John Hasse

Integrating GIS into farmland preservation policy and decision making

Abstract The paper describes an experiment with the integration of geographic information systems (GIS) into farmland preservation techniques using the data and policies of Hunterdon County, NJ as a case study. The automation process incorporates a variety of factors as criteria for evaluating properties for a purchase of development rights. The spatially explicit criteria include evaluations of the soils, neighboring land uses, proximity to preserved farms, and local communities’ commitment to practices contributing to sustaining farming. This automation is particularly notable in that it uses a parcel-based approach at a county-wide scale. This supports both an assessment of individual farms and a broad understanding of policy outcomes and pattern across the entire county. More interesting are the emerging pattern of benefits and barriers in the automation process highlighted by this exploration.

Measuring urban growth in New Jersey: a Report on recent land development patterns utilizing the 1986 - 1995 NJ DEP Land Use/Land Cover Dataset

AVAIL AC – acres of estimated land available for further development as of 1995. The field was generated by estimating the number of acres of forest, agriculture and barren lands as of 1995 and then removing protected land and steep slopes above 15% though an overlay process within a GIS. While this method provides a reasonable estimate for a general overview, a more detailed build-out analysis should be performed by individual municipalities for a more precise estimate of available land for any management or planning purposes.

Inverse Distance Learning: Digitally Enhancing a Geography Field-Course.

Abstract This paper explores the use of technological tools often utilized for traditional distance learning course delivery to provide a means of allowing virtual participation in a month-long geography field-course. Students participated in documenting the daily activities through digital photography and construction of a regularly updated course web page. Although the effort to create and maintain the inverse distance learning component of the course was substantial, many benefits were realized that enhanced the field-based and experiential objectives of the course such as enrichment of the experiential component for both real and virtual course participants, collaborative decision-making, and the acquisition of technological skills necessary for the rapidly changing field of geography.