By the end of Lesson 3, you should be able to:
Lesson 3 will take 1 week to complete. Please refer to Canvas for specific time frames, submission instructions, and due dates.
To finish this lesson, you must complete the assignments listed below by the end of this lesson week. The details for each assignment are provided in the referenced section.
Assignment No. | Assignment Description | Section | Grade Component / Points |
---|---|---|---|
3-1 | Read about three distinct types of geocoding and answer some questions. | 3.1 | Lesson Topic / 15 |
3-2 | Use TIGER/Line Shapefiles to create an address locator and geocode a set of addresses. | 3.1 | Lesson Topic / 20 |
3-3 | Explore an MPO or RPO and summarize what you learned. | 3.2 | Transportation Organizations / 15 |
3-4 | Participate in a one-on-one video conference with a classmate as per the schedule which was provided to you in Week 1 and prepare a summary of the conversation. | 3.3 | Class Participation / 15 |
3-5 | Participate in this week’s webinar and submit a summary of what you learned. | 3.5 | Guest Webinar / 15 |
3-6 | Learn about long-range and short-range transportation plans, explore some project visualization applications and answer some questions. | 3.6 | Guest Webinar / 10 |
3-7 | Submit 3 – 5 questions for next week’s speaker. | 3.6 | Guest Webinar / 5 |
Geocoding is the process of taking the description of a specific location and converting it into a set of coordinates or a point feature which can then be displayed on a map or used in some type of spatial analysis. A variety of location description types can be geocoded including addresses and place names. There are a number of different approaches which can be used for geocoding, but at a high level they all follow the same process:
Geocoding is a widely used geospatial technique that has applications across many industries. It is often a prerequisite process to performing some type of network analysis such as routing. There are a variety of distinct processes which can be used for geocoding. The primary differences lie in the type of reference data which is used. The most common type of geocoding uses roadway centerline data where each street segment has address range attributes for each side of the street. Most online geocoding services including Google Maps, Yahoo Maps, and MapQuest rely almost exclusively on this type of geocoding. Other types of geocoding use parcel boundary data or address point data. You’ll read more about the different types of geocoding in Assignment 3-1.
There are many geocoding services which are available, some of which are free and some of which are subscription based. The free services generally limit the number of locations you can process at one time. Given a suitable reference dataset, it is also possible to create your own geocoding service. You’ll have an opportunity to do just that in Assignment 3-2.
Read the article A comparison of address point, parcel and street geocoding techniques [1] by Paul A. Zandbergen. Address the following questions and submit an M.S. Word document with your responses to Assignment 3-1 in Canvas.
The first step to geocoding in ArcGIS is selecting an address locator which will be used. The address locator defines the reference dataset and the rules which will be used by the geocoding engine in identifying candidates and matches for the location descriptions (typically addresses) you are trying to locate. You can use an existing address locator, which typically requires a subscription, or you can create your own. To create your own address locator, you need to have access to a suitable set of reference data. There are many potential reference datasets available including those which are created by state or county governments. One good source of reference data for geocoding is the TIGER/Line shapefiles we examined in Lesson 2.
To create an address locator, use the “Create Address Locator” tool in ArcToolbox (see Figure 3.1).
When you launch the tool, you are presented with the Address Locator dialog (see Figure 3.2).
The first step in creating an address locator is selecting a locator style. The locator style which is most appropriate depends on the reference data you’re planning to use in addition to the format of the locations you’re trying to geocode. A commonly used address locator style is the U.S. Addresses – Dual Ranges (see Figure 3.3).
Once the locator style has been selected, the Field Map list in the bottom portion of the Address Locator dialog is automatically populated (see Figure 3.4). Fields with an asterisk are required by the locator style, and fields without an asterisk are optional. Once you have loaded a reference dataset, you can map these fields to the corresponding fields in the reference data.
The second step in creating an address locator is defining the reference dataset or datasets which will be used. As mentioned above, there are many reference data sources which can be used. For example, you can use a linear feature class based on roadway centerlines such as the “Address Range-Feature Shapefile” TIGER/Line shapefiles we reviewed in Lesson 2. Alternatively, you could use a polygon feature class based on parcel boundaries or zip code boundaries. Yet another option would be to use a point feature class based on address points.
Once you have selected the reference data, you can map the fields associated with the address locator style you have selected with the corresponding fields in the reference data (see Figure 3.5).
The final step is to save the address locator to a location you select. While you can store the locator in either a geodatabase or a file folder, ESRI recommends storing an address locator in a file folder for better performance.
Here is a link to an ESRI webpage where you can download a white paper [2] which tells you everything you’d ever want to know about address locators in ArcGIS.
To geocode a list of addresses, you should first add the table of addresses data to your map document in ArcGIS. The addresses to be geocoded can be prepared in any number of file formats including xlsx, xls, dbf, csv, and txt. Once the table of addresses has been added, you can right-click on the newly added table and select “Geocode Addresses” from the resulting context menu. At this point, you’ll be asked to select an address locator (see Figure 3.6).
If the address locator you wish to use is not in the list, you can add it. Once you select an address locator and click “ok,” you will be presented with the “Geocode Addresses” dialog (see Figure 3.7).
In the top portion of the dialog, you can map the fields in the input table to the corresponding fields in the address locator, if it isn’t done automatically, and define the location and name of the shapefile or feature class where the results of the geocoding process should be stored. You can also configure some parameters for the address locator by clicking the “Geocoding Options” button. The “Geocoding Options” dialog is then displayed (see Figure 3.8).
In the top portion of the dialog, you can exercise some control over how matching is performed. The spelling sensitivity level controls the extent to which misspellings will still be considered a match. The lower the score, the more tolerant the geocoding engine is for misspelled words. The minimum candidate score sets the threshold score for identifying candidates. The lower this score, the more candidates an address could have. Finally, the minimum match score establishes the threshold score for declaring a match for the address. Lowering the minimum match score will generally increase the match rate but will also tend to result in a higher rate of false positives.
The dialog can also be used to set other parameters for the geocoding engine such as offset positions for geocoded point features and some output data elements which can optionally be included as attributes in the resultant shapefile or feature class.
Once the geocoding options have been defined, the geocoding process can be initiated by clicking “Ok” on the “Geocode Addresses” dialog (see Figure 3.7). When the geocoding process is complete, a summary of the geocoding results is presented (see Figure 3.9).
This summary shows the number of addresses which had candidates above the minimum match score (i.e., matches), the number of addresses which had multiple candidates which were above the minimum match score and had the same score (i.e., ties) and the number of addresses which did not produce any candidates above the minimum candidate score (i.e., unmatched).
From the results summary screen, a manual rematch process can be initiated by clicking the “Rematch” button. This brings up the “Interactive Rematch” screen (see Figure 3.10).
On this screen, unmatched addresses, ties, and matched addresses can be reviewed. Unmatched addresses generally result from either a problem with the address or a problem in the reference data. If a problem is observed with the address, it can be corrected and matched with the correct candidate directly on this screen. Often, however, it is unclear what the problem is with a particular address, and additional research is required to determine where the problem lies before it can be corrected.
In this assignment, you will use TIGER/Line data to create an address locator and geocode some addresses.
Submit an M.S. Word document to Lesson 3-2 in Canvas which addresses the following items:
This week, we’ll take some time to explore Metropolitan Planning Organizations (MPOs) and Rural Planning Organizations (RPOs). MPOs were formed as part of 1962 Federal-Aid Highway Act and are required for any urbanized area with a population of more than 50,000. Congress recognized transportation planning is best done at a regional level since the nature of transportation systems and services often transcends an individual municipality, city, or county.
Watch the short video (11 minutes) below which discusses the purpose and structure of MPOs. There are more than 300 MPOs across the U.S., a listing of which is provided here [4].
NARRATOR: Transportation is the backbone of our communities. We rely on it every day to get us to work, to get us to shopping and recreation, and to bring us goods and services. But who makes the decisions about our transportation system, and how are those decisions made? This video is an introduction to Metropolitan Transportation Planning and the role of metropolitan planning organizations.
Over the last 100 years or more, America's population and lines of commerce have expanded well beyond the boundaries of individual cities and towns. Today, networks of highways, transit services, freight carriers, and airports serve metropolitan areas that may include many cities, suburbs, towns, and counties. In today's urban areas, many transportation decisions are best handled at the regional level. A regional approach gives decision-makers a comprehensive understanding of transportation problems and the ability to develop comprehensive solutions.
Over the years, Congress has promoted a regional approach to urban transportation planning and decision-making. One of the most important advances came in the 1970s with legislation that required the creation of metropolitan planning organizations or MPOs in areas with a population of 50,000 or more. Now, there are over 300 MPOs across the country. An MPO may be a free-standing planning organization or an association of local government, but every MPO is governed by a policy board of local elected officials. The Board may also include representatives from state transportation departments, mass transit operators, and others. The MPO is not alone in the decision-making process, but it's the engine that drives collaboration and cooperation among many participants. Local elected officials bring a unique perspective to the planning and decision-making process. They often face a challenging balancing act, making decisions that have the greatest regional benefit, while at the same time reflecting the concerns of the communities they represent.
MPOs and their partners produce three key documents: the Unified Planning Work Program, the Transportation Plan, and the Transportation Improvement Program. The Unified Planning Work Program (or UPWP) describes the planning studies that are being performed for the metropolitan area. The Transportation Plan identifies the region's transportation policies, strategies, and projects for the next twenty years or more. The Transportation Improvement Program (or TIP) is a short-range program of projects covering at least three years that directs available funds to those improvements that are the highest priority. The MPO Policy Board and its partners direct development and content of the Plan, the TIP, and the UPWP. Both the Plan and the TIP must be fiscally constrained, in other words, consistent with available and expected funds. In areas with air quality problems, the Plan and the TIP must also help the region meet federal standards.
Let's now look at how the Plan and the TIP are prepared. Often the local planning participants start with a regional vision or a set of goals. This vision expresses what the region would like to become perhaps forty or fifty years in the future.
LES STERMAN: Well, important elements of a long-range plan are obviously a strong statement of goals and values, what is it that we're after, and transportation systems in the future.
NARRATOR: In developing a vision or goals, the MPO may consider many questions: What are the trends in regional growth, and are they desirable? How well is the transportation system performing? Do existing plans deal with current and expected problems? Can the transportation system support the kinds of future development that the region desires? When the vision and goals are in place, the MPO and its partners are better able to identify transportation problems and needs. These can include declining mobility, increasing congestion, poor access to jobs in neighborhoods, unhealthy air, or inconsistency with proposed economic development. An understanding of these problems allows the MPO and its partners to identify alternatives to improve transportation. Alternatives may include new policies, operational strategies, or capital projects. Some may help the existing system work better. Others may expand or build new transit lines, highways, and other facilities. Another round of questions is asked in assessing the impact of alternatives. How well does each alternative address the region's transportation problems? What are the likely impacts on neighborhoods and the environment? How much do the alternatives cost? Are the funds there, and is this the best use of available resources? The answers to these questions help the board choose the best alternatives. By adopting the Transportation Plan, the board establishes the policies, strategies, and project that the region will pursue.
To develop the TIP, priority projects are drawn from the adopted Transportation Plan and matched with available funding. Once adopted by the MPO, the TIP is submitted to the state and becomes part of the statewide transportation improvement program, but the process doesn't end here. Projects and strategies in the plan and TIP undergo further development, often including engineering and environmental studies. Also, many MPOs monitor the implementation of the plan and TIP, study how well the plan is working, and make periodic adjustments. Federal rules require that the plan be updated and readopted every three to five years, and the TIP every two years.
RAE RUPP SRCH: Long-range planning, it is an ongoing process. It's not etched in stone, and many people don't realize that. New board members don't realize that either, that it's not a plan etched in stone. That, you know, it's constantly in an updating process.
NARRATOR: Agency and public involvement is a key activity in every step of the planning process. The public refers to a variety of individuals, agencies, and organizations each with different interests and levels of involvement. Many different approaches are used to inform and engage other agencies and the public.
CHARLES UKEGBU: Our public participation it's not just at the MPO level and that's one of the things we try to emphasize at the municipal level. It is not just the MPO calling a meeting, no, it is the MPO participating in on a meeting and forums that may have been called by other city or state agencies.
NARRATOR: Transportation planning continues to evolve. New issues are emerging that demand innovation and creativity from MPOs. Many MPOs today are working with other local and state agencies and the private sector to provide multi-modal systems that give people more choices. Transit, carpooling, bicycling, walking, better connections between highways, transit, airports, freight, and other modes of transportation can make the entire system work more efficiently.
DAVID PAMPU: We can't solve our transportation problem in key corridors just by widening the roads anymore. We have to provide some additional mobile opportunities for the traveling public. By focusing on rapid transit in conjunction with roadway improvements, we think we can add significant capacity for the traveling public.
NARRATOR: Coordinating transportation and land-use can be challenging. While transportation decisions are made at the state and regional levels, most land use decisions are made by local governments and private developers. The MPO may be the only place where officials from different jurisdictions can coordinate land use and transportation planning for the region as a whole. Many MPOs are partnering with state transportation department, transit operators, and other agencies to preserve existing transportation assets and to squeeze more capacity out of their existing systems.
LES STERMAN: Probably for forty years, we chased congestion. Congestion was our number one goal, addressing congestion was our number one goal. But we're now recognizing that preserving existing system, our bridges and highways and our transit systems and the safety of that system are in fact more important goals, and we recognize them, and that's part of our vision. To create a system that's not only safe, but is well maintained and preserved particularly in the core of our region.
NARRATOR: Planners are also making greater efforts to respond to the needs of all the users of transportation systems. People of every age, ethnic group, and income level because mobility is a link to opportunity and equality. For elected officials and citizens alike, Metropolitan Transportation Planning is a tremendous opportunity to build better communities.
JEFFREY SCHIELKE: I think I went into it not realizing, you know, that I was in a much wider, bigger area that had dramatic impacts until I got in the process and began to experience, you know, what other towns were going through and seeing and learning from their mistakes and learning their ideas. I think that's one of the rich rewards of the MPO process.
RAE RUPP SRCH: It's an exciting position to be in. You do have input, you're representing your communities. I think anybody that wants to get involved in this should.
JOHN MASON: It is basically a collaborative approach among the jurisdictions within a metropolitan region. There are some federal rules and laws that guide how we have to go through the process, but the real success of MPOs is based on the ability of the leaders of the jurisdictions to be able to collaborate to achieve a common goal.
Rural areas often have transportation needs that are very different from metropolitan areas. In rural regions, either the State DOT, a Rural Planning Organization (RPO), or a local government conducts transportation planning. While RPOs are not federally required, it is a requirement that if the state performs the planning function for rural regions, they need to coordinate with local officials.
In Pennsylvania, there are 15 MPOs and 8 RPOs. MPOs and RPOs often have strong GIS capabilities to support various planning studies.
Take some time to learn about an MPO or RPO by looking at their website. If possible, select the designated planning organization in your region. In particular, examine how they are applying GIS technologies to transportation projects and studies. Prepare a brief summary of what you learned (no more than 300 words in length) and submit it as an M.S. Word document to Assignment 3-3 in Canvas. Include a screenshot or two if appropriate.
Criteria | Ratings | Pts | ||
---|---|---|---|---|
Followed Instructions | Excellent: Student carefully followed all instructions for the assignment. 4.0 pts |
Satisfactory: Student's submission exhibited some minor deviations from the instructions for the assignment. 2.5 pts |
Poor: Student's submission exhibited major deviations from the instructions for the assignment. 1.0 pts |
4.0 pts |
Content Quality | Excellent: Student's submittal fully addressed the topics of the assignment and demonstrated insight and thoughtful reflection on the part of the student. 7.0 pts |
Satisfactory: Student's submittal partially addressed the topics of the assignment and demonstrated some insight and thoughtful reflection on the part of the student. 5.0 pts |
Poor: Student's submittal did not address the topics of the assignment and demonstrated little or no insight or thoughtful reflection on the part of the student. 1.0 pts |
7.0 pts |
Writing Quality | Excellent: Student’s writing was organized, clear, and concise and was free from spelling and grammatical errors. 4.0 pts |
Satisfactory: Student’s writing exhibited some deficiencies in the area of organization, clarity, and conciseness and/or contained a few spelling or grammatical errors. 2.5 pts |
Poor: Student’s writing exhibited major deficiencies in the area of organization, clarity, and conciseness and/or contained many spelling or grammatical errors. 1.0 pts |
4.0 pts |
Total Points: 15.0 |
This week, you’ll have a one-on-one video conference call with one of your classmates as per the schedule you were provided in Week 1. The discussion should be at least 30 minutes in length. If it’s the first time you’ve chatted with each other, spend the majority of time getting to know each other. Otherwise, focus on discussing the lesson content. For this assignment, you can use any video conferencing tool you like (e.g., Google Hangouts, Skype, etc.). You can also use the Zoom room we use for the weekly webinars. If you do decide to use the Zoom room, send out an e-mail to the whole class listing the date and time you have agreed to with your one-on-one partner for the week so others don't attempt to use the room at the same time.
Submit an M.S. Word document which briefly summarizes your one-on-one conversation with a classmate (no more than 300 words) to Assignment 3-4 in Canvas. The summary you’ll submit is an individual assignment and is not intended to be a joint activity. If it’s the first time you’ve spoken with each other, your summary should primarily address what you learned about each other’s skills, interests, and backgrounds. Otherwise, your summary should focus on ideas and insights about the lesson content which came out of the conversation.
Criteria | Ratings | Pts | ||
---|---|---|---|---|
Followed Instructions | Excellent: Student carefully followed all instructions for the assignment. 4.0 pts |
Satisfactory: Student's submission exhibited some minor deviations from the instructions for the assignment. 2.5 pts |
Poor: Student's submission exhibited major deviations from the instructions for the assignment. 1.0 pts |
4.0 pts |
Content Quality | Excellent: Student's submittal reflected a conversation which was highly thoughtful and productive and provided substantial benefit in getting to know each other better and / or exploring lesson topics. 7.0 pts |
Satisfactory: Student's submittal reflected a conversation which was somewhat thoughtful and productive and provided some limited benefit in getting to know each other better and / or exploring lesson topics. 5.0 pts |
Poor: Student's submittal reflected a conversation which had little value in getting to know each other better and / or exploring lesson topics. 1.0 pts |
7.0 pts |
Writing Quality | Excellent: Student’s writing was organized, clear, and concise and was free from spelling and grammatical errors. 4.0 pts |
Satisfactory: Student’s writing exhibited some deficiencies in the area of organization, clarity, and conciseness and/or contained a few spelling or grammatical errors. 2.5 pts |
Poor: Student’s writing exhibited major deficiencies in the area of organization, clarity, and conciseness and/or contained many spelling or grammatical errors. 1.0 pts |
4.0 pts |
Total Points: 15.0 |
This week’s speaker is Dr. Ira Beckerman. For details about Dr. Beckerman’s current role and background, refer to Lesson 2. For the specific date and time of the webinar, please refer to Canvas. While you are expected to attend the webinar live, if at all possible, it is understood that, in some cases, work schedules and other conflicts may make it impossible to do so. If you will not be able to attend, please send me an e-mail ahead of time. I will make the recorded webinar available for you to review.
After attending the webinar, prepare a brief write-up (250 – 500 words) summarizing the session and submit it in M.S. Word format to Assignment 3-5 in Canvas. In your summary, address the following:
Criteria | Ratings | Pts | ||
---|---|---|---|---|
Followed Instructions | Excellent: Student carefully followed all instructions for the assignment. 4.0 pts |
Satisfactory: Student's submission exhibited some minor deviations from the instructions for the assignment. 2.5 pts |
Poor: Student's submission exhibited major deviations from the instructions for the assignment. 1.0 pts |
4.0 pts |
Content Quality | Excellent: The student's submittal demonstrated that the student paid close attention during the webinar and carefully reflected on the key topics which were covered. 7.0 pts |
Satisfactory: The student's submittal demonstrated that the student was somewhat attentive during the webinar and engaged in limited reflection on the key topics which were covered. 4.0 pts |
Poor: The student's submittal provided little or no evidence that the student paid careful attention during the webinar or reflected on the topics which were covered. 1.0 pts |
7.0 pts |
Writing Quality | Excellent: Student’s writing was organized, clear, and concise and was free from spelling and grammatical errors. 4.0 pts |
Satisfactory: Student’s writing exhibited some deficiencies in the area of organization, clarity, and conciseness and/or contained a few spelling or grammatical errors. 2.5 pts |
Poor: Student’s writing exhibited major deficiencies in the area of organization, clarity, and conciseness and/or contained many spelling or grammatical errors. 1.0 pts |
4.0 pts |
Total Points: 15.0 |
Next week we will have a webinar with Mr. Greg Ulp. Greg is a Senior Project Manager with GeoDecisions, a division of Gannett Fleming specializing in GIS and IT. He has over 25 years of experience in applying spatial technologies to solve transportation problems and has worked with a number of state DOTs. Greg has worked extensively with the Pennsylvania Department of Transportation’s GIS Division. He was the technical architect for a GIS application called the Multimodal Project Management System Interactive Query (MPMS-IQ) which is used to access and visualize data for the Department’s highway and bridge projects. Greg holds a bachelor’s degree in computer science from The Pennsylvania State University.
There are a number of transportation plans that regional planning organizations (MPOs and RPOs) and state DOTs are federally required to prepare and periodically update. These include the following:
In order to solicit feedback from the public on potential projects and to provide legislators and the public access to information on planned and active projects, state DOTs, Municipal Planning Organizations (MPOs) and Rural Planning Organizations (RPOs) sometimes use web-based GIS applications to enable people to visualize projects in a specific geographic area and get detailed information on a project of interest.
Watch this FHWA sponsored webcast on Visualizing TIPs and STIPs Using GIS [5] which was held on April 27, 2016. It is a little rough in spots but is very informative. The presentation doesn’t actually start until about 7 ½ minutes in, due to some technical difficulties. In the webcast, PennDOT discusses three separate GIS-based project visualization applications which are used to provide the public and state legislators access to planned and active projects. All three applications have a consistent user interface and differ only in the types of projects they show. The first application shows active projects under construction, the second shows Act 89 projects which are projects of particular interest to state legislators and the third shows planned projects (i.e., projects on the STIP and TYP). All three applications can be accessed here [6].
Another organization which participated in the webcast was the Delaware Valley Planning Commission (DVRPC). DVRPC is an MPO which spans 9 counties in 3 states (Pennsylvania, New Jersey, and Delaware). In the webcast, DVRPC discussed how they make project information available through a Google Maps-based GIS application. Take some time to explore the 2017 DVPC TIP Visualization tool [7]. In addition to using GIS to facilitate visualization of their transportation program, DVRPC also uses spatial technologies to evaluate potential projects for the TIP based on a variety of criteria they have developed.
MPMS-IQ is a web-based GIS application developed for PennDOT which allows users to visualize projects and access a wide variety of project related information via a map interface. The projects which are available through MPMS-IQ include active construction projects in addition to projects on PennDOT’s Twelve Year Plan (TYP). Unlike the STIP, the TYP is not federally mandated. The STIP corresponds to the first 4 years of the TYP. Take some time to explore MPMS-IQ [8]. In particular, look at the methods by which users can search for projects, the information available for each project, and the additional layers and features the application provides.
TELUS is a research and innovation program funded through a grant from the FHWA designed to create spatially-enabled tools to assist MPOs and state DOTs in preparing TIPs and performing other transportation planning functions. TELUS software is created and maintained by the New Jersey Institute of Technology (NJIT). Information about the tools, including demos and download links, can be found here. [9]
After reviewing the background material for next week’s webinar, submit an M.S. Word document to Assignment 3-6 in Canvas which addresses the following items:
After reviewing the background material for next week's webinar and the biography for next week’s speaker, come up with 3-5 questions which are clearly stated and are relevant to the webinar topic. Submit the questions to Assignment 3-7 in Canvas.
Criteria | Ratings | Points | ||
---|---|---|---|---|
Question Quality |
Excellent: Questions were clearly worded, demonstrated a thorough review of the background material and thoughtful reflection and insight on the part of the student.
5.0 pts
|
Satisfactory: Questions were somewhat clear, demonstrated some review of the background material and some reflection and insight on the part of the student.
3.0 pts
|
Poor: Questions were unclear and/or demonstrated little or no review of the background material and/or demonstrated little or no reflection and insight on the part of the student.
1.0 pts
|
5.0 pts |
Total Points: 5.0 |
In this lesson, we discussed a number of geocoding techniques and considered the pros and cons of each. We also examined the properties of an address locator in ArcGIS and the role it plays in the geocoding process. You had the opportunity to construct your own address locator using TIGER/Line shapefiles and used it to geocode a series of addresses.
Our transportation organizations of the week were MPOs and RPOs. We learned about how they are structured and the responsibilities they have in the area of transportation planning.
In our weekly webinar, we had the opportunity to interact with Dr. Ira Beckerman, an archaeologist who leads PennDOT’s cultural resources group which is responsible for the Department’s compliance with Section 106 of the National Historic Preservation Act.
In preparation for next week’s webinar, we reviewed some federally mandated transportation plans which MPOs and state DOTs are required to prepare and maintain. We also looked at how GIS can be used to visualize programmed projects and ensure this information is accessible to the public and other interested parties.
Finally, you had the opportunity to interact with a classmate in a one-on-one video conference call.
If there is anything in the Lesson 3 materials about which you would like to ask a question or provide a comment, submit a posting to the Lesson 3 Questions and Comments discussion in Canvas. Also, review others’ postings to this discussion and respond if you have something to offer or if you are able to help.
Links
[1] http://www.isi.edu/integration/courses/csci548_2009/readings/zandbergen.pdf
[2] http://www.arcgis.com/home/item.html?id=aeb00de638f3492a93308a4a03183c7d
[3] https://psu.instructure.com/files/80952480/download?download_frd=1
[4] http://www.rita.dot.gov/bts/external_links/government/metropolitan_planning_organizations.html
[5] https://connectdot.connectsolutions.com/p1sjxyau5sn/?launcher=false&fcsContent=true&pbMode=normal
[6] http://www.projects.penndot.gov/projects/PAProjects.aspx
[7] http://www.dvrpc.org/asp/TIPsearch/2017/PA/
[8] http://www.dot7.state.pa.us/MPMS_IQ/Mapping
[9] http://www.telus-national.org/