. "Remote Sensing"@en . . "Environmental sciences"@en . . "Satellite Engineering"@en . . "English"@en . . "Innovation in engineering (polytechnical foundation)"@en . . "5" . "A student who has met the objectives of the course will be able to:\r\nExplain the importance of and relationship between Feasibility, Viability, Desirability, Responsibility and Sustainability of an innovation solution\r\nExplain the innovation process through the chosen model of the 'Double Diamond'\r\nExplain the different approaches in the innovation landscape defined in the DTU School of Innovation\r\nExplain methods of working in the different stages of an innovation process e.g., exploration, ideation, iteration, designing, and building\r\nApply an innovation process model in that encompasses phases of exploration, ideation, iteration, designing, and building\r\nEvaluate and adapt the different phases of the innovation process\r\nContribute activly with your own disciplinary background in the different stages of the innovation process\r\nGive and receive constructive and appropriate feedback to and from team members and other teams\r\nReflect on how to act constructively in a context where the decision-making process is characterized by high uncertainty and risk of being led astray\r\nMake informed and qualified decisions in an innovation process with regards to the Feasibility, Viability, Desirability, Responsibility and Sustainability of a solution\r\nReflect on their role, ways of working, and value as an engineer in the innovation process\r\nCommunicate to the relevant stakeholders about the design of an appropriate Minimal Viable Product (MVP) in relation to both problem and value creation" . . "Presential"@en . "TRUE" . . "Facilitating innovation in multidisciplinary teams"@en . . "5" . "A student who has met the objectives of the course will be able to:\nExplain the importance of the relationship between Feasibility, Viability, Desirability, Rresponsibility and Sustainability of an innovation solution\nExplain central theories of team dynamics relevant to the innovation process\nExplain relevant approaches to the facilitation of teamwork in an innovation process\nExplain methods for leading and facilitating the different stages of an innovation process e.g., exploration, ideation, iteration, designing, and building\nApply methods to support and maintain a collaborative environment in the processes of exploration, ideation, iteration, designing, and building\nFacilitate evaluations and adaptations of the different phases of the innovation process\nGuide team reflections on group dynamics and teamwork with regards to the division of tasks and responsibilities and the inclusion of diverse disciplinary background in the different stages of the innovation process\nGive and receive constructive and appropriate feedback to and from team members and other teams\nApply methods to facilitate constructive teamwork in a context where the decision-making process is characterized by high uncertainty and risk of being led astray\nSupport the making of informed and qualified decisions in an innovation process with regards to Feasibility, Viability, Desirability, Sustainability, and Responsibility\nReflect on their role, ways of working, and value as an innovation facilitator in the innovation process.\nDocument and communicate to relevant stakeholders the innovative process for the design of an appropriate Minimal Viable Product (MVP) in relation to both problem and value creation" . . "Presential"@en . "FALSE" . . "Space systems engineering"@en . . "5" . "The course consists of two parts: The lecture hours, where the theory, processes and methods for systems engineering are taught, and the group work part, where the students will solve assignments with a focus on applying the methods of system engineering to a given spacecraft project, to bring a project successfully towards a critical design review." . . "no data"@en . "FALSE" . . "Technology and innovation management"@en . . "5" . "This course approaches the management of technological innovation from a resource/knowledge based view, which sees technological innovations as a driving force of competitive advantage of organizations through a combination of internal resources and external linkages. Students are introduced to the theories, models, tools and practical cases from industries by understanding what technological innovations are, why they are important, and what are needed to enable and manage technological innovations within and outside of the boundary of organizations. Although most attention will be paid to innovations made by industrial firms, relevant issues of innovations at levels of individual, team, network of organizations, and industry will be addressed as well. The weekly readings consist of a mixture of book chapters, journal articles, and cases. In addition to ‘understanding’ technological innovations, students are also required to ‘practice’ innovations by developing a case study throughout the course and applying the knowledge learned from the course to the innovation case." . . "Presential"@en . "FALSE" . . "Developing an entrepreneurial mindset through serious game"@en . . "5" . "Each session consists of a online module on a specific topic related to the entrepreneurial mindset. The session will introduce a range of approaches (e.g. concrete, abstract, theoretical, practical) on how to address the topic at hand. In online games and modules, students will explore how these different approaches can be applied. Students try out the approach, and learn quickly by trying out different strategies in the modules and games. Because of the competitive nature of the games, students will also learn from other students; sometimes it might be best to be the first one to take action, sometime is might be better to first see what others are doing. At the end of the course, students are equipped with a wide variety of tools, techniques, methods and experiences that will help them to apply an entrepreneurial mindset in the context they are working in." . . "Hybrid"@en . "FALSE" . . "X-tech entrepreneurship"@en . . "10" . "The course covers all of the topics contained within a modern investor pitch deck and business plan. X-Tech cover topics related to technology risk mitigation, product/service-systems, pretotyping and MVPs, IPR, financing, value propositions, business modelling, segmentation & market estimation as well as sustainabliltysustainability and the use of SDGs in a startup business model.\n\nThe cases are submitted by industry, research departments and entrepreneurial students from DTU. The cases are in the form of a patent/technology or a technology related challenge. Every team will be joined by the inventor (project submitter) for the technical development and also a business mentor who will help progres from technology to business.\n\nThe cases/projects fall into different thematic tracks suitable for all different studylines across DTU.\n\nThe final deliverable of the course is the business pitch deck and business plan. The course ends with X-Tech Finals where the students make a 4 minute business pitch plus 2 minute tech demo (total time: 6 minutes) in front of your examiners, investors and an audience.\n\nThere is prototype fund available for each team. There is also a prize fund for the winning teams of X-Tech." . . "Hybrid"@en . "FALSE" . . "Technology entrepreneurship"@en . . "5" . "Identification and evaluation of market opportunities\nValue proposition\nBusiness models\nMarket development and customer validation\nCompetitor analysis\nFinancing technology ventures\nSources of funding\nIPR (Intellectual Property Rights)\nBusiness planning and pitching\nSustainable Development Goals (SDGs)" . . "Presential"@en . "FALSE" . . "Measurement technologies in earth and space physics"@en . . "5" . "The course teaches a series of methods that are applicable to all areas of Earth and Space Physics and Engineering. These include:\n• Reference frames and time systems.\n• Attitude determination and representations.\n• Optics and imaging.\n• Data processing techniques.\n• Space Mission Analysis and Design (SMAD).\nIn addition, the students will be introduced to physics and methods specific to at least one of the different focus areas." . . "Presential"@en . "FALSE" . . "Synthesis in earth and space physics"@en . . "10" . "A student who has met the objectives of the course will be able to:\r\ndescribe, design, construct, validate and choose solutions in the form of monitoring, mapping or exploration systems or parts hereof by combining measurement technologies with an understanding of physical processes and structures\r\ncomplete a larger development project\r\nanalyse a heteorogeneous problem and formulate a precise requirements specification for the task to be solved\r\nperform problem, design and implementation oriented analyses and discuss advantages and disadvantages for alternative solutions\r\nmake a plan for how a task can be solved on time with the available ressources\r\nexplore and analyze relevant technologies for solving the given problem\r\nsubstantiate the choice of technologies on the basis of clearly formulated premises\r\ncomplete a larger development project, including the production of technical documentation that makes clear how major concepts from the problem formulation are traceable in the implementation\r\ncarry the project through with great independence in all aspects\r\nwrite a well-structured and well-documented report that presents results and analyses in a precise and clear way." . . "Presential"@en . "FALSE" . . "Data analysis and modeling in geoscience and astrophysics"@en . . "5" . "The course deals with methods for data representation and quality assessment, parameterization of physical systems, description of empirical and analytical relationships between data and model parameters, stochastic description of uncertainties and noise, and stochastic and deterministic quantification of prior knowledge about a physical system.\r\n\r\nA number of analytical/numerical methods for solving linear and nonlinear inverse problems are presented. The propagation of noise in the data to uncertainty of the solutions is a major theme in the course." . . "Presential"@en . "FALSE" . . "Multivariate statistics"@en . . "5" . "We will cover a large fraction of the following multidimensional models: Multidimensional distributions, multiple and partial correlation. The general linear model: Estimation and testing, geometric interpretation. Regression analysis: Estimation and testing, determination of best regression equations, analysis of residuals, prediction intervals, non-linear analysis etc. Multidimensional analysis of variance. Classification: Bayesian classifiers, linear and quadratic discriminant analysis, canonical discriminant analysis. Canonical analysis: Canonical correlation, principal components, factor analysis. Correlation models: Models for random phenomena which vary in time and space. Applications of SAS or R in the above areas." . . "Presential"@en . "FALSE" . . "Deep learning"@en . . "5" . "Machine perception of natural signals has improved a lot in the recent years thanks to deep learning (DL). Improved image recognition with DL will make self-driving cars possible and is leading to more accurate image-based medical diagnosis. Improved speech recognition and natural language processing with DL will lead to many new intelligent applications within health-care and IT. Pattern recognition with DL in large datasets will give new tools for drug discovery, condition monitoring and many other data-driven applications.\r\n\r\nThe purpose of this course is to give the student a detailed understanding of the deep artificial neural network models, their training, computational frameworks for deployment on fast graphical processing units, their limitations and how to formulate learning in a diverse range of settings. These settings include classification, regression, sequences and other types of structured input and outputs and for reasoning in complex environments." . . "Presential"@en . "FALSE" . . "Advanced Image analysis"@en . . "5" . "To give knowledge of advanced methods and models for analyzing image data, and give competence in applying these techniques in different applications. The course attempts to make the participants recognize that the use of appropriate models can extract useful knowledge from image data - knowledge that is not directly accessible." . . "Presential"@en . "FALSE" . . "Optimization and data fitting"@en . . "5" . "An engineer is often faced with the problem of having to determine optimal values of the parameters in a mathematical model of a physical or technical problem. The problem is eg to find the parameters in a function so that the corresponding curve is a best fit to a given set of data points, or you may be given a mathematical formula that expresses the cost of producing a commodity or perform a transportation job. Here you have to choose values for the free parameters so that the cost is minimized.\r\nThe course deals with efficient methods for computing optimal values for the parameters in a mathematical model. The students will study and use available software libraries and learn how to construct their own programs." . . "Presential"@en . "FALSE" . . "The structure and dynamics of materials studied with x-rays and neutrons"@en . . "5" . "Detailed understanding of the atomic scale structure and dynamics of materials is a crucial prerequisite for understanding their physical properties, and therefore also for the design of new materials of technological interest. Examples include components of new drugs to combat diseases, superconductors and materials for solar energy harvesting and data storage. Neutron and X-ray scattering are complementary methods that allow investigations of structure and dynamics.\r\n\r\nThe course introduces a series of experimental techniques in neutron and X-ray scattering that allow the determination of all relevant structural parameters for molecules, amorphous systems and crystals, including the magnetic structure. Furthermore, elementary excitations of the relevant structural, electronic and magnetic degrees of freedom (such as changing molecular bonds, phonons and spin waves) can be studied in great detail, either directly in the ultrafast time domain or via their spectroscopic signatures. X-ray and neutron imaging creates 3 dimensional maps of the local structure within materials. Hence, these techniques provide the means to uncover the fundamental mechanisms that govern the connections between structure and function for a wide range of materials and over a wide range of time and length-scales.\r\n\r\nThe overall goal of the course is to provide a broad understanding of modern X-ray and neutron scattering, and a thorough introduction to the practical use of these techniques in the study of the structure and dynamics of materials. The importance of neutron and x-ray scattering is underscored by the very large investments made by the Danish state in the construction of the European Spallation Source (ESS) and MAX-IV in Lund, Sweden, and in the European XFEL in Hamburg, Germany. The Technical University of Denmark is strongly involved in method development, design and construction of instruments, as well as scientific use of all three facilities." . . "Presential"@en . "FALSE" . . "Introduction to satellite systems"@en . . "10" . "Students get an understanding of satellite systems and their applications, physical properties of the space environment and the systems engineering elements of a spacecraft project. This course gives the students the basics for further studies within aerospace technology." . . "Presential"@en . "FALSE" . . "Space systems engineering"@en . . "5" . "The course aims at teaching a fundamental and holistic approach to the field of systems engineering that applies specifically to complex high-tech industries, like the aerospace industry. The field of systems engineering is highly multidisciplinary, requiring a broad knowledge base and experience to draw from. For complex and wide-ranging projects, like a spacecraft mission, to succeed, a systems engineer's key role and methods are essential to make ends meet and fulfil a mission's requirements. The course consists of two parts: The lecture hours, where the theory, processes and methods for systems engineering are taught, and the group work part, where the students will solve assignments with a focus on applying the methods of system engineering to a given spacecraft project, to bring a project successfully towards a critical design review." . . "Presential"@en . "FALSE" . . "Spacecraft instrumentation systems"@en . . "10" . "To enable the student to design and verify complex Aero-space instrumentation systems. The course emphasizes standard design drivers such as quality, precision, longevity, robustness and industrial norms and standards. To enable conceptual verification, the students must realize critical parts of their designs in the laboratory. The theories, techniques and methods learned are common to aerospace, medico-techniques, military electronics, robotics etc." . . "Presential"@en . "FALSE" . . "Image analysis with microcomputer"@en . . "10" . "The course's primary focus is on hardware/software interaction and the development and application of electro-optical systems. Emphasis is on optimal hardware performance, i.e. optics, camera, acquisition HW, in application in surveillance, navigation, medicine and industrial control." . . "Presential"@en . "FALSE" . . "Radar and radiometer systems"@en . . "10" . "The course emphasizes system aspects and deals with two important microwave sensors - radar and radiometer systems - used for remote sensing and surveillance. The aim is that the student will eventually be able to perform a proper system analysis and design of radar and radiometer systems for various applications." . . "Presential"@en . "FALSE" . . "Remote sensing"@en . . "10" . "Radar and radiometer systems are used from satellites and aircrafts to measure and monitor the surface of the Earth, including the land surfaces, the oceans and the atmosphere. This is called remote sensing or Earth observation and is of utmost importance for monitoring the Earth’s environment and climate.\r\nThe general course objectives are to provide the students with an understanding of those radar and radiometer techniques and systems that are used for remote sensing, with a special emphasis on the technical description of the sensors and on the application of these techniques for measuring and monitoring of properties of the surface of the Earth. This also includes knowledge about the necessary data processing techniques." . . "Presential"@en . "FALSE" . . "Gps, gis and setting out"@en . . "5" . "To give an all-round knowledge of satellite positioning (GNSS/GPS), geographical information system (GIS), and technical surveying techniques through theory, practical exercises and project work." . . "Presential"@en . "FALSE" . . "Mapping from aerial and satellite Images"@en . . "5" . "To provide knowledge of instruments and methods used to map and analyse the earth's surface. The course includes digital photogrammetric and spectral methods for topographic mapping and related techniques for analysing digital image data for thematic mapping, earth observation, and change detection." . . "Presential"@en . "FALSE" . . "Analysis of spatial and temporal data within geoscience"@en . . "5" . "The course aims to give the student insight into and practical experience with methods to analyze and process spatial and temporal data. The methodologies are applied to data sets within the fields of mapping, navigation, and earth observations.\r\n\r\nThis course has a strong practical aspect. The students are presented with the methodologies providing the foundation for their own implementation (in R) and real data analysis." . . "Presential"@en . "FALSE" . . "Global navigation satellite systems"@en . . "5" . "Accurate and reliable positioning has become increasingly important for the navigation of vehicles, drones and autonomous systems. Global satellite-based positioning systems play a key role in fulfilling that need.\n\nThe course aims to give a solid knowledge about global navigation satellite systems, how the systems work, and how accurate positions may be obtained. In addition, the course provides a good knowledge of the mathematical modelling principles used for both code and phase-based GNSS positioning (GPS, Galileo, or Glonass) and the integration with other types of navigation sensors." . . "Presential"@en . "FALSE" . . "Earth observations for monitoring changes (eo4change)"@en . . "5" . "The Earth is changing, and these changes can clearly be seen from space. Here, we will introduce some of the different satellite-based Earth observation (EO) datasets available, emphasizing real-life use examples. After the introduction, the students (in groups) will work more in-depth with a specific dataset to observe the phenomena they find most interesting (e.g., deforestation, floods, drought, ice thickness). Here, we need to identify relevant satellite missions and spatio-temporal data requirements before diving into the method development, implementation and analysis. Examples of such projects could be, e.g., the use of NASA's ICESat-2 green-laser mission to determine Amazon deforestation, monitor drought across continents with the EU Sentinel missions, or use Sentinel-2 to see the biological activity in the world's oceans. These are just some examples of the data we aim to have the students be able to grasp and analyze. Through this course, we aim for the students to be able to navigate the growing stream of EO data freely available from different agencies and make use of them for society." . . "Presential"@en . "FALSE" . . "Near-surface crustal gravity and magnetism: drone, air- and ground-based measurements"@en . . "5" . "Mapping the near sub-surface is critical to industries within large-scale onshore and offshore constructions and to the green tech raw materials industry in general. Often we need to know whether the subsurface contains hazardous waste, unexploded war remnants (bombs and landmines) or raw materials essential to, e.g. green-transition high-tech industries. The magnetic - and, to some degree, gravity - methods are non-invasive, fast and critical methods widely used to map the near-surface part of Earth’s crust for industrial applications. This course will combine a 2 days field campaign with background theory and technology information. The focus will be on the magnetic method but supplemented by gravity and surface mapping by photogrammetry. We learn about the pros and cons of new drone technologies versus traditional airplane and ground methods for mapping. We also learn about hardware design considerations for drone-based magnetic and gravity solutions, how to conduct drone- and ground-based field campaigns, choice of survey drones, technical-practical requirements for drone-based magnetic and gravity sensors, and the key to positioning your data precisely via GNSS. You will get experience in how to design surveys and acquire data, processing, modelling and analysis of the data, quality assurance of the data, and presentation of data. A selected field area in Denmark or southern Sweden will be used to work with different ground- and drone-borne survey systems (both magnetic, gravity and photogrammetry) and to acquire data for the final report (groups of 3-4 students). The data analyses will be combined with detailed surface information produced by drone-borne photogrammetry during the fieldwork. Exercises will be carried out during the course to demonstrate the methods needed to complete the mandatory report." . . "Presential"@en . "FALSE" . . "Inverse problems and machine learning in earth and space physics"@en . . "5" . "This course covers advanced methods for inversion of geophysical and astrophysical data, including machine learning techniques. Case studies from a wide range of inverse problems in Earth and Space physics (e.g. seismic tomography, geomagnetism, exoplanets, ground penetrating radar, galactic emission spectra, gravity) are presented and solved. The emphasis in this course is on inversion methods that handle non-Gaussian noise and use of suitable a priori information to get the most out of the observed data.\n\nPython will be used as a tool throughout the course." . . "Presential"@en . "FALSE" . . "Astrophysical data analysis"@en . . "5" . "To give the students a working knowledge of astronomical data acquisition, analysis, and scientific exploitation. The course will train students in using professional software and tools to analyze real astronomical data from a series of different wavelengths and telescopes." . . "Presential"@en . "FALSE" . . "Theory of relativity"@en . . "5" . "To give the student a basic understanding of the special theory of relativity and its importance for modern physics. Examples of applications\r\nof the theory are studied in the context of electromagnetism, atomic physics, high energy physics, and astrophysics." . . "Presential"@en . "FALSE" . . "Physical oceanography"@en . . "5" . "This course gives students a general introduction to the physics the world’s oceans, shelf seas and estuaries. The course will focus on marine environments, knowledge that can be used both as a platform for more advanced studies of the topic, as a contribution to their development in marine ecology, fisheries and/or aquaculture, and provide a scientific background to sustainable development goals: 13 climate action and 14 life under water." . . "Presential"@en . "FALSE" . . "Advanced electromagnetics"@en . . "5" . "The participants must acquire an understanding of advanced electromagnetic concepts and methods, which will enable them to analyse complex technical problems and prepare them for research in the broad range of applied electromagnetism" . . "Presential"@en . "FALSE" . . "Satellite geodesy"@en . . "5" . "Accurate mapping and monitoring of changes, e.g., inland topography, sea level and ice sheets, highly rely on the global geodetic observing system (GGOS), compromising various space geodetic techniques such as GNSS and Earth Observation.\r\n\r\nThe course aims to provide a thorough overview of space-based geodetic technologies, including instrumentation, observation techniques, models, methods and monitoring systems to define and maintain the geodetic reference frames to measure precise positions and map the shape and gravity field of the Earth." . . "Presential"@en . "FALSE" . . "Physical geodesy"@en . . "5" . "The Earth's gravity field varies from location to location depending on the composition of the materials in the subsurface. These variations impact the shape of the Earth and cause the water in the oceans not to coincide with a simple surface. The Geoid is an equipotential surface for gravity describing the zero-level surface. On land, the Geoid is needed to compute heights from satellite positioning.\r\n\r\nThe course aims to provide the students with knowledge about the mathematical models and methodology used for describing the Earth's shape and gravity field." . . "Presential"@en . "FALSE" . . "Space physics - physics of the space environment"@en . . "5" . "The goal is to provide insight into the physics of the space environment. The focus will be on the Sun, the interplanetary medium, and the Earth's space environment. The student will acquire basic knowledge of the natural phenomena in space, such as high-energy radiation and the propagation of radio waves. The acquired knowledge also forms the foundation of further studies of the influence of the Sun and the solar wind on the Earth and the other planets, as well as magnetospheric physics and aeronomy." . . "Presential"@en . "FALSE" . . "Earth and planetary magnetism"@en . . "5" . "The course presents an introduction to observations and physical theories of Earth and planetary magnetism. The focus is on describing the large-scale field structure and its time changes. This course provides the tools needed to construct global models of magnetic fields and the physical background needed to interpret magnetic observations made by satellites and on ground. This knowledge forms the basis for diverse applications in navigation and allows the study of planetary interiors." . . "Presential"@en . "FALSE" . . "Cryosphere physics and observation"@en . . "5" . "The cryosphere is the part of the Earth's surface covered by snow or ice. The cryosphere is sensitive to changes in the climate, and in recent years an increased mass loss of the large ice sheets and a decrease in the sea ice cover have been observed.\r\nThis course aims to teach students about the physics of ice sheets, glaciers and sea ice and the geodetic methods for monitoring the cryosphere from satellites and aeroplanes.\r\nThe focus will be on the use of different data sets relevant to monitoring the cryosphere and on the geophysical interpretation of the data and its connection to the global climate system." . . "Presential"@en . "FALSE" . . "Climate change - physics and observations"@en . . "5" . "To understand where our knowledge of Earth's climate comes from. To be able to analyse climate data and put it into the context of Earth's climate system." . . "Presential"@en . "FALSE" . . "Atmospheric plasmas"@en . . "5" . "The goal is to provide insight into the physics of atmospheric plasmas. The focus will be on electric discharge plasmas and associated phenomena, as well as on cloud formation. The student will acquire basic knowledge of the microphysics of discharges, the inception and properties of discharges in various gas mixtures, transient luminous events (TLEs) and terrestrial gamma-ray flashes (TGFs). The acquired knowledge forms the foundation for further studies of cloud formation and electric discharges, both theoretically and through space data." . . "Presential"@en . "FALSE" . . "Observational x-ray astrophysics"@en . . "5" . "To give an introduction to X-ray astrophysics, its methods, its objects, and the involved physical processes." . . "Presential"@en . "FALSE" . . "Hydrodynamics 2"@en . . "5" . "To give students the basis for treatment of a number of hydrodynamic and hydraulic problems encountered in civil engineering, for example in relation to projects in rivers, on coasts or offshore." . . "Presential"@en . "FALSE" . . "Advanced Image analysis"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Master in Earth and Space Physics and Engineering"@en . . "https://www.dtu.dk/english/education/graduate/msc-programmes/earth-and-space-physics-and-engineering/curriculum" . "120"^^ . "Presential"@en . "The Earth and Space Physics and Engineering programme focuses on developing, designing, and applying innovative and advanced technological solutions for monitoring, mapping, modelling, and predicting large-scale physical structures and processes—i.e. on Earth, the solar system, and the universe.\r\n\r\nNB! Please note that the programme is NOT concerned with aerospace engineering.\r\n\r\nOn the programme, you will learn to combine scientific knowledge with interdisciplinary technological competencies with a view to developing sustainable, advanced solutions—such as instrumentation, modelling, and data processing methods for use in, e.g., climate and environmental monitoring, the search for new resources, space exploration, or mapping and navigation on Earth."@en . . . . "2"@en . "FALSE" . . "Master"@en . "Both" . "no tuition, other costs may apply" . "no data"@en . "15000" . "no data" . "A MSc Eng degree in Earth and Space Physics and Engineering will provide you with a sound basis for innovative work aimed at addressing many of the societal challenges requiring new and advanced technological solutions.\r\n\r\nThe degree offers a wide range of career opportunities with:\r\n\r\nDanish and international high-tech companies, such as Terma, Rovsing, Astrium, Thales Alenia Space, Arianespace, and CASA\r\ninternational organizations, such as the European Space Agency (ESA), the U.S. space agency NASA, and the EU\r\n·national authorities.\r\nGraduates from the Earth and Space Physics and Engineering programme are also highly attractive to the geo and consultancy industry for carrying out surveying and mapping tasks, including exploration of raw materials, environmental monitoring, and risk assessment.\r\n\r\nPotential employers in this area include:\r\n\r\nSurveying and mapping companies, such as COWI, DHI and Rammbøl\r\nGIS companies, such as Atkins, InformiGIS, and Niras\r\nEngineering consultants in the environmental field, e.g. COWI, Rambøll, and DHI\r\nMajor surveying companies, e.g. LE34 and Geopartner\r\nPublic authorities, e.g. the Danish Mapping Agency SDFE, the Danish Meteorological Institute, GEUS, the Danish Maritime Safety Administration, the Danish Road Directorate, as well as regional and local authorities."@en . "no data" . "FALSE" . "Downstream"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "National Space Insitute"@en . .