Introduction New Challenges in New Economic Geography

2009年度調査研究報告書

Partition, independence, and population geography in Bengal

This study quantitatively explores the changing population geography in Bengal, with a particular focus on Partition in India in 1947 and Independence of Bangladesh in 1971. Based on decadal census data from 1901 to 2001 at the district level, this paper explores how trends in regional population growth evolved with such historical events. Following Redding and Sturm (2008), Differences-in-Differences estimation is also employed. Estimation results show that there were different shocks on both sides and from both events. In West Bengal, the change in the regional population trends occurred in 1947 and remained similar thereafter. On the other hand, in East Bengal, the population growth became statistically significant after 1971. Further robustness checks show that the impacts were not uniform with respect to the distance from the border. Overall analyses show that the emergence of the international border in Bengal had asymmetric impacts on both sides.

Including accessibility in higher education curricula for ICT

This paper describes the successful experience carried out by professors of the CETTICO research group of the Technical University of Madrid to incorporate accessibility in the curricula of higher education in ICT in Spain. The paper covers the legal requirements to include accessibility in curricula in Spain, the courses and modules that we have been teaching through the years and the teaching techniques and tools that we have been using.

Survey on integration of Applied Geology and Geomorphology in Civil Engineering curricula in the framework of the European Higher Education Area (EHEA) by using practical trips

The engineer must have sufficient theoretical knowledge to be applied to solve specific problems, with the necessary capacity to simplify these approaches, and taking into account factors such as speed, simplicity, quality and economy. In Geology, its ultimate goal is the exploration of the history of the geological events through observation, deduction, reasoning and, in exceptional cases by the direct underground exploration or experimentation. Experimentation is very limited in Geology. Reproduction laboratory of certain phenomena or geological processes is difficult because both time and space become a large scale. For this reason, some Earth Sciences are in a nearly descriptive stage whereas others closest to the experimental, Geophysics and Geochemistry, have assimilated progress experienced by the physics and chemistry. Thus, Anglo-Saxon countries clearly separate Engineering Geology from Geological Engineering, i.e. Applied Geology to the Geological Engineering concepts. Although there is a big professional overlap, the first one corresponds to scientific approach, while the last one corresponds to a technological one. Applied Geology to Engineering could be defined as the Science and Applied Geology to the design, construction and performance of engineering infrastructures in and field geology discipline. There has been much discussion on the primacy of theory over practice. Today prevails the exaggeration of practice, but you get good workers and routine and mediocre teachers. This idea forgets too that teaching problem is a problem of right balance. The approach of the action lines on the European Higher Education Area (EHEA) framework provides for such balance. Applied Geology subject represents the first real contact with the physical environment with the practice profession and works. Besides, the situation of the topic in the first trace of Study Plans for many students implies the link to other subjects and topics of the career (tunnels, dams, groundwater, roads, etc). This work analyses in depth the justification of such practical trips. It shows the criteria and methods of planning and the result which manifests itself in pupils. Once practical trips experience developed, the objective work tries to know about results and changes on student’s motivation in learning perspective. This is done regardless of the outcome of their knowledge achievements assessed properly and they are not subject to such work. For this objective, it has been designed a survey about their motivation before and after trip. Survey was made by the Unidad Docente de Geología Aplicada of the Departamento de Ingeniería y Morfología del Terreno (Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, Universidad Politécnica de Madrid). It was completely anonymous. Its objective was to collect the opinion of the student as a key agent of learning and teaching of the subject. All the work takes place under new teaching/learning criteria approach at the European framework in Higher Education. The results are exceptionally good with 90% of student’s participation and with very high scores in a number of questions as the itineraries, teachers and visited places (range of 4.5 to 4.2 in a 5 points scale). The majority of students are very satisfied (average of 4.5 in a 5 points scale).

Integration of cooperation for development in Survey Engineering curricula at the European Higher Education Area (EHEA) framework

Survey Engineering curricula involves the integration of many formal disciplines at a high level of proficiency. The Escuela de Ingenieros en Topografía, Cartografía y Geodesia at Universidad Politécnica de Madrid (Survey Engineering) has developed an intense and deep teaching on so-called Applied Land Sciences and Technologies or Land Engineering. However, new approaches are encouraged by the European Higher Education Area (EHEA). This fact requires a review of traditional teaching and methods. Furthermore, the new globalization and international approach gives new ways to this discipline to teach and learn about how to bridge gap between cultures and regions. This work is based in two main needs. On one hand, it is based on integration of basic knowledge and disciplines involved in typical Survey Engineering within Land Management. On the other, there is an urgent need to consider territory on a social and ethical basis, as far as a part of the society, culture, idiosyncrasy or economy. The integration of appropriate knowledge of the Land Management is typically dominated by civil engineers and urban planners. It would be very possible to integrate Survey Engineering and Cooperation for Development in the framework of Land Management disciplines. Cooperation for Development is a concept that has changed since beginning of its use until now. Development projects leave an impact on society in response to their beneficiaries and are directed towards self-sustainability. Furthermore, it is the true bridge to reduce gap between societies when differences are immeasurable. The concept of development has also been changing and nowadays it is not a purely economic concept. Education, science and technology are increasingly taking a larger role in what is meant by development. Moreover, it is commonly accepted that Universities should transfer knowledge to society, and the transfer of knowledge should be open to countries most in need for developing. If the importance of the country development is given by education, science and technology, knowledge transfer would be one of the most clear of ways of Cooperation for Development. Therefore, university cooperation is one of the most powerful tools to achieve it, placing universities as agents of development. In Spain, the role of universities as agents of development and cooperation has been largely strengthened. All about this work deals to how to implement both Cooperation for Development and Land Management within Survey Engineering at the EHEA framework.

Project based learning activities as a means of adapting conventional curricula to the demands of the 21st century aeronautical engineer: The design and building of the EYEFLY 1.

In this paper we report the process of designing and building the EYEFLY 1, a real UAS platform which has just performed its maiden flight. For the development of this aircraft, 30 groups of students from successive years at the Escuela Universitaria de Ingeniería Técnica Aeronáutica (EUITA) of the Universidad Politécnica de Madrid (UPM) carried out their compulsory End of Degree Project as a coordinated Project Based learning activity. Our conclusions clearly indicate that Project Based Learning activities can provide a valid complement to more conventional, theoretically-based, teaching methods. The combination of both approaches will allow us to maintain traditional but well-tested methods for providing our students with a sound knowledge of fundamental engineering disciplines and, at the same time, to introduce our students to exciting and relevant engineering situations and sceneries where social and business skills, such as communication skills, team-working or decision-taking, can be put into practice.

Architectural guidelines for the Curricula: 3 Layers, 3 New Dimensions, 2 Basic Orientations, Different levels in the Topics

Today, designing informatics curricula is a major problem. As a technology, informatics is experiencing a dramatic evolution, with its rapidly expanding areas of application and everincreasing impact on society. At first glance, it seems that if we might need several different curricula for facing very different practical educational situations, and not just one or two curricula. The current deep discrepancies among some of our more prestigious computer scientists in relation to the focus of informatics education are in fact a form of recognition of this necessity and at the same time, proof we are at a turning point.

Assesing the usefulness of the ACM/IEEE-CS Computing Curricula for the design of Computer-Related Engineering Curricula, an experience in Telematics

This paper presents the rationale to build up a Telematics Engineering curriculum. Telematics is a strongly computing oriented area; then, the authors have initially intended to apply the common requirements described in the computing curricula elaborated by the ACM/EEEE-CS Joint Curriculum Task Force. This experience has revealed some problematic aspects in the ACM/IEEE-CS proposal. From the analysis of these problems, a model to guide the selection and specially the approach of the Telematics curriculum contents is proposed. This model can be easily generalized to other strongly computing oriented curricula, whose number is growing everyday

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

Integrating Service-Learning into Undergraduate Students' Curricula: Recommendations for Best Practices

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Disquieting Discretion: Race, Geography & the Colorado Death Penalty in the First Decade of the Twenty-First Century

This Article demonstrates through original statistical research that prosecutors in Colorado were more likely to seek the death penalty against minority defendants than against white defendants. Moreover, defendants in Colorado’s Eighteenth Judicial District were more likely to face a death prosecution than defendants elsewhere in the state. Our empirical analysis demonstrates that even when one controls for the differential rates at which different groups commit statutorily death-eligible murders, non-white defendants and defendants in the Eighteenth Judicial District were still more likely than others to face a death penalty prosecution. Even when the heinousness of the crime is accounted for, the race of the accused and the place of the crime are statistically significant predictors of whether prosecutors will seek the death penalty. We discuss the implications of this disparate impact on the constitutionality of Colorado’s death penalty regime, concluding that the Colorado statute does not meet the dictates of the Eighth Amendment to the Constitution.

Usability and accessibility curricula

Presentation of existing curricula connected with usability and accessibility at the University of Alicante for the Leonardo da Vinci project "GUI Usability and Accessibility: Exchanging Knowledge and Experiences" (Grenoble, France, 27 November 2012).

Notebook on geometry, geography, astronomy, and navigation, ca. 1714-1718

This heavily illustrated notebook contains entries on the following topics: geometrical definitions and axioms, geographical and astronomical definitions, compasses, plain sailing, parallel sailing, and Mercator's sailing. It also contains pages designated for notes on "Currents, Lee Way, & Variation," but these pages have been left blank. The back cover contains calculations which appear to relate to charting a course from Jamaica to "Lizzard."

Notebook on geography, navigation, mensuration, and other subjects, ca. 1723-1743

This heavily illustrated notebook contains entries on the following topics, among others: geography; mensuration; navigation and the history of navigation; "the use of Gunter's Scale in plain sailing;" compasses; quadrants and their use; "the refraction of the stars observed by the famous Tycho Brahe;" the latitude and longitude of coasts in America, Europe, and Africa; oceans and islands; mountains and "burning mountains" (volcanoes); rivers and lakes; forests and deserts; maps and sea charts; and the uses of geometry and other measurements by carpenters, joiners, painters, glaziers, masons, and bricklayers. Many pages contain navigational problems and their detailed solutions, as well as chronologies of global exploration and lists of all known rivers, mountains, and other geographic features across the world, many with vivid descriptions. The last pages of the notebook contain entries made in December of 1743 regarding celestial measurements Prince took in Stratford, Connecticut, where he was staying with his brother.