Refine
Has Fulltext
- yes (35) (remove)
Document Type
- Article (35) (remove)
Language
- English (35) (remove)
Is part of the Bibliography
- no (35)
Keywords
- Curriculum Framework (31)
- European values education (31)
- Europäische Werteerziehung (31)
- Familie (31)
- Family (31)
- Lehrevaluation (31)
- Studierendenaustausch (31)
- Unterrichtseinheiten (31)
- curriculum framework (31)
- lesson evaluation (31)
Institute
- Institut für Umweltwissenschaften und Geographie (35) (remove)
Videos related to the maps
(2012)
Statistics Canada, Canada’s national statistics agency, offers a suite of spatial
files for mapping and analysis of its various population data products. The following
article showcases possibilities and shortfalls of the existing spatial files
for mapping population data, and provides an overview of the structure of the
available boundary files from the regional to the dissemination block level. Due
to Canada’s highly dispersed population, mapping its distribution and density can
be challenging. Common mapping techniques such as the choropleth method are
suitable only for mapping spatially high resolution data such as data at the dissemination
area level. To allow for mapping of population data at less detailed levels
such as census divisions or provinces, Statistics Canada has created a so-called
ecumene boundary file which outlines the inhabited area of Canada and can be
used to more accurately visualize Canada’s population distribution and density.
The EVE curriculum framework
(2012)
The EVE curriculum framework
(2013)
The Dutch school system
(2012)
Teaching patterns and trends
(2012)
1. Outline 2. Definition 3. Why is it important (or not) to teach about patterns and trends? What are the strengths and weaknesses of teaching patterns and trends? 4. How were patterns and trends offered in the original assignments? 5. What did the student teacher change in practice? How did it go? 6. Suggestions for improving patterns and trends
Slovak schools
(2012)
With a surface-area of 238,391 km2 and a population of 21,584,365 (July 1, 2007), Romania is one of the relatively large states in Central Europe, coming third after Germany; as regards its neighbours, it ranks second after Ukraine. The country lies in-between two conflict foci, the former Yugoslav space and the former Soviet Union, were the Transnistrian conflict has a direct bearing on the Romanian population of the Republic of Moldova. Both conflicts have been triggered by ethnic tensions augmented by the fall of the communist regime and the assertion of national identity. Within this geostrategic context, Romania is an island of stability, with a broad political openness to the European and Euro-Atlantic structures of cooperation, its participating in potential crisis situations in terms of EU and NATO demands. Taking advantage of the country’s geographical and geostrategic position after 1918, basically at the cross-roads and interaction of the Central-European, Balkan and East-European countries (Austro-Hungary,Turkey and the Slav states, and Russia and Ukraine, respectively), Romanian geopolitics would focus on the national factor, on the nation and the national state.
Religion
(2012)
Relating to the students
(2013)
Relating to students
(2013)
Relating to students
(2012)
1. The Assignment 'Devotion to Religion and acitive Citizenship' 2. The Assignment 'How are religious spread across Europe' 3. The Assignment 'Is football as important as religion?' 4. The Assignment 'Why be religious?' 5. The Assignment 'Lucky charms' 6. The Assignment 'No Creo en el Jamas' (Life after death) 7. The Assignment 'Religion and its influence on politics ans policies' 8. The Assignment 'Secularisation in Europe' 9. The Assignment 'The meaning of religious places' 10. The Assignment 'Unity in diversity' 11. Which conceptions did you find?
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.
Family
(2013)
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
Developing lessons
(2013)
Developing Critical Thinking
(2012)
Developing critical thinking
(2012)
Developing critical thinking
(2013)
Developing critical thinking
(2013)
Deepening understanding
(2013)
Deepening Understanding
(2012)
Deepening understanding
(2013)
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
Assignments, curriculum framework and background information as the base of developing lessons
(2012)
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?