**9. References**


http://www.saudigis.org/FCKFiles/File/6thSaudiGIS\_Papers/T2\_3.docx


The author is grateful to the remote sensing and GIS students for participating in this study. The author acknowledges the assistance of Yanbu Industrial College in carrying out this work especially the sponsorship of his participation in an active learning workshop. The author is also grateful to the Editorial Board for its valuable comments. The views expressed

Aina, Y. A. (2009). Geomatics education in Saudi Arabia: Status, challenges and prospects.

Ajala, I. (2005). GIS and GSM network quality monitoring : A Nigerian case study. *Directions* 

Ajala, I. (2006). Spatial analysis of GSM subscriber call data records. *Directions Magazine*,

AlGarni, A. M. (2005). Future of geo-sciences can be seen everywhere in the Kingdom. *GIS* 

AlGhamdi, Y. & Haja, S. (2011). Implementation of a land encroachment survey process in

Alnuaim, H. & Almasre, M. (2010). The use of mobile technology for crowd management in

AlSaud, M. (2010). Assessment of flood hazard of Jeddah area 2009, Saudi Arabia. *Journal of Water Resource and Protection*, Vol.2, No.9, pp. 839-847, ISSN 1945-3108 Alshuwaikhat, H. M. & Aina, Y. A. (2006). GIS-based urban sustainability assessment: The

Barnes, G. (2009). Geomatics at the crossroads: Time for a new paradigm in geomatics

Batty, M.; Hudson-Smith, A.; Milton, R. & Crooks, A. (2010). Map mashups, web 2.0 and the GIS revolution. *Annals of GIS*, Vol.16, No.1, pp. 1-13, ISSN 1947-5691 Beneson, I.; Birfur, S. & Kharbash, V. (2006). Geographic automata systems and the OBEUS

Bennett, R.; Ogleby, C. & Bishop, I. (2009). One strategy for repositioning spatial sciences

http://www.saudigis.org/FCKFiles/File/6thSaudiGIS\_Papers/T2\_3.docx

network-quality-monitoring-a-nigerian-case-study/123278

*Development*, Vol.1, No.1, pp. 32-34, Available from

*International Research in Geographical and Environmental Education*, Vol.18, No.2, pp.

*Magazine*, Available from http://www.directionsmag.com/articles/gis-and-gsm-

Available from http://www.directionsmag.com/articles/spatial-analysis-of-gsm-

Saudi Aramco based on high precision mobile GIS technology. *Proceedings of the Sixth National GIS Symposium in Saudi Arabia (Online)*, Khobar, Saudi Arabia, 24-26

cities: The case of safe pilgrim mobility in the city of Makkah. *Proceedings of The 3rd Knoowledge Cities World Summit*, pp. 1373-1395, ISBN 978-0-646-54655-1, Melbourne,

case of Dammam city, Saudi Arabia. *Local Environment*, Vol.11, No.2, pp. 141-161,

education? *Surveying and Land Information Science*, Vol.69, No.2, pp. 81-88, ISSN

software for their implementation. In: *Complex Artificial Environments: Simulation, cognition and VR in the study and planning of cities*, J. Portugali, (Ed.), pp. 137-153,

education in Australia. *Journal of Spatial Science*, Vol.54, No.1, pp. 93-104, ISSN 1836-

**8. Acknowledgments** 

**9. References** 

in this work are not necessarily that of the college.

subscriber-call-data-records/123196

April, 2011, Available from

Australia, 16-19 November, 2010

Springer, Netherlands, ISBN 978-3-540-25917-6

ISSN 1469-6711

1538-1242

5655

111-119, ISSN 1038-2046

Chapman, G. (2003). An introduction to the revolution in military affairs. *XV Amaldi Conference on Problems in Global Security*, Helsinki, Finland, 25-27 September, 2003, Available from

 http://www.accademianazionaledeilincei.it/rapporti/amaldi/papers/XV-Chapman.pdf


Applications of Geospatial Technologies

winter1112.pdf

r\_2003.pdf

30

for Practitioners: An Emerging Perspective of Geospatial Education 19

Prince, M. (2004). Does active learning work? A review of the research. *Journal of Engineering* 

Pun-Cheng, L. S. C. (2001). Knowing our customers: A quantitative analysis of geomatics

Rebufello, P.; Piperno, P. & Drets, G. (2012). Uruguay streamlines livestock traceability.

Ruther, H. (2003). The situation of geomatics education in Africa – An endagered profession.

www.fig.net/pub/monthly%5Farticles/november\_2003/Heinz\_Ruther\_Novembe

Samant, H. (2012). Applications : Here, there, every where. *Geospatial World*, January, 2012,

http://geospatialworld.net/index.php?option=com\_content&view=article&id=239

Schultz, R. B. (2012). Active pedagogy leading to deeper learning: fostering metacognition

D. Dibiase, (Ed.), pp. 17-36, Wiley, Chichester, UK, ISBN 978-0-470-74856-5 Shortis, M.; Ogleby, C. & Kealy, A. (2000). Self-paced learning of plane surveying concepts

Sinton, D. S. (2012). Making the case for GIS&T in higher education, In: *Teaching geographic* 

D. Dibiase, (Ed.), pp. 17-36, Wiley, Chichester, UK, ISBN 978-0-470-74856-5 Stefanidis, A.; Crooks, A.; Radzikowski, J.; Croitoru, A. & Rice, M. (in press). Social media

Stefanidis, A.; Crooks, A. & Radzikowski, J. (forthcoming). Harvesting ambient geospatial

Sullivan, K.; Coletti, M. & Luke, S. (2010). GeoMason: Geospatial support for MASON.

Suppasri, A.; Koshimura, S.; Matsuoka, M.; Gokon, H. & Kamthonkiat, D. (2012).

Y. Chemin, (Ed.), pp. 143-168, InTech, ISBN 978-953-307-919-6

www.geomsoft.com/markss/papers/Shortis\_etal\_PS\_CTMM.pdf

Mason University, Virginia, USA, Available from cs.gmu.edu/~tr-admin/papers/GMU-CS-TR-2010-16.pdf

and infusing active learning into the GIS&T classroom, In: *Teaching geographic information science and technology in higher education*, D. Unwin, N. Tate, K. Foote &

and field procedures. *International IT Conference on Geospatial Education*, Hong Kong,

*information science and technology in higher education*, D. Unwin, N. Tate, K. Foote &

and the emergence of open-source geospatial intelligence, In: *Social-cultural dynamics and global security: Interdisciplinary perspectives on human geography in era of persistent conflict,* C. Tucker & R. Tomes, (Ed.), US Geospatial Intelligence

information from social media feeds. *Geojournal*, DOI: 10.1007/s10708-011-9438-2,

*Technical Report GMU-CS-TR-2010-16*, Department of Computer Science, George

Application of remote sensing for tsunami disaster, In: *Remote sensing of planet earth,* 

*ArcNews*, Winter 2011/2012, Vol.33, No.4, pp. 32, Available from www.esri.com/news/arcnews/winter1112articles/files/arcnews33\_4/arcnews-

students. *International Research in Geographical and Environmental Education*, Vol.10,

*Keynote Paper at 2nd FIG Regional Conference (Online)*, Marrakech, Morocco, 2-5

*Education*, Vol.93, No.3, pp. 223-231, ISSN 1069-4730

No.3, pp. 322-341, ISSN 1038-2046

December, 2003, Available from

pp. 46-53, Available from

6-8 July, 2000, Available from

Foundation (USGIF)

ISSN 1572-9893


Klinkenberg, B. (2007). Geospatial technologies and the geographies of hope and fear.

Konecny, G. (2002). Recent global changes in geomatics education. *Proceedings of ISPRS* 

Li, X.; Rowley, R. J.; Kostelnick, J. C.; Braaten, D.; Meisel, J. & Hulbutta, K. (2009). GIS

Lipton, L. & Wellman, B. M. (1999). *Pathways to understanding: Patterns and Practices in the* 

Mahmoud, W. H.; Ahmed, I.; Krinis, D. & Al-Marri, H. M. (2005). Well placement

McDougall, K.; Williamson, I.; Bellman, C. & Rizos, C. (2006). Challenges facing spatial

MacDougall, K. (2011). Understanding the impact of volunteered geographic information

Meitner, M. J.; Gonzales, J.; Gandy, R. & Maedel, J. (2005). Critical thinking, knowledge

Mohamed, A. H. (2010). Editorial - Unmanned aerial vehicles for surveyors. *Surveying and* 

Mohamed, A.; Grenville, B.; Sowmya, S.; Benjamin, W. & Adam, B. (2011). A comparative

Nittel, S. (2009). A survey of geosensor networks: Advances in dynamic environmental

Olaleye, J. B.; Abiodun, O. E.; Olusina, J. O. & Alademomi, A. S. (2011). Surveyors and the

 http://proceedings.esri.com/library/userconf/educ05/abstracts/a1081.html Mills, J. P.; Parker, D. & Edwards, S. J. (2004). Geomatics.org.uk: A UK response to a global

*Land Information Science*, Vol.70, No.3, pp. 107-109, ISSN 1538-1242

*III – Study Documentation,* ASPRS, USA, Available from www.asprs.org/a/news/forecast/10-year-ind-forecast.pdf

monitoring. *Sensors*, Vol.9, pp. 5664-5678, ISSN 1424-8220

*Information Science*, Vol.71, No.1, pp. 3-11, ISSN 1538-1242

*Remote Sensing*, Vol.75, No.7, pp. 807-818, ISSN 0099-1112

0004-5608

Brazil, 16-18 September, 2002

Australia, ISBN 1864018135

*YIC Campus Times*, No.2, Available from

*Earth*, Perth, Australia, 23-25 August, 2011

1682-1750, Istanbul, Turkey, 12–23 July, 2004

Australia, 18–26 September, 2006

http://www.calameo.com/read/000335779577c886d8dd1

*Annals of the Association of American Geographers*, Vol.97, No.2, pp. 350-360, ISSN

*Commission VI Symposium (CD-ROM)*, ISSN 1682-1750, Sao Jose' dos Compos,

analysis of global impacts from sea level rise. *Photogrammetric Engineering and* 

*Learning-Focused Classroom*. Hawker Brownlow Education Pty Ltd, Victoria,

optimization using GIS. *Proceedings of the First National GIS Symposium in Saudi Arabia (Online)*, Khobar, Saudi Arabia, 21-23 November, 2005, Available from http://www.saudigis.org/FCKFiles/File/SaudiGISArchive/1stGIS/Papers/2.pdf Matmti, R. & Delany, J. (2011). Active learning: Going beyong just telling them information !

information and geomatics education in the higher education sector. *Combined 5th Trans Tasman Survey Conference & 2nd Queensland Spatial Industry Conference,* Cairns,

during the Queensland floods. *Proceedings of 7th International Symposium on Digital* 

retention and strife: Reflections on active-learning techniques. *Proceedings of ESRI Education Users Conference*, San Diego, California, 23-26 July, 2005, Available from

awareness problem. *Proceedings 20th ISPRS Congress Commission VI*, pp. 1-6, ISSN

study of geomatics education at select Canadian and American universities. *Surveying and Land Information Science*, Vol.71, No.1, pp. 21-31, ISSN 1538-1242 Mondello, C. M.; Hepner, G. F. & Williamson, R. A. (2004). *10-Year Industry Forecast: Phases I-*

challenges of digital surveying and mapping technology. *Surveying and Land* 


 www.fig.net/pub/monthly%5Farticles/november\_2003/Heinz\_Ruther\_Novembe r\_2003.pdf


www.geomsoft.com/markss/papers/Shortis\_etal\_PS\_CTMM.pdf


**2** 

D. A. Vallero *Duke University,* 

*USA* 

**Ethical Decisions in Emergent Science,** 

Emerging technologies present unique societal challenges. The public may be reluctant to accept them. The market niches are not always clear. They may have few precedents. They may rely on obscure knowledge and science that is not sufficiently understood outside the laboratory. These and other aspects of emerging technologies can present distinctive

Often, research and development of emerging technologies involve a very small group of experts in an esoteric enterprise. This often entails self-enforcement of difficult decisions. It also involves very dedicated and sharply focused researchers and advocates, who may have little incentive or aptitudes to be completely objective about the potential problems associated with their project. This is certainly understandable given that those engaged in advancing technologies have committed substantial intellectual and capital resources to the effort. Indeed, a key reason that many technologists are so successful is their laser-like focus. This is great for advancing the science, but can detract from considering the downsides of a

Another reason for lack of objectivity is motivation. Researchers at the cutting edge have much to lose if the technologies are delayed or stopped. For example, consider the dilemma of a doctoral student well into dissertation research who discovers a potential misuse of the technology. This could delay the research, or even require retrenchment and significant uncertainty in completing the doctorate. The problem is that doctoral students engaged in cutting edge research likely know more about the details than even the dissertation advisor and other experts on the committee. Indeed, even the ethics experts at the university will not

A third potential reason for missing possible ethical problems with an emerging technology can be traced to the scientific method itself, or at least the manner in which it is applied in cutting-edge research and development. Scientists often rely on weight-of-evidence. Evidence is gathered to support or refute a hypothesis. This often means that in order to keep the research from becoming unwieldy, all but one or a few variables are held constant,

The laboratory mentality can lead to looking at a very tightly confined data set, akin to looking for lost keys only under the light of the lamppost. Add to this the fact that

know enough about the details of the research to see the ethical problems.

**1. Introduction** 

challenges to ethics.

new technology.

i.e. the laboratory condition.

 **Engineering and Technologies** 

