Suchergebnisse

The recent outbreak of geospatial information to a wider audience, represents an inexorable flow made possible by the technological and scientific advances that cannot be opposed. The democratization of Geomatics technologies requires training opportunities with different level of complexity specifically tailored on the target audience and on the final purpose of the digitization process. In this frame, education plays a role of paramount importance, to create in the final users the awareness of the potentials of Geomatics-based technologies and of the quality control over the entire process. This paper outlines the current educational offer concerning the Geomatics Academic discipline in the Italian higher education system, highlighting the lack of dedicated path entirely devoted to the creation of specifically trained figure in this field. The comparison with the International panorama further stresses out this necessity. The purpose of this work is to present different educational approaches by distinguishing between the starting knowledge level of the students/participants and the final aim of the training activities. Three main audiences have been identified: i) experts, who already know some basics of Geomatics to understand the theoretical concepts behind its technologies; ii) intermediate audience, who are interested in learning about Geomatics technologies and methodologies, without any previous or poor education concerning these topics; iii) non-experts, a mix of a wide group of people, with different educations and interests, or without any interest at all. For each group, the multi-year experience concerning educational and training activities for the geomatics-based knowledge transfer in all the multi-level approaches of the GECO Lab (University of Florence) is presented.

The recent outbreak of geospatial information to a wider audience, represents an inexorable flow made possible by the technological and scientific advances that cannot be opposed. The democratization of Geomatics technologies requires training opportunities with different level of complexity specifically tailored on the target audience and on the final purpose of the digitization process. In this frame, education plays a role of paramount importance, to create in the final users the awareness of the potentials of Geomatics-based technologies and of the quality control over the entire process. This paper outlines the current educational offer concerning the Geomatics Academic discipline in the Italian higher education system, highlighting the lack of dedicated path entirely devoted to the creation of specifically trained figure in this field. The comparison with the International panorama further stresses out this necessity. The purpose of this work is to present different educational approaches by distinguishing between the starting knowledge level of the students/participants and the final aim of the training activities. Three main audiences have been identified: i) experts, who already know some basics of Geomatics to understand the theoretical concepts behind its technologies; ii) intermediate audience, who are interested in learning about Geomatics technologies and methodologies, without any previous or poor education concerning these topics; iii) non-experts, a mix of a wide group of people, with different educations and interests, or without any interest at all. For each group, the multi-year experience concerning educational and training activities for the geomatics-based knowledge transfer in all the multi-level approaches of the GECO Lab (University of Florence) is presented.

The democratization and accessibility of low-cost devices for image acquisition and the development of highly automated procedures for orientation and dense image matching allow almost every person to be a potential producer of photogrammetric models. The diffusion of image-based technologies to produce 3D models amongst wider audiences entails however some risks, as the lack of critical awareness of the final quality of the outputs. Information and education about potentialities and limitations of reality-based digitization by photogrammetry may help spreading procedures and methods for the correct use of this technology. This paper presents the results of one of the funded projects within the 2018 ISPRS Capacity Building Initiatives "Education and training resources on digital photogrammetry". The production of multimedia material for supporting smart educational teaching and learning approaches will be reported, as well as experiences on their application on case studies. Blended innovative teaching and learning pedagogical approaches have been tested, as Flipped Classroom (FC), Learning-by-doing (LBD), Collaborative Learning (CL), and Challenge-Based Learning (CBL), supported by multimedia tools for capacity-building and knowledge transfer. The implementation of multimedia materials for supporting teaching strategies resulted in the production of updated and engaging resources, as videos, tutorials, and datasets to be used during courses, workshops, and seminars targeted to different user groups. The combination of teaching strategies and multimedia supporting materials were tested within national and international projects, from academic courses to complete non-experts, from activities on the field to online and distance learning.

The democratization and accessibility of low-cost devices for image acquisition and the development of highly automated procedures for orientation and dense image matching allow almost every person to be a potential producer of photogrammetric models. The diffusion of image-based technologies to produce 3D models amongst wider audiences entails however some risks, as the lack of critical awareness of the final quality of the outputs. Information and education about potentialities and limitations of reality-based digitization by photogrammetry may help spreading procedures and methods for the correct use of this technology. This paper presents the results of one of the funded projects within the 2018 ISPRS Capacity Building Initiatives "Education and training resources on digital photogrammetry". The production of multimedia material for supporting smart educational teaching and learning approaches will be reported, as well as experiences on their application on case studies. Blended innovative teaching and learning pedagogical approaches have been tested, as Flipped Classroom (FC), Learning-by-doing (LBD), Collaborative Learning (CL), and Challenge-Based Learning (CBL), supported by multimedia tools for capacity-building and knowledge transfer. The implementation of multimedia materials for supporting teaching strategies resulted in the production of updated and engaging resources, as videos, tutorials, and datasets to be used during courses, workshops, and seminars targeted to different user groups. The combination of teaching strategies and multimedia supporting materials were tested within national and international projects, from academic courses to complete non-experts, from activities on the field to online and distance learning.

We present a search for gravitational waves from 116 known millisecond and young pulsars using data from the fifth science run of the LIGO detectors. For this search, ephemerides overlapping the run period were obtained for all pulsars using radio and X-ray observations. We demonstrate an updated search method that allows for small uncertainties in the pulsar phase parameters to be included in the search. We report no signal detection from any of the targets and therefore interpret our results as upper limits on the gravitational wave signal strength. The most interesting limits are those for young pulsars. We present updated limits on gravitational radiation from the Crab pulsar, where the measured limit is now a factor of 7 below the spin-down limit. This limits the power radiated via gravitational waves to be less than similar to 2% of the available spin-down power. For the X-ray pulsar J0537-6910 we reach the spin-down limit under the assumption that any gravitational wave signal from it stays phase locked to the X-ray pulses over timing glitches, and for pulsars J1913+1011 and J1952+3252 we are only a factor of a few above the spin-down limit. Of the recycled millisecond pulsars, several of themeasured upper limits are only about an order of magnitude above their spin-down limits. For these our best (lowest) upper limit on gravitational wave amplitude is 2.3 x 10(-26) for J1603-7202 and our best (lowest) limit on the inferred pulsar ellipticity is 7.0 x 10(-8) for J2124-3358. ; Australian Research Council ; Council of Scientific and Industrial Research of India ; Istituto Nazionale di Fisica Nucleare of Italy ; Spanish Ministerio de Educacion y Ciencia ; Conselleria d'Economia Hisenda i Innovacio of the Govern de les Illes Balears ; Netherlands Organisation for Scientific Research ; Royal Society ; Scottish Funding Council ; Polish Ministry of Science and Higher Education ; Foundation for Polish Science ; Scottish Universities Physics Alliance ; National Aeronautics and Space Administration ; Carnegie Trust ; Leverhulme Trust ; David and Lucile Packard Foundation ; Research Corporation ; Alfred P. Sloan Foundation ; Natural Sciences and Engineering Research Council of Canada ; Commonwealth Government ; Astronomy