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.

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.

Scenario-based activities using specific tools, built by Esri and users. Explore the lessons, then filter for desired tools and level. At the bottom of the front page, one can request for free a 60-day login to the Learn Org, to use with their lessons ... but membership in the Learn Org is for adults only, as the process requires the user to provide first name, last name, and email address. K12 students should ONLY use their assigned school Org login in order to prevent sharing personally identifiable information. K12 students should therefore only be exploring lessons that engage software in the School Bundle -- ArcGIS Online (includes Survey123, Collector, Dashboard, Story Maps, Web AppBuilder), Community Analyst, or ArcGIS Pro or ArcMap.Go to the Learn site at http://learn.arcgis.com.

Our Co-design team is from the University of Texas, working on a Department of Energy-funded project focused on the Beaumont-Port Arthur area. As part of this project, we will be developing climate-resilient design solutions for areas of the region. More on www.caee.utexas.edu.We captured aerial photos in the Port Arthur Coastal Neighborhood Community and the Golf Course on Pleasure Island, Texas, in June 2024.Aerial photos taken were through DroneDeploy autonomous flight, and models were processed through the DroneDeploy engine as well. All aerial photos are in .JPG format and contained in zipped files for each area.The processed data package includes 3D models, geospatial data, mappings, and point clouds. Please be aware that DTM, Elevation toolbox, Point cloud, and Orthomosaic use EPSG: 6588. And 3D Model uses EPSG: 3857.For using these data:- The Adobe Suite gives you great software to open .Tif files.- You can use LASUtility (Windows), ESRI ArcGIS Pro (Windows), or Blaze3D (Windows, Linux) to open a LAS file and view the data it contains.- Open an .OBJ file with a large number of free and commercial applications. Some examples include Microsoft 3D Builder, Apple Preview, Blender, and Autodesk.- You may use ArcGIS, Merkaartor, Blender (with the Google Earth Importer plug-in), Global Mapper, and Marble to open .KML files.- The .tfw world file is a text file used to georeference the GeoTIFF raster images, like the orthomosaic and the DSM. You need suitable software like ArcView to open a .TFW file.This dataset provides researchers with sufficient geometric data and the status quo of the land surface at the locations mentioned above. This dataset could streamline researchers' decision-making processes and enhance the design as well.

Background: Malaria continues to pose a major public health challenge in tropical regions. Despite significant efforts to control malaria in Tanzania, there are still residual transmission cases. Unfortunately, little is known about where these residual malaria transmission cases occur and how they spread. In Tanzania, for example, the transmission is heterogeneously distributed. In order to effectively control and prevent the spread of malaria, it is essential to understand the spatial distribution and transmission patterns of the disease. This study seeks to predict areas that are at high risk of malaria transmission so that intervention measures can be developed to accelerate malaria elimination efforts.

Methods: This study employs a geospatial-based model to predict and map out malaria risk area in Kilombero Valley. Environmental factors related to malaria transmission were considered and assigned valuable weights in the Analytic Hierarchy Process (AHP), an online system using a pairwise comparison technique. The malaria hazard map was generated by a weighted overlay of the altitude, slope, curvature, aspect, rainfall distribution, and distance to streams in Geographic Information Systems (GIS). Finally, the risk map was created by overlaying components of malaria risk including hazards, elements at risk, and vulnerability. Results: The study demonstrates that the majority of the study area falls under the moderate-risk level (61%), followed by the low-risk level (31%), while the high-malaria risk area covers a small area, which occupies only 8% of the total area. Conclusion: The findings of this study are crucial for developing spatially targeted interventions against malaria transmission in residual transmission settings. Predicted areas prone to malaria risk provide information that will inform decision-makers and policymakers for proper planning, monitoring, and deployment of interventions. Methods Data acquisition and description The study employed both primary and secondary data, which were collected from numerous sources based on the input required for the implementation of the predictive model. Data collected includes the locations of all public and private health centers that were downloaded free from the health portal of the United Republic of Tanzania, Ministry of Health, Community Development, Gender, Elderly, and Children, through the universal resource locator (URL) (http://moh.go.tz/hfrportal/). Human population data was collected from the 2012 population housing census (PHC) for the United Republic of Tanzania report. Rainfall data were obtained from two local offices; Kilombero Agricultural Training and Research Institute (KATRIN) and Kilombero Valley Teak Company (KVTC). These offices collect meteorological data for agricultural purposes. Monthly data from 2012 to 2017 provided from thirteen (13) weather stations. Road and stream network shapefiles were downloaded free from the MapCruzin website via URL (https://mapcruzin.com/free-tanzania-arcgis-maps-shapefiles.htm). With respect to the size of the study area, five neighboring scenes of the Landsat 8 OLI/TIRS images (path/row: 167/65, 167/66, 167/67, 168/66 and 168/67) were downloaded freely from the United States Geological Survey (USGS) website via URL: http://earthexplorer.usgs.gov. From July to November 2017, the images were selected and downloaded from the USGS Earth Explorer archive based on the lowest amount of cloud cover coverage as viewed from the archive before downloading. Finally, the digital elevation data with a spatial resolution of three arc-seconds (90m by 90m) using WGS 84 datum and the Geographic Coordinate System were downloaded free from the Shuttle Radar Topography Mission (SRTM) via URL (https://dds.cr.usgs.gov/srtm/version2_1/SRTM3/Africa/). Only six tiles that fall in the study area were downloaded, coded tiles as S08E035, S09E035, S10E035, S08E036, S09E036, S10E036, S08E037, S09E037 and S10E037. Preparation and Creation of Model Factor Parameters Creation of Elevation Factor All six coded tiles were imported into the GIS environment for further analysis. Data management tools, with raster/raster data set/mosaic to new raster feature, were used to join the tiles and form an elevation map layer. Using the spatial analyst tool/reclassify feature, the generated elevation map was then classified into five classes as 109–358, 359–530, 531–747, 748–1017 and >1018 m.a.s.l. and new values were assigned for each class as 1, 2, 3, 4 and 5, respectively, with regards to the relationship with mosquito distribution and malaria risk. Finally, the elevation map based on malaria risk level is levelled as very high, high, moderate, low and very low respectively. Creation of Slope Factor A slope map was created from the generated elevation map layer, using a spatial analysis tool/surface/slope feature. Also, the slope raster layer was further reclassified into five subgroups based on predefined slope classes using standard classification schemes, namely quantiles as 0–0.58, 0.59–2.90, 2.91–6.40, 6.41–14.54 and >14.54. This classification scheme divides the range of attribute values into equal-sized sub-ranges, which allow specifying the number of the intervals while the system determines where the breaks should be. The reclassified slope raster layer subgroups were ranked 1, 2, 3, 4 and 5 according to the degree of suitability for malaria incidence in the locality. To elaborate, the steeper slope values are related to lesser malaria hazards, and the gentler slopes are highly susceptible to malaria incidences. Finally, the slope map based on malaria risk level is leveled as very high, high, moderate, low and very low respectively. Creation of Curvature Factor Curvature is another topographical factor that was created from the generated elevation map using the spatial analysis tool/surface/curvature feature. The curvature raster layer was further reclassified into five subgroups based on predefined curvature class. The reclassified curvature raster layer subgroups were ranked to 1, 2, 3, 4 and 5 according to their degree of suitability for malaria occurrence. To explain, this affects the acceleration and deceleration of flow across the surface. A negative value indicates that the surface is upwardly convex, and flow will be decelerated, which is related to being highly susceptible to malaria incidences. A positive profile indicates that the surface is upwardly concave and the flow will be accelerated which is related to a lesser malaria hazard, while a value of zero indicates that the surface is linear and related to a moderate malaria hazard. Lastly, the curvature map based on malaria risk level is leveled as very high, high, moderate, low, and very low respectively.
Creation of Aspect Factor As a topographic factor associated with mosquito larval habitat formation, aspect determines the amount of sunlight an area receives. The more sunlight received the stronger the influence on temperature, which may affect mosquito larval survival. The aspect of the study area also was generated from the elevation map using spatial analyst tools/ raster /surface /aspect feature. The aspect raster layer was further reclassified into five subgroups based on predefined aspect class. The reclassified aspect raster layer subgroups were ranked as 1, 2, 3, 4 and 5 according to the degree of suitability for malaria incidence, and new values were re-assigned in order of malaria hazard rating. Finally, the aspect map based on malaria risk level is leveled as very high, high, moderate, low, and very low, respectively. Creation of Human Population Distribution Factor Human population data was used to generate a population distribution map related to malaria occurrence. Kilombero Valley has a total of 42 wards, the data was organized in Ms excel 2016 and imported into the GIS environment for the analysis, Inverse Distance Weighted (IDW) interpolation in the spatial analyst tool was applied to interpolate the population distribution map. The population distribution map was further reclassified into five subgroups based on potential to malaria risk. The reclassified map layer subgroups were ranked according to the vulnerability to malaria incidence in the locality such as areas having high population having the highest vulnerability and the less population having less vulnerable, and the new value was assigned as 1, 2, 3, 4 and 5, and then leveled as very high, high, moderate, low and very low malaria risk level, respectively. Creation of Proximity to Health Facilities Factor The distribution of health facilities has a significant impact on the malaria vulnerability of the population dwellings in the Kilombero Valley. The health facility layer was created by computing distance analysis using proximity multiple ring buffer features in spatial analyst tool/multiple ring buffer. Then the map layer was reclassified into five sub-layers such as within (0–5) km, (5.1–10) km, (10.1–20) km, (20.1–50) km and >50km. According to a WHO report, it is indicated that the human population who live nearby or easily accessible to health facilities is less vulnerable to malaria incidence than the ones who are very far from the health facilities due to the distance limitation for the health services. Later on, the new values were assigned as 1, 2, 3, 4 and 5, and then reclassified as very high, high, moderate, low and very low malaria risk levels, respectively. Creation of Proximity to Road Network Factor The distance to the road network is also a significant factor, as it can be used as an estimation of the access to present healthcare facilities in the area. Buffer zones were calculated on the path of the road to determine the effect of the road on malaria prevalence. The road shapefile of the study area was inputted into GIS environment and spatial analyst tools / multiple ring buffer feature were used to generate five buffer zones with the

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.

Lesson in ArcGIS Online to help explore the effects if a Large Earthquake on the Alpine Fault in New Zealand. This lesson can be used to supplement existing materials you may already be teaching in the classroom.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nzThumbnail NASA-Johnson Space Center Reference: International Space Station Crew Earth Observations Experiment and the Image Science & Analysis Group, ISS006-E-39488

How do you ensure your data is free of errors? While you may already leverage ArcGIS Data Reviewer for its automated validation capabilities, you might ocassionally encounter problems with certain challenging subsets of features. For example, think about a situation in which you expected an automated data check to return a certain error but it did not. You tried configuring the check over and over again, but did not figure out a method of automatically detecting the error.Visual review can help. Manually reviewing your data provides a way to find errors that are difficult to detect using automated methods, such as features that are missing, misplaced, miscoded, or redundant.The following graphic shows the topics that will be covered throughout the course. You will learn the associated workflows that take advantage of ArcGIS Data Reviewer functionality.After completing this course, you will be able to:Determine situations in which visual review is appropriate.Analyze a statistically significant sample.Create a QC grid and perform a systematic visual review.Indicate missing, misplaced, miscoded, or redundant features.Recognize how to find changes between versions.

Lesson in ArcGIS Online to help students to develop an understanding of spatial distribution of the Canterbury Earthquake Sequence 2010-2012. This lesson can be used to supplement existing materials you may already be teaching in the classroom, especially with the new NCEA Geography 1.1 standard.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

Notice: this is not the latest Heat Island Severity image service. For 2023 data, visit https://tpl.maps.arcgis.com/home/item.html?id=db5bdb0f0c8c4b85b8270ec67448a0b6. This layer contains the relative heat severity for every pixel for every city in the contiguous United States. This 30-meter raster was derived from Landsat 8 imagery band 10 (ground-level thermal sensor) from the summer of 2021, patched with data from 2020 where necessary.Federal statistics over a 30-year period show extreme heat is the leading cause of weather-related deaths in the United States. Extreme heat exacerbated by urban heat islands can lead to increased respiratory difficulties, heat exhaustion, and heat stroke. These heat impacts significantly affect the most vulnerable—children, the elderly, and those with preexisting conditions.The purpose of this layer is to show where certain areas of cities are hotter than the average temperature for that same city as a whole. Severity is measured on a scale of 1 to 5, with 1 being a relatively mild heat area (slightly above the mean for the city), and 5 being a severe heat area (significantly above the mean for the city). The absolute heat above mean values are classified into these 5 classes using the Jenks Natural Breaks classification method, which seeks to reduce the variance within classes and maximize the variance between classes. Knowing where areas of high heat are located can help a city government plan for mitigation strategies.This dataset represents a snapshot in time. It will be updated yearly, but is static between updates. It does not take into account changes in heat during a single day, for example, from building shadows moving. The thermal readings detected by the Landsat 8 sensor are surface-level, whether that surface is the ground or the top of a building. Although there is strong correlation between surface temperature and air temperature, they are not the same. We believe that this is useful at the national level, and for cities that don’t have the ability to conduct their own hyper local temperature survey. Where local data is available, it may be more accurate than this dataset. Dataset SummaryThis dataset was developed using proprietary Python code developed at The Trust for Public Land, running on the Descartes Labs platform through the Descartes Labs API for Python. The Descartes Labs platform allows for extremely fast retrieval and processing of imagery, which makes it possible to produce heat island data for all cities in the United States in a relatively short amount of time.What can you do with this layer?This layer has query, identify, and export image services available. Since it is served as an image service, it is not necessary to download the data; the service itself is data that can be used directly in any Esri geoprocessing tool that accepts raster data as input.In order to click on the image service and see the raw pixel values in a map viewer, you must be signed in to ArcGIS Online, then Enable Pop-Ups and Configure Pop-Ups.Using the Urban Heat Island (UHI) Image ServicesThe data is made available as an image service. There is a processing template applied that supplies the yellow-to-red or blue-to-red color ramp, but once this processing template is removed (you can do this in ArcGIS Pro or ArcGIS Desktop, or in QGIS), the actual data values come through the service and can be used directly in a geoprocessing tool (for example, to extract an area of interest). Following are instructions for doing this in Pro.In ArcGIS Pro, in a Map view, in the Catalog window, click on Portal. In the Portal window, click on the far-right icon representing Living Atlas. Search on the acronyms “tpl” and “uhi”. The results returned will be the UHI image services. Right click on a result and select “Add to current map” from the context menu. When the image service is added to the map, right-click on it in the map view, and select Properties. In the Properties window, select Processing Templates. On the drop-down menu at the top of the window, the default Processing Template is either a yellow-to-red ramp or a blue-to-red ramp. Click the drop-down, and select “None”, then “OK”. Now you will have the actual pixel values displayed in the map, and available to any geoprocessing tool that takes a raster as input. Below is a screenshot of ArcGIS Pro with a UHI image service loaded, color ramp removed, and symbology changed back to a yellow-to-red ramp (a classified renderer can also be used): Other Sources of Heat Island InformationPlease see these websites for valuable information on heat islands and to learn about exciting new heat island research being led by scientists across the country:EPA’s Heat Island Resource CenterDr. Ladd Keith, University of ArizonaDr. Ben McMahan, University of Arizona Dr. Jeremy Hoffman, Science Museum of Virginia Dr. Hunter Jones, NOAA Daphne Lundi, Senior Policy Advisor, NYC Mayor's Office of Recovery and ResiliencyDisclaimer/FeedbackWith nearly 14,000 cities represented, checking each city's heat island raster for quality assurance would be prohibitively time-consuming, so The Trust for Public Land checked a statistically significant sample size for data quality. The sample passed all quality checks, with about 98.5% of the output cities error-free, but there could be instances where the user finds errors in the data. These errors will most likely take the form of a line of discontinuity where there is no city boundary; this type of error is caused by large temperature differences in two adjacent Landsat scenes, so the discontinuity occurs along scene boundaries (see figure below). The Trust for Public Land would appreciate feedback on these errors so that version 2 of the national UHI dataset can be improved. Contact Dale.Watt@tpl.org with feedback.

THE GEOINQUIRIES™ COLLECTION FOR U.S. History

http://www.esri.com/geoinquiries

The GeoInquiry™ collection for World History contains 15 free, standards-based activities that correspond and extend spatial concepts found in course textbooks frequently used in introductory world history classes. The activities use a common inquiry-based instructional model, require only 15 minutes to deliver, and are device/laptop agnostic. Each activity includes an ArcGIS Online map but requires no login or installation. The activities harmonize with the C3 Framework for social studies curriculum standards.

All World History GeoInquiries™ can be found at: http://esriurl.com/worldHistoryGeoInquiries

All GeoInquiries™ can be found at: http://www.esri.com/geoinquiries

Notice: this is not the latest Heat Island Severity image service. For 2023 data, visit https://tpl.maps.arcgis.com/home/item.html?id=db5bdb0f0c8c4b85b8270ec67448a0b6. This layer contains the relative heat severity for every pixel for every city in the United States. This 30-meter raster was derived from Landsat 8 imagery band 10 (ground-level thermal sensor) from the summers of 2018 and 2019.Federal statistics over a 30-year period show extreme heat is the leading cause of weather-related deaths in the United States. Extreme heat exacerbated by urban heat islands can lead to increased respiratory difficulties, heat exhaustion, and heat stroke. These heat impacts significantly affect the most vulnerable—children, the elderly, and those with preexisting conditions.The purpose of this layer is to show where certain areas of cities are hotter than the average temperature for that same city as a whole. Severity is measured on a scale of 1 to 5, with 1 being a relatively mild heat area (slightly above the mean for the city), and 5 being a severe heat area (significantly above the mean for the city). The absolute heat above mean values are classified into these 5 classes using the Jenks Natural Breaks classification method, which seeks to reduce the variance within classes and maximize the variance between classes. Knowing where areas of high heat are located can help a city government plan for mitigation strategies.This dataset represents a snapshot in time. It will be updated yearly, but is static between updates. It does not take into account changes in heat during a single day, for example, from building shadows moving. The thermal readings detected by the Landsat 8 sensor are surface-level, whether that surface is the ground or the top of a building. Although there is strong correlation between surface temperature and air temperature, they are not the same. We believe that this is useful at the national level, and for cities that don’t have the ability to conduct their own hyper local temperature survey. Where local data is available, it may be more accurate than this dataset. Dataset SummaryThis dataset was developed using proprietary Python code developed at The Trust for Public Land, running on the Descartes Labs platform through the Descartes Labs API for Python. The Descartes Labs platform allows for extremely fast retrieval and processing of imagery, which makes it possible to produce heat island data for all cities in the United States in a relatively short amount of time.What can you do with this layer?This layer has query, identify, and export image services available. Since it is served as an image service, it is not necessary to download the data; the service itself is data that can be used directly in any Esri geoprocessing tool that accepts raster data as input.Using the Urban Heat Island (UHI) Image ServicesThe data is made available as an image service. There is a processing template applied that supplies the yellow-to-red or blue-to-red color ramp, but once this processing template is removed (you can do this in ArcGIS Pro or ArcGIS Desktop, or in QGIS), the actual data values come through the service and can be used directly in a geoprocessing tool (for example, to extract an area of interest). Following are instructions for doing this in Pro.In ArcGIS Pro, in a Map view, in the Catalog window, click on Portal. In the Portal window, click on the far-right icon representing Living Atlas. Search on the acronyms “tpl” and “uhi”. The results returned will be the UHI image services. Right click on a result and select “Add to current map” from the context menu. When the image service is added to the map, right-click on it in the map view, and select Properties. In the Properties window, select Processing Templates. On the drop-down menu at the top of the window, the default Processing Template is either a yellow-to-red ramp or a blue-to-red ramp. Click the drop-down, and select “None”, then “OK”. Now you will have the actual pixel values displayed in the map, and available to any geoprocessing tool that takes a raster as input. Below is a screenshot of ArcGIS Pro with a UHI image service loaded, color ramp removed, and symbology changed back to a yellow-to-red ramp (a classified renderer can also be used): Other Sources of Heat Island InformationPlease see these websites for valuable information on heat islands and to learn about exciting new heat island research being led by scientists across the country:EPA’s Heat Island Resource CenterDr. Ladd Keith, University of Arizona Dr. Ben McMahan, University of Arizona Dr. Jeremy Hoffman, Science Museum of Virginia Dr. Hunter Jones, NOAADaphne Lundi, Senior Policy Advisor, NYC Mayor's Office of Recovery and ResiliencyDisclaimer/FeedbackWith nearly 14,000 cities represented, checking each city's heat island raster for quality assurance would be prohibitively time-consuming, so The Trust for Public Land checked a statistically significant sample size for data quality. The sample passed all quality checks, with about 98.5% of the output cities error-free, but there could be instances where the user finds errors in the data. These errors will most likely take the form of a line of discontinuity where there is no city boundary; this type of error is caused by large temperature differences in two adjacent Landsat scenes, so the discontinuity occurs along scene boundaries (see figure below). The Trust for Public Land would appreciate feedback on these errors so that version 2 of the national UHI dataset can be improved. Contact Dale.Watt@tpl.org with feedback.

Lesson in ArcGIS Online to explore patterns of poverty and how they relate to children in New Zealand. This lesson can be used to supplement existing materials you may already be teaching in the classroom.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

Lesson in ArcGIS Online to help determine what rural land could be successfully converted to Forestry without impacting productive farmland. This lesson can be used to supplement existing materials you may already be teaching in the classroom.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

Lesson in ArcGIS Online to help students to develop an understanding of spatial distribution of the Kaikoura Earthquake Sequence. This lesson can be used to supplement existing materials you may already be teaching in the classroom especially with the new NCEA Geography 1.1 standard.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

CanVec contains more than 60 topographic features classes organized into 8 themes: Transport Features, Administrative Features, Hydro Features, Land Features, Manmade Features, Elevation Features, Resource Management Features and Toponymic Features. This multiscale product originates from the best available geospatial data sources covering Canadian territory. It offers quality topographic information in vector format complying with international geomatics standards. CanVec can be used in Web Map Services (WMS) and geographic information systems (GIS) applications and used to produce thematic maps. Because of its many attributes, CanVec allows for extensive spatial analysis. Related Products: Constructions and Land Use in Canada - CanVec Series - Manmade Features Lakes, Rivers and Glaciers in Canada - CanVec Series - Hydrographic Features Administrative Boundaries in Canada - CanVec Series - Administrative Features Mines, Energy and Communication Networks in Canada - CanVec Series - Resources Management Features Wooded Areas, Saturated Soils and Landscape in Canada - CanVec Series - Land Features Transport Networks in Canada - CanVec Series - Transport Features Elevation in Canada - CanVec Series - Elevation Features Map Labels - CanVec Series - Toponymic Features

Site a water tower shared by two towns at the midpoint and determine the costs involved using the Pythagorean theorem. THE GEOINQUIRIES™ COLLECTION FOR MATHEMATICShttp://www.esri.com/geoinquiriesThe GeoInquiry™ collection for Mathematics contains 15 free, standards-based activities that correspond and extend spatial concepts found in course textbooks frequently used in introductory algebra or geometry classes. The activities use a common inquiry-based instructional model, require only 15 minutes to deliver, and are device/laptop agnostic. Each activity includes an ArcGIS Online map but requires no login or installation. The activities harmonize with the Common Core math national curriculum standards. Activities include:· Rates & Proportions: A lost beach· D=R x T· Linear rate of change: Steady growth· How much rain? Linear equations· Rates of population change· Distance and midpoint· The coordinate plane· Euclidean vs Non-Euclidean· Area and perimeter at the mall· Measuring crop circles· Area of complex figures· Similar triangles· Perpendicular bisectors· Centers of triangles· Volume of pyramids

Teachers, GeoMentors, and school administrators can learn more at http://www.esri.com/geoinquiries.

PTV Digital Data Streets is an in-depth digitized street network based on HERE or TomTom, and is available for the whole of Europe and many countries around the world. It is offered in the specifications GIS and ROUTE and can be combined with a wide range of demographic data.

Statutory Main Rivers Map is a spatial (polyline) dataset that defines statutory watercourses in England designated as Main Rivers by the Environment Agency.

Watercourses designated as ‘main river’ are generally the larger arterial watercourses. The Environment Agency has permissive powers, but not a duty, to carry out maintenance, improvement or construction work on designated main rivers.

All other open water courses in England are determined by statute as an ‘ordinary watercourse’. On these watercourses the Lead Local flood Authority or, if within an Internal Drainage District, the Internal Drainage Board have similar permissive powers to maintain and improve.