Modern trends of education in photogrammetry & remote sensing

Bibliographic data

Monograph

Persistent identifier:: 856467936

Title:: Modern trends of education in photogrammetry & remote sensing

Sub title:: ISPRS Commission VI Symposium, September 13 - 16, 1990, Rhodes Island, Greece

Scope:: 1 Online-Ressource (251 Seiten)

Year of publication:: 1990

Place of publication:: Athens

Publisher of the original:: Technical Chamber of Greece

Identifier (digital):: 856467936

Illustration:: Diagramme

Language:: English

Usage licence:: Attribution 4.0 International (CC BY 4.0)

Publisher of the digital copy:: Technische Informationsbibliothek Hannover

Place of publication of the digital copy:: Hannover

Year of publication of the original:: 2016

Document type:: Monograph

Collection:: Earth sciences

Chapter

Title:: Education (WG VI/2 and WG VI/7).

Document type:: Monograph

Structure type:: Chapter

Chapter

Title:: EDUCATION AND TRAINING IN CARTOGRAPHY. Ferjan Ormeling.

Document type:: Monograph

Structure type:: Chapter

178 number of university departments in our field have gone so far as forging new geomatics departments, amalgamating former surveying, photogrammetry, remote sensing and cartography departments. 7 hose that did so still have specialization options and do not require the whole field to be studied intensively. A less far-reaching integration is that of extending the curriculum towards those other mapping sciences with which one feels most affinity. An example will be given for cartography and remote sensing. Compatibility with other mapping sciences When looking at the production of geoscientific maps, several methods have been developed in recent years to interpret the spectral information provided by satellites into classes of vegetation types or land cover. Common methods are e.g. the supervised, unsupervised and deterministic methods (which uses transformation models such as the normalized vegetation index). The common feature of these methods is that they change the original spectral reflection data in the image into values representing individual classes. From these classified images, ordinary thematic maps can be derived. These image processing techniques and classification methods are now available on most remote sensing systems. Cartographers can use these facilities and add their knowledge about geometry, computer graphics and communication science to make correct cartographic products. In order to establish compatibility with remote sensing specialists, cartographers need some basic knowledge of remote sensing techniques in order to be able to communicate with these specialists. So the basic principles of electromagnetic radiation, of platforms and sensors, digital image processing (correction, enhancement and transformation techniques, the latter to compress the large amount of data or to link image data of different flights) need to be taught. Joint elements The common elements that are the ratio for integration are the joint preoccupation with spatial information, with Geographical Information Systems or Land Information Systems, and with structuring data for databases. There is also a joint regard for the use of spatial information, and for the integration of spatial data from different sources, like fieldwork data, maps, aerial photographs or satellite images. Two different approaches can be seen here: geomatics adepts with a photogrammetric background tend to state their approach in terms of accuracy: if a solution to a given problem is to be found, what kind of accuracy, what topographic or taxonomic level of detail is necessary for the information to be gathered? The cartographic approach would be to incorporate man as well in this information flow and therefore to experi ment as long with visualizing the data till one would be certain that the appropriate spatial image would be communicated to the decision maker or scientist that has to analyse the problem. It is the identification of these common elements that is the principal gain of the integration process, as this will at least mean the possibility of joint courses, and savings accordingly. These joint courses will also see to it that the students of the various directions in the mapping sciences have a common body of concepts and speak a common language. That their outlook on the process of providing and communicating spatial information differs and will diverge more and more after specialization is of less importance, given this common background.

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