Esri story maps are an exciting and popular feature of the ArcGIS platform that combine maps, photos, text, and other media, in a single interactive application. Any topic or project that includes a map can be a story map. In this seminar, you will learn about Esri application templates that simplify story map creation and require no coding. The presenters will discuss how to choose the best template for a project and the steps to create a compelling story map from a template.

Story Maps enable you to harness the power of maps and geography to tell stories that will engage and inspire your audience. Story Maps are web applications you can create with ArcGIS that let you combine interactive maps with narrative text, photos, and other media.

To create this app:

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This is an instructional document developed for volunteers who follow the Fluvanna History Initiative on One Shared Story's GIS Hub.Training was held at the Fluvanna County Public Library on Sunday September 29, 2019. This effort is being coordinated through an Esri GIS Premium Hub Community with assitance from GIS Corp and funding from the UVA Equity Atlas and the BAMA Works Fund.

The field data and WorldView imagery were leveraged to generate an extensive set of segments labeled with land cover class. These segment interpretations provided the training and validation data for the mapping. Analysts reviewed each aerial and ground plot from the 2019 field survey, examining the plot center and training polygon over the WorldView mosaic, and reviewing field photos, cover estimates, and notes. For each plot, one image segment was identified as the primary example of the vegetation type of the plot (unless there was no suitable example segment, as in cases when a ground plot was targeting a small but distinct vegetation patch that was not captured in the image segmentation). Usually, the primary segment included or was close to the nominal plot center, but this was not always the case, since the target area for the aerial plots could encompass several segments. After identifying a primary segment, the analyst also identified a set of 0–15 secondary segments that were good examples of the same vegetation type. This assessment was informed by field experience, review of field photos of the landscape setting, and photo-interpretation of the WorldView mosaic. An additional set of auxiliary segments were identified and assigned to a land cover class. The first set of auxiliary segments was assigned to non-vegetated classes such as lakes, ponds, ocean, barrens, and snowfields or aufeis. While a limited effort was expended to sample such classes during field work, we knew that these would be readily identifiable with high confidence from the WorldView imagery and so focused the field sampling on vegetated classes. Later, after reviewing preliminary models and receiving feedback from Janet Jorgenson (retired plant ecologist for the Arctic Refuge), we added additional auxiliary segments for vegetated classes based on expert photo interpretation. These were designed to provide the model with additional training data to define the breakpoints between similar classes. Land cover classes were assigned to all of the primary, secondary, and auxiliary segments. 20% of the segments were randomly selected to be withheld from model training. The final model was validated using the reserved validation segment interpretation points (20% of the full set). These segments were not used to develop the model. The map class was extracted from the final land cover map for each validation point. A confusion matrix, overall accuracy metrics, and per-class performance metrics were calculated from the validation data.

Analysis of ‘Segment interpretation and validation data - Land Cover Mapping, North Slope of the Arctic National Wildlife Refuge, Alaska, 2019’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/4741dc88-7d43-44d6-ac59-49cc2a8f2a0c on 28 January 2022.

--- Dataset description provided by original source is as follows ---

The field data and WorldView imagery were leveraged to generate an extensive set of segments labeled with land cover class. These segment interpretations provided the training and validation data for the mapping. Analysts reviewed each aerial and ground plot from the 2019 field survey, examining the plot center and training polygon over the WorldView mosaic, and reviewing field photos, cover estimates, and notes. For each plot, one image segment was identified as the primary example of the vegetation type of the plot (unless there was no suitable example segment, as in cases when a ground plot was targeting a small but distinct vegetation patch that was not captured in the image segmentation). Usually, the primary segment included or was close to the nominal plot center, but this was not always the case, since the target area for the aerial plots could encompass several segments.

After identifying a primary segment, the analyst also identified a set of 0–15 secondary segments that were good examples of the same vegetation type. This assessment was informed by field experience, review of field photos of the landscape setting, and photo-interpretation of the WorldView mosaic.

An additional set of auxiliary segments were identified and assigned to a land cover class. The first set of auxiliary segments was assigned to non-vegetated classes such as lakes, ponds, ocean, barrens, and snowfields or aufeis. While a limited effort was expended to sample such classes during field work, we knew that these would be readily identifiable with high confidence from the WorldView imagery and so focused the field sampling on vegetated classes.

Later, after reviewing preliminary models and receiving feedback from Janet Jorgenson (retired plant ecologist for the Arctic Refuge), we added additional auxiliary segments for vegetated classes based on expert photo interpretation. These were designed to provide the model with additional training data to define the breakpoints between similar classes.

Land cover classes were assigned to all of the primary, secondary, and auxiliary segments. 20% of the segments were randomly selected to be withheld from model training. The final model was validated using the reserved validation segment interpretation points (20% of the full set). These segments were not used to develop the model. The map class was extracted from the final land cover map for each validation point. A confusion matrix, overall accuracy metrics, and per-class performance metrics were calculated from the validation data.

--- Original source retains full ownership of the source dataset ---

In this seminar, the presenters introduce some of the most popular configurable apps and guide you through the steps to share a web map as a configurable app and then modify app elements to reflect your brand, purpose, and audience. You will see how configurable apps can complete the user experience of your map as well as how to embed your finished app in a website or another app, such as a story map.This seminar was developed to support the following:ArcGIS Online

Snow load component of the Winter Storm Severity Index (WSSI) for a storm that impacted the central CONUS from April 10 - 12, 2019. The data was provided the National Weather Service (NWS) Weather Prediction Center. This data is experimental and is meant for explanation and training purposes.

With community spirit at its core, Calgary is a young, energetic and diverse city full of shareable experiences. We encourage you to share your memories with us, and with others by tagging @tourismcalgary and #CaptureCalgary where you can on social media. Let’s learn more about Calgary recreation facilities.

This dataset is a spatial representation of the Monmouth County jurisdictional borderline. The Monmouth County border was clipped from a NJ Counties dataset available from the NJ Office of Information Technology (NJOIT). This data set is a spatial representation of counties in New Jersey developed by the New Jersey Office of Information Technology (OIT), Office of Geographic Information Systems (OGIS). It is not a survey document and should not be used as such. The polygons delineated in this data set do not represent legal boundaries. This data set improves upon previous versions of county boundaries through the integration of coincident features from several high quality source data sets, as a component of the OGIS statewide Parcels Normalization Project concluded in March 2010. Updates continue to be made as necessary. (NJOIT Metadata) In Fall 2022 The GIS Division held a 2-Day Story Maps and Experience Builder Training for the County's GIS Users. This content is part of the training materials still available to GIS Users.

This data set is a spatial representation of municipalities in New Jersey developed by the New Jersey Office of Information Technology (OIT), Office of Geographic Information Systems (OGIS). It is not a survey document and should not be used as such. The polygons delineated in this data set do not represent legal boundaries. This data set improves upon previous versions of municipal boundaries through the integration of coincident features from several high quality source data sets, as a component of the OGIS statewide Parcels Normalization Project concluded in March 2010. Updates continue to be made as necessary.View the original Municipal Boundaries of NJ data source from NJOGIS. In Fall 2022 The GIS Division held a 2-Day Story Maps and Experience Builder Training for the County's GIS Users. This content is part of the training materials still available to GIS Users.

Blowing snow component of the Winter Storm Severity Index (WSSI) for a storm that impacted the central CONUS from April 10 - 12, 2019. The data was provided the National Weather Service (NWS) Weather Prediction Center. This data is experimental and is meant for explanation and training purposes.

This Story Map illustrates the percent of the community covered by Medicaid Insurance in 2010.This data came from the Vermont Office of Medicaid.The Dental Health in Vermont Story Maps are part of a study commissioned by the Green Mountain Care Board (GMCB) to examine the status of Oral Health Care in Vermont. The Landscape Gallery was developed by Stone Environmental to support the JSI Research and Training Institute's Report to the Board.Report reference map #5b.

Summary: How Esri Technology and Deep Learning can help Utilize and Protect an Ancient Irrigation System Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) 2: Standard 2-LS2-2 - Ecosystems: Interactions, Energy, and Dynamics - Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.Grade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) K-2: Standard K-2-ETS1-2 - Engineering Design - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.Grade level(s) 3: Standard 3-LS1-1 - From Molecules to Organisms: Structures and Processes - Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.Grade level(s) 4: Standard 4-PS4-1 - Waves and their Applications in Technologies for Information Transfer - Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to moveGrade level(s) 4: Standard 4-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seenGrade level(s) 4: Standard 4-LS1-2 - From Molecules to Organisms: Structures and Processes - Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different waysGrade level(s) 5: Standard 5-PS1-1 - Matter and Its Interactions - Develop a model to describe that matter is made of particles too small to be seenGrade level(s) 5: Standard 5-PS3-1 - Energy - Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sunGrade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 5: Standard 5-ESS2-1 - Earth’s Systems - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Grade level(s) 5: Standard 3-5-ETS1-3 - Engineering Design - Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improvedGrade level(s) 6-8: Standard MS-PS1-1 - Matter and Its Interactions - Develop models to describe the atomic composition of simple molecules and extended structuresGrade level(s) 6-8: Standard MS-PS1-4 - Matter and Its Interactions - Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conservedGrade level(s) 6-8: Standard MS-PS3-2 - Energy - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the systemGrade level(s) 6-8: Standard MS-PS4-1 - Waves and Their Applications in Technologies for Information Transfer - Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a waveGrade level(s) 6-8: Standard MS-PS4-2 - Waves and Their Applications in Technologies for Information Transfer - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materialsGrade level(s) 6-8: Standard MS-LS1-7 - From Molecules to Organisms: Structures and Processes - Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organismGrade level(s) 6-8: Standard MS-LS2-3 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Grade level(s) 6-8: Standard MS-LS3-1 - Heredity: Inheritance and Variation of Traits - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organismGrade level(s) 6-8: Standard MS-LS3-2 - Heredity: Inheritance and Variation of Traits - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variationGrade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-1 - Earth’s Place in the Universe - Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasonsGrade level(s) 6-8: Standard MS-ESS1-2 - Earth’s Place in the Universe - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar systemGrade level(s) 6-8: Standard MS-ESS1-3 - Earth’s Place in the Universe - Analyze and interpret data to determine scale properties of objects in the solar systemGrade level(s) 6-8: Standard MS-ESS2-1 - Earth’s Systems - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this processGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ETS1-4 - Engineering Design - Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Grade level(s) 9-12: Standard HS-PS1-1 - Matter and Its Interactions - Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atomsGrade level(s) 9-12: Standard HS-PS1-4 - Matter and Its Interactions - Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Grade level(s) 9-12: Standard HS-PS1-8 - Matter and Its Interactions - Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.Grade level(s) 9-12: Standard HS-PS3-1 - Energy - Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are knownGrade level(s) 9-12: Standard HS-PS3-2 - Energy - Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects).Grade level(s) 9-12: Standard HS-PS3-5 - Energy - Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.Grade level(s) 9-12: Standard HS-PS4-3 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.Grade level(s) 9-12: Standard HS-LS1-2 - From Molecules to Organisms: Structures and Processes - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organismsGrade level(s) 9-12: Standard HS-LS1-4 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.Grade level(s) 9-12: Standard HS-LS1-5 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate how photosynthesis transforms light energy into stored chemical energyGrade level(s) 9-12: Standard HS-LS1-6 - From Molecules to Organisms: Structures and Processes - Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.Grade level(s) 9-12: Standard HS-LS1-7 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.Grade level(s) 9-12: Standard HS-LS2-4 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.Grade level(s) 9-12: Standard HS-LS2-5 - Ecosystems: Interactions, Energy, and Dynamics -

A webpage intended to highlight the RUBA program and how to connect with its resources. This includes introducing to the Local Government Specialists (LGSs) at DCRA and which LGS services which communities, and an overview of different RUBA programs, grants, publications and trainings. Includes embeds or links to the following:LGS Headshots and Bios: LGS Headshots and Bios - Overview (arcgis.com)DCRA Local Government Assistance App: DCRA Local Government Assistance / RUBA Program (arcgis.com)RUBA Utility Management Training Courses Storymap: RUBA Utility Management Training Courses (arcgis.com)RUBA Publications Storymap: RUBA Publications (arcgis.com)RUBA Grant Report Summary Storymap: RUBA Grant Report Summary (arcgis.com)Best Practices Storymap: Best Practices (arcgis.com)