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Issues Affecting the Adoption of GIS Within Australian and New Zealand Schools

机译：影响澳大利亚和新西兰学校采用GIS的问题

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My first involvement with GIS was through analyses of remotely sensed (satellite) data using the microBRIAN software as part of the Bachelor of Science degree in 1989. As with many undergraduate courses at the time, limited access to the computer hardware necessitated hour-long shifts in late night and early morning hours, booked weeks in advance. Binary data were classified into layers, classes allocated and maps generated. Accuracy was evaluated by the tedious process of ground-truthing; checking that the class edges matched the actual boundaries evident in the phenomena being mapped. These maps allowed greater confidence in decisions about resource use, since they enabled visual representation of the resources and related variables under various options. But it was tedious.
机译：我第一次参与GIS是通过使用microBRIAN软件对遥感（卫星）数据进行分析（1989年获得理学学士学位的一部分）。与当时的许多本科课程一样，由于对计算机硬件的访问受到限制，因此需要进行一小时的轮班在深夜和清晨，需要提前数周预订。二进制数据分为几层，分配的类别和生成的地图。通过繁琐的地面实战评估准确性。检查类边缘是否与被映射现象中明显的实际边界匹配。这些映射使人们能够对资源使用的决策有更大的信心，因为它们可以在各种选项下直观显示资源和相关变量。但这很乏味。

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