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1/13/2015

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NYAPLS Conference 2015

Joseph V.R. Paiva

• What are surveyors?

• Are they professionals?

• Do we need to act and be different for the future?

• Do we see our “traditional” role(s)

changing?

• What needs to change?

• How do we change our image?

• Expanding and changing our role

•Who are they?

• Professionals or not?

•How do they compare to other professionals?

•How do they interact with other professionals?

•What is the public’s perception

3

•Do they need a different image?

•What different image?

•Why a different image?

• Is it just image…or does it involve change at the core?

o [i.e actually change who we are, how we act, think, do, etc.?]

4

• Surveyors have ancient roots• Their practices have changed over time

• Change can be brought about by different agents

• What can we learn from past changes in surveying?

• What changes in technology and society will be paralleled in

surveying?5

• Changed over the years…

• From demarcating fields (agrimensores)

• To measurements of obstacles and devices to overcome them

• Transportation networks, houses, buildings, structures,

communications, utilities

• We continue to help the population and society…the economy! 6

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• Rope stretchers

• Right angle instruments

• Basic angle measurements

using linear

measurements

• Sundial: precursor to

astrolabe

• Angle measurements

• Distance measurements

• Satellite surveying

• Laser scanners

• Remotely sensed data

• UAS

• GIS

• Image and data analysis

7

• The western lands (Louisiana Purchase) were surveyed by GLO

• “Surveyed” had a different meaning then

• The purpose of the GLO surveys was what?

•What was the final result of those surveys?

•How did the gov’t use those results?

8

•Construction of war machines, fortifications, roads, bridges, calculation of weapons of war such as catapults, scaling poles, etc.

• Then civil engineers

•Use same or similar skills to help the civilian population

• Land was held by citizens, more skill required in construction

9

•Measuring relationship between points on the surface of the earth

•Also lines, planes, volumes

•Also points and lines; lines and planes, planes and volumes, etc., etc.

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•Construction…most familiar modern uses are in transportation, buildings, communications, mapping, water projects

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• Not very different just more of a mouthful, but a common term

nevertheless

• Surveyors have to at least keep up with what category of occupations

they fall within!

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• Construction

• Engineering

• Mapping

• Industrial measurement (metrology)

• Geodesy

• Remote sensing

• GIS

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• Measurements

• More accurate measurements

• Faster measurements

• More precise measurements

• More measurements

• Anything else? Data ➠ Information ➠Knowledge

14

• Measurements will become easier

• Analysis of those measurements to deliver accuracy will require more

and more knowledge and understanding

of the instrumentation, the

environment, biases, random errors

15

• Merely providing measurements is to remain static

• Opinions must be provided

• Advice must be given

• Analysis must be done

• Instead of data, deliver information

• Interpret and do what ifs to deliver knowledge

16

• The Internet

• And the world wide web

17

• What is the body of knowledge that a surveyor must know?

• Is it a profession (broad skills to bring to a problem)?

• Or is it a trade (specific training to handle specific situations)?

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• Expert in math, science, history

• Expert in measurements

• Expert in resolving spatial issues

19

• Used as an excuse for why it is considered to be “beneath”

engineering

• But how did education fit into licensing process that generally

began in the 1950s?

• Note California launched surveying licensure 1891

• Wyoming launched engineering licensure 1907 20

• …in most states

• Education was not made a requirement, either at the beginning, or not added

when it became mandatory for

engineering

• Somewhat unusual situation

21

• Except for surveying, all

professions require

some formal

education component

• It may not be a college degree, but

there is some formal

expectation that

applicants for

licensure will have

studied and

demonstrated

attainment of

knowledge and skill

levels

• Engineering

• Massage therapy

• Accounting

• Manicurist

• Medicine

• Mortician

• Pharmacist

• Cosmetologist

• Why?22

• To onlookers, what image do we convey?

• Why do we have trouble communicating with clients, stakeholders and the

public?

• Do they even know who we are or what we do?

• Why is respect of surveying practitioners sought?

• Is respect earned? Mandated by statute or regulation?

• Do we demonstrate ability, knowledge, skill in what we do and say and how we

look and act?

23

• Possession of body of knowledge and skills in applying it

o Theoretical knowledge

o Practical knowledge

o Technical knowledge

o Jargon, knowledge on how to interact with

allied professionals, government, education,

etc.

• Therefore ability to deal with completerange of theories, science and

mathematics that are required to

practice our field today24

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• Has a broad view of professional practice

• Actively mentors new entrants and encourages professional development

of all

• Engages in lifelong learning

• Deals with problems primarily on an intellectual plane rather than on a

physical or manual labor plane

25

• Performs services to a large degree in the public interest

• Bound by an ethical code in relationships with clients,

colleagues and public

• Autonomyo to decide how to do his/her job

o due to mastery of knowledge and skills

o professional and public recognize

accountability26

• Confidential relationship with client

• Is charged with a substantial degree of public obligation by virtue of

profession of specialized knowledge

• Enjoys a common heritage of knowledge, skills and status from the

cumulative store to which individuals

and groups contribute

27

• Authority o over those served, with whom there is a

reasonable expectation of compliance

o over members of other groups, professional

and technical, from whom there is a

reasonable expectation of compliance

28

• Altruismo Expectation that professional will use

his/her knowledge for public good

o Expectation that professionals as

individuals and as a group will be self-

policing (trust)

o Because those who can best judge

competence come from within the group,

there is an expectation of honesty

o Element of community service

29

• Instant connectivity

• Instant information access

• The world works 24/7

• Telecommuting is no longer a novelty…and no longer limited to

cross-continent

30

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• Speed of change…pick whatever aspect of society or technology

• Surveying instrumentation in your lifetime

• GPS in your lifetime• Software• PC-based software• Portable software• Firmware

31

• On-line GIS

• On-line mapping

• On-line analysis of geospatial information

32

• Fortunately, most of the time, they are untrained in geospatial data

management

• Will they get better? You bet

• Will the software tools to aid the analysis get better? You bet

• So what’s a surveyor to do?

33

• The next step after information and analysis

• Even deliver

34

KNOWLEDGE

• Not toys

• Being used by many researchers, businesses and even citizens to

perform geospatial data viewing,

analysis, information generation

• Surveyors need to learn the lingo, revise the list of services they

deliver, do better than the layperson

35

• Remember, everybody measures

• Surveyors just do it better

• Everybody will view, analyze and extract information from geospatial

data

• Surveyors will HAVE to do it better

• [or forget about the profession]

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• More people will have access to easy-to-use relative precise land

measuring tools

• They may not call them surveyors

• They’ll just be able to make adequate measurements themselves

37 38

39

ALTA; Archaeological; As-Built; Bathymetric; Boundary; Cadastral; Construction; Lay-out or setting-out; Deformation; Engineering; Topographic; Geodetic; Erosion and Sediment Control;

Foundation; Plot Plan; Site Plan; Subdivision Plan; As-Built; Geological; Satellite imagery analysis;

40

Aerial photogrammetry;

Hydrogeological; Geochemical;

Geomagnetic; Hydrographic; Coastline;

Seabed; Mortgage; Physical; Zoning;

Building code; Soil survey; Soil

mapping; Cadastre; Land registry;

Wetlands Delineation & Location

Building Surveying (in England)

• Construction design & building works

• Project Management & monitoring

• Planning Supervisor

• Property Legislation adviser

• Insurance assessment & claims assistance

• Defect investigation & maintenance adviser

• Handling planning applications

• Building inspection to ensure compliance with building regulations

• Undertaking pre-acquisition surveys

• Negotiating dilapidations

• Advise on many aspects of construction including:

o design

o maintenance

o repair

o refurbishment

o Restoration

Quantity Surveying—includes many of the above plus assessment of value

41

• Pronunciation:\sər-'vā, 'sər-\

• Function:verb

• Inflected Form(s):sur·veyed; sur·vey·ing

• Etymology:Middle English, from Anglo-French surveer, to look over, from sur- + veer to see — more at view

•Date: 15th century

• transitive verb

42

(Thanks to Merriam-Webster)

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• 1 a: to examine as to condition, situation, or value : appraise

• b: to query (someone) in order to collect data for the analysis of some aspect of a group or area

• 2: to determine and delineate the form, extent, and position of (as a tract of land) by taking linear and angular measurements and by applying the principles of geometry and trigonometry

• 3: to view or consider comprehensively

• 4: inspect, scrutinize <he surveyed us in a lordly way>

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•Surveyors critical to a functioning society

•Contribute valuable services

•But do surveyors know it?

•Do clients know it?

•Does anyone know it?

44

• 1 c (1): characterized by or conforming to technical or ethical standards of a profession

• (2): exhibiting courteous, conscientious, and generally businesslike manner in the workplace

45

• 2 a: participating for gain or livelihood in activity often engaged in by amateurs <a professional golfer>

• b: having a particular profession as a permanent career <a professional soldier>

• c: engaged in by persons receiving financial return <professional football>

• 3: following a line of conduct as though it were a profession <a professional patriot>

46

(Thanks to Merriam-Webster)

• Professional has many meanings

•We need to define what it means for us

47

• Professional:

o provides service at a higher level than one would get from layperson;

o advocates for the client, yet is impartial;

o possesses ethical standards of performance for the work and the client relationship;

o will admit when wrong or doesn’t know;

o works with other professionals and stakeholders…for the good of the client, the profession, and society

48

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• Inspects, scrutinizes, collects data for analysis, considers comprehensively, examines as to condition

•…depending on what type of a surveyor he or she is doing

• In the broad context of the previously described professional

49

•Whether a group who practice a craft, skill, art or science is professional depends on the person, the group of all practitioners, the makeup of their businesses, and the activities of their professional associations

50

• Is land surveying a profession?

• It can be, but is it?

•What factors say “yes”?

•What factors say “no”?

•How to change so that all factors are “yes”?

51

Architects

Engineers

Lawyers

Doctors

Accountants

52

•On the construction site

• In the courtroom

•At city hall

•At the recorder of deeds

•At the tax assessor’s

•At the planning agency

•At the environmental protection agency

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•With the community

•With the press

•Schools

• Public service organizations

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• Engineers

•Architects

• Planners

• Environmental scientists

•Contractors

•Owners

•GIS professionals

• Etc.

55

• If all surveyors didn’t work for a day, what would happen?

•Other than surveyors, does anyoneunderstand what would happen?

•What would stop?

•What would slow down?

•What would go on unimpeded?

56

•What does the public think surveyor’s do?

•What do YOU think surveyors do?

• Is there a disconnect anywhere?

57

•Has professional registration helped or hurt?

•How did it come about?

• Protection of the public?

58

•One hallmark of a profession cited in the dictionary is “a calling requiring specialized knowledge and often long and intensive academic preparation”

•Where does that education come from?

• Is it uniform? i.e. do all surveyors know the same things?

59

•Why is this an “either/or” for so many?

•Can’t we agree it is both?

•Shortcomings to have only one

•How do we come to the understanding that “both” is complementary and the ONLY answer?

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• If you believe strongly in experience…

61

•What do you do to make sure that the

“experience” experience is complete?

•How many do we know who we wish knew more?

•What about ourselves?

62

•Do you really think that a degree qualifies to practice?

•What might be missing?

•How do we add what might be missing?

63

• Education or experience is not an either-or

• It is definitely an AND

• And definitely a MUST

• So help end the controversy

• Promote the development of the individual as well as that of the

group

64

• The apprehension of an object, thought or emotion through the senses

or mind

• Active participation in events or activities, leading to the

accumulation of knowledge or skill

o An event or series of events participated

in or lived through

o The totality of such events in the past of

an individual or group65

• The process of receiving or giving systematic instruction, especially at

a school or university

• An enlightening experience

66

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• Between the Internet, cable TV, etc., there is not much you or the public

can’t find out

• However, understanding what has been found out is another matter

• Surveying professionals must be constantly modifying behavior as

obligation to educate and self-

demystification occurs

• Surveyors don’t have a monopoly over surveying knowledge (not

services)…thus harder to hide!

67

• How well do all the individuals know the body of knowledge?

• How many keep up with areas they don’t practice in often?

• More importantly, how may keep up in areas that that do practice often?

• What do practitioners consider to be the body of knowledge?

68

• Greenfeld, etc. published following content

o Positioning

o GIS

o Imagery

o Law

o Land development

69

• “Surveying Body oF Knowledge” in

Surveying and Land Information Science, V. 71, No. 3-4, Sep. 2011, pp. 105-113.

Joshua Greenfeld, author

• Co-authors Dr. James Bethel, Peter Borbas, Robert Burtch, Robert Dahn,

Earl Burkholder, Wendy Lathrop, and Dr.

Joseph Paiva.

• Buy at: http://www.ingentaconnect.com/search/ar

ticle?option1=tka&value1=surveying+body

+of+knowledge&pageSize=10&index=270

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Name:

4-YEAR SURVEYING PROGRAM - CREDIT EVALUATION SHEET*

Course ID Science Cr Pre-ID Gr Term

Phys 111 Physics I 3

Phys 111A Physics I Laboratory 1

Phys 121 Physics II 3

Phys 121A Physics II Laboratory 1

Elective Science Elective 3

Math

Math 111 Calculus I 4

Math 112 Calculus II 4

Math 305 Statistics for Technology 3

Elective Linear Algebra or Math beyond Calc II

3

CAD/Hydraulics

MET 103 Engineering Graphic and Intro to CAD

OR equivalent

2

SET360 or

MET 205

Digital Methods in Mapping

OR CAD applications

3

CE 321 Water Resources Engineering 3

Communication HUM 101 English: Writing, Speaking, Thinking I 3

HUM 102 English: Writing, Speaking, Thinking II 3

Elective Technical Report Writing (ENGL 352) 3

HUM/SS/LIT

EPS 202 Society, Technology and Environment 3

HSS/HIST (Cultural History 3

Elective (Lit/Hist/Phil/STS: GUR (300-level) 3

Elective Capstone Seminar: (GUR) e.g., HSS 403 3

Management/Economics

Mgnt 290 Legal Environment of Business 3

SS 201 Economics 3

Elective (Management: GUR) or Mgnt 390 (DL) 3 * Note: All non-surveying courses may require approval of the home department

Course ID Surveying Cr Pre-ID Gr Term

CE200 Surveying 3

CE 200A Surveying Laboratory 1

SET 207 Evidence and procedures for property surveys 3

SET 301 Route Surveying 4

SET 302 GPS & Geodetic Control 4

SET 303 Photogrammetry & Aerial Photo Interpretation 4

SET 304 Adjustment Computation I (DL) 4

SET 307 Boundaries and adjacent properties 3

SET 401 Fundamentals of Geodesy 3

SET 404 Adjustment Computation II (DL) 4

SET 407 Boundary Line Analysis 4

SET 420 Geographic/Land Information Systems 3

SET 440 Land Development 3

SET 490 Senior Project in Surveying 2

Computer Science and/or Technology electives

Elective Introduction to information Technology

OR Intro to science/engineering/technology

3

CIS 113 Introduction to Computer Science I

3

CIS 114/

Tech Elec.

Introduction to Computer Science II

OR Engineering/Technology Elective

3

CIS 431/

Tech Elec.

Database System Design and Management


3

SET403/

Elective

Remote Sensing for Geomatics (3)

OR Technical Elective

3

SET280/

Elective

Marine Surveying (4)

OR Open Elective

3

Other GUR

Freshman Seminar 0

Physical Education, semesters I 1

Physical Education, semester II 1

SUGGESTED ELECTIVES:

CAD Elective: FED 101c, CE 260.

Math Elective: Math 337 Linear Algebra recommended. Other acceptable

electives math 213, 226, 240, 337 or 247.

Science Elective: Geology or Chemistry or Biology.

HSS/HIST: HSS 211, 212 or HIST 213, select 2 courses

Technical/Engineering Elective: Civil/Environmental/Engineering,

Construction Engineering Technology, Computer course

72

Name:








Math





3

CAD/Hydraulics


OR equivalent

2

SET360 or

MET 205


OR CAD applications

3





HUM/SS/LIT







SS 201 Economics 3



CE200 Surveying 3

















3


3

CIS 114/

Tech Elec.



3

CIS 431/

Tech Elec.



3

SET403/

Elective



3

SET280/

Elective


OR Open Elective

3

Other GUR

Freshman Seminar 0











http://www.ingentaconnect.com/search/article?option1=tka&value1=surveying+body+of+knowledge&pageSize=10&index=2

1/13/2015

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73

Name:








Math





3

CAD/Hydraulics


OR equivalent

2

SET360 or

MET 205


OR CAD applications

3





HUM/SS/LIT







SS 201 Economics 3



CE200 Surveying 3

















3


3

CIS 114/

Tech Elec.



3

CIS 431/

Tech Elec.



3

SET403/

Elective



3

SET280/

Elective


OR Open Elective

3

Other GUR

Freshman Seminar 0











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Name:








Math





3

CAD/Hydraulics


OR equivalent

2

SET360 or

MET 205


OR CAD applications

3





HUM/SS/LIT







SS 201 Economics 3



CE200 Surveying 3

















3


3

CIS 114/

Tech Elec.



3

CIS 431/

Tech Elec.



3

SET403/

Elective



3

SET280/

Elective


OR Open Elective

3

Other GUR

Freshman Seminar 0











75

Name:








Math





3

CAD/Hydraulics


OR equivalent

2

SET360 or

MET 205


OR CAD applications

3





HUM/SS/LIT







SS 201 Economics 3



CE200 Surveying 3

















3


3

CIS 114/

Tech Elec.



3

CIS 431/

Tech Elec.



3

SET403/

Elective



3

SET280/

Elective


OR Open Elective

3

Other GUR

Freshman Seminar 0











Name:








Math





3

CAD/Hydraulics


OR equivalent

2

SET360 or

MET 205


OR CAD applications

3





HUM/SS/LIT







SS 201 Economics 3



CE200 Surveying 3

















3

CIS 113 Introduction to Computer Science I 3

CIS 114/

Tech Elec.



3

CIS 431/

Tech Elec.



3

SET403/

Elective



3

SET280/

Elective


OR Open Elective

3

Other GUR

Freshman Seminar 0











• National standard exam except for the two-hour state-specific exam

• Designed to be passed by graduates of surveying undergraduate curriculums

• How does this fit in states where there is not mandatory surveying

degree as a basis for becoming a

licensed land surveyor?

76

• No licensing

• All accreditation done by the Royal Institution of Chartered Surveyors

(RICS)

• However, university education is mandatory

• So is keeping a portfolio that is reviewed by the examiners

• To become eligible to be a chartered surveyor, an applicant must have

worked for several firms that

specialize in different

areas/practices

77

• In most of the developed world, a B.S. in surveying or related field

such as geodesy or geomatics is an

absolute requirement

• This includes most of western Europe, New Zealand, South Africa and

Australia

78

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• Many practitioners without a degree believe that their status will be

reduced if the B.S. is introduced as

a requirement for new applicants

• This is like saying “we don’t recognize that things are changing,

becoming more complex, and that the

requirements of the profession to

deliver to the public adequately are

getting more rigorous.”

• Really?79

• Also…many think that the experience requirement goes away if the B.S.

becomes mandatory

• They say, “there is no substitute for learning on the job.”

• BUT…

• Nobody is saying “get rid of the experience requirement”

80

• Professional development courses should not be mandatory

• Professionals should WANT them!

• Being dedicated to life-long learning is one of the hallmarks of the

professional

• Thus…the mandated programs should not be “gamed,” rather they should be

used to improve

• As individuals and societies, demand an increase in the quality, depth and

variety of content

81

• Not only keep the experience requirement in addition to requiring

formal education at the university

level in surveying

• But make the experience accumulation more formal

• What do I mean by that?

82

• Require that every applicant have an experience syllabus

• This would be a list of the kinds of things that practitioners believe

applicants should learn on the job

• Indicate a minimum amount of experience (hours, days, weeks,

months, years) that should be

accumulated learning via experience

about these items83

• Require that the experience come from more than one employer

• More than one employer per topic perhaps?

• Also make sure that the learning by experience is well-rounded

• So include topics from across the board from the body of knowledge…not

just a few property boundary

principles 84

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• Keep records of work the applicant has done

• This could be paper as well as digital

• Needs to include certification from supervisors, with secondary

certification from employer, if

different

85

• A critical piece of what’s missing today is that the very same

experience system that some say

works, is not providing mentoring to

applicants

• They need to feel wanted and supported

• They should be given all the benefits that experienced individuals can give

• That means giving, teaching, demonstrating, in a committed, kindly

way

86

•What are we doing to educate our technicians?

• Look at the poor CST record?

•How do employers and supervisors make sure that the education process (formal classes and experience) are well-rounded?

87

• “Body of knowledge” is a core principle of a profession

•Next step is to make sure that all members

(including our “helpers”) have enough knowledge to perform their respective roles

88

• Yes, it should be part of the education process to becoming a

surveyor

• But it should be much more rigorous (on the applicant and the

practitioners)

• Be well-rounded• Be experience-diverse• Experience is not complete if applicants don’t get to frequently

meet with professionals, so

membership in professional

society(ies) should be mandatory

89 90

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Professional?

Competent?

Reliable?

Communicative?

Knowledgeable?

Expert at

measurement?

Analytical?91 92

•Does it involve changing the way we do things?

•Does it involve changing the way we are?

•Does it involve working to manage people’s perceptions?

•How do we do those things?

•Can you do it by yourself?

•Can you do it with others?

93

•What is the consequence of not taking

responsibility for any of the areas we’ve discussed?

• Is it enough to expect the professional society to think about this?

•What is the individual surveyor’s role?

94

•With respect to property boundary surveys?

• Topographic surveys?

•Construction surveys?

• Engineering surveys?

• Etc., etc.?

95 96

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•Ourselves

•Our businesses

•Our profession

97

• Give a job to a surveyor• He/she goes away• Comes back muddy, worn out, to no appreciation from client

• Client had no idea what was going on• Was the survey being done?• Were there problems?• “When, oh when, will it be finished?”

98

• For site-work, rough and even finish grading, staking is only a once-over-

lightly deal, if at all

• Do we blame the manufacturers? The contractors? The owners? Etc.?

• No…simply the march of progress

99

• If it is not too late, make sure the surveyor becomes the geo-data manager

for the project

• Process the terrain into a file that can be loaded on the machine

• Process the design into a file that can be loaded on the machine

• Learn how to manage the transmission of as-built data to the back-office

and loading, if needed, into the

machine100

• Learn how to be a quality control expert

• Learn the principles of continuous quality improvement

• Managing less concrete, i.e. more abstract, data means you can screw up

more and faster and affect more

people!

• Your internal quality needs to be impeccable

101

• Feedback loop can be used everywhere, including re-engineering yourselves and your businesses

102

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103

ProcessInputs Outputs

CriteriaOutcomesGoals &

objectives• Input all data into a GIS so that status, key measurements, etc. are

instantly accessible to all “users”

• Provide time snapshots, so that your database is in 4D

• Generate an as-built in GIS form so that maintenance, upkeep, even

rehabilitation and upgrading can be

done with less up-front heartache

104

• Photogrammetry has been relegated to a few experts

• Laser scanning is ignored by and large

• The cutting edge clients are starting to see a benefit from either that

“traditional” techniques just don’t deliver

• In this case, yes, even RTK is traditional!

105

• Make them dependent on you

• Charge them for more and better

• But the onus is on you to improve the kinds of information you deliver and

the quality of knowledge and wisdom

you can offer

106

• Aging population of practitioners• Many more leaving than entering (via experience or education)

• The actual demand for geospatial services is increasing rapidly

• Schools that offer graduate programs in surveying are few

• We are way behind in capacity to build enough surveying graduates—number of

schools is OK, but enrollment is low

107

• Talk about surveying

• Educate the public

• Talk to students at elementary, middle, high schools

• …even junior college and 4-year colleges

108

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• Talk the talk, yes, but walk the walk

• Mentor, each newcomer

• Promote experience that is meaningful, as well as education

• In the end, new employees who get on the track and are up to speed faster

are better for the business

• They are also less likely, if they have an education, to reduce the

number of mistakes the business makes109

•Become more knowledgeable

•Become more visible

•Conduct more outreach

•Be more accessible

• Think “outside the box”

•What services might have diminishing

demand? Increasing demand?

110

• Portray professionalism

• Live professionalism




• Think about developing markets that you

haven’t addressed properly or at all, if your firm has competence in those areas

111

•Be association members

• Participate as a members

•Become more knowledgeable




• Professional societies don’t set policies, create new initiatives unless the members

demand it112

• Talk the talk but don’t walk the walk

•Wait for “the other guy” to do it

•Hope nobody notices your passivity

•Claim that you’re (we’re) busy

•Get by, get by, get by

113

• The work to do is enormous

•How about divide and conquer?

•What if every surveyor did just one thing?

•What?

114

1/13/2015

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• Talk to a class in junior or senior school or 2-year or 4-year college

• Talk to a service organization

• Talk to a professional association

• Get on local, state and national boards that are somehow involved in policy setting or advising

• Write something

• Read something

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•Be active

•Be involved

•Understand the committee structure of your professional association and contribute even if not a member

•Could be support in many forms (your mind, your body, your money, other resources)

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•Remember image change is only meaningful if true change within has occurred…otherwise it is just a façade

•While image can’t be ignored, make sure the re-engineering is deep and lasting

•And yet…change is dynamic, so don’t stop with this iteration!

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“We should all hang together, or…

…we’ll hang separately.”

Ben Franklin

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About seminar presenter Joseph V.R. Paiva Dr. Joseph V.R. Paiva, is principal and CEO at GeoLearn, LLC (www.geo-learn.com) which is an online provider of professional and technical education since February 2014. He continues to serve as a consultant in the field of geomatics and general business, particularly to lawyers, surveyors and engineers, and international developers, manufacturers and distributors of instrumentation and other geomatics tools. One of Joe’s previous roles was COO at Gatewing NV, a Belgian manufacturer of unmanned aerial systems (UAS) for surveying and mapping during 2010-2011. He also is a writer in many magazines and journals and has been on the “seminar circuit,” delivering continuing education to geospatial professionals, as well as technician and exam preparation courses. Joe was previously managing director of Spatial Data Research, Inc., a GIS data collection, compilation and software development company; senior scientist and technical advisor for Land Survey research & development, VP of the Land Survey group, and director of business development for the Engineering and Construction Division of Trimble; vice president and a founder of Sokkia Technology, Inc., guiding development of GPS- and software-based products for surveying, mapping, measurement and positioning. Other positions include senior technical management positions in The Lietz Co. and Sokkia Co. Ltd., assistant professor of civil engineering at the University of Missouri-Columbia, and partner in a surveying/civil engineering consulting firm. He has continued his interest in teaching by serving as an adjunct instructor of online credit and non-credit courses at Texas A&M-Corpus Christi and the Missouri University of Science and Technology. His key contributions in the development field are: design of software flow for the SDR2, SDR20 series and SDR33 Electronic Field Books and software interface for the Trimble TTS500 total station. He is a Registered Professional Engineer and Professional Land Surveyor, was an NSPS representative to ABET serving as a program evaluator, where he previously served as team chair, and commissioner, and has more than 30 years experience working in civil engineering, surveying and mapping. He writes for POB and The Empire State Surveyor magazines, occasionally contributes to other publications and has been a past contributor of columns to Civil Engineering News. GeoLearn is the online learning portal provider of the Missouri Society of Professional Surveyors and the Geographic and Land Information Society. To access these sites, find the links to their portals at these organizations’ websites. More organizations are set to partner with GeoLearn in 2015. Dr. Paiva can be reached at joepaiva@geo-‐learn.com or on Skype at joseph_paiva.

www.GeoLearn.com

Jan2015

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