Appendix_One
The questions contained in the questionnaire forwarded to the
various Universities and Colleges of Australasia and Oceania,
were as follows:
The names of Departments and Courses teaching Photogrammetry
and/or Remote Sensing and, if possible, brief syllabi of
such courses.
The number of hours taken up and the number of students
enrolled in such courses.
What is the current balance between Photogrammetry and Remote
Sensing? How much, and what, Photogrammetry is being dropped
and in what ways is Remote Sensing expanding?
What, in your opinion, are the likely future changes in
Photogrammetry and Remote Sensing?
What service teaching areas (i.e. Maths, Computer Science,
Physics etc, ), in your view, are and will continue to be, of
importance to students taking courses in Photogrammetry and
Remote Sensing?
Appendix Two
Examples of the content of Photogrammetry and Remote Sensing
courses at the various institutions which replied to the
questionnaire are:
Photogrammetry
Number One: Remote Sensing data. acquisition systems; photography,
electro-optical, linear array and microwave systems.
Photograph geometry. Interior orientation. Stereoscopic
vision. Collinearity equations and deviations from
collinearity encountered in practice. Space resection.
Relative orientation; concept procedure, error effects.
Ground control selection, absolute orientation. Analogue
stereo-plotter principles.
Number Two: Mathematical fundamentals. Geometry of the aerial
photograph. Aerial photography and cameras. Stereoscopy.
Analogue orientation. Topographic plotting. Photogrammetric
instrumentation. Control extension. Analytical methods.
Rectification and orthophotography. Calibration.
Terrestrial photogrammetry. Flight and project planning.
Number Three: Photogrammetric cameras. Single-picture theory,
radial-line methods; rectification, mosaics. Stereoscopy.
Parallax heighting. Spatial methods, relative and absolute
orientation, sealing. Aerial triangulation. Errors.
Operational methods.
