دانلود کتاب راهنمای جغرافیدانان برای محاسبات اصول پایتون در ArcGIS Pro

Like many textbooks, this book is an outgrowth of classroom activities that I have designed over several years and iterations of teaching a course on GIS programming. It grew out of programming lab exercises that I had developed, and the recogni­tion that having the exercises integrated with the rest of the material, instead of separated into their own sections, or online supplemental material, greatly assists students’ understanding of how the computer science principles work and helps them apply those principles, especially when shifting from one programming language to another.

Like students in my classes, I am not assuming that you, the reader, have any background in computer science or program­ming experience. I am, though, assuming you are very familiar with ArcGIS Pro. If you are unfamiliar with ArcGIS Pro, there are many resources available from ESRI and other sources. ESRI offers a range of Web trainings through http://www. esri.com/training/, which may provide a quick way to get up to speed on ArcGIS Pro.

Here is how I envision you might use this book. I developed it for use in a course I teach on GIS programming, although you might be coming to it from the perspective of a researcher or professional who wants to employ Python in your GIS work, instead of the student perspective.

There are 21 chapters organized into 4 parts. Part I, titled Getting Acquainted with Python, which has Chaps. 1–6, serves as an introduction to computer science principles in general and Python in particular. This part is important for those with little or no programming experience, or in other words, those for whom terms like variable, statement, and function are unknown. Part II moves from general programming and Python to the application of programming within ArcGIS Pro. It does so through the lens of data structures, such as rasters and vectors. Part III builds upon data structures and then addresses the creation of algorithms and the development of new tools within ArcGIS Pro to implement and use those algorithms. Finally, Part IV expands upon this and then moves to more complex programs that involve multiple Python files, and the development of Python Packages to use these within ArcGIS Pro.

In a classroom setting, I use Parts I–III in a fast-paced single-semester course. With more time, I would suggest a two-course sequence starting with Parts I and II in the first semester and Parts III and IV in the second semester. In a non-class­room setting, I would encourage those who have little or no programming background to start with Part I, while those who have programming experience and only want to apply existing Python knowledge to ArcGIS Pro can jump into Part II and beyond.

Most chapters are structured to encourage readers to understand both the computer science principles that underly pro­gramming within a GIS context as well as the application of those principles. This comes from having the following struc­ture, which embeds practical exercises within the text of the chapter. They begin with opening remarks, which usually introduce one or more relevant computer science concepts for the chapter in question. Then there is a series of guided tasks which take the student through the concepts introduced in the opening remarks. These tasks also elaborate on the remarks, presenting more complex aspects of the topic alongside the software within the task. The guided tasks have instructions for readers to complete within Python and ArcGIS Pro, as well as questions which gauge and reinforce their understanding of the material as it is presented. In an instructional context, these can provide the questions for computer lab activities that parallel the book. Lastly, the chapters conclude with an unguided task. This challenges the readers to reinforce and apply the concepts and skills from the introduction and the guided tasks to a new situation. These unguided tasks also have a dedicated debugging task included within most chapters following the chapter on debugging (Chap. 6) in order to develop and reinforce debugging skills. I encourage the reader to follow along with the guided tasks as you proceed through the chapter and take the time to debug the debugging exercises. These are based upon the most common bugs students have presented to me over the course of 13 years of teaching this material, so learning to recognize and fix these bugs can be very helpful to your suc­cess as a programmer. Lastly, taking the time to complete the unguided tasks will help reinforce the application of the prin­ciples within the chapter.