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 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.

Get an introduction to the basic components of a GIS. Learn fundamental concepts that underlie the use of a GIS with hands-on experience with maps and geographic data.

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.

Dataset contains training material on using open source Geographic Information Systems (GIS) to improve protected area planning and management from a workshop that was conducted on October 19-23, 2020. Specifically, the dataset contains lectures on GIS fundamentals, QGIS 3.x, and global positioning system (GPS), as well as country-specific datasets and a workbook containing exercises for viewing data, editing/creating datasets, and creating map products in QGIS. Supplemental videos that narrate a step-by-step recap and overview of these processes are found in the Related Content section of this dataset.

Funding for this workshop and material was funded by the Biodiversity and Protected Areas Management (BIOPAMA) programme. The BIOPAMA programme is an initiative of the Organisation of African, Caribbean and Pacific (ACP) Group of States financed by the European Union's 11th European Development Fund. BIOPAMA is jointly implemented by the International Union for Conservation of Nature {IUCN) and the Joint Research Centre of the European Commission (EC-JRC). In the Pacific region, BIOPAMA is implemented by IUCN's Oceania Regional Office (IUCN ORO) in partnership with the Secretariat of the Pacific Regional Environment Programme (SPREP). The overall objective of the BIOPAMA programme is to contribute to improving the long-term conservation and sustainable use of biodiversity and natural resources in the Pacific ACP region in protected areas and surrounding communities through better use and monitoring of information and capacity development on management and governance.

Dataset contains training material on using open source Geographic Information Systems (GIS) to improve protected area planning and management from a workshop that was conducted on August 17-21, 2020. Specifically, the dataset contains lectures on GIS fundamentals, QGIS 3.x, and global positioning system (GPS), as well as country-specific datasets and a workbook containing exercises for viewing data, editing/creating datasets, and creating map products in QGIS. Supplemental videos that narrate a step-by-step recap and overview of these processes are found in the Related Content section of this dataset.

Funding for this workshop and material was funded by the Biodiversity and Protected Areas Management (BIOPAMA) programme. The BIOPAMA programme is an initiative of the Organisation of African, Caribbean and Pacific (ACP) Group of States financed by the European Union's 11th European Development Fund. BIOPAMA is jointly implemented by the International Union for Conservation of Nature {IUCN) and the Joint Research Centre of the European Commission (EC-JRC). In the Pacific region, BIOPAMA is implemented by IUCN's Oceania Regional Office (IUCN ORO) in partnership with the Secretariat of the Pacific Regional Environment Programme (SPREP). The overall objective of the BIOPAMA programme is to contribute to improving the long-term conservation and sustainable use of biodiversity and natural resources in the Pacific ACP region in protected areas and surrounding communities through better use and monitoring of information and capacity development on management and governance.

Dataset contains training material on using open source Geographic Information Systems (GIS) to improve protected area planning and management from workshops that were conducted on February 19-21 and October 6-7, 2020. Specifically, the dataset contains lectures on GIS fundamentals, QGIS 3.x, and global positioning system (GPS), as well as country-specific datasets and a workbook containing exercises for viewing data, editing/creating datasets, and creating map products in QGIS. Supplemental videos that narrate a step-by-step recap and overview of these processes are found in the Related Content section of this dataset.

Funding for this workshop and material was funded by the Biodiversity and Protected Areas Management (BIOPAMA) programme. The BIOPAMA programme is an initiative of the Organisation of African, Caribbean and Pacific (ACP) Group of States financed by the European Union's 11th European Development Fund. BIOPAMA is jointly implemented by the International Union for Conservation of Nature {IUCN) and the Joint Research Centre of the European Commission (EC-JRC). In the Pacific region, BIOPAMA is implemented by IUCN's Oceania Regional Office (IUCN ORO) in partnership with the Secretariat of the Pacific Regional Environment Programme (SPREP). The overall objective of the BIOPAMA programme is to contribute to improving the long-term conservation and sustainable use of biodiversity and natural resources in the Pacific ACP region in protected areas and surrounding communities through better use and monitoring of information and capacity development on management and governance.

GIS project files and imagery data required to complete the Introduction to Planetary Image Analysis and Geologic Mapping in ArcGIS Pro tutorial. These data cover the area in and around Jezero crater, Mars.

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.

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.

In this course, you will learn to work within the free and open-source R environment with a specific focus on working with and analyzing geospatial data. We will cover a wide variety of data and spatial data analytics topics, and you will learn how to code in R along the way. The Introduction module provides more background info about the course and course set up. This course is designed for someone with some prior GIS knowledge. For example, you should know the basics of working with maps, map projections, and vector and raster data. You should be able to perform common spatial analysis tasks and make map layouts. If you do not have a GIS background, we would recommend checking out the West Virginia View GIScience class. We do not assume that you have any prior experience with R or with coding. So, don't worry if you haven't developed these skill sets yet. That is a major goal in this course. Background material will be provided using code examples, videos, and presentations. We have provided assignments to offer hands-on learning opportunities. Data links for the lecture modules are provided within each module while data for the assignments are linked to the assignment buttons below. Please see the sequencing document for our suggested order in which to work through the material. After completing this course you will be able to: prepare, manipulate, query, and generally work with data in R. perform data summarization, comparisons, and statistical tests. create quality graphs, map layouts, and interactive web maps to visualize data and findings. present your research, methods, results, and code as web pages to foster reproducible research. work with spatial data in R. analyze vector and raster geospatial data to answer a question with a spatial component. make spatial models and predictions using regression and machine learning. code in the R language at an intermediate level.

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.

Maps exist to convey information to people, whether that information is how to get from one point to another or how many oil fields are located in a given region. Effective cartography can convey that information efficiently to map users.In this course, you will be introduced to a five-step workflow for designing and creating maps. This workflow can be applied to any map or output medium (print or digital). This course will cover all steps of the workflow in general terms, emphasizing the first two steps: the cartographic planning process and data evaluation.After completing this course, you will be able to perform the following tasks:Identify and describe the cartographic workflow steps.Explain cartographic design controls and how they drive map creation.Apply the planning step of the cartographic workflow.Evaluate data sources to determine applicability.Discuss why basemap and operational layers are important.Assign the correct coordinate system to data based on the geographic extent and map objective.Assess the level of detail required for a map and apply generalization techniques when appropriate.

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.

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

Dataset contains training material on using open source Geographic Information Systems (GIS) to improve protected area planning and management from a workshop that was conducted on February 26-28, 2020. Specifically, the dataset contains lectures on GIS fundamentals, QGIS 3.x, and global positioning system (GPS), as well as country-specific datasets and a workbook containing exercises for viewing data, editing/creating datasets, and creating map products in QGIS. Supplemental videos that narrate a step-by-step recap and overview of these processes are found in the Related Content section of this dataset.

Funding for this workshop and material was funded by the Biodiversity and Protected Areas Management (BIOPAMA) programme. The BIOPAMA programme is an initiative of the Organisation of African, Caribbean and Pacific (ACP) Group of States financed by the European Union's 11th European Development Fund. BIOPAMA is jointly implemented by the International Union for Conservation of Nature {IUCN) and the Joint Research Centre of the European Commission (EC-JRC). In the Pacific region, BIOPAMA is implemented by IUCN's Oceania Regional Office (IUCN ORO) in partnership with the Secretariat of the Pacific Regional Environment Programme (SPREP). The overall objective of the BIOPAMA programme is to contribute to improving the long-term conservation and sustainable use of biodiversity and natural resources in the Pacific ACP region in protected areas and surrounding communities through better use and monitoring of information and capacity development on management and governance.

The information in the abstract is translated from the archaeological report: In connection with local planning concerning an extension of the golf course in Herstadberg and Loddby, Norrköping municipality wished to elucidate the archaeological conditions in the area. A archaeological assessment (phase 1) has been performed by the Swedish National Heritage Board's Contract Archaeology Service, UV Öst. The assessment has shown that the development will affect an area of regional, cultural interest, as well as the oldest locations of the manor Herstadberg and the village Loddby, a brickworks remnant, three building remnants, a historically interesting building, five prehistoric graves and six topographically delimited areas which are likely to contain unmarked archaeological remains. A expansion of the golf course would affect Loddby to a higher degree than Herstadberg, since the latter is already much affected by the residential area, the railway and the motorway.

Purpose:

The information in the purpose is translated from the archaeological report: The purpose of the archaeological assessment (phase 1) was to present all visible archaeological and cultural remains within the survey area, and to point out areas where unmarked remains were likely to be found. The aim of the assessment was to present an overview of the area's history, character and preserved archaeological remains, to suggest further archaeological measures, to describe how the area would be affected by the planned development and to serve as a basis for future decisions regarding the area, made by the County Administrative Board.

The ZIP file consists of shapefiles and an Access database with information about the excavations, findings and other metadata about the archaeological survey.

This dataset combines the work of several different projects to create a seamless data set for the contiguous United States. Data from four regional Gap Analysis Projects and the LANDFIRE project were combined to make this dataset. In the northwestern United States (Idaho, Oregon, Montana, Washington and Wyoming) data in this map came from the Northwest Gap Analysis Project. In the southwestern United States (Colorado, Arizona, Nevada, New Mexico, and Utah) data used in this map came from the Southwest Gap Analysis Project. The data for Alabama, Florida, Georgia, Kentucky, North Carolina, South Carolina, Mississippi, Tennessee, and Virginia came from the Southeast Gap Analysis Project and the California data was generated by the updated California Gap land cover project. The Hawaii Gap Analysis project provided the data for Hawaii. In areas of the county (central U.S., Northeast, Alaska) that have not yet been covered by a regional Gap Analysis Project, data from the Landfire project was used. Similarities in the methods used by these projects made possible the combining of the data they derived into one seamless coverage. They all used multi-season satellite imagery (Landsat ETM+) from 1999-2001 in conjunction with digital elevation model (DEM) derived datasets (e.g. elevation, landform) to model natural and semi-natural vegetation. Vegetation classes were drawn from NatureServe's Ecological System Classification (Comer et al. 2003) or classes developed by the Hawaii Gap project. Additionally, all of the projects included land use classes that were employed to describe areas where natural vegetation has been altered. In many areas of the country these classes were derived from the National Land Cover Dataset (NLCD). For the majority of classes and, in most areas of the country, a decision tree classifier was used to discriminate ecological system types. In some areas of the country, more manual techniques were used to discriminate small patch systems and systems not distinguishable through topography. The data contains multiple levels of thematic detail. At the most detailed level natural vegetation is represented by NatureServe's Ecological System classification (or in Hawaii the Hawaii GAP classification). These most detailed classifications have been crosswalked to the five highest levels of the National Vegetation Classification (NVC), Class, Subclass, Formation, Division and Macrogroup. This crosswalk allows users to display and analyze the data at different levels of thematic resolution. Developed areas, or areas dominated by introduced species, timber harvest, or water are represented by other classes, collectively refered to as land use classes; these land use classes occur at each of the thematic levels. Raster data in both ArcGIS Grid and ERDAS Imagine format is available for download at http://gis1.usgs.gov/csas/gap/viewer/land_cover/Map.aspx Six layer files are included in the download packages to assist the user in displaying the data at each of the Thematic levels in ArcGIS. In adition to the raster datasets the data is available in Web Mapping Services (WMS) format for each of the six NVC classification levels (Class, Subclass, Formation, Division, Macrogroup, Ecological System) at the following links. http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_NVC_Class_Landuse/MapServer http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_NVC_Subclass_Landuse/MapServer http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_NVC_Formation_Landuse/MapServer http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_NVC_Division_Landuse/MapServer http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_NVC_Macrogroup_Landuse/MapServer http://gis1.usgs.gov/arcgis/rest/services/gap/GAP_Land_Cover_Ecological_Systems_Landuse/MapServer

Parcel editing involves working with land parcel boundaries and land records information. Other data, such as utility features, may also be related to your land records. When editing parcels, you are working with point, line, and polygon features. These features represent the coordinates of the parcel (points), the parcel boundary (lines), and the parcel feature (polygon).The location of many utilities such as roads, water, and electrical networks are often dependent on the parcel boundary. If parcel boundaries are updated, dependent utilities should also be updated.The parcel editing environment in ArcGIS Desktop 10 provides an intelligent editing environment that is designed specifically for working with land parcels and their related survey information.After completing this course, you will be able to:Define a parcel fabric.Describe the benefits of using a parcel fabric.Apply the steps of the parcel editing workflow.Use a parcel fabric to manage land records data.Create new parcels using the Parcel Editor.

Term project proposal introducing the topic, explaining the objective, and identifying the methods and data to be used over the course of the project.