03.03 methodology

7/28/2019 03.03 Methodology

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3.03Methodology

3.03.01 The Flow from Data to Information to CLUP

Application

Definition

Knowledge Understanding WisdomData Information Application

Knowledge which is the basis of competence is by itself not sufficient. There must bean understanding of the meaning of what is known, but again, this is not enougheither to complete competence. Wisdom must be applied as well in order to achievethe desired outcome. Knowledge and understanding can often be taught, but wisdomis usually acquired through experience.

Information is qualified data. It is processed data. Data is only useful if it isinterpreted and transformed into information. This transformation from data toinformation requires knowledge and understanding. One needs wisdom to be able tograsp the information and apply it usefully.

Data and information need to be structured and stored in a way that makes them

readily accessible to those who are to use them. Some applications of information areoften repetitive and can therefore be automated. These automated processes arethemselves often called applications.

An information management system such as GIS must be combined with thecompetence levels within the organization. These levels of competence should alsobe developed to improve the quality of the applications of information at a higher rateto improve overall productivity.

3.03.02 What are (KEY) Indicators?

Definition

Indicators are intended to be part of an enabling process, measuring sector-wideprogress of all activities (and actors) towards achieving goals. The indicators ofmunicipal activity emphasize sustainability and efficiency goals rather than simpleproduction goals.

The major emphasis is in developing capacity for establishing indicators that will helpin policy review and implementation, and which can be monitored regularly. The aim


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MONITORING

IMPLEMEN-TATION

STRATEGY

POLICY

REVIEW

EVALUATION

POLICY

DEVELOPMENT

CYCLE

is to engender commitment, develop theexpertise, and to set the routine for collectingdata for all sectors included in the CLUP.

Important characteristics of indicators are that

they should be:

easily understood by all stakeholders;related to the interests of one or moregroups of stakeholders;measurable using immediately availabledata at the municipal level;clearly related to municipal policy goalsand capable of being changed by theuse of policy instruments;linked where possible to the three themes of economic, social andenvironmental sustainability.

Sectoral data when overlaid together will be used to determine the overall status ofthe provision of the basic utilities/facilities/services for the municipality.

Indicators should be based on two levels of priority:

First priority or 'key' indicators require only immediately available data and presentthe facts that are of interest to a broader audience rather than only to specialists inthe field.

Second priority orextensive indicators contain indicators of lower policy relevancebut of much interest for the sector specialist or which are more difficult to collect or

define.

The indicators should be readily available, easily collected or estimated, and shouldnot require special surveys or studies. Indicators are not data; they are modelssimplifying a complex subject to a few numbers, which can be easily grasped andunderstood by policy makers and the general public.

Indicators are statistics directed specifically towards policy concerns and which pointtowards successful outcomes and conclusions for policy. They should be user driven,and are generally highly aggregated and have easily recognizable purposes. Classicexamples of indicators include unemployment rates or GDP growth rates, which arestatistics that are authoritative and recognizable indicators of the performance of the

economy.


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Example on Key Indicators for Basic Needs/Life Quality TargetsThe following list exemplifies the most basic needs, and linked to the needspecification is an indicator which makes it possible to measure increased (ordecreased) need fulfillment over time:

Basic Needs /Targets

Key Indicator

Provide a JobPercentage ofUnemployment perBarangay

ProvideAdequateHousing

Percentage ofHouseholds perBarangay who live in anInformal Settlements

Provide Accessto Safe Water

Percentage ofHouseholds perBarangay with Access toDrinking Water within ----meters.

Provide Accessto DecentSanitation

Percentage ofHouseholds perBarangay with a sanitarytoilet.

ProvideConnection toElectricityServices

Percentage ofHouseholds perBarangay with ElectricityConnection

Provide PrimaryEducation

Percentage ofHouseholds perBarangay with a PrimarySchool with SufficientClassrooms andTeachers within ------meters.

Provide PrimaryHealth Care

Percentage ofHouseholds perBarangay with a HealthClinic with Sufficient Staffand Medicine within ------meters.


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The CLUP should reflect the basic needs of the less privileged people

3.03.03 An Example on How to Apply the Methodology to

Increase the Information Value

A Table with no GIS ImplicationLets look at one example of a table which has no GIS implication. The table belowpresents the secondary school enrolment by males and females in government andprivate secondary schools and is taken from a CLUP. This is an extract from theoldEducation Sector Guidelines of HLURB. (A revision is under way and will be includedin Volume 2) An improved table version is likewise presented to show the increasedinformation value.


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Education

For the secondary level (high school), the total enrolment for the school year 1996 -1997 was 8,679 students. Of these, public or government schools tallied a largershare of enrolees with 6,570 students or 75.7% of the total, whereas the private

secondary schools had 2,109 students or a 24.3% share.

Table 2.20 Enrolment in Government and Private Secondary Schools

1996 1997

Both Male Female

Total Enrolment 8,679 3,883 4,796

Government/Public 6,570 2,956 3,614

Private 2,109 927 1,182

Source: NSCB Fact Sheet, 1996

Information Product Checklist Observation made

Is the table defined as a CLUP datarequirement in the (old) Guidelines?

No. Then why is it here? There is noclarification in the text as to why thetable is included in the report.

Does the table have an index number? Yes

Does the table have a title thatcorresponds to the table content?

Yes. However, is providing theproportion between Governmentand Private schools the mostimportant indicator? If the genderdistribution is more important, thenthe table should have been titledaccordingly.

Is there a date of data in the table? Yes. This makes it easy to access ifthe data is of immediate interest orobsolete

Is there a comprehensive Source for thetable?

Yes. However, the acronym shouldbe known to everybody. Thereshould be a list of acronymsincluded in the report.


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Is the table referred to in the text? No. However, the text is adjacent tothe table.

Is the wording consistent? There is no explanationdistinguishing the differencebetween secondary and highschool. It also does not clarify thedifference between a public and agovernment school.In order to avoid confusion, thereshould be consistency in the use ofterms. Use only one term instead oftwo terms that mean the same.It would also be useful to addexplanatory graphs to the text toincrease the availability andunderstanding of definitions andstandards, as shown below.

Does the table add something to thenarrative text?

Not really, since it simply duplicateswhat is explained in the text. Theonly difference is that the textprovides the percentage indicators.

Does the table data qualify asinformation?

No. The data in the table does notcontain anything to compare with.The table presents a distribution of

enrolment between private andpublic, and nothing more. It alsopresents a gender distribution,which again is not extraordinary.In other words, the table does notpresent comparative information thatcan be noted, showing for example

TYPES OF SCHOOLSThe following school types are recognised in the Philippines:

Secondary Level Tertiary Level

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 16

Primary IntermediateSecondary Collage Post Graduate

Elementary High School Vocational

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

For more detailed information, see ....

GRADESPrimary Level

SCHOOL GOING AGE GROUP (YEAR)


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some compliance to or deviationfrom standards, or some deficit intargets. The table does not warrantaction on the part of the decisionmaker or user.

Is the table easy to work with? No. It is done in MS Word and not inExcel, hence it cannot bemanipulated easily.

Does the table have a rational layout? Yes. However, there should be arow at the bottom showing thetotals.

Does the table have a good design thatfacilitates reading?

It is possible to enhance the tabledesign as shown in the examplebelow.

This is the result of the analysis, which can be used in the CLUP narrative part.

For assistance, a template is found in the tool box that can be copied into CLUP.

Table ??:Enrolment in Public and Private Secondary Schools, School Year 1996-97

Ownership Name of Municipality National/Regional Average

Total Public Private Public Share Public Private Public ShareNo. No. % No. % % % % %

Male 3883 2956 45% 927 44% 76% 50% 50%

Female 4796 3614 55% 1182 56% 75% 50% 50%

Total 8679 6570 100% 2109 100% 75.7% 100% 100% 85.0%

Source: NSCB Fact Sheet, 1996

Gender


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A Table with GIS ImplicationAs pointed out previously, most of the services and utilities that a municipalityprovides have a geographic reference a location on a map. Using mappedinformation in a GIS will increase the information value and make it easier for thestakeholders particularly LGU officials, planners and the general public to analyze the

situation and make informed decisions. Information hidden in a table will becometransparent and more visual in the process of deciding what actions are needed toimprove the situation.

For example the status of the road system in the municipality is presented in thefollowing way in a CLUP:

Based on this table it is possible to calculate for a total road improvement. However, itis not easy for a decision maker/planner to prioritize, given limited funds availablewhich is normally the case in a low-income LGU. By translating the results of thesurvey done to get the data compiled in above the table above into a map layer in aGIS, and combining the attribute information from the survey, it will be much easier toprioritize projects so as to optimize funds. The example shows an extract of such aroad layer on top of a simple CLUP Base Map.


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By combining the road layer information with population data (how many people areusing the road?) and traffic counts (what types of vehicles and how many are usingthe road?) it is possible to assess how important the road is, in the context of theoverall road network in the municipality/city.

By using unit cost for repair/upgrading of a road in critical condition, the GIS canprovide the costs that can be incurred for the repair/upgrade of the said road, whichcan be compared with the available budget for infrastructure improvements.

The map is also useful in determining the existing road system vis--vis current land-uses and other socio-economic activities. The map presents a birds eye view ofaccessibility from one destination point to another.

3.03.04 Information Product Description What do you

want to get out of the GIS?

The key to preparing a GIS is knowing what you want to get out of it.If you know what information you want to produce, then you candetermine what data you have to put in. One should also know whatfunctions have to be performed on that data in order to get the required

information results you want to produce. If you do not know what youwant to produce, you can have no real idea of what to put in or whatfunctionality you want in your system.


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Information Product Descriptions are the building blocks for the informationneeded in the CLUP planning process.

The establishment of Information Product Descriptions (IPD) entails specifying anddescribing what one expects the GIS to create. The IPD contains the requirements to

come up with the final product. When the IPD is made, specification on what the GISmust be able to master is prepared for the first time. Once done, the rest of theplanning activities follow what are outlined in the descriptions. Defining each productthat the GIS must create will help provide adequate justification for obtaining GIShardware and software.

At this stage in the preparation process it is important for the planner to consult withthe representatives of the concerned office or sector together with other concernedstakeholders to:

clarify the information products that need to be produced by the system;establish what data is needed to create the information products;

identify the system functions that will be used to create the informationproducts.

While it may require some hard work, once solid information product descriptionshave been generated, the rest of the GIS planning is easy.

The following list will serve as a useful guide for the planning team in preparing theIPD for the first time, or if there are additional information product requirements for the


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CLUP as a result of the consultation. A useful information product descriptionincludes a title, the name of the department and person who needs the informationproduct, and the following components:

Summary of the information product a narrative text providing an overview of the

information product, who requested it, and what it is used for. When writing the IPD,before getting into the details of it, there should be a summary of the informationproduct needed and its purpose.

Map requirements details of maps needed for an information product, including asketch of sample maps. The first step in creating an IPD is to describe each map thathas to be an output. It is important to include a sketch of the map with the IPD. Thesketch can be simple, but should show at least one of every feature type that the finalproduct is expected to display.

List and report requirements details of the information that will be in any reports,lists, or tables for an information product, including headings and typical data entries.

An information product is not always a map. It could be a list of figures, a table, or areport. Or, there may be a map product that needs a list, table, or report as asupplement. The information product description should identify each of these lists,tables, or reports. Each list, table, or report should have a title, appropriate columnheadings, typical entries, and details of the data file that contains the sourceinformation.

Document and image requirements details of documents and images that haveto be retrieved to create an information product. An information product may be adocument or image or include a document or image as a supplement. In the IPD,each image or document that the user needs to retrieve from the GIS should beidentified.

Steps to make the product details of the data and GIS functions needed tocreate the information product. The second, third, and fourth components of theinformation product description (map, list, and document requirements) clarify detailsof the information product that is required. Once something is known about theinformation product, the steps needed to create it can be outlined.

Logical linkages details of any linkages that need to be established between dataelements in the database to create the product. The next step in describing aninformation product is to determine the relationships that are required between dataelements. These relationships are called "logical linkages," and they must be in placein order to be able to build the database later on. In the IPD, one needs to establish

how data from the same or different datasets must be combined to create theinformation product.

There are three types of logical linkages:

Relationships between tables and graphic entities these are relationshipsbetween characteristics (attributes) of features and the features themselves(points, lines, polygons);


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Relationships between maps these are relationships between differentmaps (or data layers);Relationships between attributes these are relationships betweencharacteristics.

3.03.05 Objectives of Information Products Preparation

With GIS support it is possible to create better source material foranalysis and decision-making.Tailored GIS applications, and integration with other IT support, canmake it easier to search for data, data processing and presentation.The weak components in the system are data reliability, data quality,data completeness and data relevance together with the skills of the staffto interpret the results correctly.

Production of Source Material for Decision with GIS SupportInformation produced by using GIS often is presented as maps together with tabulardata and/or additional text. The presentation may also include images, diagrams orvideo sequences. The GIS software will be tailored or expanded in accordance withthe tasks which are to be performed, and the skills of the staff. Therefore it must notbe difficult to get a requested decision source material by using a well-designed GIS.The decisive factor is to define the needs based on relevant business activities beforecreating this tailored GIS

To Select Relevant DataIt can be difficult to decide which data is to be used and how to analyze the data inorder to create a source material for decisions by using a GIS application. The needsfor data are a result of the way of performing the business activities and the shape ofthe specific issue.

To Interpret the Source Material for a DecisionThe second major challenge might be to interpret the information produced with GISsupport. What conclusions can be drawn from the results of an analysis operation?What are the uncertainties? In which parts of the interpretation are thereuncertainties?

There are a number of critical issues affecting the possibility of giving good answersto these rather difficult questions. Such issues are:

What does the geographic information that I used, stand for? And what does itnot stand for?How complete are the business activities described therein, prior to thedevelopment of the GIS application? Was there a proper activity modelingprocess as a bottom line for the application development?Is it possible, and realistic, to use this specific GIS application for the analysisoperations or data processing operations necessary for the specific issue?


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3.03.06 Basic Steps for the Preparation of Information

Products

In a typical GIS analysis activity like the CLUP preparation, the objectivesof the activity are identified, the database containing the data needed tosolve the problem is created, and the results of the analysis arepresented. Below are the steps that should be considered when theinformation product for a subject is prepared:

1: Background and Objective of the GIS AnalysisThe first step is to give a short overview of the particular informationproduct and the objective of the GIS analysis. The following questionsshould be considered in identifying the objectives:

What is the problem to solve? How is it solved now? Are there alternativeways to solve it using a GlS?What step of the planning process are we in?Who is the intended audience of these products i.e., the public, LGU staff,LGU officials?What are included in the final products of the activity reports, working maps,presentation-quality maps?Will the Information Product be one of the baseline studies? Will it be neededfor Needs Analysis or for Suitability Analysis? Will the data be used forother purposes? What are the requirements for these?In thisstep it is important to determine the answers to the questions above,

determine the scope of the activity as well as how to proceed.

2: Identify the Indicators to Evaluate Objective Achievement / to EvaluatePerformance/ Evaluate Suitability/?Define the planning standards and common practices that areapplicable for the sector. (For example, for the education sector thereare planning standards for accessibility, student/teacher ratios,student/classroom ratios, student/school yard ratios, student/schoolbook

ratios; physical condition of buildings and plots, etc.). Regarding information aboutwhat planning methods that can be used, please refer to guidelines on sector studies.In the absence of a national standard, the local planner may opt for anacceptable/reasonable value based on the specific municipal objective for the

planning issue at hand.

The Information Products are grouped into the following:

Base Line Studies - When sector studies are prepared, most of the data canbe translated into spatial data which will be further used in NeedsAssessment.


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For Needs Assessment, indicators are important for measuring the quality ofservice being provided or for determining the physical condition of a facility fora particular service.For Suitability Analysis, this refers to identifying what areas in the municipalityare considered suitable for future urban expansion. However, there has to be

criteria for determining those areas which are considered as suitable(suitability criteria).Scenario-building. This visualizes three different options that show alternativecourses of action based on identified needs and existing constraints.CLUP/ZONING -The comprehensive results of the discussions overscenarios and spatial strategies will result in the draft CLUP. Zoning furthersubdivides the community into zones or districts.Projects this establishes a basic GIS application about the status of variousprojects resulting in a Basic Project Monitoring GIS in coordination with otheroffices within the LGU.

3: Create a DatabaseThe third step is to create a database, which consists of the following:designing the database, automating data for the database, andmanaging the database.

Designing the database includes identifying the attribute and spatial datarequirements for analysis, determining the required feature attributes, setting thestudy area boundary, and choosing the coordinate system to use. The GIS Cookbookprovides the digital templates for tables ready to be used for encoding the data. TheMetadata table has also been prepared containing the list of tables that have to beaccomplished, showing both the optional and key tables.

Automatingof the data involves digitizing or converting data from other systems andformats into a useable format, as well as verifying the data, and correcting errors.Attribute data, however, should be encoded using the tables that have beenprepared.

Managingthe database involves verifying coordinate systems and joining adjacentlayers.

Creating the database is a critical and time-consuming part of the activity. Thecompleteness and accuracy of the data for use in the analyses determines theaccuracy of the results.

4: Analyze the DataThe fourth step is to analyze the data, which consists of a range oftasks from simple mapping to creating complex spatial models. Amodel is a representation of reality used to simulate a process,predict an outcome, or analyze a problem.


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A spatial model involves applying one to three categories of GlS functionality to somespatial data. These functions are:

Geometric modeling functions calculating distances, generating buffers, andcalculating areas and perimeters;

Coincidence modeling functions overlaying data sets to find places wherevalues coincide;Adjacency modeling functions allocating, path finding, and restricting.

The result of this step may be a simple process to evaluate for example, the servicethat is being provided for a barangay, which will be an input for assessing the needsof the said barangay. Or it may be to determine the actual physical conditions interms of the environment, and the hazards within the municipality.

The GIS can quickly perform such analysis that would be impossible or very time-consuming if done manually. Alternative scenarios can be created by changing themethods or parameters and running the analysis again.

5: Present the ResultsThe fifth step is to present the results of the analysis. The finalproducts should effectively communicate the findings to the targetaudience (stakeholders). In most cases, the results of the GISanalysis can best be shown on a map, or they may also bepresented in charts and reports of selected data. These chartsand reports can be printed separately, or be embedded indocuments created by other applications, or placed in the maps.

In the following, examples on CLUP Information Products from the

various planning sectors are compiled and presented. A completerepresentation of the Information Products for the planning sector subjectis found in the Toolbox, Chapter 4.05 4.12.


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3.03.07 Information Products for CLUP


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Below are some examples of the Information Products that may be needed for CLUPPreparation.

Information Products for CLUP NEEDS ASSESSMENT

Base MapWhere all subsequent layers will be

overlaid

Demography

Shows population density per barangay

AdministrationShows location of Barangay Hall overlaid withpopulation density

HousingSubdivision area overlaid with aerial photo

HealthLocation of Health Centers, served barangay andnumber of people being served

EducationLocation of schools and condition overlaid withpopulation density map


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ProtectionMap showing location of crime per type ofcrime

RecreationMap showing location of recreationalfacilities

TourismLocation of tourist areas and accommodation

TransportMap showing road condition

Water SupplyLocation of water source overlaid withwater level type per barangay

Power SupplyShows location of transmission line withbuffer zone


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Result of the Needs Assessment Analysis.

Information Products for Identifying Suitable Areas for Urban Expansion

SlopeNot suitable due to high slope

Flooding

Existing Land Use NIPAS Areas


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Suitability Map

SAFDZ


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Spatial Development Form

3.03.08 Land Cover Mapping Using Remote Sensing Data

Remote Sensing (RS) is a means of acquiring information about an

object without contacting it physically using airborne equipment andtechniques to determine the characteristics of an area. Aerialphotographs and satellite images are the most common forms of remotesensing data.

IntroductionLand cover mapping is one of the most important and typical applications of RSdata. Land cover corresponds to the physical condition of the ground surface, forexample, forest, grassland, concrete pavement etc., while land use reflects humanactivities such as the use of the land, for example, industrial zones, residential zones,agricultural fields etc. Generally land cover does not coincide with land use. A landuse class is composed of several land covers. RS data can provide land cover

information rather than land use information. Initially the land cover classificationsystem should be established, which is usually defined as levels and classes. Thelevel and class should be designed in consideration of the purpose of use (national,regional or local), the spatial and spectral resolution of the RS data, user's requestand so on.


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For beginners in GIS, most probably it will take some time to start with digital RStechniques. Instead, most of the time will be used for setting up the GIS, getting thedata organized and preparing the information for the CLUP, using GIS as a support.

RS will require that learning more about a new data environment, involving how to

extract information from pixel/raster data which is different from the vector dataanalyses in the GIS. Likewise, an RS software or RS module addition to the GISsoftware will be needed, and these might be costly additions for a low-incomemunicipality to set up.

MethodsDigital ClassificationWhen RS data is available in digital format, digital processing and analysis may beperformed using a computer. Digital image classification is performed to automaticallyidentify targets and extract information. Techniques such as unsupervisedclassification are largely automated while others such as supervised classificationrequire considerable human input in the classification process. However, rarely is

digital processing and analysis carried out as a complete replacement for manualinterpretation.

For the users of RS, it is not sufficient to display only the results obtained from imageprocessing. For example, detecting land cover change in an area is not enough,because the final goal should be to analyze the causes of change or to evaluate theimpacts of these changes. Therefore the result should be overlaid on maps of landuse zoning. In addition, the classification of RS imagery will become more accurate ifthe auxiliary data contained in maps are combined with the image data.

Manual visual interpretation of paper or on-the- screen data of aerialphoto/and satellite imagery is still today a good way for extractingfeatures, especially line features.

Change DetectionChange detection via satellite data is probably the most promising application fromremote sensing. It can be done often without too high data costs and can deliverreliable results. Often it is not possible to get data with very high resolution coveringthe same area because of the costs, instead, satellite data can be used. The bestway of using remote sensing for change detection is to point out areas wherechanges occurred. One of the most important advantages is that you get a date for


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the change. Not the exact date, but a time interval when the changes appeared. Forchanges in vegetation most often a spatial resolution of 15-30 meter is enough, butfor detailed change detection one might need a 5- 10 meter spatial resolution. Formore detailed urban mapping a 10-meter spatial resolution data such as SPOT Panwill be most suitable.

Aerial photos can be used for land use change mapping, but it should be noted thatchanges shown in a very high resolution photo often is caused by other things suchas the movement of vehicles, or the different shadows of vegetation, etc. There willbe lots of changes that are of no interest. One should also be aware of shadoweffects in the flight direction. Aerial photos are not taken during the same solarconditions.

Whats in the Toolbox of Remote Sensing?The following case studies will give some ideas on what issues could emerge whenremote sensing is being applied in the field of spatial planning.

Study on how to use satellite imagery for land information in Metro Manila, seeChapter 4.18.05.Study on remote sensing and change detection in Bangladesh, see Chapter4.18.04.Overview of Satellite Data currently on the market, see Chapter 5.10.03.A Remote Sensing tool, Enforma, that can be downloaded, including a tutorial

with some exercises from the Philippines, see Chapter 8.03.

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