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Business Administration 261 Public Administration 261 SPATIAL ANALYSIS FOR POLICYMAKING NDNU Fall 2007 2007 09 05 – 2007 12 12 Fifteen Wednesdays 1800h – 2115h Using Spatial Data to Influence Decisions Brian B. Quinn, Ph.D City of Berkeley, CA Information Technology Department Business Applications Division Geospatial Informatics and Natural Science Unit 1.510.981.6520 voice; [email_address] email

Instructor Introduction 1978—1989 Geophysics Student; Glaciology research (AK); Oilfield imaging (VE); Trekking (NP); Rock Physics (TX); Digital image processing of rock microscopy 1989—1999 Engr. & Construction, Geotechnical services (SF); Satellite remote sensing & image processing; Environmental geophysics surveys; Engineering geophysics survey (IN); National geologic database compilation (RO) 1999—2001 IT / Business Resumption, Hazard Modeling (SF); Earthquake & multi-hazard scenario development; integration of facilities plans and community mapping 2002—present IT /Local Agency geospatial informatics (GIS); central spatial database, interactive web mapping, focused application development; Natural and technological hazard modeling; Regional GIS Council support;

Class Introductions Please give your name and current work setting: such as agency, private, education Which School of Business & Management program are you from? (MPA, MBA, MSM) If you would, speak to: how maps interest you, what interests or skills you have developed around maps, and for how long? Most importantly: What would you like to take from this class?

Course Structure in BA261/ PA261 Weeks 1—7 are fundamentals: GIS data types, common applications, reading and discussion on how GIS is spread within an organization, including selection of term project groups and delivery of a Project Proposal [10% of grade], and ending with a Midterm [35% of grade] Weeks 8—10 feature department applications: Planning, Public Safety, Public Works, Executive Management, and enterprise geospatial coordination from Information Technology. Weeks 11—15 are given to group project workshops, a dry run of term project preparations at week 14, and the final class at week 15 is only term project final presentations.[50% of grade]

Grading in BA261 / PA261 6 GIS Lab exercises / drop the lowest grade; mean of 5 Lab grades is 5% of class grade, each Lab offers 1.0 point out of 100 possible for all class material. Fractional points given One 90-minute Midterm exam in the seventh class (2007 02 28) is 35% of class grade. The exam evaluates one’s facility with ArcGIS, the spatial data types and organizational principles covered in class readings. The term project will require coordination outside of class hours; group members share a common grades for each of the formal Project Proposals [ 10% of their grade] and Final Term Project at [ 50% of their grade] .

Term Project Choices & Grading Groups consist of about 3 or 4 students; instructor reserves right to revise group memberships should any need to do so be perceived. Project Proposals count as 10%, Final Term Project as 50% of grade, all group members share one grade for those components of the total. Modeled urban acre; 10 pp report, and 20 min. walk-through with movie or in-world snapshots 15 pp training manual, plus 20 min. training session on use of the solution 25 pp report, plus a 20 min. PowerPoint presentation Build in SL, an Immersive 3-D urban acre in Second Life Create an IMS, or Interactive Map Solution Write an IPD, or Information Product Description

The Spatial Three-R’s Map reading is expected to be picked up by experience in the labs. Map writing is essentially cartography; there are analogies to grammar and structure reflected in the proper use of data types. Midterm elements will be drawn from exercises lab exercises Map arithmetic is spatial analysis; it requires well-understood data as input, a feasible problem to be solved, a geoprocess to make the calculations, and then a report formatting the resulting table, cartography conveying the resulting map, or a combination of both. These elements will be emphasized in the applications lectures and can be reflected in group projects.

Practical Matters of Importance Reading maps well is not as common as reading text well. Very skilled map & chart reading is almost uncommon. When solving spatial issues for a public agency, it is vital to help users get information, but hopefully do this without much training for your spatial product to share its idea. Map writing can be accomplished by many people without any training. As skilled use of a word processing program does not itself lead to a great novel or a fine business plan, good cartography can demand clarity of user requirements, graphic design, spatial analysis, and mapping software. Solving a problem with spatial analysis will likely require researching, evaluating, or developing new spatial data for input, negotiating client requirements to a feasible state, crafting a geoprocess calculation, and formatting the report, designing the map, writing a narrative, or more.

What to take away from BA261 /PA261 Adaptation to technology: to be less afraid of, more adapted to skilled use of spatial technology as a tool. Learn by shared examples some of the opportunities to create or influence policy, planning, and decision-making through solid analysis of spatial data. Build an ability to discern spatial aspects to problems, and apply critical thinking to some very complex situations that can be made manageable through proper application of GIS data and analysis.

Reading Hardcopy Maps (1 o 5) Understand why it was prepared: Topographic, Nautical Chart, Aeronautical Chart, Campus, Site Plan, even Floor Plans all have distinct purposes Look for Scale, any Key (Legend), and North (information often in the map’s collar) Look for coordinate grids, topographic contour interval, and familiar features If relevant, find where you are or where you want to go—some one or two places that tie your interest into the map and register in your thoughts as a real place or path that might be readable from the map you have.

Reading Hardcopy Maps (2 o 5) Identify the symbols used, including color. What do black, blue, red, green, magenta? Is the terrain appearance enhanced with hill- shading? From which direction is it illuminated? Is the terrain enhanced with 3-d relief? What is your point-of-view? (azimuth and down-angle) How has the map reached you? Is it online interactive digital, a digital map image for printing, or a high quality map produced by offset printing technology on paper or plastic?

Reading Hardcopy Maps (3 o 5) Is your map scale large (1/600) or is it rather small (1/10,000,000)? [1:600 vs. 1:10,000,000] Can distances be measured with the same scale in any direction (N-S versus E-W)? Is the map projection described? Local charts and maps might use Mercator, UTM, or a State Plane (often Lambert) system to improve distance, bearing, or ballistic trajectory measurements. In US, a Public Land Survey System (PLSS) grid is often shown in red. Can you see these square miles numbered 1—36, a range or township indication?

Reading Hardcopy Maps (4 o 5) Does your map convey elevation information? Does it have hypsometry (topographic contours), spot elevations (BM or benchmark points), depth contours (bathymetry) or obstruction heights for towers and tall buildings (aeronautical charts)? What are the differences between steep slopes and flatter ground in hypsometry? Is it helpful to have certain contour lines thicker and labeled? Does that help clarify ridges from valleys? What elevation features might be missing from the detail in your map?

Reading Hardcopy Maps (5 o 5) Does your map have a compass rose? What are the differences among astronomical north, magnetic north, and grid north? Should you really care? (yes!) What are four examples of position lines, and why might they be useful? What are sight bearings, and how might two or three of them help you reliably locate yourself on the map?

Reading Assignment Tomlinson and Tomlinson, Thinking About GIS, Geographic Information Systems Planning for Managers, Introduction pp xvii—xx and Chapters 1—5, pages 1—46 Be prepared to be called upon to discuss this reading at the start of next week’s class!

Questions? Are you scared? If so, why? Does this seem likely to become fun? If not, how could it be made more so? What do you think so far?

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