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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.
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.
Die Verwendung geographischer Namen in Karten und Atlanten ist ein in der
kartographischen Methodenlehre vernachlässigter Bereich, der aber Aufmerksamkeit
verdient, weil geographische Namen dort wichtige Funktionen erfüllen.
Sie identifizieren zwar nicht ein geographisches Objekt, erleichtern aber das
Kartenlesen, ermöglichen die Suche nach geographischen Objekten, weisen auf
Merkmale geographischer Objekte hin und lassen die kulturelle Einbettung eines
Ortes erkennen. Für Leser, denen der Name und der durch ihn bezeichnete Ort
bekannt sind, haben sie die zusätzliche Funktion von Etiketten und die Eigenschaft,
emotionale Bindungen zum Ort zu unterstützen. Es werden zudem sechs allgemeine
Grundsätze für die Verwendung von geographischen Namen in Atlanten genannt, ferner spezielle Grundsätze für die beiden Haupttypen von Atlanten, nämlich
wissenschaftliche Atlanten, die sich an ein internationales Publikum wenden, und populäre Atlanten, die v. a. ein heimisches Publikum ansprechen wollen.
Der Transformationsprozess in der Mongolei stellt besonders für den wirtschaftlichen Bereich eine große Herausforderung dar. Bei der Umgestaltung von der Plan-zur Marktwirtschaft nehmen dabei Führungskräfte eine Schlüsselfunktion ein, da sie wesentlichen Einfluss auf den Gestaltungsprozess der sich neu orientierenden Unternehmen haben. Die Arbeit untersucht das Verhältnis der Führungskräfte zu ihren Mitarbeitern vor dem Hintergrund neocharismatischer Theorieansätze und kommt zum dem Schluss, dass es Hinweise auf transformationale Führung gibt. Dabei nehmen Gruppenprozesse, die Person der Führungskraft sowie traditionelle und sozialistisch sozialisierte Elemente zentrale Rollen ein. Des Weiteren gibt es Verweise auf Konzepte der Authentizität und der Geteilten Führung.
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.
Einstiege
(2013)
Rollenspiele und Denkhüte
(2013)
1. Die Produzenten eines Schulbuchs 2. Erwartungen an Schulbücher 3. Schulbuchzulassung 4. Einschätzung der Lehrerinnen und Lehrer 5. Verlegerische Herausforderungen durch den Wandel des Schulbuchs 6. Herausforderungen des Informationszeitalters 7. Das Schulbuch für den Geographieunterricht - Ein "heimlicher" Lehrplan?
Umweltbildung
(2013)
Slovak schools
(2012)
The EVE curriculum framework
(2012)
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
1. Motivations for joining the project 2. Working with students from foreign countries 3. Use English as a common language 4. Differences between cultures 5. Teaching in a Slovak school 6. Problems with working in a multicultural group 7. Teaching and learning about European Values 8. Conclusion
Developing lessons
(2013)
Developing critical thinking
(2013)
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
Relating to the students
(2013)
Developing critical thinking
(2013)
Deepening understanding
(2013)
Relating to students
(2013)
The EVE curriculum framework
(2013)
Family
(2013)
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?
Developing Critical Thinking
(2012)
Deepening Understanding
(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
The Dutch school system
(2012)
Developing critical thinking
(2012)
Deepening understanding
(2012)
1. What do we mean, when we say ‘deepening understanding’? 2. Which methods can be used to foster deepening understanding? 3. Examples for deepening understanding based on the assignments 4. Summary of methods and results 5. How did we train deepening under standing in school? 6. What did the pupils learn from it? 7. Our own experiences working on this chapter
Describing patterns
(2012)
1. What comes to your Mind when you think of 'patterns'? 2. Does your assignment include patterns? 3. Did you decide tu use some of the patterns? 4. If yes, what problem did you explain with the help of patterns? 4. Describe which patterns you used and how you used them 5. Did you explain the concept of a pattern to your pupils? 6. From your point of view – did pattern offer a helpful structure to prepare your lesson? 7. To what extent were patterns useful for the pupils to understand the main topic of the lesson? 8. How would you improve teaching patterns in your assignments? 9. If you didn ’t use any patterns , explain why. 10. What do you think about using the concept of patterns in general? 11. Will you use patterns in other lessons in the future? Describe why or why not. 12. Conclusion
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?
Religion
(2012)