世界経済・社会統計 = World development indicators

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Teaching to Transgress: Education as the Practice of Freedom

HEALTH AND DEPRIVATION: Inequality and the north

Creativity and tourism: The State of the Art

Purpose – The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.Design/methodology/approach – An analysis based on a literature review of relevant educational endeavours in affective learning.Findings – This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learn...

Higher education for sustainability: seeking affective learning outcomes

The Olympic Games have emerged as a significant catalyst of urban change and can act as a key instrument of urban policy for their host cities. This paper reviews the effect of the Games on the built environment of the various cities which have acted as hosts in the modern Olympic period (1896–1996) and assesses the preparations now being made for the Games in Sydney in the year 2000. The review indicates that the Games have been increasingly used as a trigger for a wide range of urban improvements, although there have been considerable variations in the scale of infrastructural investment and in the public-private sector mix.

Olympic Games: catalyst of urban change

In recent years, there has been increased interest in the idea of promoting urban development and change through the hosting of major events. This approach offers host cities the possibility of 'fast track' urban regeneration, a stimulus to economic growth, improved transport and cultural facilities, and enhanced global recognition and prestige. Many authors attribute the increased importance of event-led development to wider transformations in the global economy, such as post-Fordism and globalization. However, event-led development has a long history and can be recognized, for example, in the World Fairs of the nineteenth century. The Olympic Games, the world's most prestigious sporting event, has been held for over one hundred years with significant consequences for the host cities. This paper reviews the effects of the Olympics on the urban environment of the various cities which have acted as hosts in the modern Olympic period (1896-1996). The material outlines the varied motivations for staging the ...

Urban development through hosting international events: a history of the Olympic Games

‘Mega‐events’, such as the Olympic Games, have emerged as an important tool of urban and regional renewal through their ability to justify redevelopment and enhancement, attract inward investment, promote tourism and create new images for host cities. This paper complements previous research into the urban effects of the Summer Games by focusing on the infrastructural legacy of hosting the Winter Games, 1924–2002. The discussion concentrates upon the growing intensity of the intra‐urban competition to host the event and identifies four phases in the changing infrastructural implications of staging the Games. As a component of urban and regional policy, the Winter Olympics present both major risks and clear opportunities for the effective transformation of host centres.

Mega‐sporting events in urban and regional policy: a history of the Winter Olympics

The internationally shared belief that higher education has a role to play in delivering graduates with an ability to contribute to the knowledge‐based economy is one of the main driving forces behind the ‘employability agenda’ that has emerged in UK higher education in recent years. For a variety of reasons, including the genuine desire to meet the needs of its graduates, geography is responding to the employability agenda through curriculum change and innovation. However, it is important that any employment‐related developments and initiatives are informed by the opinions and experiences of present and former students. This paper addresses this need by comparing the undergraduate career expectations and post‐graduation career experiences of geography students from the University of Plymouth. The study allows comparisons to be made between two cohorts and reveals which aspects of their degree the graduate cohort found to be most and least useful in their current employment.

https://www.tandfonline.com/doi/pdf/10.1080/0309826042000286956

Students' Undergraduate Expectations and Post‐graduation Experiences of the Value of a Degree

Although parental choice of secondary schools is a subject of considerable public and academic interest, there has been relatively little research on the extent to which choice is undermining the traditional role of geographically defined school catchments. This paper, therefore, uses data provided by a case-study local education authority to examine the nature and scale of pupil flows across catchment boundaries. It does so by adopting a form of Geographic Information System as the principal research tool. The results show over a third of Year 7 pupils moving to schools other than their catchment comprehensive. Interestingly, the inner-city catchments were the most permeable: by contrast, children in middle class and rural areas were the least likely to enter a school outside their local area.

Brian Chalkley

Papers

Olympic Games: catalyst of urban change

Urban development through hosting international events: a history of the Olympic Games

Mega‐sporting events in urban and regional policy: a history of the Winter Olympics

Students' Undergraduate Expectations and Post‐graduation Experiences of the Value of a Degree

School Catchments and Pupil Movements: A case study in parental choice