Made available in DSpace on 2017-07-10T17:30:33Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-26 / The main objective of this research is to search for answers, trough the use of Google Earth images, to teach the subject of Geography in Paraná's public schools, utilizing for sampling the schools belonging to the Regional Education Nucleus of Francisco Beltrão. As well as reflect about the teaching of Geography looking into the didactic-pedagogical process in the domain of categories and geotechnological information techniques in some aspects of the pedagogical relations, especially the reading of spatial representations. We seek to understand how teachers utilize Google Earth as a teaching resource in their classes. The justification for this theme lies on the value of cartographic visualization obtained from the images to the process of teaching and learning. The importance of this resource has been acknowledged by teachers. There is a contradiction, however, as all recognize the value of utilizing Google Earth but many do not actually utilize it. This can be explained by the impossibility of working Google Earth on the school, due to the lack o technology do to so. Still the merits of utilizing this resource in teaching Geography prevail, as was proved by the investigation and evaluation of the activities developed by the first year students of the Geography course of the State University of West Paraná, Francisco Beltrão campus. / O objetivo principal desta pesquisa foi a busca de respostas, a partir do uso das imagens do Google Earth, para o ensino de conteúdos da Geografia, nas escolas públicas do Paraná, utilizando como recorte e amostragem escolas do Núcleo Regional de Educação de Francisco Beltrão e também refletir sobre o ensino da Geografia ao abordar como ocorre o processo didático-pedagógico no domínio das categorias e da técnica da informação geotecnológica em alguns aspectos das relações pedagógicas, principalmente a leitura das representações espaciais. O desafio consiste na compreensão do espaço geográfico por meio do uso da tecnologia no ensino uma vez que a Geografia utiliza-se de práticas pedagógicas vinculadas às imagens para comunicar e informar, no intuito de oportunizar conhecimento sobre o espaço geográfico. Procurou-se entender como e se os professores utilizam o Google Earth como recurso didático em suas aulas, evidenciando a importância da visualização cartográfica nas imagens, por ele disponibilizadas para o processo de ensino e aprendizagem. Isso ficou reconhecido pelos professores, porém há contradição entre a importância e o uso do Google Earth. Buscou-se, então, trazer alguns indicativos metodológicos utilizando imagens do Google Earth para visualização e análise do relevo, da hidrografia, da expansão da malha urbana, das coordenadas geográficas, no cálculo de distâncias bem como sobre noções de orientação e localização no intuito de que isso possa auxiliar no processo de ensino e na constituição do aluno mapeador.

Made available in DSpace on 2017-07-10T17:30:34Z (GMT). No. of bitstreams: 1 FABIO_STREY.pdf: 9442677 bytes, checksum: e5dd6ead8c3b7190d3882fea7b75e6b0 (MD5) Previous issue date: 2014-08-26 / The main objective of this research is to search for answers, trough the use of Google Earth images, to teach the subject of Geography in Paraná's public schools, utilizing for sampling the schools belonging to the Regional Education Nucleus of Francisco Beltrão. As well as reflect about the teaching of Geography looking into the didactic-pedagogical process in the domain of categories and geotechnological information techniques in some aspects of the pedagogical relations, especially the reading of spatial representations. We seek to understand how teachers utilize Google Earth as a teaching resource in their classes. The justification for this theme lies on the value of cartographic visualization obtained from the images to the process of teaching and learning. The importance of this resource has been acknowledged by teachers. There is a contradiction, however, as all recognize the value of utilizing Google Earth but many do not actually utilize it. This can be explained by the impossibility of working Google Earth on the school, due to the lack o technology do to so. Still the merits of utilizing this resource in teaching Geography prevail, as was proved by the investigation and evaluation of the activities developed by the first year students of the Geography course of the State University of West Paraná, Francisco Beltrão campus. / O objetivo principal desta pesquisa foi a busca de respostas, a partir do uso das imagens do Google Earth, para o ensino de conteúdos da Geografia, nas escolas públicas do Paraná, utilizando como recorte e amostragem escolas do Núcleo Regional de Educação de Francisco Beltrão e também refletir sobre o ensino da Geografia ao abordar como ocorre o processo didático-pedagógico no domínio das categorias e da técnica da informação geotecnológica em alguns aspectos das relações pedagógicas, principalmente a leitura das representações espaciais. O desafio consiste na compreensão do espaço geográfico por meio do uso da tecnologia no ensino uma vez que a Geografia utiliza-se de práticas pedagógicas vinculadas às imagens para comunicar e informar, no intuito de oportunizar conhecimento sobre o espaço geográfico. Procurou-se entender como e se os professores utilizam o Google Earth como recurso didático em suas aulas, evidenciando a importância da visualização cartográfica nas imagens, por ele disponibilizadas para o processo de ensino e aprendizagem. Isso ficou reconhecido pelos professores, porém há contradição entre a importância e o uso do Google Earth. Buscou-se, então, trazer alguns indicativos metodológicos utilizando imagens do Google Earth para visualização e análise do relevo, da hidrografia, da expansão da malha urbana, das coordenadas geográficas, no cálculo de distâncias bem como sobre noções de orientação e localização no intuito de que isso possa auxiliar no processo de ensino e na constituição do aluno mapeador.

Made available in DSpace on 2017-05-12T14:42:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-26 / The main objective of this research is to search for answers, trough the use of Google Earth images, to teach the subject of Geography in Paraná's public schools, utilizing for sampling the schools belonging to the Regional Education Nucleus of Francisco Beltrão. As well as reflect about the teaching of Geography looking into the didactic-pedagogical process in the domain of categories and geotechnological information techniques in some aspects of the pedagogical relations, especially the reading of spatial representations. We seek to understand how teachers utilize Google Earth as a teaching resource in their classes. The justification for this theme lies on the value of cartographic visualization obtained from the images to the process of teaching and learning. The importance of this resource has been acknowledged by teachers. There is a contradiction, however, as all recognize the value of utilizing Google Earth but many do not actually utilize it. This can be explained by the impossibility of working Google Earth on the school, due to the lack o technology do to so. Still the merits of utilizing this resource in teaching Geography prevail, as was proved by the investigation and evaluation of the activities developed by the first year students of the Geography course of the State University of West Paraná, Francisco Beltrão campus. / O objetivo principal desta pesquisa foi a busca de respostas, a partir do uso das imagens do Google Earth, para o ensino de conteúdos da Geografia, nas escolas públicas do Paraná, utilizando como recorte e amostragem escolas do Núcleo Regional de Educação de Francisco Beltrão e também refletir sobre o ensino da Geografia ao abordar como ocorre o processo didático-pedagógico no domínio das categorias e da técnica da informação geotecnológica em alguns aspectos das relações pedagógicas, principalmente a leitura das representações espaciais. O desafio consiste na compreensão do espaço geográfico por meio do uso da tecnologia no ensino uma vez que a Geografia utiliza-se de práticas pedagógicas vinculadas às imagens para comunicar e informar, no intuito de oportunizar conhecimento sobre o espaço geográfico. Procurou-se entender como e se os professores utilizam o Google Earth como recurso didático em suas aulas, evidenciando a importância da visualização cartográfica nas imagens, por ele disponibilizadas para o processo de ensino e aprendizagem. Isso ficou reconhecido pelos professores, porém há contradição entre a importância e o uso do Google Earth. Buscou-se, então, trazer alguns indicativos metodológicos utilizando imagens do Google Earth para visualização e análise do relevo, da hidrografia, da expansão da malha urbana, das coordenadas geográficas, no cálculo de distâncias bem como sobre noções de orientação e localização no intuito de que isso possa auxiliar no processo de ensino e na constituição do aluno mapeador.

Made available in DSpace on 2017-05-12T14:42:08Z (GMT). No. of bitstreams: 1 FABIO_STREY.pdf: 9442677 bytes, checksum: e5dd6ead8c3b7190d3882fea7b75e6b0 (MD5) Previous issue date: 2014-08-26 / The main objective of this research is to search for answers, trough the use of Google Earth images, to teach the subject of Geography in Paraná's public schools, utilizing for sampling the schools belonging to the Regional Education Nucleus of Francisco Beltrão. As well as reflect about the teaching of Geography looking into the didactic-pedagogical process in the domain of categories and geotechnological information techniques in some aspects of the pedagogical relations, especially the reading of spatial representations. We seek to understand how teachers utilize Google Earth as a teaching resource in their classes. The justification for this theme lies on the value of cartographic visualization obtained from the images to the process of teaching and learning. The importance of this resource has been acknowledged by teachers. There is a contradiction, however, as all recognize the value of utilizing Google Earth but many do not actually utilize it. This can be explained by the impossibility of working Google Earth on the school, due to the lack o technology do to so. Still the merits of utilizing this resource in teaching Geography prevail, as was proved by the investigation and evaluation of the activities developed by the first year students of the Geography course of the State University of West Paraná, Francisco Beltrão campus. / O objetivo principal desta pesquisa foi a busca de respostas, a partir do uso das imagens do Google Earth, para o ensino de conteúdos da Geografia, nas escolas públicas do Paraná, utilizando como recorte e amostragem escolas do Núcleo Regional de Educação de Francisco Beltrão e também refletir sobre o ensino da Geografia ao abordar como ocorre o processo didático-pedagógico no domínio das categorias e da técnica da informação geotecnológica em alguns aspectos das relações pedagógicas, principalmente a leitura das representações espaciais. O desafio consiste na compreensão do espaço geográfico por meio do uso da tecnologia no ensino uma vez que a Geografia utiliza-se de práticas pedagógicas vinculadas às imagens para comunicar e informar, no intuito de oportunizar conhecimento sobre o espaço geográfico. Procurou-se entender como e se os professores utilizam o Google Earth como recurso didático em suas aulas, evidenciando a importância da visualização cartográfica nas imagens, por ele disponibilizadas para o processo de ensino e aprendizagem. Isso ficou reconhecido pelos professores, porém há contradição entre a importância e o uso do Google Earth. Buscou-se, então, trazer alguns indicativos metodológicos utilizando imagens do Google Earth para visualização e análise do relevo, da hidrografia, da expansão da malha urbana, das coordenadas geográficas, no cálculo de distâncias bem como sobre noções de orientação e localização no intuito de que isso possa auxiliar no processo de ensino e na constituição do aluno mapeador.

Drought, being one the most complex natural hazards, has a significant impact on society. To mitigate the impact and risk, it is crucial to be able to forecast drought, which is a challenging task. Nowadays, with technology innovations, large amounts of remote sensing data is available on the cloud. Meanwhile,machine learning and data-driven techniques have proven to be reliable data processing methods in a number of fields. In this study, the author aims to predict agricultural drought in Sweden with machine learning (ML) models. Several ML models, including random forest, decision tree, linear regression, support vector machine, ARIMA, ANN, and CNN, are employed to find out the best performing model. Seven hypothesized factors are used and tested with RFE for features analysis. Three data arrangement methods are explored for the best possible way to arrange the dataset. In the result section, the author concludes that soil moisture is the most important feature, ARIMA and random forest models are the most reliable algorithms, and the temporal method is more suitable for short-term predicting. / Torka, som är en av de mest komplexa naturliga riskerna, har en betydande inverkan på samhället. För att mildra påverkan och risken är det avgörande att kunna förutse torka, vilket är en utmanande uppgift. Nuförtiden, med tekniska innovationer, finns stora mängder fjärranalysdata tillgänglig på molnet. Under tiden har maskininlärning och datadrivna tekniker visat sig vara tillförlitliga databehandlingsmetoder inom ett antal områden. I denna studie syftar författaren till att förutsäga jordbrukstorka i Sverige med modeller för maskininlärning (ML). Flera ML-modeller, inklusive slumpmässig skog, beslutsträd, linjär regression, stödvektormaskin, ARIMA, ANN och CNN, används för att ta reda på den bästa modellen. Sju hypotesfaktorer används och testas med RFE för funktionsanalys. Tre dataarrangemangsmetoder utforskas för bästa möjliga sätt att ordna datamängden. I resultatavsnittet drar författaren slutsatsen att markfuktighet är den viktigaste egenskapen, ARIMA och slumpmässiga skogsmodeller är de mest tillförlitliga algoritmerna, och den tidsmässiga metoden är mer lämpad för korttidsförutsägelse.

Les Technologies d’Information et de Communication (TIC) facilitent la collecte et le traitement d’informations numériques, aussi nombreuses que variées, et sont de plus en plus sollicitées dans différents domaines (géographie, informatique, économie, statistiques etc.). La thèse a pour objectif de montrer les apports des TIC dans l’étude d’objets ou phénomènes géographiques dont la distribution est variable dans l’espace. Dans un premier temps, des inégalités territoriales de diffusion d’infrastructures Internet sont observées à différentes échelles, ce qui est communément appelé « la fracture numérique ». Pour remédier à ces inégalités, en particulier dans des espaces peu densément peuplés, la solution proposée est d’envisager une desserte maximale du territoire par la technologie non-filaire (Wi-Fi). Cette solution a été appliquée pour une commune drômoise (La Roche-sur-le-Buis). Les données (bâti) sont de type images et nécessitent un dispositif de repérage et de collecte approprié qui fait l’objet du second temps de la recherche. L’objectif a été de trouver une méthode relativement simple et accessible d’extraction de données du bâti sous un logiciel de géo-localisation en accès libre (type Google Earth). Ce logiciel permet d’accéder à des bases de données d’images raster grand public couvrant le monde entier. A une échelle fine, les méthodes habituelles de télédétection n’étant pas assez satisfaisantes, une autre méthode basée sur une stratégie de choix de la cible, de l’image (bonne résolution spatiale) et de la méthode de détection de l’objet spatial (bâti) à l’aide d’un Système d’Information Géographique (SIG) est proposée en mode vecteur. Elle est testée en France et en Syrie à différentes échelles. Les résultats montrent que la qualité de cette approche semi-automatique, voire automatique, est liée à certains paramètres dans les trois phases de la méthode : phase de choix des données, phase de traitement et phase d’analyse / The Information and communications technology (ICT) facilitate the collection and processing of digital information, both numerous and varied, and are increasingly used in various fields (geography, computer science, economics, statistics, etc.). This thesis aims to show the contribution of ICT to the study of geographical objects or phenomena whose distribution varies in space. Initially, the territorial inequalities dissemination of Internet infrastructure, are observed at different scales, which is commonly called « digital divide ». To address these inequalities especially in sparsely populated areas, the proposed solution is to consider a maximum coverage of the territory by non-wireline technology (Wi-Fi). This solution was applied to the case of a common selected Drôme (La Roche-sur-le-Buis). In this type of application, the data (built) are of the images and require a tracking device and the appropriate collection that is the subject of the second stage of research. The objective was to find a relatively simple and accessible data extraction software built in geo-location with free access (like Google Earth). This software allows access to databases of public and raster images covering the world. At a fine scale, the usual methods of remote sensing is not quite satisfactory, another method based on a strategy for target selection, image (good spatial resolution) and the detection method of the object space (built) using a Geographic Information System (GIS) is proposed in vector mode. It is tested in France and Syria at different scales. The results show that the quality of this approach semi-automatic or automatic is related to certain parameters in the three phases of the method: choice phase of data, processing phase and analysis phase

Bakom uppsatsen finns ett genuint intresse för kartmedier samt funderingen om kartan genomgår en evolution till att bli ett digitalt och interaktivt medium. I aktuella styrdokument för gymnasiegeografin framgår att såväl kartor som GIS skall finnas med i undervisningen, motiveringen är dock bristfällig. I syftet väcktes därför frågor om vilka belägg som fanns för digitala undervisningsmetoder inom geografi? Syftet kondenserades till frågeställningarna: Vad skrivs i litteraturen om digitalt lärande i geografi i allmänhet? Vad skrivs i litteraturen om att använda digitala kartor och programmet Google Earth i undervisningen i synnerhet? Hur svenska geografilärare ser på samt i vilken omfattning de använder digitala kartmedier? För att besvara frågorna genomfördes en litteraturstudie samt en enkätundersökning. Litteraturstudieresultatet visade främst två saker. För det första att valet av digitala eller analoga undervisningsmetoder har liten betydelse för inlärning av grundläggande kunskaper. För det andra ifrågasattes användandet av alltför avancerade digitala kartmedier. Enkätundersökningen visade att väggkartan är det kartmedium som används mest bland respondenterna. Slutsatsen var att resultatet inte gett något svar om vilken metod som är bäst för inlärningen men att enklare digitala applikationer, såsom Google Earth, kan bidra till en förbättrad undervisning om de används på ett ändamålsenligt sätt.

<p>Mobile Ad Hoc Networks are flexible, self configuring networks that do not need a fixed infrastructure. When these nets are simulated, mobility models can be used to specify node movements. The work in this thesis focuses on designing an extension of the random trip</p><p>mobility model on a city section from EPFL (Swiss federal institute of technology). Road data is extracted from the census TIGER database, displayed in Google Earth and used as input for the model. This model produces output that can be used in the open source network simulator ns-2.</p><p>We created utilities that take output from a database of US counties, the TIGER database, and convert it to KML. KML is an XML based format used by Google Earth to store geographical data, so that it can be viewed in Google Earth. This data will then be used as input to the modified mobility model and finally run through the ns-2 simulator. We present some NAM traces, a network animator that will show node movements over time.</p><p>We managed to complete most of the goals we set out, apart from being able to modify node positions in Google Earth. This was skipped because the model we modified had an initialization phase that made node positions random regardless of initial position. We were also asked to add the ability to set stationary nodes in Google Earth; this was not added due to time constraints.</p>

The City of Winnipeg, located at the confluence of the Red and Assiniboine Rivers, has over 240 km of natural riverbank property. The increased frequency and magnitude of flooding along the Red and Assiniboine Rivers over the past decade appears to have influenced the number of slope failures along riverbank property, resulting in the loss of both public green space and privately owned land. The loss of private and public property adjacent to the river has led to the loss of valuable real estate and public parkland amenities. To ensure that riverbank property is preserved for future generations, the City of Winnipeg wants to increase the stability of certain reaches of publicly owned riverbank property along the Red and Assiniboine Rivers that are prone to slope movements. Extensive research has been conducted on slope stability problems in the Winnipeg area, but a transparent prioritization procedure for the remediation of riverbank stability problems has not existed. Therefore, a Riverbank Asset Management System (RAMS) was developed for publicly owned riverbank property to prioritize riverbank slope stability problems along the Red and Assiniboine Rivers. The RAMS provides the City of Winnipeg with a rational approach for determining risk levels for specific reaches of the Red and Assiniboine Rivers. The calculated risk levels allow the City to develop recommended response levels for slope stability remediation projects in a fiscally responsible manner with minimal personal and political influences. This system permits the City to facilitate timely and periodic reviews of priority sites as riverbank conditions and input parameters change. / May 2009

<p>Bakom uppsatsen finns ett genuint intresse för kartmedier samt funderingen om kartan genomgår en evolution till att bli ett digitalt och interaktivt medium. I aktuella styrdokument för gymnasiegeografin framgår att såväl kartor som GIS skall finnas med i undervisningen, motiveringen är dock bristfällig. I syftet väcktes därför frågor om vilka belägg som fanns för digitala undervisningsmetoder inom geografi? Syftet kondenserades till frågeställningarna: Vad skrivs i litteraturen om digitalt lärande i geografi i allmänhet? Vad skrivs i litteraturen om att använda digitala kartor och programmet Google Earth i undervisningen i synnerhet? Hur svenska geografilärare ser på samt i vilken omfattning de använder digitala kartmedier? För att besvara frågorna genomfördes en litteraturstudie samt en enkätundersökning. Litteraturstudieresultatet visade främst två saker. För det första att valet av digitala eller analoga undervisningsmetoder har liten betydelse för inlärning av grundläggande kunskaper. För det andra ifrågasattes användandet av alltför avancerade digitala kartmedier. Enkätundersökningen visade att väggkartan är det kartmedium som används mest bland respondenterna. Slutsatsen var att resultatet inte gett något svar om vilken metod som är bäst för inlärningen men att enklare digitala applikationer, såsom Google Earth, kan bidra till en förbättrad undervisning om de används på ett ändamålsenligt sätt.</p>