Suchergebnisse

Aquest article analitza l'estat actual de l'ensenyament de la geografia, i ho fa a partir de l'experiència de l'autor com a professor d'aquesta matèria, com a formador de futurs professors de geografia i com a investigador d'aquest camp científic. L'escrit mostra la preocupació envers els darrers debats sobre la qualitat del professorat, que incideixen en la manera com cal ensenyar i no pas a tenir un bon coneixement disciplinari. Davant d'aquesta tendència, ens hem de preguntar què és el que provoca que un professor de geografia perseveri per voler ser-ho. Perquè, per abordar temes geogràfics complexos amb solvència, com ara el Brèxit, cal un coneixement geogràfic conceptual específic i d'una certa profunditat. En canvi, l'anàlisi de la formació inicial que ha rebut el professorat al llarg de les darreres tres dècades mostra un abandonament progressiu de l'atenció vers el contingut acadèmic i les complexitats del coneixement. L'article acaba amb una reflexió sobre les aportacions del realisme social i sobre què pot significar retornar el coneixement disciplinari als programes de formació del professorat. ; This paper offers an analysis of the current state of geography education, based on the author's experience as a geography teacher, teacher educator and researcher. It starts from a concern that recent discussions of 'teacher quality' have tended to downplay (or at least simply assume) the importance of subject and disciplinary knowledge in favour of more generic teaching skills. This raises the question of why anyone would persevere as a geography teacher? Using the example of the UK's decision to leave the European Union, the paper suggests the depth and knowledge of geographical concepts that a teacher would need to teach this topic well, before going on to explain how the trajectory of geography teacher education over the past three decades has moved away from a focus on geographical content and the complexities of knowledge. The final section of the paper refers to some recent developments linked to the work of 'social realist' perspectives, and suggests what 'bringing knowledge back in' might entail in teacher education programmes. ; Este artículo analiza el estado actual de la enseñanza de la geografía y, para ello, se basa en la experiencia del autor como profesor de esta materia, como formador de futuros profesores de geografía y como investigador en este campo científico. El texto parte de la preocupación acerca de los debates actuales sobre calidad del profesorado que priman las habilidades de enseñanza de los docentes por encima del conocimiento disciplinario. Ante esta tendencia, nos cabe preguntar qué provoca que un profesor de geografía persevere en la voluntad de serlo. Porque, para explicar temas geográficos complejos de forma solvente, como por ejemplo la decisión del Reino Unido de abandonar la Unión Europea, el profesorado necesita tener un conocimiento geográfico conceptual profundo. En cambio, el análisis de la formación del profesorado de geografía en las tres últimas décadas muestra que esta ha ido abandonando progresivamente la atención sobre el contenido académico y las complejidades del conocimiento. El texto acaba con una reflexión sobre las aportaciones del realismo social y sobre qué puede significar traer de vuelta el conocimiento disciplinario a los programas de formación del profesorado. ; Cet article propose une analyse de l'état actuel de l'éducation en géographie, à partir de l'expérience de l'auteur en tant que professeur de géographie, formateur de formateurs et chercheur. Cela part d'une préoccupation selon laquelle les discussions récentes sur la «qualité des enseignants» ont tendance à minimiser (ou tout simplement à supposer) l'importance des connaissances disciplinaires en faveur de compétences d'enseignement plus génériques. Ceci soulève la question de savoir pourquoi un professeur de géographie persévère en tant que tel. En utilisant l'exemple de la décision du Royaume-Uni de quitter l'Union européenne, le document évoque la profondeur et la connaissance des concepts géographiques dont l'enseignant aurait besoin pour bien enseigner cette matière. L'article explique ensuite comment au cours des trois dernières décennies la trajectoire de formation des enseignants en géographie s'est éloignée de l'accent mis sur le contenu géographique et la complexité de la connaissance. La dernière section de l'article se réfère à certains développements récents liés au travail de perspectives «réalistes sociales», et suggère ce que «récupérer les connaissances disciplinaires » pourrait impliquer dans les programmes de formation des enseignants.

Early modern water management was as much a social and political endeavour as it was an environmental one. This paper explores this assertion by analysing the different forms of knowledge used by English Commissions of Sewers in the governance of flood defence and drainage in the sixteenth and seventeenth centuries. Using examples drawn primarily from Gloucestershire and Lincolnshire, in south west and eastern England respectively, this paper traces the rise and decline of popular influence over water management. The paper shows that where they operated harmoniously, Commissions of Sewers were staffed by significant numbers of local people, who valued their right to participate in water management. With the involvement of large numbers of 'ordinary' people, Commissions of Sewers, and particularly the minutes of Courts of Sewers, became repositories of oral and customary knowledge about the functioning of local drainage networks and flood defence schemes. However, the paper argues that over time, as customary knowledge that was divulged and negotiated orally became codified, and decisions about water management became founded on textual precedent, those who lacked access to textual resources lost influence over water management decision making.

This one-day conference brought together scholars from across Europe and North America to discuss the relationship between governments and the environment in the early modern period. Papers discussed competing conceptions of environmental and climatic models and their use as instruments of control to justify a variety of social and economic interventions. With early career, established and leading scholars discussing environmental governmentality in global contexts, from the sixteenth to the eighteenth centuries, the breadth of research at 'Ruling Climate' was testament to the vitality of the environmental humanities, and its current status as a leading movement in contemporary historical research.

This one-day conference brought together scholars from across Europe and North America to discuss the relationship between governments and the environment in the early modern period. Papers discussed competing conceptions of environmental and climatic models and their use as instruments of control to justify a variety of social and economic interventions. With early career, established and leading scholars discussing environmental governmentality in global contexts, from the sixteenth to the eighteenth centuries, the breadth of research at 'Ruling Climate' was testament to the vitality of the environmental humanities, and its current status as a leading movement in contemporary historical research.

Confederate General John H. Morgan writes to General Joseph E. Johnston to relate Morgan's conversation with Jefferson Davis, in which he requested restoration of his command. Morgan also mentions the possible expedition intended against Nashville. He informs Johnson of information, from an officer who had escaped from the Nashville Penitentiary, that claimed there would be no difficulty in accomplishing all intended in Nashville as there were no more than three hundred troops, "most of whom were negroes," dated April 3, 1864. ; https://digitalcommons.wofford.edu/littlejohnmss/1241/thumbnail.jpg

Signed permission by John Hunt Morgan for Lt. Churchill to be absent from camp for 21 days. Chattanooga, Tennessee. Dated June 11th, 1862. ; https://digitalcommons.wofford.edu/littlejohnmss/1233/thumbnail.jpg

This article considers three different concepts of the role of the teacher. Buber understands the teacher as the builder-teacher of a dialogical community playing a fundamental role in the character formation of individuals. Freire develops this notion, adding a political tinge, and argues for a political-teacher who plays a central role in the formation of critical individuals and in the liberation of the oppressed. Gur-Ze'ev is critical of Freire and defends the improviser-teacher, who is always critical and encourages criticisms, but without reference to utopias. The article compares and assesses critically these concepts of the role of the teacher; and indicates the implications of adopting them, not only for education, but also for society more generally. ; Três conceitos distintos relacionados ao papel do professor são considerados neste artigo. Buber compreende o docente como professor-construtor de uma comunidade dialógica que desempenha um papel fundamental na formação do caráter dos indivíduos. Freire desenvolve essa noção, acrescentando um matiz político, e defende um professor-político que desempenha um papel central na formação de indivíduos críticos e na libertação dos oprimidos. Gur-Ze'ev é crítico de Freire e defende o professor-improvisador, que exercita e incentiva a criticidade sempre, mas sem referência a utopias. O artigo compara e avalia criticamente estes conceitos relacionados ao papel do professor e indica as implicações de adotá-los não apenas para a educação, mas também para a sociedade em geral.

Public perceptions about the quality of business education received at commercial (for-profit) universities, relative to the quality of business education received at publicly supported state universities and private not-for-profit universities are mixed and somewhat controversial (Verschoor, 2011). Relatively little information exists concerning the quality of education received with a bachelor's degree from a commercial university (U. S. Government Accountability Office, 2011). This research compares average CPA exam pass rates of graduates from three types of higher education institutions: for-profit universities, state sponsored public universities, and private not-for profit universities. Comparing average CPA exam pass rates of graduates of each type of university is one means to assess the quality of accounting education provided by each type of university. Our findings indicate the average CPA exam pass rates of candidates completing their accounting educations at commercial for-profit universities are strikingly lower than those of candidates completing their accounting educations at either publicly supported state schools or at private not-for-profit universities. In addition we find that a much lower fraction of graduates from commercial universities sit for the CPA exam compared to publicly supported state universities and private not-for-profit universities. Together these empirical data suggest if passing the CPA exam is a goal, then the educational path of commercial for-profit accounting education may not be optimal.

xliii, [1], 158 p. ; 20 cm. (4to) ; "To His Excellency General Washington, commander in chief of the American Army. The memorial and representation of Dr. John Morgan, respecting his care of the sick, and manner of conducting the Department of the General Hospital committed to his care."--p. 1-24, 2nd count, with caption title. Followed by an Appendix, p. 25-158. The memorial is dated Fish-Kills, February 1st. 1777; a copy held by athe Library Company of Philadelphia was mistakenly recorded as having been printed by Samuel Louden at ; Fishkill (Sabin 50562, Evans 15446, Austin 1337).

Introduction to Sara Miglietti and John Morgan (eds). Governing the Environment in the Early Modern World: Theory and Practice. Abingdon and New York: Routledge, 2017

Timing is crucial in situations ranging from product introductions, to currency attacks, to starting a revolution. These settings share the feature that payoffs depend critically on the timing of moves of a few other key players—and these are uncertain. To capture this, we introduce the notion of clock games and experimentally test them. Each player's clock starts on receiving a signal about a payoff-relevant state variable. Since the timing of the signals is random, clocks are de-synchronized. A player must decide how long, if at all, to delay his move after receiving the signal. We show that (i) equilibrium is always characterized by strategic delay—regardless of whether moves are observable or not; (ii) delay decreases as clocks become more synchronized and increases as information becomes more concentrated; (iii) When moves are observable, players "herd" immediately after any player makes a move. We then show, in a series of experiments, that key predictions of the model are consistent with observed behavior.

We study career choice when competition for promotion is a contest. A more meritocratic profession always succeeds in attracting the highest ability types, whereas a profession with superior promotion benefits attracts high types only if the hazard rate of the noise in performance evaluation is strictly increasing. Raising promotion opportunities produces no systematic effect on the talent distribution, while a higher base wage attracts talent only if total promotion opportunities are sufficiently plentiful.

(Statement of Responsibility) by Ruth Buck. ; Frontispiece chromolithographed by J.M. Kronheim & Co. ; Publisher's advertisements follow text. ; (Funding) Brittle Books Program

At head of title: In the Senate of the United States. ; Submitted by Mr. Morgan. Ordered printed Feb. 26, 1894. ; 53d Cong., 2d. sess., Senate. Report no. 227. ; Cover-title. ; Mode of access: Internet.

Background: Mutations in the voltage-gated sodium channel at codon 1014 confer knock-down resistance (kdr) to pyrethroids in a wide range of insects. Anopheles gambiae exhibits two mutant alleles at codon 1014, serine and phenylalanine; and both are now widespread across Africa. Existing screening methods only allow for one resistant allele to be detected per assay. A new locked nucleic acid (LNA) qPCR assay was developed for the simultaneous detection of both mutant alleles and the wild type allele in a single assay. This tri-allelic detection assay was assessed as part of a study of the insecticide resistance in An. gambiae sensu stricto (s.s.) in the previously un-sampled area of Nord Ubangi, Democratic Republic of the Congo. Methods: Samples from three sites were tested for insecticide susceptibility using WHO bioassays, with and without the synergist PBO preceding pyrethroid exposures, and were subsequently analysed for frequency and resistance association of the Vgsc-1014 and Vgsc-N1575Y mutations. Results from the LNA-kdr 1014 assay were compared to results from standard TaqMan-kdr assays. Results: Anopheles gambiae sensu lato (s.l.) was by far the predominant vector captured (84%), with only low frequencies of Anopheles funestus s.l. (9%) detected in Nord Ubangi. Molecular identification found An. gambiae s.s. to be the principal vector (99%) although Anopheles coluzzii was detected at very low frequency. Anopheles gambiae were susceptible to the carbamate insecticide bendiocarb, but resistant to DDT and to the pyrethroids permethrin and deltamethrin. Susceptibility to both pyrethroids was partially restored with prior exposure to PBO suggesting likely involvement of metabolic resistance. Anopheles gambiae s.s. was homozygous for kdr resistant alleles with both the L1014F and L1014S mutations present, and the N1575Y polymorphism was present at low frequency. The LNA-kdr assay simultaneously detected both resistant alleles and gave results entirely consistent with those from the two TaqMan-kdr assays. Conclusion: This study provides rare data on insecticide resistance and mechanisms in Anopheles from the centre of Africa, with the first detection of N1575Y. Nord Ubangi populations of An. gambiae s.s. show insecticide resistance mediated by both metabolic mechanisms and Vgsc mutations. The LNA-kdr assay is particularly suitable for use in populations in which both 1014S and 1014F kdr alleles co-occur and provides robust results, with higher throughput and at a quarter of the cost of TaqMan assays.