This StoryMap series contains a collection of four Dashboards used to display active project data on the Connecticut road network. Dashboards are used to display Capital Projects, Maintenance Resurfacing Program (MRP) projects, and Local Transportation Capital Improvement Program (LOTCIP) projects, as well as a dashboard to display all data together.Dashboards are listed by tabs at the top of the display. Each dashboard has similar capabilities. Projects are displayed in a zoomable GIS interface and a Project List. As the map is zoomed and the extent changes, the Project List will update to only display projects on the map. Projects selected from the Map or Project List will display a Project Details popup. Additional components of each dashboard include dynamic project counts, a Map Zoom By Town function and a Project Number Search.Capital Project data is sourced from the CTDOT Project Work Areas feature layer. The data is filtered to display active projects only, and categorized as "Pre-Construction" or "Construction." Pre-Construction is defined as projects with a CurrentSchedulePhase value of Planning, Pre-Design, Final Design, or Contract Processing.Maintenance Project data is sourced from the MRP Active feature layer. Central Maintenance personnel coordinate with the four districts to develop an annual statewide resurfacing program based upon a variety of factors (age, condition, etc.) that prioritize paving locations. Active MRP projects are incomplete projects for the current year.LOTCIP Project data is sourced from the CTDOT LOTCIP Projects feature layer. The data updates from LOTCIP database nightly. The geometry of the LOTCIP projects represent the approximate outline of the projects limits and does not represent the actual limits of the projects.

We recommend walking everyone through this process in class. The first step for all students is to create an ArcGIS account. Unlike you, students will create a personal account via storymaps.arcgis.com.Once your students have accounts follow the procedure below.Navigate to the Instructional StoryMap you've created for your course, copy the URL, and share it with your students.Have students click the star in the top right of the instructional StoryMap to add it to their favorites.Students should follow the first steps in the instructional StoryMap to create, name, and publish the first part of their StoryMap. Make sure students are sharing to "Everyone (Public)." From here on out, students can sign in at storymaps.arcgis.com and find their StoryMap by clicking Content and the instructional StoryMap by clicking favorites.

Baton Rouge's unique past has shaped the city that we live in today. The layout of the city's streets, the arrangement of prominent government and religious structures, the clustering of businesses, the distribution of residential neighborhoods, and the placement of parks and schools all speak to the long term processes of urban growth. Society invests tremendous effort in creating its urban centers and citizens develop attachments to those places. It is the investment of human effort that stimulates a sense of place and allows individuals to develop strong feelings about their home city. Sense of place is constantly reinforced by contact with the common, everyday landscapes that surround us. In Baton Rouge, the two principal university campuses, the state government complex, along with various historic neighborhoods and structures all stand as perpetual reminders of the city's past. Many familiar and, at the same time, unique landscape features of Baton Rouge shape our sense of place. Much has been written about the distinctive buildings that come to mind when Baton Rouge is mentioned, but what of the larger districts and neighborhoods? Residents generally are most familiar with their immediate surroundings or those places where they work and play and these surroundings ofter constitute more than a building or two. Children comprehend their immediate neighborhoods and those who move about a city come to know and develop ideas about the city's larger units. Geographers and planners like to think of cities in terms of these larger assemblages

A StoryMap offers an effective method for converting your narratives into interactive material, engaging and motivating all types of readers with information and inspiration. The content of this informative StoryMap delves into the process involved in crafting a fundamental StoryMap.

Create a basic Story Map: Disease investigations (Learn ArcGIS PDF Lesson). This lesson will show you how to prepare a story map explaining John Snow’s famous investigation of the 1854 cholera outbreak in London._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

In order to do anything with the StoryMap template we have created, you need your own copy in your own ArcGIS account. In the process, we're also going to give you a course website - you can use it if you like or not, but it turns out it's the easiest way to get a copy of the template into your account.Navigate to your ArcGIS homepage and sign in with your institutional or personal login.Click to the "Hub" menu by clicking the square of dots near your name in the upper right (the app menu), and finding "Hub" In the box that reads "Site" select the option "New"At the next prompt, select "Browse Templates"Select "World" under Published by (or leave all of the community boxes unchecked) and search for "Teaching Research with StoyMaps." Our template should be the only one to pop up. Click "Activate Template." Name your site for your class and click "go." Note: It may take a few minutes to arrive at the next screen. You should see a loading interface like the one on the last image while you wait. If the site fails to build on your first attempt, check your wifi connection and try again.After a brief wait, you'll arrive at a template of a website (called a Hub by Esri) that you can customize for your class. ESRI has a guide to editing your Hub, or you can just click and replace text as you see fit within the template. You need to save content as you go and make sure you hit publish any time you want to update live content for your Hub. If you do not want the website, ignore it and move on to the next step.In addition to copying the template for site for you and your students to reference, you will need access to the template for the StoryMap itself. When you replicated the site template, a copy of the StoryMap was transferred to you account, too.As such, you now have a copy of the StoryMap template that you can edit to suit your needs. Practice finding it by navigating directly to storymaps.arcgis.com and signing in. You should see "Learning StoryMaps" at the top of your content. You can also find it by navigating to your content folder at arcgis.com. You can also use the hyperlink on your new site that reads "CLICK HERE TO GO TO YOUR STORYMAP!"Open the template and create a duplicate the template by clicking the three dots at the top right and select "Duplicate Story." Your newly created copy of the StoryMap will open with the word "(Copy)" in front of the title. This way you always have a clean copy of the template in your content to come back to as needed. Your new template copy will be named "(Copy) Learning StoryMaps."

The Branch of Pathways administers the Pathways Internship Program for the Bureau of Indian Affairs (BIA), Office of Trust Services. The BIA Pathways Internship Program connects current college students to paid internships throughout the Bureau of Indian Affairs. With meaningful projects, rotational assignments, and multi-semester opportunities, Pathways prepares interns for an impactful career in public service and offers a direct pipeline to full-time employment with the BIA or Tribal Nations upon graduation. The Branch of Pathways also provides technical and administrative assistance to BIA offices and agencies, Tribal governments, and Tribal organizations to prepare supervisors to host Pathways interns.

Enjoy the map story maps created by many LOJIC agencies.

This ArcGIS Story Map enables school teachers to give access to the NZ Moderator to Web Maps and Apps that their students have created. The access granted to the moderator is view only. It is recommended that this process be implemented rather than releasing students work to the general public (everyone) for access.

These interactive energy equity indicators are designed to help identify opportunities to improve access to clean energy technologies for low-income customers and disadvantaged communities; increase clean energy investment in those communities; and improve community resilience to grid outages and extreme events. A summary report of these indicators will be updated each year to track progress on implementation of the recommendations put forth by the Energy Commission’s December 2016 Low-Income Barriers Study mandated by Senate Bill 350 (de León, Chapter547, Statutes of 2015), and monitor performance of state-administered clean energy programs in low-income and disadvantaged communities across the state.

In September 2020, the Loudoun County Board of Supervisors directed staff to document telecommunication projects completed, in-progress, and future projects, using the 2014 Wireless GAP Analysis and the Segra Dark Fiber Area Network. Staff mapped the data identified by the Board, as well as other information related to telecommunication projects. This information was then used to identify select unserved or underserved geographic areas of the county.The companion interactive map allows the user to turn on or off all layers used in the project.

This story map covers many of the landmarks and attractions that can be found in Downtown and Central Baton Rouge. This part of the city holds the state Capitol and many other important legislative buildings. It also contains many important historical buildings, museums, and landmarks from Baton Rouge's early years as a settlement. There are also many modern amenities, the product of an extensive re-vitalization campaign over the last few decades.

To create this app:

In order to do anything with the StoryMap template we have created, you need your own copy in your own ArcGIS account. In the process, we're also going to give you a course website - you can use it if you like or not, but it turns out it's the easiest way to get a copy of the template into your account.Navigate to your ArcGIS homepage and sign in with your institutional login.Click to the "Hub" menu by clicking the square of dots near your name in the upper right (the app menu), and finding "Hub" Select "New Initiative"Select "Browse Templates"Select "World" under Published by and search for "Teaching Research." Our template should be the only one to pop up. Click "Activate Initiative." Name your initiative for your class and click "go." After a minute or two, you'll arrive at a template of a website (called a Hub by Esri) that you can customize for your class. ESRI has a guide to editing your Hub, or you can just click and replace text as you see fit within the template. You need to save content as you go and make sure you hit publish any time you want to update live content for your Hub. If you do not want the website, ignore it and move on to the next step.You now have a copy of the StoryMap template that you can edit to suit your needs. Practice finding it by navigating directly to storymaps.arcgis.com and signing in. You should see "Learning StoryMaps" at the top of your content. You can also find it by navigating to your content folder at arcgis.com . Open the template and create a duplicate the template by clicking the three dots at the top right and select "duplicate story." Your newly created copy of the StoryMap will open with the word "(Copy)" in front of the title. This way you always have a clean copy of the template in your content to come back to as needed. Your new template copy will be named "(Copy) Learning StoryMaps."

Understanding natural and human systems is an essential first step toward reducing the severity of climate change and adapting to a warmer future. Maps and geographic information systems are the primary tools by which scientists, policymakers, planners, and activists visualize and understand our rapidly changing world. Spatial information informs decisions about how to build a better future. This Story Map Journal was created by Esri's story maps team. For more information on story maps, visit storymaps.arcgis.com.

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The Biden-Harris administration announced the launch of a new Voluntary Community-Driven Relocation program, led by the Department of the Interior, to assist Tribal communities severely impacted by environmental threats. Through investments from President Biden’s Bipartisan Infrastructure Law and Inflation Reduction Act, the Department is committing $115 million for 11 severely impacted Tribes to advance relocation efforts and adaptation planning. Additional support for relocation will be provided by the Federal Emergency Management Administration (FEMA) and the Denali Commission. Alaska communities located along coastlines and tidally influenced rivers are vulnerable to coastal erosion. These communities face advanced planning decisions, such as implementing shore protection or moving infrastructure. This work aims to provide quantitative erosion exposure data to Alaskans that can be combined with local knowledge and evidence for developing hazard mitigation plans and strategies to address erosion. DGGS Report of Investigation 2021-3, Erosion exposure assessment of infrastructure in Alaska coastal communities, provides estimated erosion exposure for 48 communities from the Bering to the Beaufort seas. The Division of Geological & Geophysical Surveys conducted a shoreline change assessment to forecast 20-, 40-, and 60-year erosion estimates using the Digital Shoreline Analysis System (DSAS; Himmelstoss and others, 2018), and estimated the replacement cost of infrastructure in the forecast area. The geodatabase includes mean erosion forecasts and maximum uncertainties for 38 communities along with infrastructure locations and classification derived from Alaska Division of Community & Regional Affairs digital mapping products (DCRA, 2021) for 44 communities. All files are available from the DGGS website: https://doi.org/10.14509/30672. The sea level rise (SLR) coastal inundation layers were created using existing federal products: the (1) NOAA Coastal Digital Elevation Models (DEMs) and (2) 2022 Interagency Sea Level Rise Technical Report Data Files. The DEMs for the Continental United States (CONUS) are provided in North American Vertical Datum 1988 (NAVD 88) and were converted to Mean Higher High Water (MHHW) using the NOAA VDatum conversion surfaces; the elevation values are in meters (m). The NOAA Scenarios of Future Mean Sea Level are provided in centimeters (cm). The MHHW DEMs for CONUS were merged and converted to cm and Scenarios of Future Mean Sea Level were subtracted from the merged DEM. Values below 0 represent areas that are below sea level and are “remapped” to 1, all values above 0 are remapped to “No Data”, creating a map that shows only areas impacted by SLR. Areas protected by levees in Louisiana and Texas were then masked or removed from the results. This was done for each of the emissions scenarios (Lower Emissions = 2022 Intermediate SLR Scenario Higher Emissions = 2022 Intermediate High SLR Scenario) at each of the mapped time intervals (Early Century - Year 2030, Middle Century - Year 2050, and Late Century - Year 2090). The resulting maps are displayed in the CMRA Assessment Tool. County, tract, and tribal geographies summaries of percentage SLR inundation were also calculated using Zonal Statistics tools. The Sea Level Rise Scenario year 2020 is considered “baseline” and the impacts are calculated by subtracting the baseline value from each of the near-term, mid-term and long-term timeframes. Thumbnail image and following quote courtesy of The Yurok Tribe, “Klamath River estuary on the Yurok Indian Reservation, anticipated area of greatest direct impact from sea level rise.”

Day-by-day summary of Hurricane Irma from Pacific Northwest National Laboratory (PNNL) showing actual and expected precipitation, flooding, and storm surge.

Hurricane Irma Crowdsourced photos coming from individuals in affected places.

REQUIRED: A brief narrative summary of the data set.