The documentation below is in reference to this items placement in the NM Supply Chain Data Hub. The documentation is of use to understanding the source of this item, and how to reproduce it for updatesTitle: Degree Programs Complete by NM County, 2019Item Type: CSVSummary: Degree programs and leveled completed by program type and NM County, 2019Notes: Prepared by: Uploaded by EMcRae_NMCDCSource: New Mexico Dept of Workforce SolutionsFeature Service: https://nmcdc.maps.arcgis.com/home/item.html?id=258185b9b483447495e1071d6a2ec249UID: 21Data Requested: Current and projected employment stats for workforce categories across the supply chainMethod of Acquisition: Data is publicly available for download by the NM Dept of Workforce SolutionsDate Acquired: March 2022Priority rank as Identified in 2022 (scale of 1 being the highest priority, to 11 being the lowest priority): 3Tags: PENDING

Count of high school graduates for each public school in Alaska. Data covers the School Year 2013 to the present. Each year's count includes students graduating at any point during the school year (July 1 to June 30).Source: Alaska Department of Education & Early Development

This data has been visualized in a Geographic Information Systems (GIS) format and is provided as a service in the DCRA Information Portal by the Alaska Department of Commerce, Community, and Economic Development Division of Community and Regional Affairs (SOA DCCED DCRA), Research and Analysis section. SOA DCCED DCRA Research and Analysis is not the authoritative source for this data. For more information and for questions about this data, see: Alaska Department of Education & Early Development Data Center.

This map shows the percent of adults (25+) who have completed some college, but do not hold a degree - ideal places to implement college completion programs. For example, Texas implemented a state-wide program called GradTX aimed at helping stop-outs finish what they started. Other states such as Colorado and Florida have reverse transfer programs. An all-too common situation is that students take enough credits to successfully transfer from a 2-year college to a 4-year college, but do not attain an associate degree. Life happens and these transfer students do not graduate from the 4-year college, however, they have completed an additional semester or more of college credits. Reverse transfer programs allow these students to transfer these credits earned at the 4-year college back to the 2-year college in order to receive an associate degree. This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases new estimates, so values in the map always reflect the newest data available.

Finding Schools is now easier than ever with the College Map, the first geographic search tool published by IPEDS (Integrated Postsecondary Education Data System) providing access to over 7,000 certificate, undergraduate and graduate-level schools. This all-in-one tool enables students, parents and counselors to filter potential programs for location, major, tuition and more. Including both certificate-level programs and advanced degrees, this public application makes the often overwhelming process of school searching simple, and it’s available on mobile devices.Once the results are narrowed down, users can share their lists on social media or download in excel format. Additionally, the College Map integrates with the College Navigator, a research based search tool providing data from the complete list of IPEDS Survey indicators.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The data release for the geologic terranes of the Hailey 1 x 2 degrees quadrangle and the western part of the Idaho Falls 1 x 2 degrees quadrangle, south-central Idaho is a Geologic Map Schema (GeMS)-compliant version that updates the GIS files for the geologic map published in U.S. Geological Survey (USGS) Bulletin 2064-A (Worl and Johnson, 1995). The updated digital data present the attribute tables and geospatial features (lines and polygons) in the format that meets GeMS requirements. This data release presents the geologic map as shown on the plate and captured in geospatial data for the published map. Minor errors, such as mistakes in line decoration or differences between the digital data and the map image, are corrected in this version. The database represents the geology for the 6.1 million-acre, geologically complex Hailey quadrangle and the western part of the Idaho Falls quadrangle, at a publication scale of 1:250,000. The map covers primarily Blaine, Camas, Custer and Elmore Counties, but also includes minor parts of Ada, Butte, Gooding, Lincoln, and Minidoka Counties. These GIS data supersede those in the interpretive report: Worl, R.G. and Johnson, K.M., 1995, Geology and mineral deposits of the Hailey 1 degree x 2 degrees quadrangle and the western part of the Idaho Falls 1 degree x 2 degrees quadrangle, south-central Idaho - an overview: U.S. Geological Survey, Bulletin 2064-A, scale 1:250,000, https://pubs.usgs.gov/bul/b2064-a/.

Explore the progression of average salaries for graduates in Civil Engineering; Gis Graduate Program from 2020 to 2023 through this detailed chart. It compares these figures against the national average for all graduates, offering a comprehensive look at the earning potential of Civil Engineering; Gis Graduate Program relative to other fields. This data is essential for students assessing the return on investment of their education in Civil Engineering; Gis Graduate Program, providing a clear picture of financial prospects post-graduation.

The data release for the geologic and structure map of the Choteau 1 x 2 degree quadrangle, western Montana, is a Geologic Map Schema (GeMS)-compliant version that updates the GIS files for the geologic map published in U.S. Geological Survey (USGS) Miscellaneous Investigations Series Map I-1300 (Mudge and others, 2001). The updated digital data present the attribute tables and geospatial features (lines and polygons) in the format that meets GeMS requirements. This data release presents geospatial data for the geologic map that is published as two plates. Minor errors, such as mistakes in line decoration or differences between the digital data and the map image, are corrected in this version. The database represents the geology for the 4.2 million acre, geologically complex Choteau 1 x 2 degree quadrangle, at a publication scale of 1:250,000. The map covers primarily Lewis and Clark, Teton, Powell, Missoula, Lake, and Flathead Counties, but also includes minor parts of Cascade County. These GIS data supersede those in the report: Mudge, M.R., Earhart, R.L., Whipple, J.W., Harrison, J.E., Munts, S.R., and Silkwood, J.T., 2001, Geologic and structure map of the Choteau 1 x 2 degree quadrangle, western Montana: a digital database: U.S. Geological Survey Miscellaneous Investigations Series Map I-1300, version 1.0, 38 p., scale 1:250,000, https://pubs.er.usgs.gov/publication/i1300.

The Digital Bedrock Geologic-GIS Map of Minuteman National Historical Site and Vicinity, Massachusetts is composed of GIS data layers and GIS tables, and is available in the following GRI-supported GIS data formats: 1.) a 10.1 file geodatabase (mima_bedrock_geology.gdb), a 2.) Open Geospatial Consortium (OGC) geopackage, and 3.) 2.2 KMZ/KML file for use in Google Earth, however, this format version of the map is limited in data layers presented and in access to GRI ancillary table information. The file geodatabase format is supported with a 1.) ArcGIS Pro map file (.mapx) file and individual Pro layer (.lyrx) files (for each GIS data layer), as well as with a 2.) 10.1 ArcMap (.mxd) map document (mima_bedrock_geology.mxd) and individual 10.1 layer (.lyr) files (for each GIS data layer). The OGC geopackage is supported with a QGIS project (.qgz) file. Upon request, the GIS data is also available in ESRI 10.1 shapefile format. Contact Stephanie O'Meara (see contact information below) to acquire the GIS data in these GIS data formats. In addition to the GIS data and supporting GIS files, three additional files comprise a GRI digital geologic-GIS dataset or map: 1.) this file (mima_geology.gis_readme.pdf), 2.) the GRI ancillary map information document (.pdf) file (mima_geology.pdf) which contains geologic unit descriptions, as well as other ancillary map information and graphics from the source map(s) used by the GRI in the production of the GRI digital geologic-GIS data for the park, and 3.) a user-friendly FAQ PDF version of the metadata (mima_bedrock_geology_metadata_faq.pdf). Please read the mima_geology_gis_readme.pdf for information pertaining to the proper extraction of the GIS data and other map files. Google Earth software is available for free at: http://www.google.com/earth/index.html. QGIS software is available for free at: https://www.qgis.org/en/site/. Users are encouraged to only use the Google Earth data for basic visualization, and to use the GIS data for any type of data analysis or investigation. The data were completed as a component of the Geologic Resources Inventory (GRI) program, a National Park Service (NPS) Inventory and Monitoring (I&M) Division funded program that is administered by the NPS Geologic Resources Division (GRD). For a complete listing of GRI products visit the GRI publications webpage: For a complete listing of GRI products visit the GRI publications webpage: https://www.nps.gov/subjects/geology/geologic-resources-inventory-products.htm. For more information about the Geologic Resources Inventory Program visit the GRI webpage: https://www.nps.gov/subjects/geology/gri,htm. At the bottom of that webpage is a "Contact Us" link if you need additional information. You may also directly contact the program coordinator, Jason Kenworthy (jason_kenworthy@nps.gov). Source geologic maps and data used to complete this GRI digital dataset were provided by the following: Boston College and U.S. Geological Survey. Detailed information concerning the sources used and their contribution the GRI product are listed in the Source Citation section(s) of this metadata record (mima_bedrock_geology_metadata.txt or mima_bedrock_geology_metadata_faq.pdf). Users of this data are cautioned about the locational accuracy of features within this dataset. Based on the source map scale of 1:24,000 and United States National Map Accuracy Standards features are within (horizontally) 25.4 meters or 83.3 feet of their actual location as presented by this dataset. Users of this data should thus not assume the location of features is exactly where they are portrayed in Google Earth, ArcGIS, QGIS or other software used to display this dataset. All GIS and ancillary tables were produced as per the NPS GRI Geology-GIS Geodatabase Data Model v. 2.3. (available at: https://www.nps.gov/articles/gri-geodatabase-model.htm).

This pie chart illustrates the distribution of degrees—Bachelor’s, Master’s, and Doctoral—among PERM graduates from Civil Engineering; Gis Graduate Program. It shows the educational composition of students who have pursued and successfully obtained permanent residency through their qualifications in Civil Engineering; Gis Graduate Program. This visualization helps to understand the diversity of educational backgrounds that contribute to successful PERM applications, reflecting the major’s role in fostering students’ career paths towards permanent residency in the U.S.

A fifteen degree grid in latitude and longitude covering the entire world

A six degree grid in latitude and longitude covering the entire world

Raw 1/10th Degree Wind Force Probability data for all wind speeds.

This linear chart displays the number of PERM cases filed for graduates in Civil Engineering; Gis Graduate Program from 2020 to 2023, highlighting the trends and changes in sponsorship over the years. It provides a deep dive into how graduates in this specific major have engaged with potential employers for permanent residency in the U.S., illustrating the major’s effectiveness in connecting students with career opportunities that lead to permanent residency

This pie chart illustrates the distribution of degrees—Bachelor’s, Master’s, and Doctoral—among PERM graduates from Masters Of Science In Gis Technology. It shows the educational composition of students who have pursued and successfully obtained permanent residency through their qualifications in Masters Of Science In Gis Technology. This visualization helps to understand the diversity of educational backgrounds that contribute to successful PERM applications, reflecting the major’s role in fostering students’ career paths towards permanent residency in the U.S.

Explore the progression of average salaries for graduates in Masters Of Science In Gis Technology from 2020 to 2023 through this detailed chart. It compares these figures against the national average for all graduates, offering a comprehensive look at the earning potential of Masters Of Science In Gis Technology relative to other fields. This data is essential for students assessing the return on investment of their education in Masters Of Science In Gis Technology, providing a clear picture of financial prospects post-graduation.

This Innovative Technology Experiences for Students and Teachers (ITEST) project has developed, implemented, and evaluated a series of innovative Socio-Environmental Science Investigations (SESI) using a geospatial curriculum approach. It is targeted for economically disadvantaged 9th grade high school students in Allentown, PA, and involves hands-on geospatial technology to help develop STEM-related skills. SESI focuses on societal issues related to environmental science. These issues are multi-disciplinary, involve decision-making that is based on the analysis of merged scientific and sociological data, and have direct implications for the social agency and equity milieu faced by these and other school students. This project employed a design partnership between Lehigh University natural science, social science, and education professors, high school science and social studies teachers, and STEM professionals in the local community to develop geospatial investigations with Web-based Geographic Information Systems (GIS). These were designed to provide students with geospatial skills, career awareness, and motivation to pursue appropriate education pathways for STEM-related occupations, in addition to building a more geographically and scientifically literate citizenry. The learning activities provide opportunities for students to collaborate, seek evidence, problem-solve, master technology, develop geospatial thinking and reasoning skills, and practice communication skills that are essential for the STEM workplace and beyond. Despite the accelerating growth in geospatial industries and congruence across STEM, few school-based programs integrate geospatial technology within their curricula, and even fewer are designed to promote interest and aspiration in the STEM-related occupations that will maintain American prominence in science and technology. The SESI project is based on a transformative curriculum approach for geospatial learning using Web GIS to develop STEM-related skills and promote STEM-related career interest in students who are traditionally underrepresented in STEM-related fields. This project attends to a significant challenge in STEM education: the recognized deficiency in quality locally-based and relevant high school curriculum for under-represented students that focuses on local social issues related to the environment. Environmental issues have great societal relevance, and because many environmental problems have a disproportionate impact on underrepresented and disadvantaged groups, they provide a compelling subject of study for students from these groups in developing STEM-related skills. Once piloted in the relatively challenging environment of an urban school with many unengaged learners, the results will be readily transferable to any school district to enhance geospatial reasoning skills nationally.

Evaluating multiple signals of climate change across the conterminous United States during three 30-year periods (2010�2039, 2040�2069, 2070�2099) during this century to a baseline period (1980�2009) emphasizes potential changes for growing degree days (GDD), plant hardiness zones (PHZ), and heat zones. These indices were derived using the CCSM4 and GFDL CM3 models under the representative concentration pathways 4.5 and 8.5, respectively, and included in Matthews et al. (2018). Daily temperature was downscaled by Maurer et al.�(https://doi.org/10.1029/2007EO470006 at a 1/8 degree grid scale and used to obtain growing degree days, plant hardiness zones, and heat zones.�Each of these indices provides unique information about plant health related to changes in climatic conditions that influence establishment, growth, and survival. These data and the calculated changes are provided as 14 individual IMG files for each index to assist with management planning and decision making into the future. For each of the four indices the following are included: two baseline files (1980�2009), three files representing 30-year periods for the scenario CCSM4 under RCP 4.5 along with three files of changes, and three files representing 30-year periods for the scenario GFDL CM3 under RCP 8.5 along with three files of changes. Growing degree days address an important component to general patterns of plant growth by accumulating the degree days across the growing season. This metric provides a level of detail related to defining the growing season potential. Here, we evaluate the accumulation of growing degree days at or above 5 �C (41 �F), assuming that limited growth occurs below 5 �C.�Specifically, we calculate growing degree days by first calculating the average daily temperature, based on the maximum and minimum projected daily temperature. We then subtract 5 �C from each mean value and then accumulate the positive difference values for all days within each year. The mean GDD values for the conterminous United States during the baseline period ranged from less than 100 to over 7,000 degree days, increasing from north to south with highest values in the Florida panhandle, southern Texas, southwestern Arizona, and southeastern California. GDD projections throughout the century suggest a ubiquitous increase across the United States with slightly less change in the Northeast and much greater increases throughout the southern United States under the high scenario. Original data and associated metadata can be downloaded from this website:�https://www.fs.usda.gov/rds/archive/Product/RDS-2019-0001

Regression analysis for the degree of human impact.

This data set portrays an index to the U.S Geological Survey (USGS) 1 x 2 degree topographic quadrangle maps that cover Idaho. The data set was created by selecting and projecting features that cover Idaho from a national layer downloaded at http://www.gisdatadepot.com.Source data for this web service can be downloaded from https://insideidaho.org/data/ago/uofi/library/usgs_quandrangle_boundaries/usgs_quads_1x2degree_id.zip.

The Digital Geologic-GIS Map of Knife River Indian Villages National Historic Site and Vicinity, North Dakota is composed of GIS data layers and GIS tables, and is available in the following GRI-supported GIS data formats: 1.) an ESRI file geodatabase (knri_geology.gdb), a 2.) Open Geospatial Consortium (OGC) geopackage, and 3.) 2.2 KMZ/KML file for use in Google Earth, however, this format version of the map is limited in data layers presented and in access to GRI ancillary table information. The file geodatabase format is supported with a 1.) ArcGIS Pro 3.X map file (.mapx) file (knri_geology.mapx) and individual Pro 3.X layer (.lyrx) files (for each GIS data layer). The OGC geopackage is supported with a QGIS project (.qgz) file. Upon request, the GIS data is also available in ESRI shapefile format. Contact Stephanie O'Meara (see contact information below) to acquire the GIS data in these GIS data formats. In addition to the GIS data and supporting GIS files, three additional files comprise a GRI digital geologic-GIS dataset or map: 1.) a readme file (knri_geology_gis_readme.pdf), 2.) the GRI ancillary map information document (.pdf) file (knri_geology.pdf) which contains geologic unit descriptions, as well as other ancillary map information and graphics from the source map(s) used by the GRI in the production of the GRI digital geologic-GIS data for the park, and 3.) a user-friendly FAQ PDF version of the metadata (knri_geology_metadata_faq.pdf). Please read the knri_geology_gis_readme.pdf for information pertaining to the proper extraction of the GIS data and other map files. Google Earth software is available for free at: https://www.google.com/earth/versions/. QGIS software is available for free at: https://www.qgis.org/en/site/. Users are encouraged to only use the Google Earth data for basic visualization, and to use the GIS data for any type of data analysis or investigation. The data were completed as a component of the Geologic Resources Inventory (GRI) program, a National Park Service (NPS) Inventory and Monitoring (I&M) Division funded program that is administered by the NPS Geologic Resources Division (GRD). For a complete listing of GRI products visit the GRI publications webpage: https://www.nps.gov/subjects/geology/geologic-resources-inventory-products.htm. For more information about the Geologic Resources Inventory Program visit the GRI webpage: https://www.nps.gov/subjects/geology/gri.htm. At the bottom of that webpage is a "Contact Us" link if you need additional information. You may also directly contact the program coordinator, Jason Kenworthy (jason_kenworthy@nps.gov). Source geologic maps and data used to complete this GRI digital dataset were provided by the following: University of North Dakota, Department of Anthropology and Archeology. Detailed information concerning the sources used and their contribution the GRI product are listed in the Source Citation section(s) of this metadata record (knri_geology_metadata.txt or knri_geology_metadata_faq.pdf). Users of this data are cautioned about the locational accuracy of features within this dataset. Based on the source map scale of 1:24,000 and United States National Map Accuracy Standards features are within (horizontally) 12.2 meters or 40 feet of their actual location as presented by this dataset. Users of this data should thus not assume the location of features is exactly where they are portrayed in Google Earth, ArcGIS Pro, QGIS or other software used to display this dataset. All GIS and ancillary tables were produced as per the NPS GRI Geology-GIS Geodatabase Data Model v. 2.3. (available at: https://www.nps.gov/articles/gri-geodatabase-model.htm).