At the successful completion of this lesson, you should be able to:
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
Begin to familiarize yourself with geovisual analytics: what it is, how is it different than cartography, GIS, spatial data science, or geographic visualization, and how it has been applied to health-realated data.
Below is a listing of several readings that highlight some of these issues. At a minimum, please read at least two (2) articles from the list. When you have finished reading the articles of your choice respond to the following questions in the Introductory Geovisual Analytics Readings Discussion [1] discussion forum:
When you have finished reviewing the two articles of your choosing, then respond to the following questions:
***Make sure you are logged into your PSU account to access these articles***
Of course, you are encouraged to perform your own search to locate other readings related to this topic on your own. If you find other readings you can share them with the class in the Lesson 1 discussion forum.
Andrienko, G., Andrienko, N., Jankowski, P., Keim, D., Kraak, M. J., MacEachren, A., & Wrobel, S. (2007). Geovisual analytics for spatial decision support: Setting the research agenda [2]. International journal of geographical information science, 21(8):839-857. https://www.tandfonline.com/doi/full/10.1080/13658810701349011 [2]
Andrienko, Gennady, Natalia Andrienko, Jason Dykes, Menno Jan Kraak, Anthony Robinson, and Heidrun Schumann. (2016). GeoVisual analytics: interactivity, dynamics, and scale. [3] Cartography and geographic information science, 43(1):1-2. https://doi.org/10.1080/15230406.2016.1095006 [4]
Çöltekin, A., Christophe, S., Robinson, A., & Demšar, U. (2019). Designing geovisual analytics environments and displays with humans in mind [5]. ISPRS International Journal of Geo-Information, 8(12):572. https://doi.org/10.3390/ijgi8120572 [6]
García‐Chapeton, G. A., Ostermann, F. O., de By, R. A., & Kraak, M. J. (2018). Enabling collaborative GeoVisual analytics: Systems, techniques, and research challenges [7]. Transactions in GIS, 22(3), 640-663. https://doi.org/10.1111/tgis.12344 [8]
Gołębiowska, Izabela , Opach, Tomasz, Çöltekin, Arzu , Korycka-Skorupa, Jolanta and Ketil Rød Jan. (2023). Legends of the dashboard: an empirical evaluation of split and joint layout designs for geovisual analytics interfaces [9], International Journal of Digital Earth, 16(1):1395-1417, https://doi.org/10.1080/17538947.2023.2197262 [9]
Li, Z., Tang, W., Huang, Q., Shook, E., & Guan, Q. (2020). Introduction to big data computing for geospatial applications [10]. ISPRS International Journal of Geo-Information, 9(8):487. https://doi.org/10.3390/ijgi9080487 [10]
MacEachren, Alan M. (2017). Leveraging Big (Geo) Data with (Geo) Visual Analytics: Place as the Next Frontier. [11] In Spatial Data Handling in Big Data Era, pp. 139-155. Springer, Singapore.
MacEachren, Alan M., Anthony C. Robinson, Anuj Jaiswal, Scott Pezanowski, Alexander Savelyev, Justine Blanford, and Prasenjit Mitra. (2011). "Geo-twitter analytics: Applications in crisis management. [12]" In 25th International Cartographic Conference, pp. 3-8.
Nelson, J. K. (2023). Cartography & geovisual analytics in personal contexts: designing for the data creator [13]. International Journal of Cartography, 1-21. https://doi.org/10.1080/23729333.2023.2189431 [14]
Popelka, S., Herman, L., Řezník, T., Pařilová, M., Jedlička, K., Bouchal, J., ... & Charvát, K. (2019). User evaluation of map-based visual analytic tools [15]. ISPRS International Journal of Geo-Information, 8(8):363. https://doi.org/10.3390/ijgi8080363 [15]
Robinson, A. (2017). Geovisual analytics [16]. The Geographic Information Science & Technology Body of Knowledge (3rd Quarter 2017 Edition), edited by John P. Wilson. UCGIS. https://doi [17]. org/10.22224/gistbok/2017.3.6
Robinson, A. C., Peuquet, D. J., Pezanowski, S., Hardisty, F. A., & Swedberg, B. (2017). Design and evaluation of a geovisual analytics system for uncovering patterns in spatio-temporal event data [18]. Cartography and Geographic Information Science, 44(3):216-228. https://www.tandfonline.com/doi/full/10.1080/15230406.2016.1139467 [18]
Robinson, A. C., Anderson, C. L., & Quinn, S. D. (2020). Evaluating geovisualization for spatial learning analytics [19]. International Journal of Cartography, 6(3):331-349. https://doi.org/10.1080/23729333.2020.1735034 [20]
Savelyev, A., & MacEachren, A. M. (2020). Advancing the theory and practice of system evaluation: a case study in geovisual analytics of social media [21]. International Journal of Cartography, 6(2):202-221. https://doi.org/10.1080/23729333.2019.1637488 [22]
Schiewe, J. (2021). The need for disciplinarity, interdisciplinarity and scientific societies-the cartographic perspective [23]. Geo-spatial Information Science, 24(1):160-166. https://doi.org/10.1080/10095020.2020.1863748 [24]
Singhal, M. (2021). Study of Advances and Challenges in Geovisual Analytics [25]. Soft Computing. 3(14):52-55.
Van Ho, Quan, Patrik Lundblad, Tobias Åström, and Mikael Jern. (2012). "A web-enabled visualization toolkit for geovisual analytics. [26]" Information Visualization, 11(1): 22-42.
Zuo, C., Ding, L., Yang, Z., & Meng, L. (2022). Multiscale geovisual analysis of knowledge innovation patterns using big scholarly data [27]. Annals of GIS, 28(2):197-212. https://doi.org/10.1080/19475683.2022.2027012 [28]
Below are other resources that may be helpful to you during this course.
International Cartographic Association's Commission on
- GeoVisualization [29]
- Visual Analytics [30]
- Visual Analytics News Feed [31]
Web Portal for GeoSpatial Visual Analytics [32]
Afzal, S., Ghani, S., Jenkins-Smith, H. C., Ebert, D. S., Hadwiger, M., & Hoteit, I. (2020, October). A visual analytics based decision making environment for COVID-19 modeling and visualization [33]. In 2020 IEEE Visualization Conference (VIS) (pp. 86-90). IEEE.
MB, L., Joseph, R. B., Sunder, R., & Rajeswari, M. (2021, May). A Review of COVID-19 Outbreak Analysis Using Visual Analytics Approach [34]. In Proceedings of the International Conference on Smart Data Intelligence (ICSMDI 2021). http://dx.doi.org/10.2139/ssrn.3851235 [35]
Pászto, V., Burian, J., & Macku, K. (2020). Covid-19 data sources: evaluation of map applications and analysis of behavior changes in Europe’s population [36]. Geografie, 125(2):171-209. https://doi.org/10.37040/geografie2020125020171 [37]
Pezanowski, S., Mitra, P., & MacEachren, A. M. (2022). Exploring descriptions of movement through geovisual analytics [38]. KN-Journal of Cartography and Geographic Information, 72(1):5-27. https://link.springer.com/article/10.1007/s42489-022-00098-3 [38]
Thakur, G., Sparks, K., Berres, A., Tansakul, V., Chinthavali, S., Whitehead, M., ... & Cranfill, E. (2020, November). COVID-19 joint pandemic modeling and analysis platform [39]. In Proceedings of the 1st ACM SIGSPATIAL International Workshop on Modeling and Understanding the Spread of COVID-19 (pp. 43-52). https://doi.org/10.1145/3423459.3430760 [40]
Wei, X., Wang, M., & Kraak, M. J. (2020). Where we are in fighting against COVID-19 [41]. Environment and Planning A: Economy and Space, 0308518X2093151. https://dx.doi.org/10.1177/0308518X20931515 [42]
For this course, you will be drafting a response to a request for proposal (RFP) from a non-profit called Healing the Health of Humanity International H3I who is interested in assisting allocation of funds for COVID-19 relief. You will be divided into teams, where each team creates a fictional organization that will respond to the RFP. Before you create the organization's business profile and draft the response to the RFP by H3I, the team will need to assign the following roles:
Responsibilities include (but are not limited to):
Responsibilities include (but are not limited to):
Responsibilities include (but are not limited to):
Responsibilities include (but are not limited to):
It is crucial for this project that you communicate with the other members of your team. Canvas has functionality that will allow you to share resources and information, and even meet online. Your team has its own workspace within Canvas [43] where you can:
By clicking on Teams in the Canvas menu [47], you can access your team workspace. This space is unique to your team. We will be able to see what is happening in the team, but other teams will not. Use the discussion forums and conferences to meet and discuss/delegate tasks.
The focus of our course is the use of geovisual analytics to analyze patterns in COVID-19 data. It is important, however, to remember that behind all of those numbers lie millions and millions of human stories. For the past several years (and still ongoing), millions and millions of people across the world faced an uncertain, and often dangerous, future.
We encourage you to regularly take some time to connect with some of these stories. We will highlight, over the next couple of weeks, some stories about some of the real people behind the data.
This web page [48], created by the World Health Organization, was developed to share some of the stories of the millions of individuals who were directly or indirectly affected by some aspects of COVID-19. Start this week by selecting a couple of stories to connect with the people who are part of the lasting effects of the pandemic.
Assignment
Search the web for additional articles or videos that you find to be particularly moving or inspiring. Please share them with the rest of our group in the COVID-19 Stories Discussion in the Lesson 1 Module in Canvas. Please make sure that you have shared something to this discussion forum by the end of Lesson 2.
At the successful completion of this lesson, you should be able to:
The first part of this week, you will spend at TU Wein in Vienna, Austria collaborating with TU Wein students. Then, the second part of the week you will visit other cities.
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time (or - this week - talk to us in person!). Yea!
Please note: the following schedule is subject to change.
Part of this class requires you to select data related to some aspect of COVID-19. This data can include cases, deaths, vaccine status, etc. The specific data set of choice is compltely up to you and the organization from which you download the data is of your choosing. However, the goal of this project is to think about how to leverage geovisual analytics to visualize some spatial aspect of COVID-19. The results of that investigation will be used to make a formal response to Healing the Health of Humanity International (H3I). H3I is a gloablly-based non-profit, non-denominational, apolitical, and non-governmental organization whose mission is to heal humanity. This formal response will present geovisual solutions on how H3I can best allocate funds to help direct COVID-19 relief measures.
While you are free to find COVID-19 data on your own we have compiled the list below of data resources that you may find helpful for this course. As mentioned on this web page, this is not an exahustive listing of COVID-19 data sources but should be enough to get you started on finding useful data. Once you have identified appropriate data, download it and begin examining its contents.
This is a listing of various organizations that include download portals for COVID-19 data. No attempt has been made in curating this list in terms of an agency's authority, accuracy, or timeliness in collecting, updated, or releasing any of the COVID-19 data. An agency's inclusion in this list does not warrant endorsement of any kind with respect to this class or its assignments. Get to know the data before using it. There are dozens of other data download portals that were not included in this list.
The data sources are presented geographically.
Centers for Disease Prevention and Control COVID-19 Resources
COVID-19 Data Tracker [49]
General COVID-19 Web Site [50]
COVID-19 Public Data Sets [51]
Case Surveillance Public Use Data [52]
HealthData.gov
Health Data Covid-19 dashboard [53]
U.S. Veterans Administration Covid-19 National Summary
VA COVID-19 Dashboard [54]
EU Countries
Other EU Countries Dashboards [56]
European CDC (Eurostat)
Europa COVID-19 Data [57]
Europa COVID-19 Database [58]
Data World
Data World COVID-19 Resources [59]
Google COVID-19 Open Data
Google COVID-19 Dashboard [60]
Humanitarian Data Exchange
HDX COVID-19 Dashboard [61]
Johns Hopkins
COVID-19 Dashboard [62]
NY Times
NY Times COVID-19 Dashboard [63]
Our World in Data
Our World in Data COVID-19 Dashboard [64]
World Health Organization
COVID-19 Data Download [65]
General COVID-19 Landing Page [66]
COVID-19 Dashboard [67]
Other COVID-19 Data Sources
Tableau's COVID-19 Resources [68]
At the successful completion of this lesson, you should be able to:
For this week, you will travel to different national mapping agencies learning their solutions to their country’s national mapping needs.
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time (or - this week - talk to us in person!).
Please note: the following schedule is subject to change.
The design of a geovisual analytic application requires many considerations. Chief among those considerations is what functions will the application provide and ultimately operate on the data. To that end, the end user must be able to interact with those functions through an intuitive and meaningful interface. Part of any system usability, then, is the overall design. That design in an ongoing process involving the end user. There has been much written about the development cycle related to software applications and their interface design.
Since part of this class involves the conceptual development of an application there should be some consideration of the interface design, what functions would be available through your application, and how that design would facilitate accessing those functions. This deliverable is designed to get you thinking about designing the interface and how user testing could benefit during the development cycle.
In preparation for this delivarable, please read these articles.
Roth, R. E., Ross, K. S., & MacEachren, A. M. (2015). User-centered design for interactive maps: A case study in crime analysis [69]. ISPRS International Journal of Geo-Information, 4(1), 262-301. https://www.mdpi.com/2220-9964/4/1/262 [70]
Heidi Lam, Enrico Bertini, Petra Isenberg, Catherine Plaisant, Sheelagh Carpendale. (2011). "Seven Guiding Scenarios for Information Visualization Evaluation. [71]” [Research Report] 2011-992-04.
This week, please share your evaluation of a geovisual analytics software. In your post, please respond to the following questions.
1. Use the internet and locate a health-related organization or agency that uses geovisual analytics in the presentation and visualization of health-related data. Examine their web site and examine how geovisual analytics has been applied to health-related data. This geovisual analytic software could be a website, an app, or downloadable software. For this task, the geovisual analytic software should be free for use. Once you have located the software, explore its interface and functionality. After you feel comfortable with it, write a concise summary that describes its overall utility and functionality. Include at least two (2) screen captures showing the interface and perhaps a symbolization method. Explain some of the available tools the software contains that help visualize data. Make sure to provide a link or some reference to where you found the software.
2. Using one or more of the approaches presented in the article discuss how would you evaluate the suitability of this geovisual analytics as a means of visualizing the COVID-19 data set or your own choosing. In your summary, make sure to comment on the strengths and weakness of the proposed evaluation method with regard to your geovisual analytic software used by the organization of your choosing.
3. Given what you have learned thus far in the course and any thoughts from your summary here, what kinds of additional tools or functionalities would you recommend be included in the geovisual analytics software of your choosing?
At the successful completion of this lesson, you should be able to:
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
A non-profit humanitarian based organization called Healing the Health of Humanity International (H3I) has recently been awarded a very large grant. The dictates of the grant state that the funds must be allocated to serving the interests of individuals around the world who have experienced COVID-19. In order to meet the requirements of the grant on how best to meet the needs of those who have experienced COVID-19, H3I realizes that a considerable amount of data collection, processing, and analysis will be required. H3I also recognizes that this project will involve a considerable amount of geospatial data. Various methods (e.g., geospatial analytics) will be required to help visualize patterns, trends, and relationships in COVID-19 geospatial data. H3I also acknowledges that they do not employ staff that have expertise in geovisual analytics. That’s where your business plays a role.
For this week you will be engaged in two tasks.
First, develop a business that focuses on geospatial solutions to COVId-19 data sets. This business plan will include the business name, logo, and staff. In addition, the plan will also include statements regarding expertise and previous completed projects. The specifics of developing this business are listed below.
Second, begin to draft a proposal that responds to H3I’s request. Note that a complete proposal will not be delivered until the end of the course. Over the next several weeks, you are tasked with developing and refining parts of the proposal. For now, this week will introduce you to the proposal idea from H3I and get you started on thinking how your group will respond to the request. The challenge is based on a COVID-19 data set of your choosing. Your group is one of several “clients” that are developing a proposal that presents a geographic visualization solution to a COVID-19 data set. As mentioned, H3I was recently awarded a grant that is directed to the betterment of individuals who have experienced COIVD-19, a topic of which is at its core mission. The challenge is to extract meaningful information from the COVID-19 data set of your choosing and make recommendations to H3I on how best to allocate its grant monies.
Specifically, for this project, H3I is interested in understanding some of the following characteristics about the COVID-19 data:
Image Credit: ha11ok [72] from Pixabay [73]
The following is an example of the type of proposal that you will be developing:
Request for Proposal (RFP)
RFP#: 1024
This RFP has four (4) sections. In order to be considered for this project each submitting agency must complete all parts. Instructions on how to complete each section is provided under each section’s header.
This forward must be completed and presented on a separate page.
The Project Proposal Application for Funding Form has four sections:
This section should describe the overall results that the project is expected to accomplish.
The discussion should indicate in quantitative terms, to the extent possible, what the project will produce through its planned activities.
This section should describe how each immediate project objective will be carried out in terms of planned activities.
a. Detail the development timeline of the project. The details could include, but are not limited to, significant milestones that you consider to be achievable within the proposed timeline.
b. The budget for this proposal should be prepared in U.S. dollars. The budget should include, but is not limited to, a description of each budget line item. The budget should include, but it not limited to, development time, software/hardware, training, consulting, contracting services, and usability studies.
This section should discuss proposed mechanisms and procedures for monitoring of project operations to ensure that activities occur as planned, that they remain directed towards stated objectives, and that appropriate corrective action is taken if required.
Specifically, the discussion should indicate who will be responsible for preparing periodic project progress and final technical reports and for the accounting of expenditures.
Wrike is one project management tool that you can use. Your group can discuss whether or not you would like to utilize this tool as you collaborate on your project. Whether you use Wrike, the group space in Canvas, or some other system, finding a way to communicate with your group members and keep track of all of the moving pieces of your project will be crucial. In order to use Wrike with your group, one group member should visit this URL and start an account [74]. You will then be able to add the rest of your group members. Contact us if you have questions.
See Canvas for assignment details that focus on completion of Section II. Please refer to Survey and Section I (Executive Summary) from the H3I RFP [75] example for specific section requirements.
For this week, you will continue working on different parts of H3I’s RFP.
At the successful completion of this lesson, you should be able to:
Welcome back! This week, you will resume working on different parts of your group project proposal. We would like you to work with your group to apply what you learned while in Europe to revising and refining your project. Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
See Canvas for assignment details that focus on completion of Section II. Please refer to Section II from the H3I RFP [75] example for specific section requirements.
At the successful completion of this lesson, you should be able to:
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
See Canvas for assignment details that focus on completion of Section III. Please refer to the Section III from the H3I proposal [75] example for specific section requirements.
It is now time for you to present your first draft of the group project proposal that you have been working on over the last several weeks.
Please see Canvas for complete assignment instructions and due dates.
At the successful completion of this lesson, you should be able to:
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
See Canvas for assignment details that focus on completion of Section IV. Please refer to Section IV of the H3I proposal [75] example for specific section requirements.
At the successful completion of this lesson, you should be able to:
Please refer to Canvas for lesson deliverables, including specific timeframes and due dates.
If you have any questions about course mechanics, where to do something, or how to do something, feel free to send us a message in Canvas at any time.
It is now time for you to present your final draft of the group project proposal that you have been working on.
Some of you might have a code example to share. If so, you can upload your completed code example to GitHub (this is optional).
Links
[1] https://psu.instructure.com/courses/2249664/modules/items/38002223
[2] https://www.tandfonline.com/doi/full/10.1080/13658810701349011
[3] https://www.e-education.psu.edu/geog597g/sites/www.e-education.psu.edu.geog597g/files/Files/Lesson_1/GeoVisual%20analytics%20interactivity%20dynamics%20and%20scale%20Gennady%20Andrienko%20Natalia%20Andrienko%20et%20at%20CaGIS%202016.pdf
[4] https://doi.org/10.1080/15230406.2016.1095006
[5] http://https://doi.org/10.3390/ijgi8120572
[6] https://doi.org/10.3390/ijgi8120572
[7] https://onlinelibrary.wiley.com/doi/10.1111/tgis.12344
[8] https://doi.org/10.1111/tgis.12344
[9] https://doi.org/10.1080/17538947.2023.2197262
[10] https://doi.org/10.3390/ijgi9080487
[11] https://www.e-education.psu.edu/geog597g/sites/www.e-education.psu.edu.geog597g/files/Files/Lesson_1/Leveraging%20Big%20%28Geo%29%20Data%20with%20%28Geo%29%20Visual%20Analytics%20Place%20as%20the%20next%20Frontier%20Alan%20MacEachren%202017.pdf
[12] https://www.e-education.psu.edu/geog597g/sites/www.e-education.psu.edu.geog597g/files/Files/Lesson_2/Geo-twitter%20analytics%20Applications%20in%20crisis%20management%20Alan%20MacEachren%20et%20al%20International%20Cartographic%20Conference%202011.pdf
[13] https://www.tandfonline.com/doi/full/10.1080/23729333.2023.2189431
[14] https://doi.org/10.1080/23729333.2023.2189431
[15] https://doi.org/10.3390/ijgi8080363
[16] http://gistbok.ucgis.org/bok-topics/geovisual-analytics
[17] https://doi
[18] https://www.tandfonline.com/doi/full/10.1080/15230406.2016.1139467
[19] https://www.tandfonline.com/doi/abs/10.1080/23729333.2020.1735034?journalCode=tica20
[20] https://doi.org/10.1080/23729333.2020.1735034
[21] https://www.tandfonline.com/doi/full/10.1080/23729333.2019.1637488
[22] https://doi.org/10.1080/23729333.2019.1637488
[23] https://www.tandfonline.com/doi/pdf/10.1080/10095020.2020.1863748
[24] https://doi.org/10.1080/10095020.2020.1863748
[25] https://d1wqtxts1xzle7.cloudfront.net/42139261/STUDY_OF_ADVANCES_AND_CHALLENGES_IN_GEOVISUAL_ANALYTICS-libre.pdf?1454676080=&response-content-disposition=inline%3B+filename%3DSTUDY_OF_ADVANCES_AND_CHALLENGES_IN_GEOV.pdf&Expires=1681154149&Signature=QBZyp-sKPR2DTQpKjln0lpPlW8PinMf7TTj0o7IVLSX-LHLg5b2k4N4H9S2wRikcDyJ~sLLow~~eY4yrQ3pKYLn~4keWRavEyngBnRp~srvmdrTQ3WHCOuwjmijQG3jADtyleDhXm5mvByp0-jXsmn5jceqqewUqw23TkxKcXnY7gzaAfsK68avVtgpZB0cPduJe9NtJq92gFR8NNXGJRfk1NvzTbK230ddh534k7q~VA0msnEIW9A3UA0bAjbstn8nlT9me8Xzy3oNPNJcTGhk3EY1PbDhlI1BjkgFeBQhbofcbfbJzWwNsBBtVdnZG0XVKjuRzve9gi9PcrI3u3Q__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
[26] https://www.e-education.psu.edu/geog597g/sites/www.e-education.psu.edu.geog597g/files/Files/Lesson_2/Mobile_Networks_Visualizing_Global_Refugee_Regime_Sherry_Jrnl_World_Hist_Info_2014.pdf
[27] https://www.tandfonline.com/doi/pdf/10.1080/19475683.2022.2027012
[28] https://doi.org/10.1080/19475683.2022.2027012
[29] http://geoanalytics.net/ica/
[30] http://viz.icaci.org/
[31] https://icaci.org/category/commission-news/commission-on-visual-analytics/
[32] http://geoanalytics.net/
[33] https://arxiv.org/ftp/arxiv/papers/2010/2010.11897.pdf
[34] https://www.researchgate.net/profile/Lakshmi-M-B/publication/351902055_A_Review_of_COVID-19_Outbreak_Analysis_Using_Visual_Analytics_Approach/links/60af130a299bf13438eb9cfc/A-Review-of-COVID-19-Outbreak-Analysis-Using-Visual-Analytics-Approach.pdf
[35] http://dx.doi.org/10.2139/ssrn.3851235
[36] https://www.researchgate.net/profile/Jaroslav-Burian/publication/342072148_COVID-19_data_sources_evaluation_of_map_applications_and_analysis_of_behavior_changes_in_Europe's_population/links/5ee297e8458515814a580ee2/COVID-19-data-sources-evaluation-of-map-applications-and-analysis-of-behavior-changes-in-Europes-population.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail
[37] https://doi.org/10.37040/geografie2020125020171
[38] https://link.springer.com/article/10.1007/s42489-022-00098-3
[39] https://dl.acm.org/doi/10.1145/3423459.3430760
[40] https://doi.org/10.1145/3423459.3430760
[41] https://journals.sagepub.com/doi/pdf/10.1177/0308518X20931515
[42] https://dx.doi.org/10.1177/0308518X20931515
[43] https://community.canvaslms.com/docs/DOC-10698-4212225748
[44] https://community.canvaslms.com/docs/DOC-10694-421250009
[45] https://community.canvaslms.com/docs/DOC-10671-421255567
[46] https://community.canvaslms.com/docs/DOC-10555-4212119670
[47] https://community.canvaslms.com/docs/DOC-10661-421255565
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