Cliff Ogleby

3-D imaging and quantitative comparison of human dentitions and simulated bite marks

This study presents a technique developed for 3-D imaging and quantitative comparison of human dentitions and simulated bite marks. A sample of 42 study models and the corresponding bites, made by the same subjects in acrylic dental wax, were digitised by laser scanning. This technique allows image comparison of a 3-D dentition with a 3-D bite mark, eliminating distortion due to perspective as experienced in conventional photography. Cartesian co-ordinates of a series of landmarks were used to describe the dentitions and bite marks, and a matrix was created to compare all possible combinations of matches and non-matches using cross-validation techniques. An algorithm, which estimated the probability of a dentition matching its corresponding bite mark, was developed. A receiver operating characteristic graph illustrated the relationship between values for specificity and sensitivity. This graph also showed for this sample that 15% of non-matches could not be distinguished from the true match, translating to a 15% probability of falsely convicting an innocent person.

Terra nullius, the high court and surveyors

Abstract A discussion of the High Court decision regarding customary land tenure in Australia.

WEB-BASED LEARNING OF SPATIAL DESIGN AND ANALYSIS CONCEPTS USING SIMULATIONS AND VISUAL FEEDBACK

Abstract This paper describes the process and results of the transformation of the curriculum delivery of four different areas of the syllabus of the geomatics programs at the University of Melbourne. In each case the transformation addresses the teaching and learning problems associated with spatial relationships in two or three dimensions by providing a rich resource of theory material, animations of spatial concepts and, most importantly, visualisations or simulations of real world survey problems that provide immediate feedback. The visualisations and simulations allow students to investigate the design and analysis of spatial geometry and spatial relationships at their own pace, using the feedback to reinforce their learning. The online material affords an enhancement of the learning experience for undergraduate students, both complementing and providing an alternative to the conventional teaching methods of lectures, tutorials and practice classes.

One strategy for repositioning spatial sciences education in Australia

Australian spatial sciences education is facing a paradox: the demand for graduates is steadily increasing yet enrolments remain static. This paper examines a new strategy aimed at resolving the paradox. To this end, the University of Melbournes new degree structure and its impact on Geomatics are examined. The new model enables students to obtain a Geomatics Major within three years ‐ as part of a Science or Environments degree ‐ or a Masters in Engineering (Geomatics) within five years. Results from the first year of implementation suggest there have been increases in student quality, student engagement and the exposure of spatial sciences to undergraduates. Enrolments suggest Geomatics has halted the recent decline in numbers; however, it is too soon to determine what increases, if any, the Masters program might achieve. This paper suggests that the new model will produce both pure spatial science professionals and spatially skilled workers in other professions: both are required to combat existing skills shortages. The new model should be viewed within a larger set of industry‐wide strategies to increase professional numbers.