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

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.

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.

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.

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.

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.

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.

Curated GIS training materials for King County employees.

HEPGIS is a web-based interactive geographic map server that allows users to navigate and view geo-spatial data, print maps, and obtain data on specific features using only a web browser. It includes geo-spatial data used for transportation planning. HEPGIS previously received ARRA funding for development of Economically distressed Area maps. It is also being used to demonstrate emerging trends to address MPO and statewide planning regulations/requirements , enhanced National Highway System, Primary Freight Networks, commodity flows and safety data . HEPGIS has been used to help implement MAP-21 regulations and will help implement the Grow America Act, particularly related to Ladder of Opportunities and MPO reforms.

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.

LANDISVIEW is a tool, developed at the Knowledge Engineering Laboratory at Texas A&M University, to visualize and animate 8-bit/16-bit ERDAS GIS format (e.g., LANDIS and LANDIS-II output maps). It can also convert 8-bit/16-bit ERDAS GIS format into ASCII and batch files. LANDISVIEW provides two major functions: 1) File Viewer: Files can be viewed sequentially and an output can be generated as a movie file or as an image file. 2) File converter: It will convert the loaded files for compatibility with 3rd party software, such as Fragstats, a widely used spatial analysis tool. Some available features of LANDISVIEW include: 1) Display cell coordinates and values. 2) Apply user-defined color palette to visualize files. 3) Save maps as pictures and animations as video files (*.avi). 4) Convert ERDAS files into ASCII grids for compatibility with Fragstats. (Source: http://kelab.tamu.edu/)

This dataset attempts to represent the point locations of every educational program in the state of Minnesota that is currently operational and reporting to the Minnesota Department of Education. It can be used to identify schools, various individual school programs, school districts (by office location), colleges, and libraries, among other programs. Please note that not all school programs are statutorily required to report, and many types of programs can be reported at any time of the year, so this dataset is by nature an incomplete snapshot in time.

Maintenance of these locations is a result of an ongoing project to identify current school program locations where Food and Nutrition Services Office (FNS) programs are utilized. The FNS Office is in the Minnesota Department of Education (MDE). GIS staff at MDE maintain the dataset using school program and physical addresses provided by local education authorities (LEAs) for an MDE database called "MDE ORG". MDE GIS staff track weekly changes to program locations, along with comprehensive reviews each summer. All records have been reviewed for accuracy or edited at least once since January 1, 2020.

Note that there may remain errors due to the number of program locations and inconsistency in reporting from LEAs and other organizations. Some organization types (such as colleges and treatment programs) are not subject to annual reporting requirements, so various records included in this file may in fact be inactive or inaccurately located.

Note that multiple programs may occur at the same location and are represented as separate records. For example, an elementary and secondary school may be in the same building, but each has a separate record in the data layer. Users may leverage the "CLASS" and "ORGTYPE" attributes to filter and sort records according to their needs. In general, records at the same physical address will be located at the same coordinates.

This data is also available in CSV format. For that format only, OBJECTID and Shape columns are removed, and the Shape column is replaced by Latitude and Longitude columns.

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.

IntroductionGeographic Information Systems (GIS) and spatial analysis are emerging tools for global health, but it is unclear to what extent they have been applied to HIV research in Africa. To help inform researchers and program implementers, this scoping review documents the range and depth of published HIV-related GIS and spatial analysis research studies conducted in Africa.MethodsA systematic literature search for articles related to GIS and spatial analysis was conducted through PubMed, EMBASE, and Web of Science databases. Using pre-specified inclusion criteria, articles were screened and key data were abstracted. Grounded, inductive analysis was conducted to organize studies into meaningful thematic areas.Results and discussionThe search returned 773 unique articles, of which 65 were included in the final review. 15 different countries were represented. Over half of the included studies were published after 2014. Articles were categorized into the following non-mutually exclusive themes: (a) HIV geography, (b) HIV risk factors, and (c) HIV service implementation. Studies demonstrated a broad range of GIS and spatial analysis applications including characterizing geographic distribution of HIV, evaluating risk factors for HIV, and assessing and improving access to HIV care services.ConclusionsGIS and spatial analysis have been widely applied to HIV-related research in Africa. The current literature reveals a diversity of themes and methodologies and a relatively young, but rapidly growing, evidence base.

The coronavirus (COVID-19) is causing many universities and colleges to virtualize their classes. Schools that have not considered or postponed a decision to virtualize their GIS classes using ArcGIS Pro and ArcMap are revaluating their options. Those that have experimented with virtualizing ArcGIS Pro are seriously considering how to expand their virtualized offering._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

Esri Health & Human Services grant program provides assistance for international Ministries of Health.While the relationship between health and place has long been recognized, modern tools make it possible to leverage geographic information to make faster and better decisions. GIS will help you to understand population needs, identify gaps and allocate your precious resources most effectively._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

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.