Abstract
Abstract. This article presents two applications developed using Jupyter Notebook in the Google Colab, combining several Python libraries that enable an interactive environment to query, manipulate, analyse, and visualise spatial data. The first application is from an educational context within the MAPFOR project, aiming to elaborate an interactive map of the spatial distributions of teachers with higher education degrees or pedagogical complementation per vacancies in higher education courses. The Jupyter solutions were applied in MAPFOR to better communicate within the research team, mainly in the development area. The second application is a framework to analyse and visualise collaborative emotional mapping data in urban mobility, where the emotions were collected and represented through emojis. The computational notebook was applied in this emotional mapping to enable the interaction of users, without a SQL background, with spatial data stored in a database through widgets to analyse and visualise emotional spatial data. We developed these different contexts in a Jupyter Notebook to practice the FAIR principles, promote the Open Science movement, and Open Geospatial Resources. Finally, we aim to demonstrate the potential of using a mix of open geospatial technologies for generating solutions that disseminate geographic information.
Highlights
Scientific research is how modern society develops knowledge about the world and its phenomena, answering questions by testing hypotheses with valid methods
The Google Colab developed for MAPFOR project is available in Github
This article presents two applications in different contexts using Jupyter Notebooks as the environment of interaction, analysis, and visualisation of spatial data and integrating the notebook with Python libraries made it possible to create an interface for spatial queries on a database through widgets, allowing users access, exploring, and analysing data without specific knowledge, like SQL
Summary
Scientific research is how modern society develops knowledge about the world and its phenomena, answering questions by testing hypotheses with valid methods. The virus has reached populations worldwide in a few weeks, due to the global interconnection of our society (Castells, 2009; Mas-Coma et al, 2020). The technology we developed during the last decades is responsible for that globalisation: and it is an outcome of scientific research of our society. Despite all this intellectual development, it is noticeable that the virus spread has found a freeway into the people's misinformation (Apuke and Omar, 2021; van der Linden et al, 2020)
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