Speed limit laws in America: economics, politics and geography

The regulation of speed limits in the US had been centralized at the federal level since 1974, until decisions were devolved to the states in 1995. However, the centralization debate has reemerged in recent years. Here, we conduct the first econometric analysis of the determinants of speed limit laws. By using economic, geographic and political variables, our results suggest that geography -which affects private mobility needs and preferences- is the main factor influencing speed limit laws. We also highlight the role played by political ideology, with Republican constituencies being associated with higher speed limits. Furthermore, we identify the presence of regional and time dependence effects. By contrast, poor road safety outcomes do not impede the enactment of high speed limits. Overall, we present the first evidence of the role played by geographical, ideological and regional characteristics, which provide us with a better understanding of the formulation of speed limit policies.

Ethnic Identity in an Intercultural Geography: an Empirical Study = L’identité ethnique dans une géographie interculturelle: une étude empirique

This study explored the ethnic identity among 331 emerging adults (144 mestizos and 187 indigenous) from the Intercultural University of Chiapas (México). Scholars suggest that ethnicity is much more salient for ethnic minority adolescents than for adolescents who are members of the ethnic majority. Our aim was to compare the results of the Multigroup Ethnic Identity Measure (MEIM) between the majority ethnic group and the minority group studied. Specifically, the following hypothesis was examined: adolescents who are members of the ethnic minority group (indigenous) will score significantly higher on ethnic identity than adolescents who are members of the ethnic majority group (mestizos). The results supported these hypothesis. We suggest that the effect of an intercultural educative model could explain these results

La escala de análisis: un tema central en didáctica de la geografía = The scale of analysis a central didactic theme in Geography

Geographical scale is not merely a technical question. The learning of geographical scale goes beyond geometricunderstanding; it implies the etymological comprehension of the concept, the recognition of the importance of scale in theelaboration of the geographical discourse. It implies placing oneself in the centre of the teaching and learning of Geographyand asking oneself, what scale? Why this scale? What progression of scales? The answer to these questions puts in doubtthe scientific discourse that is presently taught in schools especially on the scale of analysis, the sequencing of studiedspaces and the false dichotomy local and global