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

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.

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.

In this seminar, you will learn about the spatial analysis tools built directly into the ArcGIS.com map viewer. You will learn of the spatial analysis capabilities in ArcGIS Online for Organizations, whether for analyzing your own data, data that's publicly available on ArcGIS Online, or a combination of both. You will learn the overall features and benefits of ArcGIS Online Analysis, how to get started, and how to choose the right approach in order to solve a specific spatial problem.

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.

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 file provides the raw data of an online survey intended at gathering information regarding remote sensing (RS) and Geographical Information Systems (GIS) for conservation in academic education. The aim was to unfold best practices as well as gaps in teaching methods of remote sensing/GIS, and to help inform how these may be adapted and improved. A total of 73 people answered the survey, which was distributed through closed mailing lists of universities and conservation groups.

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

This course demonstrates how to select, modify, create, and share web applications using ArcGIS Online. ArcGIS Online offers many different options for creating web applications that share web maps, web scenes, and spatial functions. But how do you decide which web application best meets your requirements? Each web application option implements different functions and showcases a specific look and feel. You can choose a web application that meets your organization's functional requirements, apply your organization's look and feel, and share your web map without writing any code.Two workflows will be introduced for creating web applications using ArcGIS Online:Applying your web map to an existing template applicationCreating your own web application using Web AppBuilder for ArcGISAfter completing this course, you will be able to do the following:Identify the components of a web application.Create a web application from an existing configurable app template.Create a web application using Web AppBuilder for ArcGIS.Use ArcGIS Online to deploy a web application.

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.

WSDOT template for Esri file geodatabase line feature class. Template has pre-defined attribute schema to help users create data that is more consistent or compliant with agency standards. Metadata has been created using the FGDC metadata style but stored in the ArcGIS format. Content presentation will change upon export to FGDC format.This service is maintained by the WSDOT Transportation Data, GIS & Modeling Office. If you are having trouble viewing the service, please contact Online Map Support at onlinemapsupport@wsdot.wa.gov.

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.

WSDOT template for Esri file geodatabase polygon feature class. Template has pre-defined attribute schema to help users create data that is more consistent or compliant with agency standards. Metadata has been created using the FGDC metadata style but stored in the ArcGIS format. Content presentation will change upon export to FGDC format.This service is maintained by the WSDOT Transportation Data, GIS & Modeling Office. If you are having trouble viewing the service, please contact Online Map Support at onlinemapsupport@wsdot.wa.gov.

DescriptionFeatures in this dataset represent segments of public highways that are maintained by and under the jurisdiction of the Colorado Department of Transportation. These highways consist of Interstates, US Highways, and State Highways. Features are represented by polyline (linear) geographic shapes. These highway segments are classified by Functional Class.Last Update2023 (Except for an update to US 550A mile 15-16.8 and connectors which are effective as of December 31, 2024)Update FrequencyAs neededData OwnerDivision of Transportation DevelopmentData ContactGIS Support UnitCollection MethodProjectionNAD83 / UTM zone 13NCoverage AreaStatewideTemporalDisclaimer/LimitationsThere are no restrictions and legal prerequisites for using the data set. The State of Colorado assumes no liability relating to the completeness, correctness, or fitness for use of this data.

Bucknell's summer 2015 "New Orleans in 12 Movements" course aims to help students view New Orleans' natural environment, built infrastructure, and human experience in an integrated way. The course is co-taught by faculty from 3 departments and includes a week of field work in New Orleans. In this course, students will develop an integrated, holistic understanding of how the city of New Orleans has evolved over time. To support this learning, students have been provided an ArcGIS Online web-based map containing key cultural and historic information about New Orleans selected by their instructors. This interactive tool will enable them to explore New Orleans’ natural environment, built infrastructure and human experience through a variety of lenses. Faculty will use the map to deliver presentations and course materials to students. Students will use their own copy of the map to take notes, complete and deliver course assignments, and add their own materials to the course collection. Link to ArcGIS Online resource guide for class: click hereLink to data dictionary for NOLA class map layers: click hereLink to class website/blog: click here

MassGIS Level 3 Parcel Data: Data Fiscal Year: Aquinnah 2019, Chilmark 2020, Edgartown 2021, Gosnold 2015, Oak Bluffs 2021, Tisbury 2021, West Tisbury 2021.Building Info Table: Acquired by MVC from Town Assessors in FY20.Downloaded from MassGIS,, this polygon file represents the parcel bounds for the 7 towns in Dukes County MA (Aquinnah, Chilmark, Edgartown, Godnold, Oak Bluffs, Tisbury, West Tisbury). Each town has their own parcel data consultant and then the data are forwarded to MassGIS for final processing. All data comply with the MassGIS Level 3 Parcel Data Standard. This file geodatabase only includes the TaxPar feature class and Assess table for each town. All TaxPar feature classes were appended into one feature class (Parcels_duk) by the MVC.Each assess table is utilized in that town's respective relationship join (1 to Many) for linking the parcel polygon to the related record(s) in the Assess table. The Assess Table contains info about ownership and assessed values. This is not a detailed building table. If there are multiple owners associated with a property, then the Assess table will have multiple records for that property/parcel (such as for condo parcels).Each building table is utilized in that town's respective relationship join (1 to Many) for linking the parcel polygon to the related record(s) in the Bldg table. The Bldg (building) table contains info about each building on the parcel (such as number of bedrooms, number of bathrooms, the living area square footage, etc.). NOTES of CAUTION: The Living Area Square Footage may not represent the exact same thing in each town. As a generalization, Living Area is interior space that is heated. Regarding West Tisbury, their building table only contains info for one building on the parcel. It is uncertain at this time if the info is the most recent, most primary, or some kind of summarization where multiple buildings on a parcel exist.The field of [assess_mYB] represents the Minimum/Earliest Year Built for any building on the parcel and is appended to the TaxPar feature class based on an analysis of the info provided in the building table. This field [assess_mYB] is utilized in the Historic Structures App found in ArcGIS OnLine.

Scenic Waterway Courses

Landforms are large recognizable features such as mountains, hills and plains; they are an important determinant of ecological character, habitat definition and terrain analysis. Landforms are important to the distribution of life in natural systems and are the basis for opportunities in built systems, and therefore landforms play a useful role in all natural science fields of study and planning disciplines.Dataset SummaryPhenomenon Mapped: LandformsUnits: MetersCell Size: 231.91560581932 metersSource Type: ThematicPixel Type: 8-bit unsigned integerData Coordinate System: WGS 1984Mosaic Projection: Web Mercator Auxiliary SphereExtent: GlobalSource: EsriPublication Date: May 2016ArcGIS Server URL: https://landscape7.arcgis.com/arcgis/In February 2017, Esri updated the World Landforms - Improved Hammond Method service with two display functions: Ecological Land Units landform classes and Ecological Facets landform classes. This layer represents Ecological Facets landform classes. You can view the Ecological Land Units landform classes by choosing Image Display, and changing the Renderer. This layer was produced using the Improved Hammond Landform Classification Algorithm produced by Esri in 2016. This algorithm published and described by Karagulle et al. 2017: Modeling global Hammond landform regions from 250-m elevation data in Transactions in GIS.The algorithm, which is based on the most recent work in this area by Morgan, J. & Lesh, A. 2005: Developing Landform Maps Using Esri’s Model Builder., Esri converted Morgan’s model into a Python script and revised it to work on global 250-meter resolution GMTED2010 elevation data. Hammond’s landform classification characterizes regions rather than identifying individual features, thus, this layer contains sixteen classes of landforms:Nearly flat plainsSmooth plains with some local reliefIrregular plains with moderate relief Irregular plains with low hillsScattered moderate hillsScattered high hillsScattered low mountainsScattered high mountainsModerate hillsHigh hills Tablelands with moderate reliefTablelands with considerable reliefTablelands with high relief Tablelands with very high relief Low mountainsHigh mountainsTo produce these classes, Esri staff first projected the 250-meter resolution GMTED elevation data to the World Equidistant Cylindrical coordinate system. Each cell in this dataset was assigned three characteristics: slope based on 3-km neighborhood, relief based on 6 km neighborhood, and profile based on 6-km neighborhood. The last step was to overlay the combination of these three characteristics with areas that are exclusively plains. Slope is the percentage of the 3-km neighborhood occupied by gentle slope. Hammond specified 8% as the threshold for gentle slope. Slope is used to define how flat or steep the terrain is. Slope was classified into one of four classes: Percent of neighborhood over 8% of slopeSlope Classes0 - 20%40021% -50%30051% - 80%200>81% 100Local Relief is the difference between the maximum and minimum elevation within in the 6-km neighborhood. Local relief is used to define terrain how rugged or the complexity of the terrain's texture. Relief was assigned one of six classes:Change in elevationRelief Class ID0 – 30 meters1031 meter – 90 meters2091 meter – 150 meters30151 meter – 300 meters40301 meter – 900 meters50>900 meters60The combination of slope and relief begin to define terrain as mountains, hills and plains. However, the difference between mountains or hills and tablelands cannot be distinguished using only these parameters. Profile is used to determine tableland areas. Profile identifies neighborhoods with upland and lowland areas, and calculates the percent area of gently sloping terrain within those upland and lowland areas. A 6-km circular neighborhood was used to calculate the profile parameter. Upland/lowland is determined by the difference between average local relief and elevation. In the 6-km neighborhood window, if the difference between maximum elevation and cell’s elevation is smaller than half of the local relief it’s an upland. If the difference between maximum elevation and cell’s elevation is larger than half of the local relief it’s a lowland. Profile was assigned one of five classes:Percent of neighborhood over 8% slope in upland or lowland areasProfile ClassLess than 50% gentle slope is in upland or lowland0More than 75% of gentle slope is in lowland150%-75% of gentle slope is in lowland250-75% of gentle slope is in upland3More than 75% of gentle slope is in upland4Early reviewers of the resulting classes noted one confusing outcome, which was that areas were classified as "plains with low mountains", or "plains with hills" were often mostly plains, and the hills or mountains were part of an adjacent set of exclusively identified hills or mountains. To address this areas that are exclusively plains were produced, and used to override these confusing areas. The hills and mountains within those areas were converted to their respective landform class.The combination of slope, relief and profile merged with the areas of plains, can be better understood using the following diagram, which uses the colors in this layer to show which classes are present and what parameter values produced them:What can you do with this layer?This layer is suitable for both visualization and analysis. It can be used in ArcGIS Online in web maps and applications and can be used in ArcGIS Desktop. This layer is part of a larger collection of landscape layers that you can use to perform a wide variety of mapping and analysis tasks.The Living Atlas of the World provides an easy way to explore the landscape layers and many other beautiful and authoritative maps on hundreds of topics.Geonet is a good resource for learning more about landscape layers and the Living Atlas of the World. To get started see the Living Atlas Discussion Group.The Esri Insider Blog provides an introduction to the Ecophysiographic Mapping project.