TY - JOUR A1 - Akpniar, Seda A1 - Maas, Desiree A1 - Rooth, Anneke T1 - Deepening Understanding JF - Potsdamer geographische Praxis N2 - 1. Background information 2. Explanations during the lessons 3. Deepening under standing in some assignments 4. Conclusion KW - Europäische Werteerziehung KW - Familie KW - Lehrevaluation KW - Studierendenaustausch KW - Unterrichtseinheiten KW - Curriculum Framework KW - European values education KW - Family KW - lesson evaluation KW - student exchange KW - teaching units KW - curriculum framework Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-65859 SN - 2194-1599 SN - 2194-1602 IS - 1 SP - 81 EP - 85 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - van den Beemt, Martijn A1 - Çinkaya, Muhammed A1 - Erdem, Didem Tuğçe A1 - Janssen, Robert T1 - Conclusion for future teaching JF - Potsdamer geographische Praxis N2 - 1. The importance of the maps in the Atlas of European Values 2. Team teaching 3. The importance of discussions in secondary schools 4. Assignments 5. Impact 6. Comments KW - Europäische Werteerziehung KW - Familie KW - Lehrevaluation KW - Studierendenaustausch KW - Unterrichtseinheiten KW - Curriculum Framework KW - European values education KW - Family KW - lesson evaluation KW - student exchange KW - teaching units KW - curriculum framework Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-65880 SN - 2194-1599 SN - 2194-1602 IS - 1 SP - 99 EP - 104 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Chovanová, Katarina A1 - Gembický, Kamil A1 - Nern, Luise T1 - Conclusion for future teaching JF - Potsdamer geographische Praxis N2 - 1. Introduction 2. Questionnaire 3. Using the assignments in the future 4. Helpful experiences for future teaching 5. Value of the project for future job 6. Value of the project for future life 7. Conclusion Appendix KW - Europäische Werteerziehung KW - Familie KW - Lehrevaluation KW - Studierendenaustausch KW - Unterrichtseinheiten KW - Curriculum Framework KW - European values education KW - Family KW - lesson evaluation KW - student exchange KW - teaching units KW - curriculum framework Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-65817 SN - 2194-1599 SN - 2194-1602 IS - 1 SP - 59 EP - 63 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Amour, Frederic A1 - Mutti, Maria A1 - Christ, Nicolas A1 - Immenhauser, Adrian A1 - Agar, Susan M. A1 - Benson, Gregory S. A1 - Tomas, Sara A1 - Alway, Robert A1 - Kabiri, Lachen T1 - Capturing and modelling metre-scale spatial facies heterogeneity in a Jurassic ramp setting (Central High Atlas, Morocco) JF - Sedimentology : the journal of the International Association of Sedimentologists N2 - Each simulation algorithm, including Truncated Gaussian Simulation, Sequential Indicator Simulation and Indicator Kriging is characterized by different operating modes, which variably influence the facies proportion, distribution and association of digital outcrop models, as shown in clastic sediments. A detailed study of carbonate heterogeneity is then crucial to understanding these differences and providing rules for carbonate modelling. Through a continuous exposure of Bajocian carbonate strata, a study window (320 m long, 190 m wide and 30 m thick) was investigated and metre-scale lithofacies heterogeneity was captured and modelled using closely-spaced sections. Ten lithofacies, deposited in a shallow-water carbonate-dominated ramp, were recognized and their dimensions and associations were documented. Field data, including height sections, were georeferenced and input into the model. Four models were built in the present study. Model A used all sections and Truncated Gaussian Simulation during the stochastic simulation. For the three other models, Model B was generated using Truncated Gaussian Simulation as for Model A, Model C was generated using Sequential Indicator Simulation and Model D was generated using Indicator Kriging. These three additional models were built by removing two out of eight sections from data input. The removal of sections allows direct insights on geological uncertainties at inter-well spacings by comparing modelled and described sections. Other quantitative and qualitative comparisons were carried out between models to understand the advantages/disadvantages of each algorithm. Model A is used as the base case. Indicator Kriging (Model D) simplifies the facies distribution by assigning continuous geological bodies of the most abundant lithofacies to each zone. Sequential Indicator Simulation (Model C) is confident to conserve facies proportion when geological heterogeneity is complex. The use of trend with Truncated Gaussian Simulation is a powerful tool for modelling well-defined spatial facies relationships. However, in shallow-water carbonate, facies can coexist and their association can change through time and space. The present study shows that the scale of modelling (depositional environment or lithofacies) involves specific simulation constraints on shallow-water carbonate modelling methods. KW - 3D facies modelling KW - carbonate ramp KW - facies heterogeneity KW - Jurassic KW - modelling algorithms KW - scale Y1 - 2012 U6 - https://doi.org/10.1111/j.1365-3091.2011.01299.x SN - 0037-0746 VL - 59 IS - 4 SP - 1158 EP - 1189 PB - Wiley-Blackwell CY - Malden ER - TY - JOUR A1 - Altuntaş, Kezban A1 - Akçay, Pinar A1 - Kools, Suzanne A1 - Schnabel, Richard T1 - Assignments, curriculum framework and background information as the base of developing lessons JF - Potsdamer geographische Praxis N2 - 1. What are the general strengths of the assignments? 2. Structure of the assignment 3. Resources of the assignment 4. Fostering self-expression 5. How could you improve the assignment? 6. Lack of specific examples 7. Not relating the issue to the students 8. Language Problems 9. Infeasibility to adaptation 10. In what ways was the additional information useful ? How could this be improved? 11. Was the framework useful for you and in what way? 12. In what ways did the assignments reflect the steps identified in the framework? KW - Europäische Werteerziehung KW - Familie KW - Lehrevaluation KW - Studierendenaustausch KW - Unterrichtseinheiten KW - Curriculum Framework KW - European values education KW - Family KW - lesson evaluation KW - student exchange KW - teaching units KW - curriculum framework Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-65877 SN - 2194-1599 SN - 2194-1602 IS - 1 SP - 93 EP - 98 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Niemczik-Arambaşa, Mihaela Narcisa T1 - Alltag am östlichen Rand der EU BT - Raumaneignungen der Bevölkerung im Grenzraum Rumänien/Republik Moldau T3 - Praxis Kultur- und Sozialgeographie | PKS N2 - Die Dissertation befasst sich mit einem aktuellen Thema, das im Überschneidungsbereich von Politischer Geographie und Sozialgeographie angesiedelt ist. Es geht um die Frage, wie alltägliche Prozesse der Aneignung des Raumes durch die Wohnbevölkerung entlang der rumänisch-moldauischen Grenze funktionieren, und zwar unter den Bedingungen, die seit dem Beitritt Rumäniens zur EU am 1. Januar 2007 gegeben sind. Seitdem gelten für die Staatsbürger der Republik Moldau verschärfte Regeln für die Einreise in Rumänien. Denn die Grenze zwischen den beiden Staaten ist nun auch EU-Außengrenze. Bei der Beantwortung dieser Frage werden in der Arbeit die seit der Unabhängigkeit der Republik Moldau im Jahre 1991 und den Beitritten Rumäniens zur NATO und zur EU sich verändernden politischen Rahmenbedingungen im Zusammenhang mit ökonomischen Strukturen und Prozessen sowie nationalen und nationalistischen Ideologien und ihren Wirkungen in der Republik Moldau und in Rumänien berücksichtigt. Dabei wird besonders beachtet, dass 1. auf beiden Seiten der Grenze Rumänisch gesprochen wird sowie aus Sicht des Panrumänismus ein und dieselbe Nation lebt und dass 2. in der Republik Moldau seit den 1990er Jahren vor allem von Seiten der Politik ein moldauisches Nation-Building betrieben wird. Aus den Untersuchungsergebnissen werden Handlungsempfehlungen für Politik und Verwaltung abgeleitet, welche auf die Verbesserung der Lebensbedingungen der Grenzraumbevölkerung abzielen. T3 - Praxis Kultur- und Sozialgeographie | PKS - 54 KW - Republik Moldau KW - Rumänien KW - EU-Ostgrenze KW - Alltag KW - grenzüberschreitende Aktivitäten KW - nationale und räumliche Identität Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-59147 SN - 978-3-86956-179-0 SN - 0934-716X SN - 1868-2499 IS - 54 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Costa, A. C. A1 - Bronstert, Axel A1 - de Araujo, Jose Carlos T1 - A channel transmission losses model for different dryland rivers JF - Hydrology and earth system sciences : HESS N2 - Channel transmission losses in drylands take place normally in extensive alluvial channels or streambeds underlain by fractured rocks. They can play an important role in streamflow rates, groundwater recharge, freshwater supply and channel-associated ecosystems. We aim to develop a process-oriented, semi-distributed channel transmission losses model, using process formulations which are suitable for data-scarce dryland environments and applicable to both hydraulically disconnected losing streams and hydraulically connected losing(/gaining) streams. This approach should be able to cover a large variation in climate and hydro-geologic controls, which are typically found in dryland regions of the Earth. Our model was first evaluated for a losing/gaining, hydraulically connected 30 km reach of the Middle Jaguaribe River (MJR), Ceara, Brazil, which drains a catchment area of 20 000 km(2). Secondly, we applied it to a small losing, hydraulically disconnected 1.5 km channel reach in the Walnut Gulch Experimental Watershed (WGEW), Arizona, USA. The model was able to predict reliably the streamflow volume and peak for both case studies without using any parameter calibration procedure. We have shown that the evaluation of the hypotheses on the dominant hydrological processes was fundamental for reducing structural model uncertainties and improving the streamflow prediction. For instance, in the case of the large river reach (MJR), it was shown that both lateral stream-aquifer water fluxes and groundwater flow in the underlying alluvium parallel to the river course are necessary to predict streamflow volume and channel transmission losses, the former process being more relevant than the latter. Regarding model uncertainty, it was shown that the approaches, which were applied for the unsaturated zone processes (highly nonlinear with elaborate numerical solutions), are much more sensitive to parameter variability than those approaches which were used for the saturated zone (mathematically simple water budgeting in aquifer columns, including backwater effects). In case of the MJR-application, we have seen that structural uncertainties due to the limited knowledge of the subsurface saturated system interactions (i.e. groundwater coupling with channel water; possible groundwater flow parallel to the river) were more relevant than those related to the subsurface parameter variability. In case of the WEGW application we have seen that the non-linearity involved in the unsaturated flow processes in disconnected dryland river systems (controlled by the unsaturated zone) generally contain far more model uncertainties than do connected systems controlled by the saturated flow. Therefore, the degree of aridity of a dryland river may be an indicator of potential model uncertainty and subsequent attainable predictability of the system. Y1 - 2012 U6 - https://doi.org/10.5194/hess-16-1111-2012 SN - 1027-5606 VL - 16 IS - 4 SP - 1111 EP - 1135 PB - Copernicus CY - Göttingen ER -