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COURSE OUTLINE 
WEEK LECTURE (2-hours/week) LABORATORY (2-hour/wk.) 
1 Introduction to Photogrammetry |Photointerpretation. Geo- 
and Remote Sensing metry of photographs. 
2 Nature and properties of the [Extraction of qualitati- 
electromagnetic radiation. ve information. 
3 Optical systems, conventional |Extraction of metric 
photography. information. 
4 Photointerpretation. Image coordinate trans- 
formation. 
5 Mathematical bases to interre-|Depth of field, characte- 
late image - object. ristic curve. 
6 Collinearity and coplanarity |Internal, relative and 
conditions. absolute orientation. 
7 Design of an analytical photo-|Design simulation of a 
grammetric instrument. photogrammetric instrum. 
8 Satellite multispectral and Digital image processing. 
radar images. 
9 Radiometric enhancement of Regular, equalized and 
digital images. stretched histogram. 
10 Geometric corrections of di-  |Histograms. 
gital images. 
11 Multispectral classification. |Multispectral classifica- 
tion. 
12 Density slicing and edge Density slicing. 
enhancement. 
13 Principal components, filters,|Filters. 
convolutions, Fourier transf. 
  
  
  
  
  
Bibliography: 
DI = 
Sensing, 1982. 
4. C.P. Lo, "Applied Remote Sensing", Longman Scientific & Techni- 
cal, 1986. 
5. Kpntıköc F., Kai ©. Kahanavidag, Ungiakr eneEepyaoía eikóvaq 
Kdi Egapuoy&c ornv TqAeaviyxveuon. 
6. Richards J. A. 1986, "Remote Sensing 
introduction, Springer-Verlag Berlin New York London Tokyo. 
OUTLINE OF BASIC G.I.S. COURSE 
(3rd semester) 
. A.S.P. Manual of Photogrammetry, 4th edition, 1980. 
. A.S.P. Manual of Remote Sensing, 2nd edition, 1983. 
. Barrett E. and L.Curtis: Introduction to Environmental Remote 
Digital Image Analysis", A 
Units: 3 (2-hour lecture, 2-hour lab per week) 
Prerequisites: Math 
concurrent. 
Grading: Lab assignments 30%, Written exams 70%. 
The collection of field topographic data 
I, Computer Programming I, or 
using a 
compass and the collection of cartographic data 
from existing maps to create a data base with 
information about location of points, lines and 
polygons are emphasized in this course. The associ- 
ation of other type of information such as topology 
and thematic data to specified locations and the 
formation of a Geographic Information System uti- 
lizing a relational data base are also well cov- 
ered. Algorithms for data processing within the GIS 
such as Coordinate Geometry and digital sur- 
face/terrain modeling are presented. The functions 
of the GIS such as polygon overlay and query analy- 
sis to support environmental studies and applica- 
tions are given in a great depth. 
This course is composed of three parts: (a) aquisi- 
tion and processing of field surveying data using 
compass, (b) cartographic principles and digital 
cartography, (c) Geographic Information Systems 
(GIS). Most parts of the instruction material is 
accompanied by laboratory exercises in the form of 
algorithm development and computer programming. 
137 
COURSE OUTLINE 
  
  
  
  
  
  
  
WEEK LECTURE (2-hours/week) LABS (2-hours/week) 
1 Introduction to surveying Field surveying data aqu- 
2 Cordinate geometry sition, processing, plot- 
3 s " ting, contours, profiles, 
4 Cartography Bathymetric map 
5 Thematic map design Design of thematic map 
6 Color theory Manuscript preparation 
7 Digital cartography Display of thematic data 
8 Digital terrain models (DTM) |Thematic map 
9 Operations on DTM Digital map 
10 [Introduction to GIS Generation of DTM 
11 |Boolean algaibra DTM contour interpolation 
12 |Polygone overlays & buffering |DTM perspective view 
13 [Design of a GIS Thematic map from GIS 
Bipliography 
1. Dent Borden D., 1985, Principles of Thematic Map Design", 
Addison-Wesley 398 pp. 
- KourcónouAoc K., 1989, "Ieoypagia Mé80801 AvüAuonc Xopou", EMM. 
. Monmonier Mark S., 1982, "Computer Assisted Cartography", 
Principles and Prospects, Prentice-Hall, Inc. 214 pp. 
4. XarÇônouXoc I.N., 1990, Xaproypagia kai MEN, Inuelwoeiq 
Mavemiorñpio Aiyaiou, Tyñua MepiBäXAovroc, MuTiAñvn, 183 08). 
wn 
The laboratory of Remote Sensing and GIS has to 
cover multiple levels of education such as: (Barnes 
G., J.C. Loon 1933) 
(a) Undergraduate instruction 
(b) Graduate level research 
(c) Support to the other sections of the Department 
The existing lab in the Department of Environmental 
Studies includes the following equipment: The 
ERDAS-PC system for image processing and the 
PC-ARC/INFO for GIS, both systems are mounted on 
microcomputer systems, thus covering part of the 
research needs. Peripherals to those system are an 
various digitizers and various plotters. There are 
also equipment such as compasses, stereoscopes 
which together with the microcomputer laboratory 
cover the undergraduate needs. The existing equip- 
ment provide, at the present, enough support to the 
other sections of the Department but as demand for 
more support increases the lab has to grow up more. 
The future expansion of the lab will include a net- 
work of a UNIX based server and workstations with 
color graphics capabilities which will be distrib- 
uted to all sections of the department. 
4. SOCIAL IMPACT OF NEW TECHNOLOGY IN EDUCATION 
It is important to understand that education is 
being for the moment, in a transition stage and it 
will take a while until both the instructors and 
the students are well prepared to efficiently face 
new technology. The first step in student prepara- 
tion is the introduction of courses in information 
science and other high-tech fields at the secondary 
level of education. A well documented report for 
such student preparation has been published by 
Becker T.W. 1989. The student preparation at sec- 
ondary level of education is being experimented and 
hopefully it will proceed to take fundamental steps 
in Greece. The instructor preparation, however, to 
face new technology is rather difficult to happen 
particularly in countries like Greece which main- 
tain a tradition of theoretical knowledge. Other 
countries also face the same problem for instructor 
preparation by organizing seminars on a regular 
basis and by providing all possible facilities. 
The problem for the educator and for the society in 
general, due to the intrusion of new technology, is 
what Dahlberg R.E., and Jensen J.R, 1985 refer 
challenge and threat. As analyzed earlier in this 
paper, the use of new technology to face regular 
curriculum problems, as well as, problems arising 
by the intrusion of new technology is highly effi- 
cient. This is a real challenge to the educator to 
turn the threat into success and provide better