GIS 5103--Programming--Module 1

After what seems like an eternity, classes have started again. This class will teach me how to write script using Python, which is the preferred scripting language for ArcGIS Pro. Though I was introduced to the Integrated Development and Learning Environment (IDLE), this class will use Spyder as the script editor. A word of caution is that if you use a virtual desktop, you must save the your products into the portal. If you were to complete the lab on your personal desktop and then dragged the finished product to the school's portal, there would be errors.

As part of the learning, we were introduced to The Zen of Python, which is a light-hearted set of guidelines for programmers. In a nutshell, the guidelines favor simplicity, utility, and practicality versus nested layers, complexity, etc. These guidelines also ensure Python can remain open source software and that others can add to its body of knowledge. Besides a few inside jokes in Zen, there is another: If you type in "import this" in Spyder, the Zen of Python will populate in Spyder.

The reading assignment also provided the steps to solve a problem for scripting. According to Agarawal et al (2010), I must first identify my inputs, determine the overall goals of the process, and then develop the steps to achieve those goals. Once I complete these steps, I can then write a pseudocode.  For this lab, I created a pseudocode for converting radians to degrees. The pseudocode must begin with Start and finish with End. All the interior lines are indented and completed in order with the variables placed prior to the actual operational function because the script runs in order from top to bottom and left to write just as we read. Once I created the pseudocode, I decided to convert this into Python script using Spyder, which yielded the correct computation. Prior to coding, I could have developed a flowchart, but I did not because it was a very simple computation.

For the lab deliverable requirement, I used Spyder and imported a .py file from the school portal (File>Open>*.py). Once I select the script and ran it (either using the run button or F5), eight folders (with three sub-folders each) populated into my share drive. This was important so that each student had the same folders. All data, scripts, and work will be placed in these folders in the future.

Screenshot of Lab 1 that Utilized Script to Produce 8 Folders in My Student Drive.

Though a little intimidating at first because I have never coded, the lab was very straightforward and there were very few pitfalls. My main pitfall was that I tended to overthink things. I have embedded many of my lessons learned throughout this post. One thing I did differently from the lab was that I went directly to Spyder from ArcGIS Pro instead of using the run option. To me, this was easier and saved a step. Another lesson is that when writing script, ensure that quotation marks are used following the command and be aware that a script must be saved prior to being run (the program will prompt you).

Module 7--Google Earth

Google Earth Map of South Florida Showing Hydrology and Population Density

This was the final lab of this course. Google Earth was much easier to use than in the last course. The overall operations of the lab were very easy and straightforward. Once I created a new map in ArcGIS Pro and added a feature class, I exported the layer to a .kmz file using the "Layer to KML" tool in ArcGIS Pro. The only issue I had was that because I use the virtual desktop, I had to package the .kmz files into a zip folder and then send them to my desktop.

I then ensured all layers were exported to Google Earth Pro in accordance with the lab instructions. In order to add the files to Google Earth, I used File>Open>click on .kmz file. This placed the file in a temporary folder, which I moved to a new folder in My Places.  I was able to drag each feature to change the order, but this did not change the drawing order. In order to change the drawing order so that the dots were the highest (lab requirement), I right clicked the feature, chose Properties, and then adjusted altitude. I used absolute and adjusted the dots to be higher than the county boundaries (which I placed above ground level so they wouldn't blend in so much). The hydrology features did not have the altitude option, of course.

To create the legend, I imported a .png file by using the Add menu and selected Image Overlay. In order to properly size and position the legend, I had to move several bright green marks, which I complete through trial and error. I then saved the .kmz file onto my desktop.

The second part of the lab was to create a Google Earth recorded tour of specific areas in South Florida. This took some practice in order to smoothly move from one location to another at a specific location and perspective.

The first step was to add place marks by clicking on the yellow push pin icon above the map, I then renamed it and moved it while the properties window was open. You cannot move the place mark when the properties window is closed. 

Once all the place marks were positioned and the view was the way I wanted it, I pressed the record icon (looks like video camera at top of map), clicked the red button and moved from place to place until I visited all my place marks. Again, it took numerous trials to make the tour flow smoothly and correctly. Once I was complete, I saved the recording (icon in popup), moved the recording to an appropriate place with the rest of its layers, and then saved the entire group by right click the group, Save Places As, and then named it and ensured it was saved on my desktop.

This was a very fun lab to complete and gave me more confidence with Google Earth. 

Module 5--Choropleth Mapping

For this module, I produced a choropleth map that showed the population density of European countries along with wine consumption per capita. The task was to properly show both variables on the map using either proportional or graduated symbols. For extra points, I chose to use pictures of wine bottles in lieu of the default template (circles).

For the data display, I chose to use graduated symbols and the quantile data method with four classes. I did not need to normalize the data, because the data was already normalized in the attribute table (wine consumption per capita). To me, the quantile data method with four classes provided the best granularity to perceive and understand the differences in each variable. Additionally, I excluded four countries from the data set because they were outliers--high population density, tiny area, insignificant wine consumption. Additionally, the graduated symbols were easier to manipulate than proportional symbols. For proportional symbols, I had to set the lower limit and the sizes were manipulated automatically. For graduated symbols, I could manipulate the size for each class individually to ensure the viewer could perceive differences.

For the actual map, I used the Albers Equal Area Conic Projection because it was important to maintain the area throughout the map when comparing/analyzing data that has an areal perspective. I chose to use a purple color ramp to display population density because it reinforced and complemented the overall theme of the map--wine consumption. I also added an inset map to show the Balkans area, as this was too crowded on the main map to be usable.

Population Density and Wine Consumption (per capita) in Europe

I prepared most of the map in ArcGIS Pro. The biggest challenge was importing the wine bottles. In order to import the bottles, I found free, non-attribution clip arts that were in .svg form. I then imported the bottle and manipulated the size and other aspects to ensure that they would be added just like any other graduated symbol. In order to move the wine bottles, I converted the wine bottle symbols to graphics, which allowed me to move them. I did the same with the text to ensure there was no overlap and everything was sized appropriately.

For my base map, I used the Ocean base map in ArcGIS Pro. I then added bold italics names for each main body of water, though I altered the size based on the magnitude of the body of water. I also curved or bent my text to convey water flow.

Once all my essential map elements were complete, I then saved it as a .pdf because ArcGIS Pro no longer has the functionality to export to Adobe Illustrator. Once saved as a .pdf, I then opened a new project in AI from the .pdf file. I then touched up and added higher level graphics through AI: Moved wine bottles and names, added drop shadows to Atlantic Ocean, added inner halo in legend and other text boxes. I wanted to add an inner halo to the countries; however, this would cause issues with interpreting the population density. If this were just a regular map (not graduated), I would have added an inner halo.

The biggest issue for manipulating features in AI from a .pdf is that there are hundreds of components nested many times that you must manipulate. You must also control/click each component of the feature to ensure all are manipulated the same. For instance, I had a halo around the countries on the main map. In order to resize or move a country's name, I had to click on numerous components so that they were all changed in the same way.

 My advice to everyone is to be meticulous and systematic, especially when manipulating so many different features. I chose to pick a group of features and toggle between visible/not visible to locate it and then I manipulated as needed. Once I finished I went to the next feature in the right pane. Otherwise, it would be very frustrating to find the features by clicking on the map.

Overall, though very tedious, this was a fun exercise and I learned quite a bit. I can definitely tell that my competence and confidence have improved.

Module 3—Cartographic Design in ArcGIS Pro

Module 3 was completed entirely in ArcGIS Pro, although I will likely import it to Adobe Illustrator just for practice. The lab was very straightforward and was a welcome refresher.

For this lab, I produced a map showing public schools in Ward 7 of Washington, D.C. I placed an inset map of Washington, D.C. with an extent indicator for Ward 7. The main map showed Washington, D.C. with Ward 7 in a lighter color. On this map, schools are displayed (in three hues and three sizes) by a school icon, roads are displayed as a line feature of varying weights and colors, and the Anacostia River is displayed by blue (lettering in italics to represent flow). Features not necessary for understanding were selectively excluded.

Ward 7 Public Schools: Cartographic Design using Gestalt Principles

One of the teaching points of this lab was to use Gestalt Principles in the map design:

--Visual Hierarchy— I arranged my map so that more important features stood out. Since schools were the focus of this map, I made the schools larger and brighter to draw attention. All other elements were relegated to a lower rank, to include roads. Interstates, State Highways, and major roads had lighter weights, respectively. Additionally, the roads were placed under the schools in the drawing order so that the schools were superimposed onto the roads if there were overlap. The remainder of the essential map elements were ranked in order of importance with the font and size of the item adjusted accordingly (example: Title was larger than subtitle; data sources was much smaller than subtitle). For areal features, I used lighter colors to draw attention. Therefore, Ward 7 was the lightest of the background colors.

--Contrast—I adjusted the weight of lines and color saturation just like in visual hierarchy. My schools were much brighter and I adjusted the school background to yellow in order to contrast with the background of the map. I made sure my background colors did not clash, but I ensured that areal features were lighter for Ward 7. For background information of lower importance (such as Ward 7 roads), the lines are barely visible so they do not compete with more important features.

--Figure-Ground—Just as in visual hierarchy and contrast, I adjusted colors and line weight to ensure important features stood out and looked closer to the viewer. The schools are different shades of red superimposed in a yellow circle to stand out from the grey background of Ward 7. Ward 7 is a lighter color to stand out from a darker shade of grey for the remainder of Washington, D.C.

--Balance—I utilized a sketch map as a tool to establish balance. Of course, Ward 7 was my main focus, so I centered the map inside a portrait orientation. I then used the open space to fill essential elements. I incorporated the inset map of the district in the upper left corner, which was balanced by the legend, cartographer information, north arrow, and data sources in the lower right corner. I placed the scale bar in the bottom center to balance the title and subtitle and I placed a list of schools (with numbers) in the upper right corner to balance the inset map and the legend group. I chose to place the inset map in the upper left corner because we read from left to right and this was more important than the name of the schools.

As previously stated, this exercise was very straightforward and completed in ArcGIS Pro. I input the data, which was obtained by UWF from District of Columbia Open Data. Once I produced the inset map of the district and the main map of Ward 7, I completed the map design process like previous maps. I ensured the scale was at an even ratio and placed a scale bar in miles with relatable and appropriate numbering. I chose background colors that were neutral, pleasing to the eye, and would add contrast to the schools and roads. In order to reduce the amount of information on the map, I selectively excluded features that were unnecessary for understanding—parks, minor roads, neighborhood clusters, etc.

Lab 2—Typography

Objectives:

--Produce a map in ArcGIS Pro, share to ArcGIS Online, input into Adobe Illustrator.

--Design a map and ensure all essential elements are in place.

--Label the map in accordance with typography guidelines.

--Utilize tools to symbolize and label features properly.

--Export the map to a picture file (.jpg).

For the Typography lab, I created a simple map of Marathon Key, Florida with an inset map of Florida. Once the maps were created and the coordinate system was set to Albers Conical Equal Area, I shared the map so that it would be visible in ArcGIS Online.

From there, I refined the map through Adobe Illustrator, which is a powerful tool to refine a map product. Though it is not very intuitive and can be rather daunting, it offers many more design features than ArcGIS Pro.

My main map is of Marathon Key, Florida at 1:100,000 scale. The inset map is the southern counties of Florida at 1:4,600,000 scale, as required in the instructions.

The inset map only displays the southern counties of Florida (in green to match the main map) with a red box showing the location of Marathon Key. In order to build a scale bar, I used simple division to convert the units of measure to a usable, even number. I then drew five alternating black and white boxes that were as wide as my number and assigned a representative distance. Ensure there is no stroke for the rectangles or the size will be larger than the scale represents. I added a border around the grouped rectangles by drawing a line the same size, increased its stroke, placed it behind the grouped bars, and then grouped the background and the bars.

For the main map, the colors of the land features match the colors of the inset map, but I adjusted the transparency to allow some terrain to show. To find the required features, I used Google Earth and plotted themed point feature symbols onto my map. Along with the themed symbols, I adjusted the size and color of the labels to correspond with the importance/significance of the feature (blue, italics for water; black for cities, brown for cultural, green for islands). For water, I either curved or waved the italics labels to represent water flow and adjusted the size of the label based on the relative size of the water feature.

Marathon Key, Florida. 
Typography Lab, Module 2 in Albers Projection. Main map is at 1:100,000 and Inset is scaled at 1:4,600,000.

Because the map had many features close together, I used leader lines. I used the pen tool to draw the leader lines and ensured that they were the same stroke, generally the same angle, and did not touch the feature or label.

I then added the essential map elements:

--Border/Neatline—I added a rectangle and placed it at the bottom of the layout tab. I adjusted the stroke and color as needed.

--North Arrow—There is a symbol for this in the Symbols option, but I made sure it was not too large or obtrusive.

--Map Information—I used the Text tool (T) and added my name, date, and data sources in black with small font. I decided to add the GCS, too.

--Title and Subtitle—Used the text tool; used the largest font on the map and had it in bold/black to catch attention.

--Orientation—Landscape because of the size and shape of Marathon Key. If I had it in portrait, the map would have been very crowded and would not display required features.

--Legend—I used the rectangle tool and curved the corners. I then copy/pasted all the symbols that I used on the map and added labels. To improve the appearance, I used the alignment tools.

--Scale Bar—Was the most difficult portion for me because I overthought it. There are many videos that show how to make the scale bar with different systems, to include Adobe Photoshop. Though there is a method to create the scale bar, I was not able to manipulate the size or units while maintaining an accurate scale. I made Marathon Key’s scale bar as described above; however, I made sure there were smaller increments below zero.

Once I finished and refined the map, I exported it (check the "Use Artboard" option) to a jpeg file and then adjusted the resolution (high). Be sure to check the appearance of the photo so that nothing is distorted or misplaced.

In summary, I created the base map in ArcGIS Pro and then shared it to ArcGIS Online. I then imported the map to Adobe Illustrator and refined the map to be more presentable using the numerous tools and options in AI. I transformed the map (using the map board and compilation tab) into an Artboard, from which I modified Marathon Key to a finished product. In order to enhance my map, I used a drop shadow behind the islands, which provided depth. I also used themed point symbols as described above, and altered the color, size, and appearance of the labeling. I did not want to include too many customization, as this could turn into “map crap” and take away from the purpose. In the future, I will try inner shadows like one sees in atlases and large maps.

Though there was a steep learning curve to AI, I learned a lot. My recommendation is to follow any instructions closely, make sure the layer tab is organized, and to take your time. Walk away from the project for a bit if you get too frustrated. Also, leverage You Tube videos. There are plenty that show great tips and time-saving techniques.

Module 1--Importing ArcGIS Pro Maps to Adobe Illustrator

This assignment started out quite easily; however, I hit a few snags that I am trying to determine if it was my issue or an update to the software. Overall, it was a neat assignment and I am impressed how I can use ArcGIS Pro, transfer a web map to ArcGIS Online, and then export that map to Adobe Illustrator to actually design the overall map. I am not sure yet, but I think this might solve some of my best recommendations about usability and tools to design a map.

A few lessons learned, so far includes:
--I could not save my files directly from Adobe Illustrator, because it is on my personal laptop, whereas I use the GIS virtual desktop from UWF for all my GIS functions. I overcame this by saving those items to my desktop and then dragging them over to the share drive on the GIS portal. I am waiting to see if there is another method, so I don't continue to do this the hard way.
--I had serious issues finding some of the buttons for tools, especially the toggle lock tool to unlock editing to manipulate my extent. I never did find the tool and I am hoping to resolve this issue.

The results of the lab is the below map which was produced in ArcGIS Pro, exported to ArcGIS Online, and then exported to AI. I know I have a lot to learn, but I look forward to it.

Adobe Illustrator Map of Florida.

In the above map, the counties are outlined in black and colored in pink. Wetlands are colored in green and major cities and the capital are symbolized by dots. Since this was just a lab focused on learning the exporting procedures, I did not modify the symbols, as the cities are difficult to see and Tallahassee blends in with the other major cities symbols. Additionally, there are no essential map elements, as are generally required.

Google Earth

After collecting the data in Collector, the lab required me to share the data as a Google Earth file and an ESRI map package. I created two .kml files (.kmz if in zip format)--one from ArcGIS Pro and one from ArcGIS Online. This was very easy, but the files were much different in size and in the way the data was portrayed.

I imported both .kml files to Google Earth Pro (online). I was unable to display the files simultaneously, but I could toggle between both files. As with all Google Earth applications, the output was beautiful and I could pin the data for others to see.

I also created a map package to share a map with someone not connected to the network. This operation was very easy, to include the synchronization between ArcGIS Pro and ArcGIS Online. This is a very powerful tool in the event that someone does not have access to these programs, which are very expensive.

All in all, I really enjoyed this lab and look forward to building my knowledge base further.

Becoming Fun

As I practice more with ArcGIS Pro, it is becoming much easier and I am not making the same mistakes.  The biggest challenge for me has been the terminology for the different frames, views, etc.  However, it is becoming much more fun as the processes are becoming more automatic and I am able to be more creative. I am looking forward to gaining proficiency and integrating this into future jobs.