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1) Title:
Land Use/Land Cover Change Module: Cases of Coastal Zone Change from Mesoamerica.
2) Authors, Date Last Revised:
Robert E. Ford, Department of Earth and Biological Sciences, School of Science and Technology, Loma Linda University
Sally Westmoreland, University of Redlands, Center for Environmental Studies, MSGIS Program
Aditya Agrawal, University of Redlands, Center for Environmental Studies, Redlands Institute
Paul Burgess, University of Redlands, Center for Environmental Studies, Redlands Institute
Miriam Cope, CGISR , Center for Geographic Information Science Research, California State University, Pomona
- Jodye I. Selco, CEEMaST , Center for Education and Equity in Mathematics, Science, and Technology, California State University, Pomona.
Date Last Revised: January 25, 2007
3) Key Words and Phrases:
Remote Sensing of protected areas
Landuse/Land Cover change
Coastal Zone Management (CZM)
Change detection of tropical ecosystems
Natural resource management
4) Abstract and Vignette
Vignette:
Download vignette in (PDF) format.
Abstract:
This learning module will help students learn critical remote sensing skills--specifically ecosystem characterization, i.e. doing a supervised or unsupervised classification of satellite imagery in a tropical coastal environment, and how to measure landuse/landcover change (LULC) over time and use that data to assess the Human Dimensions of Global Change (HDGC). Specific objectives include:
- Learn where to find remote sensing data and practice downloading, pre-processing, and "cleaning" the data for image analysis.
- Use Leica-Geosystems ERDAS Imagine or IDRISI Kilimanjaro to analyze and display the data.
- Do an unsupervised classification of a LANDSAT image of a protected area in Honduras, i.e. Cuero y Salado, Pico Bonito, or Isla del Tigre.
- Virtually participate in a ground-truthing exercise that would allow one to re-classify the image into a supervised classification using the FAO Global Land Cover Network (GLCN) classification system.
- Learn more about each protected area's landscape, history, livelihood patterns and “sustainability” issues via virtual online tours that provide ground and space photos of different sites. This will help students in identifying potential "training sites" for doing a supervised classification.
- Study other global, US, Canadian, and European landuse/land cover classification systems and compare their advantages and disadvantages over the FAO/GLCN system.
- Learn to appreciate the advantages and disadvantages of existing LULC classification schemes and adapt them to local-level user needs.
- Carry out a change detection exercise that shows how land use and/or land cover has changed over time for the protected area of your choice.
5) Rationale (importance of the module):
Provides an integrated look at the concepts, tools, and methods for doing land use/land cover change detection analysis in remote sensing using real cases within the arena of tropical coastal zone management (CZM).
Builds on latest concepts and methodologies for doing LULC (Land Use/Land Cover) analysis as demonstrated by the leaders in the field, i.e. FAO's GLCN-LCTC network.
Goes beyond the "how" of doing change detection and image processing, to asking students to look at the "why"--what are the "driving forces" or human dimensions of global change (HDGC) involved in these real places.
Ask students to put themselves in the shoes of real land managers, policy-makers, and local community members to asses how these types of analyses can help in decision-making and improving real livelihoods as well as protect the environment.
Take students virtually to one of the most important biodiversity hotspots in the world--the Mesoamerican Biological Corridor (see also Mesoamerican cultures). Add element of exploration of new places that will provide intrigue, excitement as well as education and FUN!.
Challenge students to see the links between LULC issues in other places and how those distant driving forces might impact their own life and place--links the global to local--as well as
Explore the ethical and value dimensions of global change and how we live our lives.
6) Instructor's Guide/Tips for Use
More to come....see the LAB GUIDE - INSTRUCTIONS FOR LEARNERS
7) Learning Objectives:
The primary goal of this module is to help students learn some critical skills--how to do habitat/ecosystem characterization using remote sensing, i.e. supervised/unsupervised classification of satellite imagery in tropical coastal environments, how to measure landuse/landcover change over time and use that data to assess the Human Dimensions of Global Change (HDGC).
Specific learning objectives include:
Learn where to find remote sensing imagery data--free or commercial satellite imagery--and practice downloading and pre-processing it and where necessary "clean" the data for image analysis.
Use a common image processing software--Leica-Geosystems ERDAS Imagine or IDRISI Kilimanjaro--to analysize and display the data. See separate page on data sources for the module.
Practice doing an unsupervised classification of a LANDSAT image of a tropical coastal protected area in Honduras (Cuero y Salado--see satellite image), Pico Bonito, or Isla del Tigre.
Virtually participate in a ground-truthing exercise that would allow one to then re-classify and revise the image into a supervised classification using the FAO global land cover classification system (GLCN), i.e. see documents and online materials from FAOs GLCN-LCTC network--see the GLCN/LCCS Concept and its application in Africa as the AFRICOVER Project. See also the FRA 2000 Forest Assessment resources--see below.
- FAO: GLCN-LCTC network documents and
- FAO - FRA 2000 Forest Assessment and FRA 2005 Forest Assessment resources--see more below:
- FRA2000 - DEFINITIONS OF FOREST AND RELATED LAND USE CLASSIFICATIONS AND FOREST CHANGE PROCESSES
- FRA 2000 - Global Mapping document
- FRA 2000 Main Report
- FAO - Forestry Home page
- FAO - Honduras Forestry page
- GLCN - home page
- GLCN/LCCS Concept and its application in Africa as the AFRICOVER Project.
- GLCN Workshop in Costa Rica
- GLCN - Descriptive document
Study and evaluate other global, US, Canadian, European landuse/land cover classification systems and compare their advantages and disadvantages over the FAO/GLCN system. See for example:
IGBP/IHDPs LUCC (International Geosphere-Biosphere Programme, International Human Dimensions Programme, Land Use/Cover Change project)
USGS - NLCD Land Cover Class Definitions (see PDF) - see also EO/LULC Page
USGS - Global Land Cover Characterization Program (GLCCP) - see also HERE (Canada)
LULC Maps in Wisconsin (links and resources)
Canadian - Topic 6 module - Land Use / land Cover
The CORINE Land Cover Inventory (European Union)
LUCAS (Land Use Cover Area Frame sampling Survey) Eurostat/2001. See also: PDF article - 2002 also "Land Degradation and Land Use/Cover Data Sources" - PDF 31 December 2004)
Learn to appreciate and compare the advantages and disadvantages of existing classification schemes and then adapt them to local-level user needs in a real policy analysis project such as what the LLU-ESSE21 Mesoamerican Project Team is doing in Honduras.
Providing you can develop and acquire a time series of imagery, carry out a change detection exercise that shows how land use/land cover has changed over time.
See
- Developing Active Learning Modules on the Human Dimensions of Global Change. 1996. Human Driving Forces and their Impacts on Land Use/Land Cover. Association of American Geographers. Adaptation for the web was done by Robert E. Ford. Original material produced by Susanne Moser and Susan Hanson of the HDGC Project, Clark University, George Perkins Marsh Institute, School of Geography, 950 Main St., Worcester, MA 01610-1477.
- B. L. Turner II, J. Geoghegan, and D. Foster, eds. 2004. Integrated Land-Change Science and Tropical Deforestation in the Southern Yucatán: Final Frontiers. Oxford Geographical and Environmental Studies. Clarendon Press of Oxford University Press.
- Finally, define and assess the driving forces or Human Dimensions of Global Change (HDGC) involved in producing the changes observed in the cases provided. See Developing Active Learning Modules on the Human Dimensions of Global Change. 1996. Introduction to the Human Dimensions of Global Change, by Emma R.M. Archer and Billie L. Turner II, Graduate School of Geography, Clark University, Worcester, MA.
8) Target Audience:
Upper-division college-level, graduate student and/or professionals in the geosciences, Geographic Information Sciences, natural resources careers, public policy, and global change research commuity.
9) Science Concept Overview:
Adds real live case material and a global problem perspective for students to analyze, but yet builds on existing science material from the real of global change research--specifically the onlune module from the AAG (Association of american Geographers):
Developing Active Learning Modules on the Human Dimensions of Global Change (HDGC). 1996. Human Driving Forces and their Impacts on Land Use/Land Cover (LULC). Association of American Geographers. Adaptation for the web was done by Robert E. Ford. Original material produced by Susanne Moser and Susan Hanson of the HDGC Project, Clark University, George Perkins Marsh Institute, School of Geography, 950 Main St., Worcester, MA 01610.
As stated in the HDGC module above, LULC researchers are asking fundamental science questions such as:
What forces drive land use/land cover change?
What impacts -- direct and indirect, now and in the future -- do these changes have on the environment and on human society? and lastly,
How can we respond to these changes most effectively?
This module introduces the student to the complexities inherent in these questions. Its main focus, however, is on the first of these questions. In the first unit of the module students are introduced to the human dimensions of global change, and they learn about the central role that the study of land use/land cover change plays within the larger field of global environmental and climatic change.
This new LLU-ESSE21 LULC Module will "brings to life" the concepts and tools introduced in the older HDGC module by providing real live cases in real places where the questions and issues are not just academic, but essential to defining new approaches to management of natural resources that will hopefully lead us in a direction of true sustainability. Learn more about the sustainability theme atthe Science and Technology for Sustainable Development Forum and the Core Questions they focus on. See their key sustainability science readings as well.
10) Resources Needed:
Access to digital image processing software--preferably Leica-Geosystems ERDAS Imagine--to analysize and display the data as well as other spatial modeling software, e.g. IDRISI Kilimanjaro (Clark Labs), ArcGIS/Spatial Analyst (ESRI, Inc.), statistical software such as SPSS or SAS.
See separate page on image data sources for the module. Free or easily accesible data is provided.
Internet connection (preferably broadband) with FTP for downloading imagery datasets and for using online lab materials.
Medium to hi-end desktop or workstation computing power sufficient to run software packages above, e.g. at least 512 MB memory, Windows XP or comprobably computing power, 60-80 GB hardisk, etc. Best to see recommendations for hardware and software from the commercial vendors above.
Color printer or plotter for printing maps and other visualization (desireable).
11) Key Documents and Reading:
I. MORE READINGS under these online ESS-oriented courses from LLU:
ESSC 554 Environment, Equity, Economics and Development Policy
SPOL 665 Information Technology and Decision Science
ESSC 541-542 Remote Sensing and Systems Modeling in the Earth, Health and Social Sciences - see Key Remote Sensing Resources.
- See also:
- Data/Imagery and LULC (Land Use/Land Cover)
- Ocean/Marine/Coastal and Water Resources (see also HYDROSPHERE):
II. Key Readings/Web Resources:
About Land Cover and Change Analysis Data - NOAA/Coastal RS Project - South Carolina case.
AFE- COHDEFOR - Areas Protegidas - Honduras - see map.
Biodiversity of Honduras and Ecosystems (Annex to Ecosystems Map)--(doc).
BIOTROPICA 37(4): 477–485 2005. Research Priorities for Neotropical Dry Forests. G. Arturo Sanchez-Azofeifa, Mauricio Quesada, Jon Paul Rodriguez, Jafet M. Nassar, Kathryn E. Stoner, Alicia Castillo,Theresa Garvin, Egle´e L. Zent, Julio C. Calvo-Alvarado, Margaret E.R. Kalacska, Laurie Fajardo, John A. Gamon, and Pablo Cuevas-Reyes.
Clark, William C. and Paul J. Crutzen, and Hans J. Schellnhuber. 2005. CID Working Paper No. 120, March 2005 . Science for Global Sustainability: Toward a New Paradigm. ( PDF document download).
Clark University - LCLUC-SYPR Project - Gateway to land change science and human-environment relations research
Concept of Remote Sensing - Overview and Foreward - The Remote Sensing Tutorial (RST)- GSFC/FAS.
Developing Active Learning Modules on the Human Dimensions of Global Change. 1996. Introduction to the Human Dimensions of Global Change, by Emma R.M. Archer and Billie L. Turner II, Graduate School of Geography, Clark University.
Dario A. Euraque. 1996. Reinterpreting the Region and State in Banana Republic: Honduras, 1870-1972. The University of North Carolina Press.
ESSE21 (Earth System Science Education for the 21st Century) - many resources - see LLU-ESSE21 Project. See also:
Earth System Science in a Nutshell - online module
IGARSS '97 Paper - "What is Earth System Science" by Johnson, Ruzek, Kalb - Download as MS Word Document
MSU-CEVL (Computational Ecology Visualization Lab) ESSE Program Powerpoint.
- FAO: GLCN-LCTC network documents and
- FAO - FRA 2000 Forest Assessment and FRA 2005 Forest Assessment resources--see below:
- FRA2000 - DEFINITIONS OF FOREST AND RELATED LAND USE CLASSIFICATIONS AND FOREST CHANGE PROCESSES
- FRA 2000 - Global Mapping document
- FRA 2000 Main Report
- FAO - Forestry Home page
- FAO - Honduras Forestry page
- GLCN - home page
- GLCN/LCCS Concept and its application in Africa as the AFRICOVER Project.
- GLCN Workshop in Costa Rica
- GLCN - Descriptive document
GBIF and ESRI (Global Biodiversity Information Facility) - Sharing and Accessing Biodiversity Data Globally By Hannu Saarenmaa, Deputy Director for Informatics, GBIF Secretariat.
Geographic (WGS84) Lat/Long > UTM Coordinate Converter (courtesy of Chuck Taylor) - see Locating a Point on the Earth
Global Change and Local Places: Estimating, Understanding, and Reducing Greenhouse Gases. Association of American Geographers GCLP Research Team. (ISBN-10: 0521809509 | ISBN-13: 9780521809504). Cambridge University Press.
GPS Basics (English)--Powerpoint - by Paul Burgess, Redlands Institute.
Basics of GPS (Spanish)--Powerpoint - translated by Rafael Corrales, UNAH
- GPS conversion of waypoints, tracklogs, and routes to ArcGIS/ArcView shapefiles.
GO TO DNR Garmin Extension for ArcView:
- link for for DNR Garmin 5.1.1. = ftp://ftp-fc.sc.egov.usda.gov/NCGC/products/gps/software/dnr-garmin5-arcmap.pdf
- download DNR Garmin 5.1.1 from:
GSDI ( Global Spatial Data Infrastructure Association) - Spatial Data Infrastructure Cookbook v2.0 (PDF) January 2004.
Honduras Geology (Rob Rogers) - excellent website on geology in Honduras and including nearby Chortis Block countries and regions.
Human Driving Forces and their Impacts on Land Use/Land Cover. Association of American Geographers. Developing Active Learning Modules on the Human Dimensions of Global Change. 1996. Adaptation for the web was done by Robert E. Ford. Original material produced by Susanne Moser and Susan Hanson of the HDGC Project, Clark University, George Perkins Marsh Institute, School of Geography, 950 Main St., Worcester, MA 01610-1477.
IHT - Instituto Hondureño de Turismo - Fundacion SAVE/ Project.
Illegal Logging Crisis in Honduras (PDF) - A report by the Environmental Investigation Agency
produced with the support of the Center for International Policy.Kates, Robert W. , Thomas M. Parris, and Anthony A. Leiserowitz. 2005 . What is Sustainable Development? Goals, Indicators, Values, and Practice . Environment: Science and Policy for Sustainable Development 47(3): 8-21. ( PDF).
MEA - Millennium Ecosystem Assessment: Overview Synthesis Report : Millennium Ecosystem Assessment (downloads - PDF)
SEE also - MEA Powerpoint Presentations (Findings - full slide show ) ( 20-minute presentation ) ( MA Board Statement )
- Rationalization of the Protected Areas System of Honduras: Vol. 1 Main Study (PDF). Financed by PROBAP/World Bank/UNDP/GEF Prepared by WICE. September 2002.
Remote Sensing Core Curriculum - The RS Process, John Jensen and others:
Science and Technology for Sustainable Development Forum and the Core Questions they focus on. See their key sustainability science documents.
Remote Sensing - About GIS/RS - Spatial Information Clearinghouse, Mine Action Information Center, James Madison University.
Steven A. Sader, Daniel J. Hayes, Daniel E. Irwin, Sasan S. Saatchi. 2000. Preliminary Forest Cover Change Estimates for Central America (1990s), with Reference to the Proposed Mesoamerican Biological Corridor. (2000 Preliminary Report). PDF.
Steven A. Sader, Thomas Sever, Sasan S. Saatchi. 2001. Monitoring the Mesoamerican Biological Corridor: A NASA/CCAD Cooperative Research Project. Year 2 Progress Report (2001). PDF
Thomas L. Karnes. 1978. Tropical Enterprise: The Standard Fruit and Steamship Company in Latin America. Louisiana State University Press.
See special section entitled: LAB GUIDE - INSTRUCTIONS FOR LEARNERS
