Land cover mapping of a tropical region by integrating multi-year data into an annual time series

Generating annual land cover maps in the tropics based on optical data is challenging because of the large amount of invalid observations resulting from the presence of clouds and haze or high moisture content in the atmosphere. This study proposes a strategy to build an annual time series from multi-year data to fill data gaps. The approach was tested using the Moderate Resolution Imaging Spectroradiometer (MODIS) vegetation index and spectral bands as input for land cover classification of Colombia. In a second step, selected ancillary variables, such as elevation, L-band Radar, and precipitation were added to improve overall accuracy. Decision-tree classification was used for assigning eleven land cover classes using the International Geosphere-Biosphere Programme (IGBP) legend. Maps were assessed by their spatial confidence derived from the decision tree approach and conventional accuracy measures using reference data and statistics based on the error matrix. The multi-year data integration approach drastically decreased the area covered by invalid pixels. Overall accuracy of land cover maps significantly increased from 58.36% using only optical time series of 2011 filtered for low quality observations, to 68.79% when using data for 2011 ± 2 years. Adding elevation to the feature set resulted in 70.50% accuracy

Language and ethnobiological skills decline precipitously in Papua New Guinea, the world's most linguistically diverse nation

Papua New Guinea is home to >10% of the world’s languages and rich and varied biocultural knowledge, but the future of this diversity remains unclear. We measured language skills of 6,190 students speaking 392 languages (5.5% of the global total) and modeled their future trends using individual-level variables characterizing family language use, socioeconomic conditions, students’ skills, and language traits. This approach showed that only 58% of the students, compared to 91% of their parents, were fluent in indigenous languages, while the trends in key drivers of language skills (language use at home, proportion of mixed-language families, urbanization, students’ traditional skills) predicted accelerating decline of fluency to an estimated 26% in the next generation of students. Ethnobiological knowledge declined in close parallel with language skills. Varied medicinal plant uses known to the students speaking indigenous languages are replaced by a few, mostly nonnative species for the students speaking English or Tok Pisin, the national lingua franca. Most (88%) students want to teach indigenous language to their children. While crucial for keeping languages alive, this intention faces powerful external pressures as key factors (education, cash economy, road networks, and urbanization) associated with language attrition are valued in contemporary society

Language and ethnobiological skills decline precipitously in Papua New Guinea, the world's most linguistically diverse nation

Papua New Guinea is home to >10% of the world's languages and rich and varied biocultural knowledge, but the future of this diversity remains unclear. We measured language skills of 6,190 students speaking 392 languages (5.5% of the global total) and modeled their future trends using individual-level variables characterizing family language use, socioeconomic conditions, students' skills, and language traits. This approach showed that only 58% of the students, compared to 91% of their parents, were fluent in indigenous languages, while the trends in key drivers of language skills (language use at home, proportion of mixed-language families, urbanization, students' traditional skills) predicted accelerating decline of fluency to an estimated 26% in the next generation of students. Ethnobiological knowledge declined in close parallel with language skills. Varied medicinal plant uses known to the students speaking indigenous languages are replaced by a few, mostly nonnative species for the students speaking English or Tok Pisin, the national lingua franca. Most (88%) students want to teach indigenous language to their children. While crucial for keeping languages alive, this intention faces powerful external pressures as key factors (education, cash economy, road networks, and urbanization) associated with language attrition are valued in contemporary society