Rafael de Miguel González

8-Oxyquinolate iridium(I) complexes and their oxidative-addition reactions

Abstract The novel sixteen-electron complex [Ir(Oq)(COD)] (Oq = 8-oxyquinolate; COD = 1,5-cyclooctadiene) adds monodentate phosphines, phosphites or activated olefins irreversibly to give pentacoordinate iridium(I) complexes of the type [Ir(Oq)(COD)L] (L = PPh3, P(OPh)3, maleic anhydride or tetracyano-ethylene). Reaction of [Ir(Oq)(COD)] with some diphosphines leads to substitution products of the general formula [Ir(Oq)(diphos)] (diphos = 1,2-bis(diphenylphosphino)ethane or cis-1,2-bis(diphenylphosphino)ethylene). Carbon monoxide displaces the COD group from the complexes giving either [Ir(Oq)(CO)2] or [Ir(Oq)(CO)L], and the latter undergo oxidative addition reactions with SnCl4, Me3SiCl, Me3SnCl, MeI, allylbromide, PhCOCl, MeCOCl, Cl2, Br2, TlCl3 and HCl leading to novel iridium(III) complexes.

Educating Geographers in Spain: Geography Teaching Renewal by Implementing the European Higher Education Area.

Abstract This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called Bologna Process has been a great opportunity to reflect what geography should be taught, how geography should be taught and why geography should be taught. Aspects such as competences, employability, learning methodologies, assessment, Geographical Information Systems domain have been incorporated into the renewal of geography teaching in Spanish higher education, which has contributed to the strengthening of geography in a context of geospatial technologies revolution and public awareness of spatial challenges.AbstractThis article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called Bologna Process has been a great opportunity to reflect what geography should be taught, how geography should be taught and why geography should be taught. Aspects such as competences, employability, learning methodologies, assessment, Geographical Information Systems domain have been incorporated into the renewal of geography teaching in Spanish higher education, which has contributed to the strengthening of geography in a context of geospatial technologies revolution and public awareness of spatial challenges.

WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.

A Road Map to Empower Geography Education for Global Understanding

This chapter concludes the book and calls for further research on global understanding. First, there is a need for a detailed definition and operationalization of the concept of global understanding. This is necessary to develop robust research projects within and across regions and nations. Research in geography education, particularly as related to such a nebulous but important topic as global understanding, must be evidence-based; link to relevant theory; use appropriate and effective methods; provide a detailed, coherent chain of reasoning to link evidence to theory; describe procedures in sufficient detail to allow replication across cultural, economic, and social contexts; be generalizable in a range of settings and populations; and exhibit scholarship through dissemination, peer review, and public scrutiny. Second, it is essential to develop a focused, concerted, systematic framework to guide research, a research agenda for global understanding. Achieving consensus on a set of research questions may provide a starting place and an agenda and direction for geography education research on global understanding.

Spain: Geography Education for Global Understanding

Hugh Thomas described Spain, during the kingdom of Philip II, as the first global empire in The World without End. Spanish possessions across five continents during the sixteenth century contributed to spatial conceptions such as the title of Thomas’ book, similar to the idea of “the empire on which the sun never sets.” Despite the independence of colonial territories in the following centuries, global thinking always remained in the collective subconscious of Spanish people, as it is currently displayed in the importance of Spanish as a global language. Therefore, in education, geographical content about global issues has been strongly linked to teaching history. In fact, in Spain, as in France and Italy, geography and history is a unified school subject at primary and middle school levels. This chapter analyzes the different aspects of K-12 geography and history curriculum and teaching experiences in Spain to explore the global understanding perspective. It will also analyze other geographical education topics such as the influence of Spain, as a European Union country, on Latin America in the current global context; the role of Spanish-spoken culture and social values to understand different ones; and also how geography education can contribute to understanding local (and multicultural) spaces as a part of a global performance of world, and to raise awareness on global citizenship.

Why Geography Education Matters for Global Understanding

Global problems can only be solved with global approaches, affordances, and resources. Instead, we have a world retreating from global approaches and moving to adopt nationalistic, local-scale policies. Many different international, regional, and national initiatives have tried to tackle global problems by raising awareness that global understanding is a key issue. Geography, better than any other discipline, can explore the spatial relationships of social and physical phenomena at diverse scales and suggest solutions to significant and persistent problems. Therefore, geography education in primary and secondary schools has a tremendous potential to provide the next generation with the understanding, attitudes, and behaviors required to work for solutions to global problems. The year 2016 was declared International Year of Global Understanding. This chapter introduces a book, aimed at teachers, researchers, and policy-makers, on the ways primary and secondary (K-12) geography education can promote and develop global understanding. The book addresses three essential questions: (1) How can geographic knowledge and skills prepare us to understand and take positive action about global issues?; (2) How can the practices of geography empower members of societies and equip them with necessary global understanding?; and (3) What are the similarities and dissimilarities between the different countries and regions of the world in terms of the implementation of global understanding through curriculum and best practices in geography education?