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.

Geographic Information Systems (GIS) technology allows users to make maps and analyze data. Savvy educators have been using GIS since the early 1990s, but online GIS makes it easy for educators to get started quickly, even just learning on their own, online. Here is a sequenced set of resources and activities with which to begin; they start fast and easy, scaffold ideas and skills, and generally take more time and require more background as one progresses, so items should be experienced in order.

In this course, you will explore different kinds of story maps and learn to create your own.GoalsUse GIS maps to communicate a story.Interpret different types of story maps.Create a web app.Use a template to make a story map.

Learn state-of-the-art skills to build compelling, useful, and fun Web GIS apps easily, with no programming experience required.Building on the foundation of the previous three editions, Getting to Know Web GIS, fourth edition,features the latest advances in Esri’s entire Web GIS platform, from the cloud server side to the client side.Discover and apply what’s new in ArcGIS Online, ArcGIS Enterprise, Map Viewer, Esri StoryMaps, Web AppBuilder, ArcGIS Survey123, and more.Learn about recent Web GIS products such as ArcGIS Experience Builder, ArcGIS Indoors, and ArcGIS QuickCapture. Understand updates in mobile GIS such as ArcGIS Collector and AuGeo, and then build your own web apps.Further your knowledge and skills with detailed sections and chapters on ArcGIS Dashboards, ArcGIS Analytics for the Internet of Things, online spatial analysis, image services, 3D web scenes, ArcGIS API for JavaScript, and best practices in Web GIS.Each chapter is written for immediate productivity with a good balance of principles and hands-on exercises and includes:A conceptual discussion section to give you the big picture and principles,A detailed tutorial section with step-by-step instructions,A Q/A section to answer common questions,An assignment section to reinforce your comprehension, andA list of resources with more information.Ideal for classroom lab work and on-the-job training for GIS students, instructors, GIS analysts, managers, web developers, and other professionals, Getting to Know Web GIS, fourth edition, uses a holistic approach to systematically teach the breadth of the Esri Geospatial Cloud.AUDIENCEProfessional and scholarly. College/higher education. General/trade.AUTHOR BIOPinde Fu leads the ArcGIS Platform Engineering team at Esri Professional Services and teaches at universities including Harvard University Extension School. His specialties include web and mobile GIS technologies and applications in various industries. Several of his projects have won specialachievement awards. Fu is the lead author of Web GIS: Principles and Applications (Esri Press, 2010).Pub Date: Print: 7/21/2020 Digital: 6/16/2020 Format: Trade paperISBN: Print: 9781589485921 Digital: 9781589485938 Trim: 7.5 x 9 in.Price: Print: $94.99 USD Digital: $94.99 USD Pages: 490TABLE OF CONTENTSPrefaceForeword1 Get started with Web GIS2 Hosted feature layers and storytelling with GIS3 Web AppBuilder for ArcGIS and ArcGIS Experience Builder4 Mobile GIS5 Tile layers and on-premises Web GIS6 Spatial temporal data and real-time GIS7 3D web scenes8 Spatial analysis and geoprocessing9 Image service and online raster analysis10 Web GIS programming with ArcGIS API for JavaScriptPinde Fu | Interview with Esri Press | 2020-07-10 | 15:56 | Link.

In this course, you will explore the concepts, principles, and practices of acquiring, storing, analyzing, displaying, and using geospatial data. Additionally, you will investigate the science behind geographic information systems and the techniques and methods GIS scientists and professionals use to answer questions with a spatial component. In the lab section, you will become proficient with the ArcGIS Pro software package. This course will prepare you to take more advanced geospatial science courses. You will be asked to work through a series of modules that present information relating to a specific topic. You will also complete a series of lab exercises, assignments, and less guided challenges. Please see the sequencing document for our suggestions as to the order in which to work through the material. To aid in working through the lecture modules, we have provided PDF versions of the lectures with the slide notes included. This course makes use of the ArcGIS Pro software package from the Environmental Systems Research Institute (ESRI), and directions for installing the software have also been provided. If you are not a West Virginia University student, you can still complete the labs, but you will need to obtain access to the software on your own.

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

This project focuses on developing a machine learning-driven system to classify hospital claims and treatment outcomes, offering a second opinion on healthcare costs and decision-making for insurance claims and treatment efficacy.Key Features and Tools:Machine Learning Algorithms: Leveraging Python (pandas, numpy, scikit-learn) for predictive modeling to assess claim validity and treatment outcomes.APIs Integration: Used Google Maps API to retrieve and map the locations of private hospitals in Malaysia.GIS Mapping Dashboard: Created a GIS-enabled dashboard in Microsoft Power BI to visualize private hospital distribution across Malaysia, aiding healthcare planning and analysis.Advanced Analytics Tools: Integrated Microsoft Excel, Python, and Google Collab for data processing and automation workflows.

Learn, Reconnect, and Discover the latest advances in Geographic Information Systems (GIS) technology when the New Zealand Esri User Conference returns in-person. Join hundreds of users from around the New Zealand and the South Pacific to discover how they’re leveraging GIS capabilities to solve problems, create shared understanding, and map common ground.This year's 3-day event includes not-to-be-missed opportunities for training, networking and sharing your own stories and experiences.A 2-day option is available for those short on time, while a 4-day option includes discounted instructor-led training for migrating to ArcGIS Pro.

Database created for replication of GeoStoryTelling. Our life stories evolve in specific and contextualized places. Although our homes may be our primarily shaping environment, our homes are themselves situated in neighborhoods that expose us to the immediate “real world” outside home. Indeed, the places where we are currently experiencing, and have experienced life, play a fundamental role in gaining a deeper and more nuanced understanding of our beliefs, fears, perceptions of the world, and even our prospects of social mobility. Despite the immediate impact of the places where we experience life in reaching a better understanding of our life stories, to date most qualitative and mixed methods researchers forego the analytic and elucidating power that geo-contextualizing our narratives bring to social and health research. From this view then, most research findings and conclusions may have been ignoring the spatial contexts that most likely have shaped the experiences of research participants. The main reason for the underuse of these geo-contextualized stories is the requirement of specialized training in geographical information systems and/or computer and statistical programming along with the absence of cost-free and user-friendly geo-visualization tools that may allow non-GIS experts to benefit from geo-contextualized outputs. To address this gap, we present GeoStoryTelling, an analytic framework and user-friendly, cost-free, multi-platform software that enables researchers to visualize their geo-contextualized data narratives. The use of this software (available in Mac and Windows operative systems) does not require users to learn GIS nor computer programming to obtain state-of-the-art, and visually appealing maps. In addition to providing a toy database to fully replicate the outputs presented, we detail the process that researchers need to follow to build their own databases without the need of specialized external software nor hardware. We show how the resulting HTML outputs are capable of integrating a variety of multi-media inputs (i.e., text, image, videos, sound recordings/music, and hyperlinks to other websites) to provide further context to the geo-located stories we are sharing (example https://cutt.ly/k7X9tfN). Accordingly, the goals of this paper are to describe the components of the methodology, the steps to construct the database, and to provide unrestricted access to the software tool, along with a toy dataset so that researchers may interact first-hand with GeoStoryTelling and fully replicate the outputs discussed herein. Since GeoStoryTelling relied on OpenStreetMap its applications may be used worldwide, thus strengthening its potential reach to the mixed methods and qualitative scientific communities, regardless of location around the world. Keywords: Geographical Information Systems; Interactive Visualizations; Data StoryTelling; Mixed Methods & Qualitative Research Methodologies; Spatial Data Science; Geo-Computation.

This feature class (shapefile) consists of point locations of public, private, and charter schools including pre-schools, day care facilities, adult and vocational schools in New Jersey, with minimal attributes. Most of the public schools were initially located in 2003 by the New Jersey Department of Environmental Protection, and were checked in 2007-2016 by the NJ Office of Geographic Information Systems (OGIS), other organizations and volunteers. Charter schools were located in 2011 and checked through 2016 by OGIS against the 2016 NJ Department of Education table of public schools that also lists charter schools.Private schools were located initially in 2010, and updated later in 2014 only for Somerset County using the spatial data provided by Somerset County GIS team. The present data set is the result of checking and updating the previous locations by processing the tabular data that were acquired from NJDOE in August, 2016.

© Most of the public school records were derived from 2003 data sets created by the New Jersey Department of Environmental Protection. Special acknowledgements are to people of the following organizations who made a significant contribution to school location verification process: Seth Hackman (NJDEP), Salem county GIS; Morris County GIS; Atlantic County GIS; Cape May County GIS; DVRPC; Hunterdon County GIS; Somerset County GIS; Warren County Prosecutor's Office; Westfield Engineering; WFS (for Mercer, Middlesex, Burlington and Camden Co.) ; Monmouth GIS; voluneers and state employees who made site visits on their own time: Charles Colvard, Dominic Juliano, Matt Lawson, Richard Rabinowitz, Amy J. Ferdinand, Rebecca French-Mesch.

This layer is a component of Sites and Facilities.

Count of students in each grade (PK-12) for each Alaska public school district. These data are taken from the official October 1 student count. This data set features historical data from the 2012-2013 school year to the present.Select 'Open in Map Viewer', or add this data to the Build Your Own Map application. From the Layer List, expand this map service to change what is visible on the map.Source: Alaska Department of Education & Early DevelopmentThis 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 data is sourced from a large-scale, cluster-randomized, school-based intervention program (hereinafter referred to as “Healing Classrooms”) undertaken in the Democratic Republic of the Congo (DRC) between 2011 and 2014. Specifically, The Healing Classrooms initiative is an integrated teacher training/curricular intervention that targeted 353 primary schools and approximately 480,000 children in three eastern provinces of the DRC (Katanga, South Kivu, North Kivu) in order to improve children’s academic and social-emotional outcomes. Though the data collection for the impact evaluation finished in 2013, the ESRC/DfID funding provided an opportunity to collect a small amount of additional data – geographic (GIS) coordinates of schools in the South Kivu province – that would allow for consideration of how community spatial and conflict variables moderate the treatment impact on children’s learning and well-being outcomes. This is the data we provide here. Nowhere is access to and quality of education more urgent than in low-resourced states afflicted by ongoing conflict. Of the over 75 million children around the world who are currently out of school, over half live in conflict-affected countries (CACs). Of children in conflict-affected areas who are in school, children are not learning. For example, our own research in three eastern provinces of the Democratic Republic of the Congo (DRC) indicates that 91 percent of primary school children in grades 2-4 could not correctly respond to one reading comprehension question of the Early Grade Reading Assessment (EGRA), a test designed specifically for use in low- and middle-income countries. We take the position that the provision of quality education can mitigate some of the most severe consequences of conflict for children - and potentially help break the intergenerational transmission of poverty and violence - through the effective provision of safe and supportive spaces that promote children's academic and socioemotional development. But as an international community, we are currently failing in our efforts to do so due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis. The current project aims to generate, communicate, and incorporate into practice rigorous evidence as to how to promote effective teaching and improve children's academic and socioemotional learning in conflict-affected contexts. We will achieve these objectives using three primary strategies. First, we will generate evidence via original analyses of data from a large-scale, cluster-randomized, school-based intervention program (Healing Classrooms) undertaken by the International Rescue Committee, New York University, and other partners in the Democratic Republic of the Congo (DRC) between 2011 and 2014. To our knowledge, this is the only experimental evaluation of an integrated teacher training/curricular development intervention to promote academic and socioemotional learning in a CAC that has ever been undertaken. We will use the rigorous evidence generated from these analyses to: (1) communicate with policymakers, practitioners, and the academic community cutting-edge social science approaches to the design and implementation of future education strategies in CACs; and (2) work with partner organizations to incorporate the evidence into school-based interventions around the world. In generating evidence, we will move beyond assessing whether a school-based intervention works to promote effective teaching and children's learning outcomes: We will use sophisticated statistical methods to consider both the mechanisms by and the contexts in which the intervention worked. Such evidence is essential for: (1) strengthening and replicating the mechanisms of the intervention that do work; (2) and tailoring the intervention to different school- and community-contexts. Given that Healing Classrooms intervention is currently being implemented by the IRC in 12 countries (including the DRC, Central African Republic, Afghanistan, and Chad), the evidence generated by the proposed project - in conjunction with our communication and incorporation activities - has the potential to improve the learning outcomes of millions of children around the world. In order to collect the GPS data, we trained 10 enumerators in Bukavu, South Kivu to collect geospatial data using the Garmin 72H Hi Sensitivity receiver. Enumerators then visited 39 schools in South Kivu and recorded the coordinates in degree, minutes, and seconds format using the WGS 84 map datum.

Geographic Information System (GIS) Analytics Market Outlook

The global Geographic Information System (GIS) Analytics market size is projected to grow remarkably from $9.1 billion in 2023 to $21.7 billion by 2032, exhibiting a compound annual growth rate (CAGR) of 10.2% during the forecast period. This substantial growth can be attributed to several factors such as technological advancements in GIS, increasing adoption in various industry verticals, and the rising importance of spatial data for decision-making processes.

The primary growth driver for the GIS Analytics market is the increasing need for accurate and efficient spatial data analysis to support critical decision-making processes across various industries. Governments and private sectors are investing heavily in GIS technology to enhance urban planning, disaster management, and resource allocation. With the world becoming more data-driven, the reliance on GIS for geospatial data has surged, further propelling its market growth. Additionally, the integration of artificial intelligence (AI) and machine learning (ML) with GIS is revolutionizing the analytics capabilities, offering deeper insights and predictive analytics.

Another significant growth factor is the expanding application of GIS analytics in disaster management and emergency response. Natural disasters such as hurricanes, earthquakes, and wildfires have highlighted the importance of GIS in disaster preparedness, response, and recovery. The ability to analyze spatial data in real-time allows for quicker and more efficient allocation of resources, thus minimizing the impact of disasters. Moreover, GIS analytics plays a pivotal role in climate change studies, helping scientists and policymakers understand and mitigate the adverse effects of climate change.

The transportation sector is also a major contributor to the growth of the GIS Analytics market. With the rapid urbanization and increasing traffic congestion in cities, there is a growing demand for effective transport management solutions. GIS analytics helps in route optimization, traffic management, and infrastructure development, thereby enhancing the overall efficiency of transportation systems. The integration of GIS with Internet of Things (IoT) devices and sensors is further enhancing the capabilities of traffic management systems, contributing to the market growth.

Regionally, North America is the largest market for GIS analytics, driven by the high adoption rate of advanced technologies and significant investment in geospatial infrastructure by both public and private sectors. The Asia Pacific region is expected to witness the highest growth rate during the forecast period due to the rapid urbanization, infrastructural developments, and increasing government initiatives for smart city projects. Europe and Latin America are also contributing significantly to the market growth owing to the increasing use of GIS in urban planning and environmental monitoring.

Component Analysis

The GIS Analytics market can be segmented by component into software, hardware, and services. The software segment holds the largest market share due to the continuous advancements in GIS software solutions that offer enhanced functionalities such as data visualization, spatial analysis, and predictive modeling. The increasing adoption of cloud-based GIS software solutions, which offer scalable and cost-effective options, is further driving the growth of this segment. Additionally, open-source GIS software is gaining popularity, providing more accessible and customizable options for users.

The hardware segment includes GIS data collection devices such as GPS units, remote sensing instruments, and other data acquisition tools. This segment is witnessing steady growth due to the increasing demand for high-precision GIS data collection equipment. Technological advancements in hardware, such as the development of LiDAR and drones for spatial data collection, are significantly enhancing the capabilities of GIS analytics. Additionally, the integration of mobile GIS devices is facilitating real-time data collection, contributing to the growth of the hardware segment.

The services segment encompasses consulting, implementation, training, and maintenance services. This segment is expected to grow at a significant pace due to the increasing demand for professional services to manage and optimize GIS systems. Organizations are seeking expert consultants to help them leverage GIS analytics for strategic decision-making and operational efficiency. Additionally, the growing complexity o

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

Maryland has 200+ higher education facilities located throughout the entire State. Maryland boasts a highly educated workforce with 300,000+ graduates from higher education institutions every year. Higher education opportunities range from two year, public and private institutions, four year, public and private institutions and regional education centers. Collectively, Maryland's higher education facilities offer every kind of educational experience, whether for the traditional college students or for students who have already begun a career and are working to learn new skills. Maryland's economic diversity and educational vitality is what makes it one of the best states in the nation in which to live, learn, work and raise a family.This is a MD iMAP hosted service layer. Find more information at https://imap.maryland.gov.Feature Service Layer Link:https://mdgeodata.md.gov/imap/rest/services/Education/MD_EducationFacilities/FeatureServer/0

A major objective of plant ecology research is to determine the underlying processes responsible for the observed spatial distribution patterns of plant species. Plants can be approximated as points in space for this purpose, and thus, spatial point pattern analysis has become increasingly popular in ecological research. The basic piece of data for point pattern analysis is a point location of an ecological object in some study region. Therefore, point pattern analysis can only be performed if data can be collected. However, due to the lack of a convenient sampling method, a few previous studies have used point pattern analysis to examine the spatial patterns of grassland species. This is unfortunate because being able to explore point patterns in grassland systems has widespread implications for population dynamics, community-level patterns and ecological processes. In this study, we develop a new method to measure individual coordinates of species in grassland communities. This method records plant growing positions via digital picture samples that have been sub-blocked within a geographical information system (GIS). Here, we tested out the new method by measuring the individual coordinates of Stipa grandis in grazed and ungrazed S. grandis communities in a temperate steppe ecosystem in China. Furthermore, we analyzed the pattern of S. grandis by using the pair correlation function g(r) with both a homogeneous Poisson process and a heterogeneous Poisson process. Our results showed that individuals of S. grandis were overdispersed according to the homogeneous Poisson process at 0-0.16 m in the ungrazed community, while they were clustered at 0.19 m according to the homogeneous and heterogeneous Poisson processes in the grazed community. These results suggest that competitive interactions dominated the ungrazed community, while facilitative interactions dominated the grazed community. In sum, we successfully executed a new sampling method, using digital photography and a Geographical Information System, to collect experimental data on the spatial point patterns for the populations in this grassland community.

Methods 1. Data collection using digital photographs and GIS

A flat 5 m x 5 m sampling block was chosen in a study grassland community and divided with bamboo chopsticks into 100 sub-blocks of 50 cm x 50 cm (Fig. 1). A digital camera was then mounted to a telescoping stake and positioned in the center of each sub-block to photograph vegetation within a 0.25 m2 area. Pictures were taken 1.75 m above the ground at an approximate downward angle of 90° (Fig. 2). Automatic camera settings were used for focus, lighting and shutter speed. After photographing the plot as a whole, photographs were taken of each individual plant in each sub-block. In order to identify each individual plant from the digital images, each plant was uniquely marked before the pictures were taken (Fig. 2 B).

Digital images were imported into a computer as JPEG files, and the position of each plant in the pictures was determined using GIS. This involved four steps: 1) A reference frame (Fig. 3) was established using R2V software to designate control points, or the four vertexes of each sub-block (Appendix S1), so that all plants in each sub-block were within the same reference frame. The parallax and optical distortion in the raster images was then geometrically corrected based on these selected control points; 2) Maps, or layers in GIS terminology, were set up for each species as PROJECT files (Appendix S2), and all individuals in each sub-block were digitized using R2V software (Appendix S3). For accuracy, the digitization of plant individual locations was performed manually; 3) Each plant species layer was exported from a PROJECT file to a SHAPE file in R2V software (Appendix S4); 4) Finally each species layer was opened in Arc GIS software in the SHAPE file format, and attribute data from each species layer was exported into Arc GIS to obtain the precise coordinates for each species. This last phase involved four steps of its own, from adding the data (Appendix S5), to opening the attribute table (Appendix S6), to adding new x and y coordinate fields (Appendix S7) and to obtaining the x and y coordinates and filling in the new fields (Appendix S8).

1. Data reliability assessment

To determine the accuracy of our new method, we measured the individual locations of Leymus chinensis, a perennial rhizome grass, in representative community blocks 5 m x 5 m in size in typical steppe habitat in the Inner Mongolia Autonomous Region of China in July 2010 (Fig. 4 A). As our standard for comparison, we used a ruler to measure the individual coordinates of L. chinensis. We tested for significant differences between (1) the coordinates of L. chinensis, as measured with our new method and with the ruler, and (2) the pair correlation function g of L. chinensis, as measured with our new method and with the ruler (see section 3.2 Data Analysis). If (1) the coordinates of L. chinensis, as measured with our new method and with the ruler, and (2) the pair correlation function g of L. chinensis, as measured with our new method and with the ruler, did not differ significantly, then we could conclude that our new method of measuring the coordinates of L. chinensis was reliable.

We compared the results using a t-test (Table 1). We found no significant differences in either (1) the coordinates of L. chinensis or (2) the pair correlation function g of L. chinensis. Further, we compared the pattern characteristics of L. chinensis when measured by our new method against the ruler measurements using a null model. We found that the two pattern characteristics of L. chinensis did not differ significantly based on the homogenous Poisson process or complete spatial randomness (Fig. 4 B). Thus, we concluded that the data obtained using our new method was reliable enough to perform point pattern analysis with a null model in grassland communities.

ResourcesMapTeacher guide Student worksheetVocabulary and puzzlesSelf-check questionsGet startedOpen the map.Use the teacher guide to explore the map with your class or have students work through it on their own with the worksheet.New to GeoInquiriesTM? See Getting to Know GeoInquiries.Social Studies standardsC3: D2.Geo.5.6-8 – Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places. C3: D2.Geo.7.6-8 – Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices. Learning outcomesEvaluate the number of phone lines relative to the number of people among the world’s most populous countries.Compare spatial patterns of countries with land phone lines to mobile phones.

Los Angeles private school locations for the 2018-19 academic year. Data provided through the State of California's open data portal: https://gis.data.ca.gov/datasets/d5cb03b3d973473ebb86b24005a0e118_0/aboutThe private schools data layer includes the location of private schools that filed the annual Private School Affidavit and reported enrollments of six or more students. The private school locations and associated attribute information are derived from the private school directory published on the California Department of Education website at https://www.cde.ca.gov/ds/si/ps/index.asp. California law (California Education Code Section 33190) requires private schools offering or conducting a full-time elementary or secondary level day school for students between the ages of 6 and 18 to file an affidavit with the California Department of Education (CDE). Inclusion of a school in this directory should not be interpreted as meaning that the State of California, the State Superintendent of Public Instruction (SSPI), the State Board of Education, CDE, or any other agency has made any evaluation, approval, or endorsement of any school listed.

The protected and recreational open space datalayer contains the boundaries of conservation lands and outdoor recreational facilities in Massachusetts. The associated database contains relevant information about each parcel, including ownership, level of protection, public accessibility, assessor’s map and lot numbers, and related legal interests held on the land, including conservation restrictions. Conservation and outdoor recreational facilities owned by federal, state, county, municipal, and nonprofit enterprises are included in this datalayer. Not all lands in this layer are protected in perpetuity, though nearly all have at least some level of protection.

Definitions of "Level of Protection" In Perpetuity (P)- Legally protected in perpetuity and recorded as such in a deed or other official document. Land is considered protected in perpetuity if it is owned by the town’s conservation commission or, sometimes, by the water department; if a town has a conservation restriction on the property in perpetuity; if it is owned by one of the state’s conservation agencies (thereby covered by article 97); if it is owned by a non-profit land trust; or if the town received federal or state assistance for the purchase or improvement of the property.Private land is considered protected if it has a deed restriction in perpetuity, if an Agriculture Preservation Restriction has been placed on it, or a Conservation Restriction has been placed on it.Temporary (T) - Legally protected for less than perpetuity (e.g. short term conservation restriction), or temporarily protected through an existing functional use. For example, some water district lands are only temporarily protected while water resource protection is their primary use.These lands could be developed for other uses at the end of their temporary protection or when their functional use is no longer necessary. These lands will revert to unprotected status at a given date unless protection status is extended.Limited (L) - Protected by legal mechanisms other than those above, or protected through functional or traditional use.These lands might be protected by a requirement of a majority municipal vote for any change in status. This designation also includes lands that are likely to remain open space for other reasons (e.g. cemeteries and municipal golf courses).None (N) - Totally unprotected by any legal or functional means. This land is usually privately owned and could be sold without restriction at any time for another use (e.g. scout camps, private golf course, and private woodland).More details...Feature layer is also available.

DC public schools. This dataset contains points representing public schools. It was created for the D.C. public schools and later added to the DC Geographic Information System (DC GIS) for the D.C. Office of the Chief Technology Officer (OCTO). This dataset includes all identifiable DCPS public elementary, middle, education campus's, senior high, and special education schools as well as learning centers. Does not include private or charter schools. School locations were identified from a database from the DC Public Schools, Office of Facilities Management. Current for the 2015-2016 school year.