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(b) Generation of course material covering the GIS: principles, 
development and operation. 
(c) Laboratory support of a remote sensing system for extraction 
of environmental information from analog and digital images. This 
lab will be interfaced to the GIS system. This lab will also be 
used for research and instruction in both graduate and undergradu 
ate level. 
(d) Generation of course material to cover the remote sensing 
methods and provide the necessary knowledge on environmental 
applications. 
There is one limitation such as: 
(a) Minimizing the number of courses which cover both remote 
sensing topics and GIS. This limitation is necessary to keep the 
total number of courses in the program within reasonable limits 
for students, in order to obtain a degree in four years. 
CONSIDERATIONS FROM NEW TECHNOLOGIES 
The term new technologies, or, high technology is referred to the 
hardware and software components necessary to run a system in an 
area of application. 
Remote sensing and GIS are two neighboring areas and both ere 
using high technology in their applications. Because they are 
technology dependent, they do change as technology changes. The 
theories where these fields are based on, do not change as rap 
idly as the technological changes. The algorithms, however, 
change to be more efficient any time the computing machines are 
changing. A lot of research in those areas is concentrated into 
the algorithms and the software. The scientific way to study and 
analyze those systems in areas of application such as remote sens 
ing end GIS, involves methods and theories, algorithms, hardware 
and software. The educational aspects of such complicated systems 
seems to create difficulties and there are publications such as 
Dahlberg R.E., and Jensen J.R, 1985, which express such conditions 
for the educator: "at an individual level one feels both chal 
lenged and threatened by the explosive growth of knowledge". In 
this presentation the educator is assumed to be challenged by the 
high technology and uses the advantages of high-tech to make the 
tremendous amount of knowledge easier to understand even as it was 
before the technological revolution (Hashimi Syer R., 1984 v Hatzo- 
pouios J.N. 1985) . ' 
The proper response to the challenge of new technologies is to use 
such technology as an education aid. Then all become much simpler 
and easier to understand. Some strong advantages of high technol 
ogy include its capacity to provide quick and correct results in 
very complicated problems and its ability to simulate most lab 
equipment, lab experiment and processes. Those advantages if prop