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 of LIS/GIS (WG VI/2 and WG VI/7).

Document type:: Monograph

Structure type:: Chapter

Chapter

Title:: THE SCOPE AND CONTENT OF EDUCATION PROGRAMS IN LAND AND GEOGRAPHIC INFORMATION SYSTEMS (LIS/GIS). Grenville Barnes and Duane F. Marble.

Document type:: Monograph

Structure type:: Chapter

93 MAPPING DATA CAPTURE DATA MANIPULATION —is**- STRUCTURED DATABASE INFORMATION OUTPUT (MAP) USERS APPLICATIONS FIGURE 1: The Bi-directional Nature of LIS/G1S More recently this unidirectional mapping process has become bidirectional (see Figure 1) as users of maps and related products have started playing a more active role. Although there is still a demand for the final map product, there is an increasing interest in the database that is created in the digital mapping process. Ultimately the user community is not so much interested in a map product as it is in the spatial information that is conveyed through this medium. This has widened the scope of LIS/GIS considerably since we must now incorporate the user community and its needs. In this way we are shifting from a supply-driven, technologically-controlled environment to one which is demand-driven and oriented towards problem-solving. While this technology is playing a role in defining our technical capabilities, this would have no value if there were not a concomitant demand for the resulting information. Many of the problems that are being faced by society today—soil erosion (desertification), water and air pollution, infrastructure maintenance, siting of hazardous and solid waste sites, protection of endangered species, third world poverty, etc.— can only be solved or alleviated if we bring together a variety of information and knowledge from a number of different sources' and disciplines. With increasing concerns about the environment (evidenced in part by the emergence of “green” parties) and related problems like the “greenhouse effect”, there will be an increasing demand for approaches that are problem-oriented as opposed to those that are rigidly divided on disciplinary grounds. For example, in an article in Issues in Science and Technology Schneider (1988) lists the following elements as being crucial to addressing the greenhouse effect: behavioral assumptions (estimating future pollution levels); carbon cycle response; global climatic response; regional climatic response; physical and ecological im pacts; economic, social and political inputs; and policy responses. Clearly these elements of the problem cannot be addressed from the narrow perspective of one or two disciplines. Schneider (1988) argues for an interdisciplinary (as opposed to a multidisciplinary) approach that is oriented around a specific problem area. To achieve this, he advocates the addition of “courses and programs that show graduates and undergraduates how to approach complex, multidisciplinary problems, and how to work in teams. At the graduate level, students should be encouraged to look beyond a single field of specialization” (p. 98). This approach is being following by several of the LIS/GIS programs at The Ohio State University (described in the latter part of this paper). In the specific context of LIS/GIS, it seems that what we are attempting to do is reassemble a complete “picture” of the human and natural landscape, in the past the trend has been to cater to disciplinary specialists by allocating different pieces of this landscape to such specialists as hydrologists, soil scientists, geologists, and others. Now we are realizing that the only way we can address many of today’s important problems is to reconsolidate this situation. It is no coincidence that many of the leaders in GIS design and development have come from a landscape architecture background

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