Category Archives: project

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GIS-T dissemination at Games of Science

GIS-T was disseminated during the project-based educational activity called GAMES of SCIENCE : entrepreneurial and technical Innovation.

On May 30, 2024, the Technical College of Railways “Unirea” Pașcani hosted the event “GAMES of SCIENCE – Entrepreneurial and Technical Inznovation”, a fair dedicated to promoting school projects based on project-based learning (PBL – Project-Based Learning).


Participants : 26 teams of students.
Topics: Entrepreneurship, robotics, digital educational platforms, mobile applications.
Projects: Projects ranged from robots, exercise firms, models and 3D printing, to mobile applications and inclusive ArcGIS educational platforms.

Presentations: Teams promoted their projects using posters, spots, websites and cards with QR codes.

All teams applied the rules of a pitch deck and used branding elements to convince visitors of the value of their projects.


Project example: Platform for restoration of historical buildings, study made in arc gis 3D models of buildings in Pașcani area.

The work on the ArcGIS platform of “Unirea” College was called “Exploring History through Geospace”

Impact and Recognition: The event offered valuable lessons through using PBL, where teachers listened to students’ ideas and voted for their favorite projects, without grading them.


The next day, on May 31, 2024, the award ceremony took place at the “Unirea” 104 Gala. Representatives of the Pașcani City Hall were also present at the event, including Mayor Pintilie Marius and Administrator Bodoașcă Claudiu, who honored this innovation fair with their presence.

The Technical College of Railways “Unirea” Pașcani demonstrates through such initiatives that it is a center of excellence in technical and entrepreneurial education, preparing students for the challenges of the future through innovative and creative projects.

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Outdoor lessons in geography and natural sciences with ArcGIS Survey123

As part of the GIS-T Project schools and teachers are using GIS to examine their environment.

Following the first training activity held in in Ghent and organised by the European Association of Geographers (EUROGEO) and the second training event held in Bruges at the Belgian school partner Sint-Lodewijkscollege, this example from Riga Secondary School Nr.25  reports on outdoor activities and field study carried out by school pupils using  ArcGIS Survey 123.

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The study of the surrounding environment was carried out by the 9th abc class in the territory of the Ķengaraga promenade. The students had to perform various tasks: evaluate the plants growing in the research area in different ecosystems, assess whether the area is polluted and recognise invasive plant species in order to be able to conclude how alien plants have adapted to our climatic conditions.

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The obtained information was uploaded to ArcGIS Survey123 using mobile devices, where it is clearly collected submitted photos, answers, and location were marked on the mobile map app..

One of the tasks was to photograph the spring so that the group members could be seen.pupil photo

After completing the work, the teacher and class could see the completed work in the ArcGIS Survey123 environment, where the students’ responses were summarised in charts.

Class 7a performed two tasks on the field trip. Tested their physical fitness on the Ogre blue hill Giants track and studied the differences in the forest ecosystem, which had to be compared with the plants growing in the city. Photographed various plants growing in the forest for inclusion in ArcGIS Survey 123.

GIS-T to be disseminated at EGU24 and EUROGEO Conferences

EGU logoCrina Elefteriiu project coordinator from the Technical College UNIREA Pascani has had her poster abstract accepted for presentation at the European GeoSciences Union (EGU) General Assembly 2024 which will be held in Vienna 14-19 April. It will be presented in session EOS 5.2 “Teaching Climate Change in Schools”. The poster will present the objectives and outcomes of the GIS-T project.

EGU imageThe EGU General Assembly 2024 brings together geoscientists from all over the world covering all disciplines of the Earth, planetary, and space sciences.

The conference aims to provide a forum where scientists, especially early career researchers, can present their work and discuss their ideas with experts in all fields of geoscience.

Find out more 

porto photoKarl Donert and Luc Zwartjes from the European Association of Geographers (EUROGEO) and Rafael de Miguel from the Universidad de Zaragossa will participate  and present the e-learning platform and training organised by the GIS-T Project at the Annual EUROGEO Meeting in May 2024. The conference theme “COMPROMISED GEOGRAPHY: SPREADING A NEW WORLD”, will be held in Porto, Portugal.

Find out more 


Later in 2024, partners will also participate and present GIS-T at the 35th International Geographic Union conference, “Celebrating a world of difference“,  to be held in Dublin, Ireland in August, sharing the outcomes and achievements of the GIS-T project.

Find out more 

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Pupils GIS experience helps win competition prize

school photoStudents from the Technical College UNIREA Pascani have used GIS to undertake an analysis of local heritage,  classified at the national stage.

This work is part of the GIS-T ArcGIS work, hosted on the school ESRI platform.

The GIS analysis, made within the Erasmus+ programs, were entered in  the competition “Made for Europe”, XVI edition, by Union College.

The results won  Second Prize at the county stage of the national competition held on March 22nd, 2024 at the National College “Vasile Alecsandri” Ia sunti.

Many Congratulations to students and teachers!

Find out more


Second GIS-T training event held in Bruges

photoThe GIS-T project held its second face-to-face training event  on 1-4 February 2024 at the Belgian school partner Sint-Lodewijkscollege. The school has approximately 1350 students.

The school  is a general secondary school located in Bruges, with a long tradition in European projects, with projects already underway before the start of the European Commission programmes in 1988. The school has exchange projects and projects related to content on art, language and science with almost every European country.

Sint-Lodewijkscollege has two main pillars in its field of study: languages (classical) and science. The teachers are very motivated, many of them are also pedagogical advisors, textbooks authors and lecturers in higher education.

photoTeachers at Sint-Lodewijkscollege organised two lessons that the participating teachers from the project were able to attend.

The first lesson had as a target group for class 6B students, the equivalent of grade 12, the class was divided into two groups. The two main themes were “Exploring a new city in Bruges” for teams of four students, and the “Flemish Plan for Energy and Climate.” Wind energy turbines for groups of two students. Concerning  the energy plan, pupils worked using the ArcGIS program, using data to create maps and visualisations to propose the placement of wind turbines in places where they are missing.

photoThe  second lesson emphasised a virtual exploration of the largest port on Earth, Rotterdam. The Netherlands was chosen because it has a much larger database in ArcGIS than that available for Belgium. The students worked practically in EduGIS, completing various worksheets, both in the program and with the help of the atlas or geographical materials.

The focus of the rest of the training  of the GIS FOR GIST OF EUROPE project was for the teachers involved to  prepare case studies on using GIS to teach about climate change. The main task of the participating teachers was to write such a study in their own language, respecting the structure established during the discussions in the training.

At the end of this activity the participating teachers re viewed the work and undertook an analysis of case studies proposed by teachers, concerning their applicability in the classroom.

The third training event will take place later in 2024 at the University of Zaragossa in Spain.

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GIS-T teacher training uses GIS for climate education

university aerial photoThe first face-to-face teacher training event for GIS-T partners took place in Ghent, Belgium 27-31 August 2023.

The meeting, hosted by the European Association of Geographers (EUROGEO) was held in  the Geography department of Ghent University

Training sessions included:
Working with GISKnowledge of climate change (Karl Donert)
GIS and how is it being used in monitoring climate? (Karl Donert)
– Teaching about climate with GIS (expert teacher: Alistair Hamill)
Making videos – Video making activities for elearning (Luc wartjes)
– Making a GIS Climate Lesson – Geoinquiry /Geospatial model (expert teacher trainer Sophie Wilson)vlinder demo phptp
– Using GIS in Climate Change-A sample lesson plan (Rafael de Miguel)
– Creating a GIS Case study activity

A workshop about the VLINDER climate project was held. This illustrated how land use (e.g. buildings, forests,…) has a significant impact on the atmosphere. Given the increasing spatial resolution of atmospheric models, understanding the land-atmosphere interaction gains importance. But reliable weather observations are mostly limited to rural and open landscapes.

The VLINDER project, operational since December 2019, aims at filling this gap by building a region-wide climate monitoring network measuring in all landscapes present (rural, urban, industrial, forests, lakes,…). As a research group it is nearly impossible to initiate a network on such a scale.

By following a citizen science approach high schools are involved during the complete duration: they search for scientifically valuable measurement locations, they build and maintain the weather stations and they analyse the collected data.

Other training workshop activities included:
– Using Storymaps – BIOMAPS Erasmus Plus project
– Creating teaching resources – teacher activity with ArcGIS Dashboards
– GIS tools and teaching resources
– Climate data and simulations– using it
–  Usin ArcGIS Survey 123: collecting data in the field

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The next training event will take place and be hosted by the GIS-T school partner  Sint-Lodewijkscollege in Bruges, Belgium in January 2024

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35 Years Of Climate Change Predictions

35 years since the first climate change predictions – were they alarmist?prediction graph

Since the 19th century, researchers have been warning about the global repercussions of human actions. James Hansen’s research group at  was the first to confirm that the increase in greenhouse gas emissions was altering the planet’s climate.

In their scientific article, published in the Journal of Geophysical Research, they outlined how they developed the first predictive climate model that, taking into account greenhouse gas emissions, warned about the climate change that was already underway and the potential future scenarios.

At the time, this prediction was considered catastrophic and faced criticism from various sectors, including the oil industry, one of the largest contributors to greenhouse gasses emissions worldwide.

Were the early climate predictions really that inaccurate?

prediction diagramCritics of anthropogenic climate change often claim that climate predictions are consistently wrong and are frequently updated to downplay the issue. However, this perspective is misleading.

Climate predictions are indeed updated and refined as new data becomes available, reducing inherent uncertainties in modelling a complex, chaotic system like the climate. However, this doesn’t mean earlier predictions were wrong. They were made with less computing power, lower-quality data, and greater uncertainty about future emissions.

The key point is that climate responds differently to various emission scenarios, and predicting human behaviour regarding emissions is just as critical as forecasting climate responses.

In 1988, Hansen’s team analysed global average temperature data from 1958 to 1987 and developed three prediction scenarios—A, B, and C—projecting climate trends up to 2060.

Scenario A assumed a continuous increase in greenhouse gas emissions, extending the growth pattern seen in the 1970s and 1980s indefinitely, with an annual increase of 1.5%. This scenario predicted rapid and substantial climate change, with a temperature increase of 0.9°C above the 1951-1980 average by 2000, 1.5°C by 2020, 3°C by 2040, and up to 4°C by 2060.

Scenario B anticipated a more gradual stabilization in emissions, resulting in a slower but still consistent temperature rise. It predicted a 0.5°C temperature increase by 2000 and 1.2°C by 2020. Predictions for scenario B extended until 2028, reaching nearly 1.4°C of temperature increase, as uncertainties grew significantly beyond that year.

Scenario C resembled scenario B initially but assumed a drastic reduction in emissions between 1990 and 2000, eventually stabilizing around 2010 and fluctuating between 0.6°C and 0.8°C of temperature increase.

You can explore climate predictions for these scenarios for your location using the Teaching the Future Data Dashboard.

Reviewing Hansen’s Modelpredictions graph

To determine whether Hansen’s initial model was accurate or not, it’s insufficient to examine the predictions in isolation, as the three scenarios presented diverse outcomes. The key is to assess whether, based on actual greenhouse gas emissions in recent decades, the consequences align with Hansen’s predictions rather than deviating in unforeseen ways.

NASA global warming mapsIn 2020, researcher Zeke Hausfather from the University of California, Berkeley, along with collaborators, revaluated Hansen’s model. First, they analysed real observed data and they found that it closely resembled the predictions of scenario B, although with some irregularities. Recognizing variable emissions over the past three decades, researchers incorporated actual emissions data into Hansen’s climate model, resulting in remarkably accurate predictions.

Similar situations apply to subsequent models, not because they fail but because climate predictions depend on unpredictable global emissions. This leads to various scenarios, from extreme to intermediate, reflecting uncertain human behaviour. When emissions deviate from assumptions, climate outcomes also change, not due to model flaws but unpredictable human actions. Regular model updates use better data and computing power to adapt to changing circumstances, eliminating unfulfilled scenarios and projecting new ones.


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First GIS-T Learning and Teaching Event takes place

online training photoThe first GIS FOR GIST OF EUROPE Project’s Learning/teaching/training activities under the Erasmus+ programme took place online between 20-24 February 2023.u

The training was carried out online,  organised by members of the European Association of Geographers  (EUROGEO) and hosted by  the coordinating partner , Technical College UNIREA Pascani.

Teachers from each of the school partners were invited to participate in the training  about Learning Management Systems.

In terms of the learning management system a hosted Moodle platform was used to develop the training – called “GIS for the Future”, the following LMS aspects were covered
– Introducing the Learning Management System
– Understanding the functionality (and limitations) of the LMS – what can we do?
– Demonstrating the the LMSLMS course screengrab
– registration and access
– Content, tools and activities
– Assessment and monitoring

The GIS and climate topics covered included:
– Partners’ presentations of focus group results – teacher needs, concerns
– Climate curriculum check: what are the similarities and differences?
– The importance of local data and collaboration with ESRI
– Identifying GIS needs of teachersonline training photo
– GIS and the tools it offers
– Some GIS resources
– Approaches to teaching climate change – what does the academic literature suggest?
– How could GIS be used?
– Teaching practices, needs, approaches etc.
– Introducing GIS and Climate Change

The second learning and teaching event of the GIS-T project will take place in Belgium in August 2023 hosted by EUROGEO. Find out more