title: Internationalizing professional development in Geography through distance education

authors: Solem, Michael

subjects: professional development

abstract: This paper assesses the value and relevance of geography education in the realm of professional development. It explores the potential of distance education to support lifelong learners through courses or modules that operate across international boundaries and incorporate materials from local and global contexts. The authors argue that Internet-enabled distance education offers the potential to extend access to many prospective students who are unlikely or unable to participate in full-time residential courses, and that distance education can facilitate international collaboration among educators and educational institutions. A case is made for an internationalized programme of study for continuing adult education, as opposed to the primary, secondary and higher education sectors that are the focus of most existing geographical education programmes. Next, the authors document the ways in which recent commitments to internationalizing teaching and learning in geography have brought us to the point where professional development of lifelong learners is demonstrable, particularly in the fields of geographic information technologies and teacher professional development. They outline some of the main challenges that must be addressed if the potential of distance education as an enabling tool for professional development in geography is to be fulfilled: specifically, collaborative development and delivery of curricula and the articulation of quality assurance standards and certification agreements among participating institutions.

text: Internationalizing professional development in Geography through distance education This paper assesses the value and relevance of geography education in the realm of professional development. It explores the potential of distance education to support lifelong learners through courses or modules that operate across international boundaries and incorporate materials from local and global contexts. The authors argue that Internet-enabled distance education offers the potential to extend access to many prospective students who are unlikely or unable to participate in full-time residential courses, and that distance education can facilitate international collaboration among educators and educational institutions. A case is made for an internationalized programme of study for continuing adult education, as opposed to the primary, secondary and higher education sectors that are the focus of most existing geographical education programmes. Next, the authors document the ways in which recent commitments to internationalizing teaching and learning in geography have brought us to the point where professional development of lifelong learners is demonstrable, particularly in the fields of geographic information technologies and teacher professional development. They outline some of the main challenges that must be addressed if the potential of distance education as an enabling tool for professional development in geography is to be fulfilled: specifically, collaborative development and delivery of curricula and the articulation of quality assurance standards and certification agreements among participating institutions.

year: 2006

title: Latent class count models of total visitation demands: days out hiking in the eastern Alps

authors: Scarpa, Riccardo

subjects: travel cost method

abstract: We report preliminary results on the investigation of the hypothesis of the existence of latent classes in the total demand for days out in a vast section of the Italian Eastern Alps. Finite mixing is informed by socioeconomic variables and it is limited to the demand portion of a hurdle model of visitation. Gradually more flexible count models are estimated moving from the Poisson to the Negative Binomial -1 and -2, to the generalized negative binomial. The implications for expected consumers surplus, predicted visitation and choke prices are discussed for a plausible 2 class model where years of experience play an important role in class membership.

text: Latent class count models of total visitation demands: days out hiking in the eastern Alps We report preliminary results on the investigation of the hypothesis of the existence of latent classes in the total demand for days out in a vast section of the Italian Eastern Alps. Finite mixing is informed by socioeconomic variables and it is limited to the demand portion of a hurdle model of visitation. Gradually more flexible count models are estimated moving from the Poisson to the Negative Binomial -1 and -2, to the generalized negative binomial. The implications for expected consumers surplus, predicted visitation and choke prices are discussed for a plausible 2 class model where years of experience play an important role in class membership.

year: 2007

title: Indigenous Rights Hollow Rights?

authors: Toki, Valmaine

abstract: The Declaration on the Rights of Indigenous Peoples (“the Declaration”) was the initiative of the Working Group on Indigenous Populations (“WGIP”). Established in 1982, the mandate of the WGIP was to develop international standards concerning Indigenous peoples’ rights. The Declaration was a manifestation of this mandate and a clear articulation of international standards on the rights of Indigenous peoples. It was not until 25 years later, in September 2007, that the final text was adopted by the General Assembly with a majority of 143 states in favour. Eleven states offered abstentions. Four states opposed adoption: Australia, Canada, the United States of America (“the United States”) and New Zealand.

text: Indigenous Rights Hollow Rights? The Declaration on the Rights of Indigenous Peoples (“the Declaration”) was the initiative of the Working Group on Indigenous Populations (“WGIP”). Established in 1982, the mandate of the WGIP was to develop international standards concerning Indigenous peoples’ rights. The Declaration was a manifestation of this mandate and a clear articulation of international standards on the rights of Indigenous peoples. It was not until 25 years later, in September 2007, that the final text was adopted by the General Assembly with a majority of 143 states in favour. Eleven states offered abstentions. Four states opposed adoption: Australia, Canada, the United States of America (“the United States”) and New Zealand.

year: 2011