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Great Lakes Basin landscapes are undergoing rapid land cover and land use (LCLU) change. The goal for this study was to identify changes in land cover occurring in the Great Lakes Basin over three time periods to provide insights into historical land cover changes occurring on a bi-national watershed scale. To quantify potential impacts of anthropogenic changes on important yet vulnerable Great Lakes Wetland ecosystems, the historical changes in land cover over time are assessed via remote sensing. The goal is to better understand legacy effects on current conditions, including wetland gain and loss and the impacts of upland ecosystems on wetland health and water quality. Three key time periods with respect to Great Lakes water level changes and coastal wetland plant invasions were mapped using Landsat-derived land cover maps: 1985, 1995, and 2010. To address change between the three time periods of interest, we incorporate both radiometric and categorical change analysis and open-source tools available for assessing time series data including LandTrendr and TimeSync. Results include maps of annual land cover transition from 1985 to 1995 and 1995 to 2010 basin-wide and by ecoregion and an assessment of the magnitude and direction of change by land cover type. Basin-wide validated change results show approximately 776,854 ha of land changed from c.1980–1995 and approximately 998,400 ha of land changed from c.1995–2010. Both time periods displayed large net decreases in both deciduous forest and agricultural land and net increases in suburban cover. Change by ecoregion is reviewed in this study with many of the change types in central plains showing change in and out of agriculture and suburban land covers, the mixed wood plain ecoregion consisted of a mixture of agricultural, suburban, and forestry changes, and all top five change types in the mixed wood shield consisted of various stages of the forestry cycle for both time periods. In comparison with previous LCLU change studies, overall change products showed similar trends. The discussion reviews why, while most changes had accuracies better than 84%, accuracies found for change from urban to other classes and from other classes to agriculture were lower due to unique aspects of change in these classes which are not relevant for most change analyses applications. The study found a consistent loss in the deciduous forest area for much of the time studied, which is shown to influence the aquatic nitrogen implicated in the expansion of the invasive plant Phragmites australis in the Great Lakes Basin. This underscores the importance of LCLU maps, which allow for the quantification of historical land change in the watersheds of the Great Lakes where invasive species are expanding. [ABSTRACT FROM AUTHOR]

Research activities focused on estimating the direct emissions of carbon from wildland fires across North America are reviewed as part of the North American Carbon Program disturbance synthesis. A comparison of methods to estimate the loss of carbon from the terrestrial biosphere to the atmosphere from wildland fires is presented. Published studies on emissions from recent and historic time periods and five specific cases are summarized, and new emissions estimates are made using contemporary methods for a set of specific fire events. Results from as many as six terrestrial models are compared. We find that methods generally produce similar results within each case, but estimates vary based on site location, vegetation (fuel) type, and fire weather. Area normalized emissions range from 0.23 kg C m−2 for shrubland sites in southern California/NW Mexico to as high as 6.0 kg C m−2 in northern conifer forests. Total emissions range from 0.23 to 1.6 Tg C for a set of 2003 fires in chaparral-dominated landscapes of California to 3.9 to 6.2 Tg C in the dense conifer forests of western Oregon. While the results from models do not always agree, variations can be attributed to differences in model assumptions and methods, including the treatment of canopy consumption and methods to account for changes in fuel moisture, one of the main drivers of variability in fire emissions. From our review and synthesis, we identify key uncertainties and areas of improvement for understanding the magnitude and spatial-temporal patterns of pyrogenic carbon emissions across North America.

Fire is a major disturbance in the boreal forest, and has been shown to release significant amounts of carbon (C) to the atmosphere through combustion. However, less is known about the effects on ecosystems following fire, which include reduced productivity and changes in decomposition in the decade immediately following the disturbance. In this study, we assessed the impact of fire on net primary productivity (NPP) in the North American boreal forest using a 17-year record of satellite NDVI observations at 8-km spatial resolution together with a light-use efficiency model. We identified 61 fire scars in the satellite observations using digitized fire burn perimeters from a database of large fires. We studied the postfire response of NPP by analyzing the most impacted pixel within each burned area. NPP decreased in the year following the fire by 60-260g CM-2 yr-1 (30-80%). By comparing pre- and postfire observations, we estimated a mean NPP recovery period for boreal forests of about 9 years, with substantial variability among fires. We incorporated this behavior into a carbon cycle model simulation to demonstrate these effects on net ecosystem production. The disturbance resulted in a release of C to the atmosphere during the first 8 years, followed by a small, but long-lived, sink lasting 150 years. Postfire net emissions were three times as large as from a model run without changing NPP. However, only small differences in the C cycle occurred between runs after 8 years due to the rapid recovery of NPP. We conclude by discussing the effects of fire on the long-term continental trends in satellite NDVI observed across boreal North America during the 1980s and 1990s.

Permafrost-affected ecosystems of the Arctic-boreal zone in northwestern North America are undergoing profound transformation due to rapid climate change. NASA's Arctic Boreal Vulnerability Experiment (ABoVE) is investigating characteristics that make these ecosystems vulnerable or resilient to this change. ABoVE employs airborne synthetic aperture radar (SAR) as a powerful tool to characterize tundra, taiga, peatlands, and fens. Here, we present an annotated guide to the L-band and P band airborne SAR data acquired during the 2017, 2018, 2019, and 2022 ABoVE airborne campaigns. We summarize the ~80 SAR flight lines and how they fit into the ABoVE experimental design. We provide hyperlinks to extensive maps, tables, and every flight plan as well as individual flight lines. We illustrate the interdisciplinary nature of airborne SAR data with examples of preliminary results from ABoVE studies including: boreal forest canopy structure from tomoSAR data over Delta Junction, AK and the BERMS site in northern Saskatchewan and active layer thickness and soil moisture data product validation. This paper is presented as a guide to enable interested readers to fully explore the ABoVE L55 and P-band SAR data. [ABSTRACT FROM AUTHOR]

Fire is the dominant disturbance agent in Alaskan and Canadian boreal ecosystems and releases large amounts of carbon into the atmosphere. Burned area and carbon emissions have been increasing with climate change, which have the potential to alter the carbon balance and shift the region from a historic sink to a source. It is therefore critically important to track the spatiotemporal changes in burned area and fire carbon emissions over time. Here we developed a new burned-area detection algorithm between 2001–2019 across Alaska and Canada at 500 m (meters) resolution that utilizes finer-scale 30 m Landsat imagery to account for land cover unsuitable for burning. This method strictly balances omission and commission errors at 500 m to derive accurate landscape- and regional-scale burned-area estimates. Using this new burned-area product, we developed statistical models to predict burn depth and carbon combustion for the same period within the NASA Arctic–Boreal Vulnerability Experiment (ABoVE) core and extended domain. Statistical models were constrained using a database of field observations across the domain and were related to a variety of response variables including remotely sensed indicators of fire severity, fire weather indices, local climate, soils, and topographic indicators. The burn depth and aboveground combustion models performed best, with poorer performance for belowground combustion. We estimate 2.37×106 ha (2.37 Mha) burned annually between 2001–2019 over the ABoVE domain (2.87 Mha across all of Alaska and Canada), emitting 79.3 ± 27.96 Tg (±1 standard deviation) of carbon (C) per year, with a mean combustion rate of 3.13 ± 1.17 kg C m -2. Mean combustion and burn depth displayed a general gradient of higher severity in the northwestern portion of the domain to lower severity in the south and east. We also found larger-fire years and later-season burning were generally associated with greater mean combustion. Our estimates are generally consistent with previous efforts to quantify burned area, fire carbon emissions, and their drivers in regions within boreal North America; however, we generally estimate higher burned area and carbon emissions due to our use of Landsat imagery, greater availability of field observations, and improvements in modeling. The burned area and combustion datasets described here (the ABoVE Fire Emissions Database, or ABoVE-FED) can be used for local- to continental-scale applications of boreal fire science. [ABSTRACT FROM AUTHOR]

The roles and responsibilities of special educators have shifted as schools move to provide inclusive services for students with disabilities. The inclusive special educator is responsible for coordinating a complex system of adults and students--often including paraeducators, related service specialists, classroom teachers, and peer assistants. This contemporary role is analogous to that of an executive in business settings and requires comparable leadership, collaboration, and communication skills. Teachers who demonstrate skills in 5 key functioning areas may see more successful inclusion of their students. Of importance, teachers who are adjusting to the shift in role require certain administrative supports as they acquire this new identity of executive.

This study examined the relationships between parents of students with significant disabilities and paraeducators who supported the students in inclusive educational settings to gain an understanding from several perspectives on the role paraeducator-parent relationships played in education of students with significant support needs. The study included the perspectives of parents, paraeducators, and teachers of students with significant support needs. We conducted in-depth interviews with 17 participants; 16 of them represented three program sites for students with significant support needs in the same district, and 1 was the district coordinator of programs for students with significant support needs. Results revealed five types of relationships between parents and paraeducators: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results indicated that it is important for paraeducators and parents to communicate because paraeducators spend more time with the students and gain insight into their academic and social behaviors. However, for paraeducator-parent relationships to be beneficial in the students' education, they must remain within the limits and boundaries established by the teacher.

This study examined the practices of 321 special education teachers with responsibility for supervising paraprofessionals. Teachers reported little preparation for supervision; most were not involved in hiring but were responsible for evaluation; most provided oral, not written instructions; few held regular meetings with paraprofessionals; and there were many overlapping tasks of teachers and paraprofessionals. (Contains references.) (Author/DB)