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.

This essay stresses the crucial importance of logistics during the French occupation of Catalonia during the Peninsular War. The supplies found in the occupied territory were insufficient for French needs, leading to the failure of Napoleon's "war feeds war" policy in that region. It became necessary to find alternative sources and modes of supply in the midst of a permanent guerrilla war and the British blockade of Catalan ports. Logistical operations largely dominated the French campaigns, while the requirement to supply a besieged Barcelona made it nearly impossible to conquer the province and led to the collapse of French plans to incorporate Catalonia into the French Empire.

We compare expected rent-seeking expenditures & efficiency of simultaneous versus sequential rent-seeking contests. We find that when two risk neutral ex ante identical agents are competing, sequential contests are ex ante Pareto superior to simultaneous contests. We then endogenize the timing decision of rent-seeking expenditures & show that with ex ante identical contestants, all subgame perfect equilibria of this game are sequential contests. 1 Table, 2 Figures, 1 Appendix, 13 References. Adapted from the source document.

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.