URLs for Map Products

The cascade storymap and the commentary can be found at the following links:

Storymap:  http://arcg.is/1PPmK0

Commentary:  https://drive.google.com/file/d/1a5qgWWQ7dJly9i4synfSTqyrQxlcwxTG/view?usp=sharing

Summary of Final Project--Storymap

This was a very time-intensive project that brought all lessons learned in GIS 4043/5050. It was very rewarding and I continued the learning process throughout the design, research, analysis, and map production.

There are many lessons learned that I have captured in previous posts. As part of the project, I created a Cascade Storymap from ArcGIS Online. Though this had some excellent tools and attributes, I wish it had functionality a little closer to Power Point or other presentation tools. However, I do like that you can place an interactive map into the presentation.

Here are some of the tools I would recommend to be integrated:
--Ability to change font.
--Manipulation of each section to include picture placement, text location, etc.
--Ability to remove or re-position titles of slides.

The URL to my Cascade Map is:  http://arcg.is/1PPmK0

Below is my summary map that displays all criteria analyzed during this project. This summary map is also integrated into my Cascade Storymap as an immersive map.

Summary Map of Bobwhite-Manatee Transmission Project.
All features are added to this map and all symbology is consistent with
previous maps. This map is a "one-pager" that brings all criteria together and
presents the overall analysis.
Bottom line, the corridor meets all criteria and balances the need for additional
electrical power capacity with the impact on the environment and community.

Criteria 4--Length of Corridor

This portion of the project was quite easy. Again, I used imagery and previous feature classes in order to keep my colors and symbols consistent.

I created a new line feature and called it "PC Midline" and used the Project tool to make sure it had the same coordinate system as my base map.

To obtain the length, I used the Attribute Table and selected Statistics. This gave me the length, which I had to convert to miles. By my measure, the corridor was 24.52 miles.

As an optional task, I determined the overall project cost. To do this, I downloaded the MISO guide and estimated costs. This was a very easy to follow guide that took into account right of way costs, land preparation, foundation construction, tower components, etc. Though I am positive that I missed many aspects of the cost analysis, my estimate was approximately $21.1 million versus FPL's estimate of $20 million.

Imagery Map with PC Midline and Analysis of Length and Cost.
This map retains all features of previous maps and adds a purple midline
feature to the corridor. 

Criteria 2--Homes and Parcels

For criteria 2, I quantified the number of homes and parcels impacted by the transmission line. I relied heavily on the U.S. Census Bureau TIGER files and imported edges and addresses. I also downloaded data from the Sarasota and Manatee Counties Assessors' Offices to obtain updated information.

I obtained my data in two ways. First, I conducted a heads up count where I methodically counted the number of parcels inside the corridor (yellow) or within the 400ft buffer (orange). I then utilized the TIGER files (and compared it with the assessors' files), created an intersection with the buffer and then the corridor, and determined the number of houses and parcels.

The amount of houses and parcels were nowhere near the result from my heads up count. I decided to use my heads up count for my analysis for a number of reasons:  The imagery was much older than the assessors' files and the Census data was close to 10 years old, what constituted a parcel was not known, and there were many structures on the map that might have been houses, garages, barns, sheds, etc. Additionally, in some of the more wooded areas, it was impossible to see structures due to the trees and shadows.

One of the important lessons learned for all maps produced was to make sure all layers had the same geographic reference system and projection. Additionally, the units of measure were required to be imperial, so any metric unit had to be converted to feet, miles, etc.

Homes and parcels within the study area. The inset map shows the full corridor in a smaller scale
in order to orient the viewers. The symbols are consistent with regard to type and color. I have also
included a comparison between the heads up counts and the assessor counts.

Criteria 1--The Environment

Four criteria were researched, analyzed, and mapped:

Environmental Impact.  By using a topographic map and downloading shapefiles from the National Wetlands Inventory, I plotted all sensitive environmental areas on my map. I added all required shapefiles and created a 400ft buffer around the preferred corridor. The Study Area and Preferred Corridor feature classes were the base from which all other maps were produced.

Once all the feature classes were populated on the map, I was then able to utilize GIS tools to determine the number of areas and acres impacted by the corridor. The requirements and goal of the study was to protect wetlands, route the corridor through disturbed land, and sustain the aesthetics of the area.

Throughout my project, I retained consistent symbology to avoid confusion. I also color coded the map borders to categorize them based on criteria.

Macro View of Environmental Map

This is one of many environmental maps and graphs produced to demonstrate the
impact of the transmission line on the environment.

Final Project

This blog post is going to be multi-part. The final project was based on the Bobwhite-Manatee Transmission Line in Manatee and Sarasota Counties, Florida.

Below is the updated model.

Project Model for the Bobwhite-Manatee Transmission Line Project

University of West Florida Main Campus
Produced  by: Terry J. Dokey, 1/17/2020

This is my Lab 2 Assignment, Cartography.  This map is designed for visitors who wish to know a macro-scale version of the location of the University of West Florida. The map is not intended for navigation, as I have shaded the different areas and only highlighted (in color) important points.

In the upper right hand corner, I have an insert that shows the state of Florida's counties in grey and Escambia County, the location of UWF, in pink.

The main portion of the map has Escambia County in transparent pink and the surrounding counties in transparent green.  The major rivers are in blue, the main interstates are in red, only the two largest neighboring cities. Because UWF's location is the purpose of the map, it is symbolized with a star.

To ensure the viewers could orient and understand the map, I included a north seeking arrow (upper right), a scale in both the insert and the lower portion of the main map, and a legend (lower right).  I also included cartographer and bibliographic references to ensure credibility, attribution/credit, and ensure reproduction.  Finally, I added the UWF symbol to dress things up and further demonstrate the purpose of the map.

I chose all the colors to work with the best interest of the viewer. Everything I have learned so far demonstrates that the map is a contract between the cartographer and viewer. Therefore, all elements should be approached with the viewer and purpose in mind.

Lab 2--Cartography

Today I finished Lab 2, Cartography, which taught me how to produce a map (with an insert) plus add essential elements of map information, which includes the legend, north arrow, bibliography, date, cartographer's name, etc.  This lab was truly fun and there was not much frustration to it. By doing and re-doing the labs, I have learned that steps that caused frustration are no longer frustrating me.

Along with another student, I served as the discussion leader for the class.  This entailed me completing the lab, offering tips and techniques, and then answering questions from the students. This is a very good technique for many reasons:  It forced me to learn more quickly; as a graduate student, it allowed me to serve at a higher level (plus higher expectations) than the undergraduate students; it provided more time for the professor to tackle more difficult problems; facilitated better communication and increased the likelihood that a student would ask for assistance because the discussion leaders are students, too, and are less "threatening" than approaching the professor.  All in all, this was a good week and I truly look forward to the next lab.