@article{BorgFichtelmann2017, author = {Borg, Erik and Fichtelmann, Bernd}, title = {Land-water masks: basis for automated pre- and thematic processing of remote sensing data}, series = {Potsdamer Geographische Praxis}, journal = {Potsdamer Geographische Praxis}, number = {12}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, organization = {Fachgruppe Geoinformatik des Institutes f{\"u}r Geographie der Universit{\"a}t Potsdam}, isbn = {978-3-86956-389-3}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-103454}, pages = {77 -- 99}, year = {2017}, abstract = {Earth observation data have become an outstanding basis for analyzing environmental aspects. The increasing availability of remote sensing data is accompanied by an increasing user demand. Within the scope of the COOPERNICUS-initiative, the automatic processing of remote sensing data is important for supplying value- added-information products. The use of additional data like land-water-masks in the context of deriving value-added information products can stabilize and improve the product quality of information products. The authors of this contribution would like to discuss different automated processing algorithms which are based on land-water masks for value-added data interpretation. These developments were supported or accompanied by Prof. Hartmut Asche.}, language = {en} } @article{Siemer2017, author = {Siemer, Julia}, title = {Using Statistics Canada Data To Map Canada´s Population}, series = {Potsdamer Geographische Praxis}, journal = {Potsdamer Geographische Praxis}, number = {12}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, organization = {Fachgruppe Geoinformatik des Institutes f{\"u}r Geographie der Universit{\"a}t Potsdam}, isbn = {978-3-86956-389-3}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-103439}, pages = {35 -- 49}, year = {2017}, abstract = {Statistics Canada, Kanada's nationale Statistikbeh{\"o}rde, bietet eine Reihe r{\"a}umlicher Basisdaten zur Kartenerstellung und r{\"a}umlichen Analyse ihrer Bev{\"o}lkerungsdaten an. Der folgende Bericht zeigt die M{\"o}glichkeiten und Einschr{\"a}nkung der angebotenen r{\"a}umlichen Daten f{\"u}r die Bev{\"o}lkerungskartographie auf und stellt die vorhandenen Verwaltungsgrenzdateien bis zur kleinsten Einheit, dem so genannten ‚dissemination block', in ihrer Struktur vor. Die r{\"a}umlich sehr ungleiche Verteilung der Bev{\"o}lkerung Kanadas stellt eine besondere Herausforderung bei der kartographischen Visualisierung dar. {\"U}blicherweise angewendete Methoden wie die Choroplethen-Methode sind im Falle Kanadas streng genommen nur zur Visualisierung kleinr{\"a}umiger Bev{\"o}lkerungsdichte geeignet. Um die Darstellung der Bev{\"o}lkerungsdichte und -verteilung auch f{\"u}r gr{\"o}ßere Raumeinheiten, z. B. den so genannten ‚census divisions' oder die Provinzen, zu erm{\"o}glichen, ver{\"o}ffentlicht Statistics Canada einen Datensatz, der die Abgrenzung der {\"O}kumene, also der bewohnten Fl{\"a}che, des Landes veranschaulicht. Diese Datei erm{\"o}glicht es dem Nutzer die Bev{\"o}lkerungsdichte und -verteilung des Landes angemessen und detailliert zu visualisieren.}, language = {en} } @phdthesis{Bamberg2014, author = {Bamberg, Marlene}, title = {Planetary mapping tools applied to floor-fractured craters on Mars}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-72104}, school = {Universit{\"a}t Potsdam}, year = {2014}, abstract = {Planetary research is often user-based and requires considerable skill, time, and effort. Unfortunately, self-defined boundary conditions, definitions, and rules are often not documented or not easy to comprehend due to the complexity of research. This makes a comparison to other studies, or an extension of the already existing research, complicated. Comparisons are often distorted, because results rely on different, not well defined, or even unknown boundary conditions. The purpose of this research is to develop a standardized analysis method for planetary surfaces, which is adaptable to several research topics. The method provides a consistent quality of results. This also includes achieving reliable and comparable results and reducing the time and effort of conducting such studies. A standardized analysis method is provided by automated analysis tools that focus on statistical parameters. Specific key parameters and boundary conditions are defined for the tool application. The analysis relies on a database in which all key parameters are stored. These databases can be easily updated and adapted to various research questions. This increases the flexibility, reproducibility, and comparability of the research. However, the quality of the database and reliability of definitions directly influence the results. To ensure a high quality of results, the rules and definitions need to be well defined and based on previously conducted case studies. The tools then produce parameters, which are obtained by defined geostatistical techniques (measurements, calculations, classifications). The idea of an automated statistical analysis is tested to proof benefits but also potential problems of this method. In this study, I adapt automated tools for floor-fractured craters (FFCs) on Mars. These impact craters show a variety of surface features, occurring in different Martian environments, and having different fracturing origins. They provide a complex morphological and geological field of application. 433 FFCs are classified by the analysis tools due to their fracturing process. Spatial data, environmental context, and crater interior data are analyzed to distinguish between the processes involved in floor fracturing. Related geologic processes, such as glacial and fluvial activity, are too similar to be separately classified by the automated tools. Glacial and fluvial fracturing processes are merged together for the classification. The automated tools provide probability values for each origin model. To guarantee the quality and reliability of the results, classification tools need to achieve an origin probability above 50 \%. This analysis method shows that 15 \% of the FFCs are fractured by intrusive volcanism, 20 \% by tectonic activity, and 43 \% by water \& ice related processes. In total, 75 \% of the FFCs are classified to an origin type. This can be explained by a combination of origin models, superposition or erosion of key parameters, or an unknown fracturing model. Those features have to be manually analyzed in detail. Another possibility would be the improvement of key parameters and rules for the classification. This research shows that it is possible to conduct an automated statistical analysis of morphologic and geologic features based on analysis tools. Analysis tools provide additional information to the user and are therefore considered assistance systems.}, language = {en} } @book{Ehebrecht2014, author = {Ehebrecht, Daniel}, title = {The challenge of informal settlement upgrading : Breaking new ground in Hangberg, Cape Town?}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-300-8}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-71232}, publisher = {Universit{\"a}t Potsdam}, pages = {184}, year = {2014}, abstract = {Despite its many challenges and limitations the concept of in situ upgrading of informal settlements has become one of the most favoured approaches to the housing crisis in the 'Global South'. Due to its inherent principles of incremental in situ development, prevention of relocations, protection of local livelihoods and democratic participation and cooperation, this approach is often perceived to be more sustainable than other housing approaches that often rely on quantitative housing delivery and top down planning methodologies. While this study does not question the benefits of the in situ upgrading approach, it seeks to identify problems of its practical implementation within a specific national and local context. The study discusses the origin and importance of this approach on the basis of a review of international housing policy development and analyses the broader political and social context of the incorporation of this approach into South African housing policy. It further uses insights from a recent case study in Cape Town to determine complications and conflicts that can arise when applying in situ upgrading of informal settlements in a complex local context. On that basis benefits and limitations of the in situ upgrading approach are specified and prerequisites for its successful implementation formulated.}, language = {en} } @article{Pažicky2012, author = {Pažick{\´y}, Michal}, title = {Slovak schools}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {1}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66138}, pages = {23 -- 24}, year = {2012}, language = {en} } @article{Brooks2012, author = {Brooks, Clare}, title = {The EVE curriculum framework}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {1}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66128}, pages = {17 -- 20}, year = {2012}, abstract = {1. Evaluations 2. Main changes to the curriculum Framework 3. Looking Forwards}, language = {en} } @article{DemirciErdemKanera2013, author = {Demirci, Dadriye and Erdem, Didem Tuğ{\c{c}}e and Kanera, Elisa}, title = {Developing lessons on the basis of lesson plans/strategies}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {3}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66051}, pages = {67 -- 74}, year = {2013}, abstract = {1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers' overall feeling about their work 7. Using the strategies in future classes 8. Conclusion}, language = {en} } @article{PovalačovaLeffersScheepens2013, author = {Povalačov{\´a}, Diana and Leffers, Marjon and Scheepens, Evelien}, title = {Developing lessons}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {3}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66036}, pages = {117 -- 121}, year = {2013}, abstract = {1. Structure of the assignment 2. Before the lesson 3. During the lesson 4. After the lesson 5. Conclusion}, language = {en} } @article{Medved’MatisovskŷSuijkerbuijk2013, author = {Medved', Jakub and Matisovskŷ, Tom{\´a}ŝ and Suijkerbuijk, Maico}, title = {Developing critical thinking}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {3}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66021}, pages = {111 -- 116}, year = {2013}, abstract = {1. Defining critical thinking 2. The importance of thinking critically about family values 3. How to teach critical thinking 4. Strategies as a means to develop critical thinking 5. Critical thinking in the EVE lessons 6. Conclusion}, language = {en} } @article{BechtoldHogendoornKohutovaetal.2013, author = {Bechtold, Sander and Hogendoorn, Thirza and Koh{\´u}tov{\´a}, Vivien and Potočanov{\´a}, Katar{\´i}na}, title = {Deepening understanding}, series = {Potsdamer geographische Praxis}, journal = {Potsdamer geographische Praxis}, number = {3}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2194-1599}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66011}, pages = {105 -- 110}, year = {2013}, abstract = {1. Key concepts 2. What students should have done 3. What students did 4. Deepening understanding 5. General description of deepening understanding 6. Why is deepening understanding an important stage? 7. How does deepening understanding occur in the lessons and some examples 8. Possible difficulties 9. Conclusion}, language = {en} }