147 
practical P. and R.S. Application Courses are equally and/or more normally distributed at the 
Undergraduate, Graduate and both Graduate and Under graduate levels. 
That is of course a real cause for difficulties arisen both in interdepartmental education 
and research and in communication and collaboration of P. and R.S. Inftastructure and Ap 
plications Scientists ans Engineers. M 
3.3 Interdisciplinary and/or Integrated P. and R.S. Courses 
Rokos [5] attempted to document the objectively Interdisciplinary and Integrated nature 
of Photointerpretation and Remote Sensing Methodology as an effective, multimensional and 
dynamic tool of observing, studying, inventoring, investigating, understanding, mapping and 
monitoring in a dialectic way the dialectic character of the natural and socioeconomic reality, of 
their interrelations, interdependencies, interactions and change trends in time. 
University Departments of Geography, Environmental Sciences, Natural Resources, Ur 
ban and Regional Planning, Applied Earth Sciences, Geosciences, Engineering and Applied 
Sciences, Geology and Geophysics, Earth, Marine and Atmospheric Sciences e.t.c. are, be 
cause of their nature, closer to the Philosophy of the sine qua non necessity of integration of 
the "Empirical Knowledge", the Logic and the Specific Scientific/Technological Knowledge in 
the process of investigation of the extremely complicated, nowadays societal, Development 
and Environmental problems of the world. 
Figure 5 (source of data [3]) shows the distribution and number of Intedisciplinary 
and/or Integrated Photointerpretation and Remote Sensing Courses in 71 University Depar- 
ments in the USA and Canada. 
Comparing with the data of Figures 3 and 4 it is obvious that Geograpy e.t.c. Depart 
ments Curricula are stronger in P. and R.S. Courses at the Undergraduate and both Under 
graduate and Graduate levels because of their direct necessity to use from the beginning of the 
education and research process the Multidimensional, interdisciplinary and Integrated 
methods and techniques of Photointerpretation and Remote Sensing . 
4. Trends and Conclusions 
Photointerpretation and Remote Sensing Academic and non Academic Courses, not 
only in the USA and Canada but also in Europe [1], [4], [7], [10], present more or less the 
same structural and functional characteristics, having to cover one way or another topics like : 
- Planning and Carrying out Photointerpretation and Remote Sensing Missions. 
- Acquisition of Photointerpretation and Remote Sensing Imagery. 
- Preprocessing of R.S. Imagery. 
- Processing of P. and R.S. Imagery. 
- Interpretation of Photographic and Remote Sensing Imagery. 
- Analysis of Remote Sensing Imagery Information. 
- Evaluation of Photointerpretation and Remotely Sensed Information. 
- Validation of P. and R.S. Sensed Information. 
- Mapping of P. and R.S. Sensed Information. 
- Monitoring of P. and R.S. Sensed Information. 
- Management of P. and R.S. Sensed Information. 
- Specific Interdisciplinary and Integrated Photointerpretation and Remote Sensing 
Applications. 
Figure 6 shows the existing possible integration combinations of P. and R.S. Courses in 
respect with P. and R.S. skills needed in Original Academic Research, Research and 
Development, as well as in Production and Industry. 
Anyone of us could easily 
(a) formulate the profiles : 
- of his own academic background, 
- of his own research interests,