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

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 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.

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.

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.

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.

Instructions for students to use aerial photos, Google Earth and QGIS to explore their fieldwork area prior to their field trip. This material was designed for first-year undergraduate Earth Sciences students, in preparation to a fieldwork in the French Alps. The fieldwork and this guide focuses on understanding the geology and geomorphology.The accompanying dataset.zip contains required gis-data, which are a DEM (SRTM) and Satellite images (Landsat). This dataset is without a topographic map (SCAN25 from IGN) due to licence constraint. For academic use, request your own licence from IGN (ign.fr) directly.

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

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

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.

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.

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.

Introduction

The Cloud GIS market is on a trajectory of robust growth, projected to reach a value of USD 3,303.1 Million by 2033, from USD 891 Million in 2023, with a compound annual growth rate (CAGR) of 14% during the forecast period spanning from 2024 to 2033. Cloud GIS, a technology leveraging cloud computing to manage geographic information system (GIS) data, is witnessing this expansion due to various factors, including the rising demand for real-time data access, the scalability of cloud services, and ongoing digital transformation efforts across industries.

The Cloud Geographic Information System (GIS) market is experiencing significant growth, driven by the increasing adoption of cloud technologies across various sectors. This growth can be attributed to several factors, including the scalability, flexibility, and cost-effectiveness of cloud-based solutions. These systems enable users to store, manage, and analyze geographical data without substantial investment in hardware infrastructure, making GIS tools accessible to a broader range of industries and organizations.

However, the market faces challenges, notably concerns regarding data security and privacy. As geographic data often includes sensitive information, the potential for data breaches makes some organizations hesitant to adopt cloud-based GIS solutions. Moreover, the reliance on continuous internet connectivity can pose operational challenges in regions with unstable internet services.

Despite these challenges, the Cloud GIS market presents substantial opportunities for new entrants. The ongoing digital transformation and the expanding need for location-based data across sectors like urban planning, environmental monitoring, and transportation logistics create a fertile ground for innovative solutions. New players can differentiate themselves by offering enhanced security features, customized solutions, and robust offline capabilities to address existing market gaps.

Daten zu den Aufgaben aus der VU Angewandte GIS -Grundlagen.

http://openscienceasap.org/education/courses/vu-angewandte-gis-grundlagen/ https://github.com/skasberger/vu-angewandte-gis-grundlagen

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.

The State Lands Commission has prepared the Significant Lands Inventory (report) for the California Legislature as a general identification and classification of those unconveyed State school lands and tide and submerged lands which possess significant environmental values. The publication incorporates evaluated and pertinent comments received on the initial draft report which was circulated statewide in February 1975.The absence of a particular digitized waterway in the dataset does not mean that the State does not claim ownership of that parcel or waterway, or that such specific parcel or waterway has no significant environmental values. This dataset is not intended to establish ownership, only to identify those parcels which possess significant environmental values. Staff was unable to physically inventory all of the considered lands; instead, the advice and participation of those with known enviornmental expertise was utilized as additional to staff survey.Tide and submerged lands are digitized in the WaterBody and WaterLine feature classes; WaterLines for coastal areas, WaterBody for inland areas. Tide and submerged lands under the jurisdiction of the State Lands Commission are those sovereign lands received from the Federal Government by virtue of California's admission to the Union on an equal footing with the original States. Such lands, and State interest therein, are generally the lands waterward of the ordinary high water mark of the Pacific Ocean (seaward to a three-mile limit); tidal bays, sloughs, estuaries; and, navigable lakes and streams within the State.School Lands are digitized in the SchoolLand feature class. State school lands under the jurisdiction of the Commission are largely composed of the 16th and 36th sections of each township. The Federal Government transferred these lands to the State in 1853, in order to establish a financial foundation for a public school system. In cases where the 16th and 36th sections were mineral in character, incomplete as to acreage total, or already claimed or granted by the Federal Government, the State was permitted to select other lands "in lieu" of the specific sections.The public trust of commerce, navigation and fisheries which the State retains on patented sovereign lands should also be considered included in this inventory. Wherever a waterway, or body of water, is listed or mapped, the common trust state interest in patented sovereign lands, if any, is also included.The State Lands Commission emphasized when it adopted this report at its December 1, 1975 meeting that all tide and submerged lands are significant by the nature of their public ownership. Only because of the methodology used for this report are all of these waterways not specifically listed in this inventory.It is the intent of the State Lands Commission that the Significant Lands Inventory be periodically updated. This dataset should be considered informational, to assist the Legislature, the Commission, and the public in considering the environmental aspects of a proposed project and the significant values to be protected therein.

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 ZIP file consist of GIS files with information about the excavations, findings and other metadata about the archaeological survey.

The Geopspatial Fabric provides a consistent, documented, and topologically connected set of spatial features that create an abstracted stream/basin network of features useful for hydrologic modeling.The GIS vector features contained in this Geospatial Fabric (GF) data set cover the lower 48 U.S. states, Hawaii, and Puerto Rico. Four GIS feature classes are provided for each Region: 1) the Region outline ("one"), 2) Points of Interest ("POIs"), 3) a routing network ("nsegment"), and 4) Hydrologic Response Units ("nhru"). A graphic showing the boundaries for all Regions is provided at http://dx.doi.org/doi:10.5066/F7542KMD. These Regions are identical to those used to organize the NHDPlus v.1 dataset (US EPA and US Geological Survey, 2005). Although the GF Feature data set has been derived from NHDPlus v.1, it is an entirely new data set that has been designed to generically support regional and national scale applications of hydrologic models. Definition of each type of feature class and its derivation is provided within the