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.

Please click here to view the Data Dictionary, a description of the fields in this table.Certificates of Occupancy issued by the City of Scottsdale.

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.

GIS spatial data for Certificates of Immunity. Certificates of Immunity are represented by a polygon defining the extent of the area covered by the Certificate. The Secretary of State may, on the application of any person, issue a certificate stating that the Secretary of State does not intend to list a building situated in England. The issue of such a certificate in respect of a building shall – (a) preclude the Secretary of State for a period of 5 years from the date of issue from exercising in relation to that building any of the powers conferred on him by section 1; and (b) preclude the local planning authority for that period from serving a building preservation notice in relation to it. Data updated as required.

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.

This repository contains two Microsoft Excel documents:A quiz with eight questions, assigned to students in a graduate-level GIS programming course as part of Homework Assignment 2. The quiz assesses students' understanding of basic Python programming principles (such as loops and conditional statements).An Excel document with three worksheets, each corresponding to one homework assignment from the same graduate GIS programming course. The document includes self-reported background information (e.g., students' prior programming experience), details about the use of various resources (e.g., websites) for completing assignments, the perceived helpfulness of these resources, and scores for the homework assignments and quizzes.

Students in geographic information systems and science (GIS) require significant experience outside of spatial analysis, cartography, and other traditional geographic topics. Computer science knowledge, skills, and practices exist as essential components of GIS practice, but coursework in this area is not universally offered in geography or GIS degrees. To support those interested in developing such courses, this paper describes the design and implementation of a server-focused course in WebGIS at University Texas A&M University. We provide an in-depth discussion of the equipment and resources required to build and operate an on-premise CyberGIS server infrastructure suitable for supporting such classes, providing comparisons with an equivalent solution built on Amazon Web Services (AWS). We consider the comparative costs of these systems, including benefits and drawbacks of each. In comparing these deployment options, we outline the technical expertise, monetary investments, operational expenses, and organizational strategies necessary to run server-based CyberGIS courses. Finally, we reflect on assignments and feedback from students and consider their experiences in a course of this nature. This article provides a resource for GIS instructors, academic departments, or other academic units to consider during infrastructure investment, curriculum redesign, the addition of courses in degree plans, or for the development of CyberGIS components.

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

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.

Geographic Information System (GIS) Software Market Outlook

According to our latest research, the global Geographic Information System (GIS) Software market size reached USD 11.6 billion in 2024, reflecting a robust demand for spatial data analytics and location-based services across various industries. The market is experiencing a significant growth trajectory, driven by a CAGR of 12.4% from 2025 to 2033. By the end of 2033, the GIS Software market is forecasted to attain a value of USD 33.5 billion. This remarkable expansion is primarily attributed to the integration of advanced technologies such as artificial intelligence, IoT, and cloud computing, which are enhancing the capabilities and accessibility of GIS platforms.

One of the major growth factors propelling the GIS Software market is the increasing adoption of location-based services across urban planning, transportation, and utilities management. Governments and private organizations are leveraging GIS solutions to optimize infrastructure development, streamline resource allocation, and improve emergency response times. The proliferation of smart city initiatives worldwide has further fueled the demand for GIS tools, as urban planners and municipal authorities require accurate spatial data for effective decision-making. Additionally, the evolution of 3D GIS and real-time mapping technologies is enabling more sophisticated modeling and simulation, expanding the scope of GIS applications beyond traditional mapping to include predictive analytics and scenario planning.

Another significant driver for the GIS Software market is the rapid digitization of industries such as agriculture, mining, and oil & gas. Precision agriculture, for example, relies heavily on GIS platforms to monitor crop health, manage irrigation, and enhance yield forecasting. Similarly, the mining sector uses GIS for exploration, environmental impact assessment, and asset management. The integration of remote sensing data with GIS software is providing stakeholders with actionable insights, leading to higher efficiency and reduced operational risks. Furthermore, the growing emphasis on environmental sustainability and regulatory compliance is prompting organizations to invest in advanced GIS solutions for monitoring land use, tracking deforestation, and managing natural resources.

The evolution of 3D GIS is revolutionizing the way spatial data is visualized and analyzed, offering a more immersive and detailed perspective of geographic information. This technology allows for the creation of three-dimensional models that provide a realistic representation of urban landscapes, infrastructure, and natural environments. By integrating 3D GIS with real-time data feeds, organizations can enhance their spatial analysis capabilities, enabling more accurate simulations and predictions. This advancement is particularly beneficial for urban planners and architects who require detailed visualizations to assess the impact of new developments and infrastructure projects. Moreover, 3D GIS is facilitating better communication and collaboration among stakeholders by providing a common platform for visualizing complex spatial data.

The expanding use of cloud-based GIS solutions is also a key factor driving market growth. Cloud deployment offers scalability, cost-effectiveness, and remote accessibility, making GIS tools more accessible to small and medium enterprises as well as large organizations. The cloud model supports real-time data sharing and collaboration, which is particularly valuable for disaster management and emergency response teams. As organizations increasingly prioritize digital transformation, the demand for cloud-native GIS platforms is expected to rise, supported by advancements in data security, interoperability, and integration with other enterprise systems.

Regionally, North America remains the largest market for GIS Software, accounting for a significant share of global revenues. This leadership is underpinned by substantial investments in smart infrastructure, advanced transportation systems, and environmental monitoring programs. The Asia Pacific region, however, is witnessing the fastest growth, driven by rapid urbanization, government-led digital initiatives, and the expansion of the utility and agriculture sectors. Europe continues to demonstrate steady adoption, particularly in environmental manage

In successful geoinformatics education, students’ active role in the learning process, e.g. through applying self-assessment, show an increasing interest but the evidence of benefits and challenges of self-assessment are sporadic. In this article, we examine the usefulness of an online self-assessment tool developed for geoinformatics education. We gathered data in two Finnish universities on five courses (n = 11–73 students/course) between 2019 and 2021. We examined 1) how the students’ self-assessed knowledge and understanding in geoinformatics subject topics changed during a course, 2) how the competencies at the end of a course changed between the years in different courses, and 3) what was the perceived usefulness of the self-assessment approach among the students. The results indicate support for the implementation of self-assessment, both as a formative and summative assessment. However, it is crucial to ensure that the students understand the contents of the self-assessment subject topics. To increase students’ motivation to take a self-assessment, it is crucial that the teacher actively highlights how it supports their studying and learning. As the teachers of the examined courses, we discuss the benefits and challenges of the self-assessment approach and the applied tool for the future development of geoinformatics education.

Governor's Island Dataset for GRASS GIS This geospatial dataset contains raster and vector data for Governor's Island, New York City, USA. The top level directory governors_island_for_grass is a GRASS GIS location for NAD_1983_StatePlane_New_York_Long_Island_FIPS_3104_Feet in US Surveyor's Feet with EPSG code 2263. Inside the location there is the PERMANENT mapset, a license file, data record, readme file, workspace, color table, category rules, and scripts for data processing. This dataset was created for the course GIS for Designers.

Instructions Install GRASS GIS, unzip this archive, and move the location into your GRASS GIS database directory. If you are new to GRASS GIS read the first time users guide.

Data Sources

https://orthos.dhses.ny.gov/

https://data.cityofnewyork.us/

Maps

Orthophotographs from 2012, 2014, 2016, 2018, and 2020

Digital elevation model from 2017

Digital surface models from 2014 and 2017

Landcover from 2014

License This dataset is licensed under the ODC Public Domain Dedication and License 1.0 (PDDL) by Brendan Harmon.

This vector dataset provides points that represent significant golf course facility locations in Suffolk County. These courses can be publicly (State, County, Town, Village) or privately owned. This dataset can be linked with the GolfCoursePolygon feature class by the FACILITYID field. In some cases, there may be multiple Golf Course Points for a single Golf Course Polygon. These data are organized for consumption in desktop and web applications.

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.

All applicants for a Basic Business License operating from a commercial location in the District of Columbia must provide a Certificate of Occupancy (C of O) for the premise address from which the business activity is conducted in order to demonstrate the activity does not conflict with building and zoning codes. A certificate of occupancy is needed to occupy any structure other than a single family dwelling. To include the following uses: two family flat, apartment house, and all commercial uses.

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

The goal of the Lead Safe Certificate program is to prevent lead poisoning by ensuring that all rental homes built prior to 1978 are compliant with the city's Lead Safe Ordinance and maintained free of lead hazards.Any home built before 1978 is reasonably presumed to contain lead-based paint. Residential rental units built before 1978 must have a Lead Safe Certification from the City of Cleveland’s Department of Building and Housing.The Lead Safe Certification is only valid for two years, after which rental property owners must re-apply for certification.For more information about the City's Lead Safe Certification program, please visit this Building & Housing page.RelatedLead Safe Certificate ExplorerData GlossaryCOLUMN | DESCRIPTIONRECORD_ID | Unique ID produced by the Accela system.STATUS | Status of the certificate. IS_ACTIVE | Flag that is true if the certificate has a status of Certified, Active, About to Expire, or Exempt, all of which indicate that the associated property is lead safe. All other statuses are coded as false.RECORD_FILE_DATE | Date when the certificate was originally filed.RENTAL_REG_ID | ID of the associated rental registration record in Accela.RENEWAL_RECORD_ID | ID of an associated renewal record in Accela, if applicable.RENEWAL_RECORD_FILE_DATE | File date of the renewal, if applicable.STATUS_DATE | Time of last status update for the certificate.EXPIRATION_DATE | Date on which the certificate will expire.PrimaryAddress | Primary address associated with the certificate.PrimaryAddressZip | Zip code in the primary address.YEAR_BUILT | Year the associated building was constructed.TOTAL_UNITS | Total units in the building associated with the certificate.TOTAL_UNITS_INSPECTED | Total units inspected.INSPECTION_TYPE | Type of inspection.INSPECTION_DATE | Date of inspection. INVESTIGATOR_CERTIFICATION_ID | ID of the investigator who conducted the inspection.REVIEW_DATE | Date of last review.ACCELA_CITIZEN_ACCESS_URL | Link to the record in the Accela Citizen Access portal.DW_Parcel | Associated parcel number. DW_Ward | Associated ward (pre-2025 boundaries).DW_Tract2020 | 2020 Census tract.DW_Neighborhood | Neighborhood.IS_GEOLOCATED | True if the City's geocoder could locate the address. False otherwise.ContactCity of Cleveland, Building and Housing Lead Compliance ProgramUpdate FrequencyWeekly on Sundays at 7 AM EST (6 AM during daylight savings)