CO (Colorado State University), FL (Florida Natural Areas Inventory), ID (Idaho Fish and Game), MA (The Commonwealth's Office of Geographic Information Systems, MassGIS), MO (University of Missouri, MoRAP), MT (Montana Natural Heritage Program), NM (Natural Heritage New Mexico), OR (Oregon Natural Heritage Program), VA (Department of Conservation and Recreation, Virginia Natural Heritage Program). 2) Select local government (i.e. county, city) protected areas (3,632) across the country (to complement the current PAD-US inventory) aggregated by the Trust for Public Land (TPL) for their Conservation Almanac that tracks the conservation finance movement across the country. 3) A new Date of Establishment field that identifies the year an area was designated or otherwise protected, attributed for 86% of GAP Status Code 1 and 2 protected areas. Additional dates will be provided in future updates. 4) A national wilderness area update from wilderness.net 5) The Access field that describes public access to protected areas as defined by data stewards or categorical assignment by Primary Designation Type. . The new Access Source field documents local vs. categorical assignments. See the PAD-US Standard Manual for more information: gapanalysis.usgs.gov/padus 6) The transfer of conservation measures (i.e. GAP Status Codes, IUCN Categories) and documentation (i.e. GAP Code Source, GAP Code Date) from PAD-US version 1.2 or categorical assignments (see PAD-US Standard) when not provided by data stewards 7) Integration of non-sensitive National Conservation Easement Database (NCED) easements from August 2011, July 2012 with PAD-US version 1.2 easements. Duplicates were removed, unless 'Stacked' = Y and multiple easements exist. 8) Unique ID's transferred from NCED or requested for new easements. NCED and PAD-US are linked via Source UID in the PAD-US version 1.3 Easement feature class. 9) Official (member and eligible) MPAs from the NOAA MPA Inventory (March 2011, www.mpa.gov) translated into the PAD-US schema with conservation measures transferred from PAD-US version 1.2 or categorically assigned to new protected areas. Contact the PAD-US Coordinator for documentation of categorical GAP Status Code assignments for MPAs. 10) Identified MPA records that overlap existing protected areas in the PAD-US Fee feature class (i.e. PADUS Overlap field in MPA feature class). For example, many National Wildlife Refuges and National Parks are also MPAs and are represented in the PAD-US MPA and Fee feature classes.

The Golf Course data was compiled by the City's GIS staff from an aerial flight from April 2019 by EagleView.

Climate data and geographic data from Madagascar for learning multi-criteria analysis in GIS courses.