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3.1. Specific P. and R.S. Intrastructure Courses 
University Departments all over the world dealing with the basic concepts, principles, 
methods and techniques which consist the fundamental dimensions and basic characteristics 
of P. and R.S. (e.g. Physics, Mathematics, Surveying, Optical Sciences, Electrical Engineering, 
Electrical and Computer Engineering, Computer Systems Engineering, Computer Sciences 
e.t.c.), are offering specific Photointerpretation and Remote Sensing Infrastructure Courses 
respectively, with main and exclusive emphasis ori the core of their major field of specializa 
tion. 
That is of course both a great advantage from the point of view of specialization and in 
depth familiarization with the fundamental infrastructure of P. and R.S. and a disadvantage 
from the point of view of the possibility to communicate and/or collaborate in specific P. and 
R.S. applications and interdisciplinary and/or integrated P. and R.S. projects. 
The distribution and number of these Courses (Undergraduate, Graduate and Both Un 
dergraduate and Graduate levels) which reveal the relevant current trends are clearly presented 
in figure 3 for twenty characteristic University Departments in the USA and Canada. (Source of 
data: [3]) 
The graduates of Physics University Departments e.g. with major in Photointerpretation 
and Remote Sensing are experts on the physical concepts and properties of Radiance, Reflec 
tance, Irradiance, Absorbance, Transmittance, Emissivity, Kinetic Temperature, Rate of Heat 
ing, Cooling Rate, Thermal Capacity, Thermal Conductivity, Thermal Diffusivity, Thermal inertia, 
Backscattering, Polarisation e.t.c., but they are not objectively in a position to understand and 
interpret among others, the effects : 
- of moisture content on vegetation leaves reflectance 
- of vegetation senescence 
- of canopy geometry 
- of phenology 
- of soil background in vegetation canopy reflectance 
- of extraordinary facts, phenomena and events 
- of soil moisture content 
- of soil organic content 
- of soil iron oxide content e.t.c. 
Therefore a strong necessity of some kind of integration is obvious in Photointerpreta- 
tion and Remote Sensing Curricula in order to facilitate scientific and research communication 
and collaboration between P. and R.S. Infrastructure and P. and R.S. Applications scientists 
and engineers. 
3.2 Specific P. and R.S. Application Courses 
University Departments all over the world dealing with Science and Engineering fields, 
like Geology, Forestry, Soils, Agronomy, Anthropology, Archaeology, Oceanography, 
Watershed Management, Civil Engineering, Agricultural Engineering, e.t.c., are offering specific 
Photointerpretation and Remote Sensing Application Courses respectively, with main em 
phasis on relevant specialized methods and techniques. 
Although these courses give sufficient knowledge of facts, processes, principles, pro 
cedures and methodologies, practical experience and the ability to critically review from the 
point of view of a specialist the situation in a concrete project and carry out independent re 
search both in the traditional as well as the computer environment, the element of the neces 
sity of integration is usually more or less absent both with P. and R.S. infrastructure fundamen 
tals (Vertical Integration) and Interdisciplinary P. and R.S. Applications (Horizontal Integration). 
Figure 4 (Source of data [3]) shows the distribution and number of these Courses 
(Undergraduate and Graduate levels) for 83 University Departments in the USA and Canada. 
Comparing with the data of figure 3 we could easily understand that the main weight in 
P. and R.S. Infrastructure Courses relies at the Graduate level, while on the contrary the more