A great interest in 3-D modeling in Geographic Information Technologies (GIS) has emerged in recent years, because many GIS related implementations, ranging from urban area design to environmental analysis require 3-D models. Especially the need for 3-D models is quite urgent in urban areas. However, numerous applications in GIS only represent two-dimensional information. The GIS community has been struggling with solving complex problems dealing with 3-D objects using a 2-D approach. This research focused on finding most accurate method which is used for getting height information that is used in 3D modeling of man made structures in urban areas. The first method is estimating height information from floor numbers of the buildings data from municipal database systems. The second method is deriving heights of buildings from Digital Elevation Model (DEM) that is generated from stereo satellite images. The third method is measuring height values of the buildings from 3D view of stereo IKONOS satellite images by operators. The comparisons between these three methods are done with respect to height data collected from field study, and according to these comparisons, the amount of the error is determined. The error is classified according to floor numbers of buildings, so that, the quantified errors can be applied for similar works in future. Lastly, the third method is utilized by the assistance of 10 people who have different experience level about 3D viewing, in order to see the error amount changes according to different operators. Several results are presented with a discussion of evaluation of the methods applied. It is found that, if there is an updated floor number database, obtaining building height is the most accurate way from this database. The second most accurate method is found to be getting height information by using 3D view of stereo IKONOS images through experienced users.

Abstract Examples of numerical modelling of surface water hydrodynamics and water quality are presented. Their meaning for the development of the EIA 3D model system is analyzed from the almost 70 tracer studies (mainly 1971–1974) until the 3-dimensional (3D) solutions which became dominant since 1982. Up to summer 2008, the number of 3D applications has increased to almost 230 while the number of all applications exceeds 300. The specific applications considered are from: Porttipahta reservoir in Northern Finland (I), Porttipahta and Lokka reservoirs (II), combination of reservoirs, lake, river sections, Kemi estuary and the sea (III), Kemi estuary and other coastal applications in the Gulf of Bothnia (IV), Lake Haukivesi in Eastern Finland (V), Lake Näsiselkä in South-West Central Finland (VI), and Kymi River and Kotka estuary in Southern Finland (VII). A detailed description of the 3D model system is given in the application of Näsiselkä (VI). It is completed with drastically changing water levels, drying and wetting of immersed areas, characteristics of pulsing system, and internal loading in the application of Porttipahta (I). The application of the Kymi River and Kotka estuary (VII) shows the sensitivity of tracers as transport indicators and the validity of the transport model. In Lokka and Porttipahta (II) the methods of validity tests are extended to include field tests, laboratory experiments, and comparisons with expert evaluations and analytical solutions. A strong indication of model validity is obtained in Näsiselkä (VI). When the loading after the model work was changed according to a plan included in the computation, the observed changes of water quality corresponded closely with those predicted by the model. Another severe indication of the model validity is from Porttipahta and Lokka (I, II). With the parameter values based on data from 1967–1986, a recent application indicated a close agreement with the observed data from 2000–2006. In Haukivesi (V) and Näsiselkä (VI) the agreement between the model and observed results is extended to the biological indicators of the algal biomass. The integrated application to the network of a planned and two existing reservoirs, a strongly regulated lake, river sections, Kemi estuary and the sea (III) shows the usability of the model system to all types of water bodies. As a practical result it highlights the decay of the effects of a new impoundment with time and distance, including fast dilution in the estuary and the sea.

The goal of this Master thesis was development of teaching materials that are focusing on mastering the fundamentals of mathematical modelling on the examples of photosynthetic processes and influence of selected environmental factors on these processes. Developed models of photosynthetic response to select environmental factors, worksheets, methodical manuals and other supporting materials belong to the teaching materials for secondary schools and serve as a basis of work with models. This teaching materials are aimed to introduce modelling and its significance not only in science but also in education. The present thesis was accomplished on the basis of participation of the Department of Experimental Plant Biology of Faculty of Science of Charles University in Prague in international project NSF within programme GLOBE - The Carbon Cycle. The present thesis is divided into two parts - theoretical part and practical part. The theoretical part includes a literary review and an introduction to the mathematical modelling (in software Stella) that are elaborated considering the teaching purposes and serve as a theoretical background for practical part of present thesis. The chapters that deal with increasing interest in mplementing of modelling in education and with philosophical background of software...

<p>У раду је истражен утицај нових модела рада на постигнућа ученика у настави српског језика и књижевности. Теоријски оквири рада усмерени су на разматрање наставних модела: од појмовног одређења, преко врста и подела, до моделовања процеса учења. Истражене су могућности примене осам одабраних нових наставних модела &ndash; егземпларног, индивидуализованог, интерактивног, проблемског, програмираног, пројектног, сарадничког и хеуристичког.<br />Како би се испитали ефекти примене нових наставних модела подржаних информационо-комуникационим технологијама (ИКТ) на постигнућа ученика, у односу на традиционални модел, спроведено је експериментално истраживање у четири сомборске средње школе &ndash; Средњој техничкој школи, Средњој економској школи, Средњој медицинској школи &bdquo;Др Ружица Рип&ldquo;, Гимназији &bdquo;Вељко Петровић&ldquo; и једној кулској школи &ndash; Економско-трговинској школи, у другом полугодишту школске 2014/15. године и током школске 2015/16. године на узорку од 1724 ученика из сва четири разреда.<br />Резултати истраживања показују да су ученици у експерименталним групама, у којима су примењени нови наставни модели, имали виша постигнућа у односу на ученике контролних група, односно да су нови наставни модели ефикаснији од традиционалног.<br />Субјекатски положај ученика уз примену индивидуализације и диференцијације у новим наставним моделима, допринели су, уз виша постигнућа ученика и бројне продукте рада, и већој самосталности и ангажованости ученика, интерактивној комуникацији и лакшем препознавању даровитих и креативних ученика.</p> / <p>U radu je istražen uticaj novih modela rada na postignuća učenika u nastavi srpskog jezika i književnosti. Teorijski okviri rada usmereni su na razmatranje nastavnih modela: od pojmovnog određenja, preko vrsta i podela, do modelovanja procesa učenja. Istražene su mogućnosti primene osam odabranih novih nastavnih modela &ndash; egzemplarnog, individualizovanog, interaktivnog, problemskog, programiranog, projektnog, saradničkog i heurističkog.<br />Kako bi se ispitali efekti primene novih nastavnih modela podržanih informaciono-komunikacionim tehnologijama (IKT) na postignuća učenika, u odnosu na tradicionalni model, sprovedeno je eksperimentalno istraživanje u četiri somborske srednje škole &ndash; Srednjoj tehničkoj školi, Srednjoj ekonomskoj školi, Srednjoj medicinskoj školi &bdquo;Dr Ružica Rip&ldquo;, Gimnaziji &bdquo;Veljko Petrović&ldquo; i jednoj kulskoj školi &ndash; Ekonomsko-trgovinskoj školi, u drugom polugodištu školske 2014/15. godine i tokom školske 2015/16. godine na uzorku od 1724 učenika iz sva četiri razreda.<br />Rezultati istraživanja pokazuju da su učenici u eksperimentalnim grupama, u kojima su primenjeni novi nastavni modeli, imali viša postignuća u odnosu na učenike kontrolnih grupa, odnosno da su novi nastavni modeli efikasniji od tradicionalnog.<br />Subjekatski položaj učenika uz primenu individualizacije i diferencijacije u novim nastavnim modelima, doprineli su, uz viša postignuća učenika i brojne produkte rada, i većoj samostalnosti i angažovanosti učenika, interaktivnoj komunikaciji i lakšem prepoznavanju darovitih i kreativnih učenika.</p> / <p>In this paper, the effect of new models of work on students` achievement in Serbian language and literature teaching has been investigated. Theoretical frameworks are directed at observing the teaching models &ndash; from conceptual defining, over classes and classification to modelling the process of learning. The application possibilities of eight chosen new teaching models have been analysed &ndash; exemplary, individualised, interactive, problem- solving, programmed, projected, co-teaching and heuristic.<br />In order to investigate the effects of application of new teaching models supported by information-communication technologies (ICT) on students` achievements when compared to the traditional model, experimental research was carried out in four secondary schools in Sombor &ndash; Secondary Technical school, Secondary school of Economics, Secondary Medical school Dr Ruzica Rip, Grammar school Veljko Petrovic and one school in Kula &ndash; Secondary school of Economics and Trade during the second term of school year 2014/ 15 and throughout 2015/ 16 on 1724 students in all four years.<br />The results of the survey showed that students in experimental groups, in which new teaching models had been applied, had higher achievements when compared to students in control groups, meaning that new teaching models were more efficient than traditional methods.<br />Subject position of students, in addition to individualisation and differentiation in new teaching models contributed to greater achievements and numerous products of work, greater self- reliance and students` commitment, interactive communication and easier recognition of gifted and creative students.</p>