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Graham W. Scott Stuart Humphries Dominic C. Henri 《Journal of Geography in Higher Education》2019,43(3):280-298
Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning. 相似文献
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Henri Lefebvre talked of the “right to the city” alongside a right to information. As the urban environment becomes increasingly layered by abstract digital representation, Lefebvre's broader theory warrants application to the digital age. Through considering what is entailed by the urbanization of information, this paper examines the problems and implications of any “informational right to the city”. In directing Tony Benn's five questions of power towards Google, arguably the world's most powerful mediator of information, this paper exposes processes that occur when geographic information is mediated by powerful digital monopolies. We argue that Google currently occupies a dominant share of any informational right to the city. In the spirit of Benn's final question—“How do we get rid of you?”—the paper seeks to apply post‐political theory in exploring a path to the possibility of more just information geographies. 相似文献
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Gary N. Wilson 《The American review of Canadian studies》2017,47(2):148-161
ABSTRACTOver the last five decades, the emergence of a sophisticated and multidimensional set of governance institutions in the predominantly Inuit regions of Canada and the circumpolar north has had a profound impact on the lives of Inuit peoples and the states in which they live. The region of Nunavik in northern Québec has played an important role in the political development of the Canadian and circumpolar Inuit, serving as both an institutional innovator and a key source of leadership at the regional, national, and international levels. Using a multilevel governance framework, this article explores the vertical and horizontal dimensions of Inuit governance in Canada and the circumpolar north. In particular, the article will focus on Nunavik’s contribution to and place in this multidimensional governance structure. 相似文献
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There is little research on children’s experiences of growing up in a popular tourist destination, where place and space are contested with visitors, migrants and temporary residents. Existing literature on young people’s experiences of their socio-spatial surroundings has focused predominantly on the rural/urban dichotomy, often neglecting to explore how identity and belonging are negotiated in complex community contexts such as tourist destinations. This paper reports on recent research that suggests that young people’s experiences of growing up in such an environment are nuanced and diverse, with their rich narratives disrupting socially constructed distinctions between the rural and the urban, merging experiences from both worlds. 相似文献
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A medieval male skeleton displays marked dental abrasion which is considered to be occupational, possible related to carpentry. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献