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As representações matemáticas na formação inicial de professores do Ensino Básico
Get PDFMathematical representations increasingly occupy a central place in mathematics classes and in the planning of tasks with meaning that imply thinking and doing, rather than memorizing definitions and procedures. The main reference documents that regulate mathematical activity point to the knowledge and use of multiple representations as one of the central objectives of mathematical learning. In this sense, the main objective of this study is the identification of different types of representations, from a more informal pictorial representation to mathematical symbolic representations, used by university students, future teachers, and the development of the ability to understand and use different conventional representations, choosing the most appropriate to each problematic situation.The research is part of a qualitative and interpretative approach, developed with a total of sixty-eight students, who solved a set of three tasks that require a wide range of representations in order to understand, explore, register and to find a solution. The data collection instruments used were documentary analysis of student productions, observation, field notes and audio recording.The results show that students have ease in building varied mathematical representations. For comprehension of the utterance predominate the informal representations of the pictorial or iconic type; but for resolution and response appear as more common the mathematical symbolic representations of the arithmetic type. The nature of the task seems to influence the choice of one or another type of representation. It is also evident to accept other forms of representation, different from those produced, the students needed an explanation and consequent understanding of them.Las representaciones matemáticas ocupan cada vez más un lugar central en las clases de matemáticas y en la planificación de tareas que impliquen pensar y hacer, más que memorizar definiciones y procedimientos. La normativa que regula la actividad matemática, así como los principales documentos de referencia, señalan el conocimiento y uso de representaciones múltiples como uno de los objetivos centrales de aprender matemáticas. Asique, el presente estudio tiene como principal objetivo la identificación de diferentes tipos de representación, desde una representación pictórica más informal hasta representaciones simbólicas matemáticas, utilizados por alumnos de enseñanza superior, futuros profesores de Enseñanza Básica, y el desarrollo de la capacidad de comprender y utilizar diferentes representaciones convencionales de las matemáticas, eligiendo las más adecuadas a cada situación problemática.La investigación se enmarca en un enfoque cualitativo e interpretativo, desarrollado con un total de sesenta y ocho estudiantes, que han resuelto un conjunto de tres tareas que requieren una diversidad de representaciones para su comprensión, exploración, registo y solución. Como instrumentos de recolección de datos se utilizaron el análisis documental de las producciones estudiantiles, la observación, las notas de campo y la grabación de audio.Los resultados demuestran que los estudiantes tienen facilidad en la construcción de variadas representaciones matemáticas, predominando las representaciones informales del tipo pictórico o icónico para comprensión del enunciado y apareciendo como más comunes las representaciones simbólicas matemáticas del tipo aritmético para resolución y búsqueda de una respuesta. La naturaleza de la tarea parece influir en la elección de uno u otro tipo de representación. También es evidente la apertura hacia otras formas de representar distintas de las producidas, siempre que haya una explicación y consecuente comprensión de las mismas.As representações matemáticas ocupam cada vez mais um lugar central nas aulas de matemática e na planificação de tarefas com sentido que impliquem pensar e fazer, mais do que memorizar definições e procedimentos. Os normativos que regulam a atividade matemática, assim como os principais documentos de referência, apontam o conhecimento e uso de representações múltiplas como um dos objetivos centrais da aprendizagem matemática. Neste sentido, o presente estudo tem como principal objetivo a identificação de diferentes tipos de representação, desde uma representação pictórica, mais informal, às representações simbólicas matemáticas, utilizados por alunos do ensino superior, futuros professores do Ensino Básico, e o desenvolvimento da capacidade de compreender e usar diferentes representações convencionais da matemática, escolhendo as mais adequadas a cada situação problemática.A investigação enquadra-se numa abordagem qualitativa e interpretativa, desenvolvida com um total de sessenta e oito estudantes, que resolveram um conjunto de três tarefas que solicitam uma diversidade de representações para a sua compreensão, exploração, registo e solução. Como instrumentos de recolha de dados, recorreu-se à recolha documental das produções dos estudantes, à observação, às notas de campo e ao registo áudio.Os resultados demonstram que os estudantes têm facilidade na construção de variadas representações matemáticas, predominando as representações informais do tipo pictórico ou icónico para compreensão do enunciado e aparecendo como mais comuns as representações simbólicas matemáticas do tipo aritmético para resolução e procura de uma resposta. A natureza da tarefa parece influenciar a escolha de um ou de outro tipo de representação. É ainda evidente a abertura para outras formas de representar diferentes das produzidas, desde que haja uma explicação e consequente compreensão das mesmas
A pandemia e a educação remota: Percepções de estudantes de educação superior no Brasil e no México
Get PDFIntroduction: This research project aims to analyze the higher education students’ perceptions on their remote education experiences. Digital technologies are one of this century revolutions, acting as a partner of the human being and arising the post-human horizon. Methodology: We applied a self-reported questionnaire with closed and open questions to convenience samples composed of students in a private and a public university in Brazil and a public university in Mexico, disaggregating education students in the first one. Classes were selected randomly.Results: This pandemic involved a crises complex interfering in students’ lives, i.e., sanitary, of work, economic and social. Remote education faced the digital gap in relation to connections, equipment and digital capital, producing regressive effects to the relatively less privileged students. According to the respondents’ perspective, remote education is less advantageous than on campus. Discussion: A serious question, though, is the ethics of technological development, much faster than philosophical reflections about its ends and goals, as well as the regulation of its uses. This fastness is a result of the current market paradigm, under which aegis technologies develop, maximizing productivity and profits.Introducción: Esta investigación tiene como objetivo analizar las percepciones de estudiantes de nivel superior después de la pandemia COVID-19 en relación a sus experiencias de educación remota. Las tecnologías digitales son una de las revoluciones de este siglo, en su actuación como pareja del ser humano, al mismo tiempo que abre el horizonte del post-humano. Metodología: Se utilizó un cuestionario auto aplicable, con preguntas cerradas y abiertas, a muestreos de conveniencia de estudiantes de una universidad particular y una pública de Brasil y una pública de México, con la desagregación de las.os estudiantes de educación de la primera. Las clases fueron seleccionadas aleatoriamente. Resultados: La pandemia incluyó un complejo de crisis, sanitaria, laboral, económica y social, que interfirieron en la vida estudiantil. La educación remota enfrentó la divisoria digital cuanto a la conexión, aparatos y capital digital, con efectos regresivos para las.os estudiantes menos favorecidos. La perspectiva de las.os respondientes cuanto a la educación remota es que tiene menores ventajas que la presencial. Discusión: La cuestión más grave es la de la ética en el desarrollo tecnológico, mucho más rápido que las reflexiones filosóficas sobre sus finalidades y la normalización de su uso. Esta rapidez se debe en gran parte al paradigma de mercado, que preside al desarrollo tecnológico y que visa a la maximización de la productividad y de los lucros.Introdução: Esta pesquisa objetiva analisar as percepções de estudantes de nível superior após a pandemia COVID-19 em relação às suas experiências com a educação remota. A tecnologias digitais constituem uma das revoluções deste século, atuando como parceira do ser humano e suscitando o horizonte do pós-humano. Metodologia: O instrumento de coleta de dados foi um questionário auto aplicado com perguntas fechadas e abertas a amostras de conveniência de estudantes de uma universidade particular e uma pública do Brasil e uma pública do México, com desagregação das.os estudantes de educação da primeira. As turmas foram selecionadas aleatoriamente. Resultados: A pandemia envolveu um complexo de crises, sanitária, laboral, econômica e social, que interferiram na vida estudantil. A educação remota se defrontou com o hiato digital quanto às conexões, equipamentos e capital digital, com efeitos regressivos para as.os para as.os alunos menos favorecidas.os. A perspectiva das.os respondentes em face da educação remota é de menor vantagem em face da presencial. Discussão: Questão mais grave é, porém, a da ética no desenvolvimento tecnológico, muito mais rápido que as reflexões filosóficas sobre suas finalidades e normatização do seu uso. Esta rapidez em grande parte se deve ao paradigma de mercado, que preside o desenvolvimento tecnológico e que visa à maximização da produtividade e dos lucros
Percepções docentes sobre o uso do Gather.Town no ensino de redes de computadores em um metaverso 2D
Get PDFThe objective of this paper was to describe an experience on using the metaverse in an undergraduate course in Computer Science from the point of view of professors at a Brazilian university. This experience consisted of studying and analyzing a tool that implements a metaverse in order to select it for use with the students of a class during a semester. The tool chosen was Gather.Town, a 2D metaverse that operates on multiple devices and requires few hardware and internet resources. After these studies, the professors developed a project with the students whose goal was to simulate a company within Gather.Town and build a computer network based on the environments created in the metaverse. The professors, through a methodological approach of research-action, observed that Gather.Town served as a space for collective construction, synchronous and asynchronous interaction, collaboration and, above all, learning. They saw clear potential in the use of Gather.Town in education, especially when comparing it with traditional communication platforms (Zoom, Google Meet). Analyzing data from your observations, logbooks, and class notes, the professors concluded the experience considering Gather.Town as a comfortable and effective environment to develop projects like this in order to really hybridize and enable the experience and coexistence with situations, problems and circumstances that would be difficult – or even impossible – in the physical world.El objetivo de este trabajo fue describir una experiencia de uso del metaverso en una carrera de pregrado en Informática desde el punto de vista docente en una universidad brasileña. Esta experiencia consistió en estudiar y analizar una herramienta que implementa un metaverso con el fin de seleccionarlo para su uso con los estudiantes de una clase durante un semestre. La herramienta elegida fue Gather.Town, un metaverso 2D que opera en diferentes dispositivos y requiere pocos recursos de hardware y de Internet. Tras estos estudios, los profesores desarrollaron un proyecto con los alumnos cuyo objetivo era similar a una empresa dentro de Gather.Town y construir una red informática basada en los entornos creados en el metaverso. Los docentes, a través de un recorrido metodológico de investigación-acción, observaron que Gather.Town sirvió como un espacio de construcción colectiva, de interacción sincrónica y asincrónica, de colaboración y, sobre todo, de aprendizaje. Vieron un claro potencial en el uso de Gather.Town en la educación, especialmente si lo comparamos con las plataformas de comunicación tradicionales (Zoom, Google Meet). Analizando datos de sus observaciones, cuadernos de bitácora y apuntes de clase, los docentes concluyeron la experiencia considerando a Gather.Town como un ambiente cómodo y efectivo para desarrollar proyectos como este con el fin de hibridar verdaderamente y permitir a las personas experimentar y convivir con situaciones, problemas y circunstancias que Sería difícil –o incluso imposible– en el mundo físico.O objetivo deste trabalho foi descrever uma experiência de uso do metaverso em um curso de graduação em Ciência da Computação sob o ponto de vista docente em uma universidade brasileira. Essa experiência consistiu em estudar e analisar uma ferramenta que implementa um metaverso de modo a selecioná-la para utilização junto aos alunos de uma turma durante um semestre. A ferramenta escolhida foi o Gather.Town, metaverso 2D que opera em diversos dispositivos e requer poucos recursos de hardware e internet. Após esses estudos, os docentes desenvolveram um projeto junto aos alunos cujo objetivo era similar uma empresa dentro do Gather.Town e construir uma rede de computadores com base nos ambientes criados no metaverso. Os professores, através de um percurso metodológico de investigação-ação, observaram que o Gather.Town serviu como espaço de construção coletiva, de interação síncrona e assíncrona, de colaboração e, sobretudo, de aprendizagem. Perceberam claros potenciais no uso do Gather.Town na educação principalmente ao compará-lo com plataformas tradicionais de comunicação (Zoom, Google Meet). Analisando dados de suas observações, diários de bordo e notas de aula, os docentes concluíram a experiência considerando o Gather.Town como ambiente confortável e efetivo para desenvolver projetos como este de modo a realmente hibridizar e possibilitar a vivência e convivência com situações, problemas e circunstâncias que seria difíceis – ou até impossíveis – no mundo físico
O IMPACTE DA AUTOEFICÁCIA NO DESEMPENHO ACADÉMICO
Get PDFThis article was prepared according to the criteria of a Systematic Literature Review, in which the ERIC database was used to collect research carried out on the impact of self-efficacy on the academic performance of university students. Self-efficacy is defined as a student\u27s belief in their ability to perform a task. To this end, 9 articles that met the inclusion criteria pre-defined in this research were analyzed. The empirical results suggest that it is essential to understand the factors that influence academic performance, whether they are psychological or non-psychological. In the psychological factors, it is important to note the predominance of subcategories related to self-knowledge and self-control, such as locus of internal control, self-regulation, self-management, orientation towards the future and metacognitive awareness. Non-psychological factors include those that are immutable, such as biological gender, and those in which change occurs very slowly and does not depend on the individual, such as culture. Based on the results of this review, further research is suggested to specifically investigate academic performance and the variables that are significantly related to self-efficacy.Este artículo se elaboró siguiendo los criterios de una Revisión Sistemática de la Literatura, en la que se utilizó la base de datos ERIC para recopilar las investigaciones realizadas sobre el impacto de la autoeficacia en el rendimiento académico de los estudiantes universitarios. La autoeficacia se define como la creencia de un estudiante en su capacidad para realizar una tarea. Para ello, se analizaron 9 artículos que cumplían los criterios de inclusión predefinidos en esta investigación. Los resultados empíricos sugieren que es esencial comprender los factores que influyen en el rendimiento académico, ya sean psicológicos o no psicológicos. En los factores psicológicos, cabe destacar el predominio de subcategorías relacionadas con el autoconocimiento y el autocontrol, como locus de control interno, autorregulación, autogestión, orientación hacia el futuro y conciencia metacognitiva. Los factores no psicológicos incluyen aquellos que son inmutables, como el género biológico, y aquellos en los que el cambio se produce muy lentamente y no depende del individuo, como la cultura. Basándose en los resultados de esta revisión, se sugieren nuevas investigaciones para estudiar específicamente el rendimiento académico y las variables que están significativamente relacionadas con la autoeficacia.Este artigo foi elaborado de acordo com os critérios de uma Revisão Sistemática da Literatura, em que foi utilizada a base de dados ERIC para coletar as pesquisas realizadas a respeito do impacte da autoeficácia no desempenho académico de estudantes universitários. A autoeficácia define-se como a crença que um estudante tem na sua capacidade de execução de uma tarefa. Para isso, foram analisados 9 artigos que atendiam aos critérios de inclusão pré-definidos nesta investigação. Os resultados empíricos sugerem que é fundamental a compreensão dos fatores que influenciam o desempenho académico, sejam eles de ordem psicológica ou não psicológica. Nos fatores psicológicos, é importante observar a predominância de subcategorias relacionadas ao autoconhecimento e autocontrole, como lócus de controle interno, autorregulação, autogestão, orientação para o futuro e consciência metacognitiva. Os fatores não psicológicos, há aqueles imutáveis, como género biológico, e aqueles em que a mudança ocorre muito lentamente e não depende do indivíduo, como a cultura. Com base nos resultados desta revisão, sugere-se novas pesquisas para investigar especificamente o desempenho académico e as variáveis que se relacionam significativamente com a autoeficácia
Impurity and Vacancy analysis in Zig-Zag (8,0) carbon nanotubes
Get PDFNanoscience and nanotechnology have generated billions of dollars annually, generating jobs and new products. This is an area that involves the study and manipulation of nanoscale materials (nanomaterials, on the order of 10-9 m). One class of nanomaterials that has aroused significant interest in the scientific community are those carbon compounds (examples include graphene, carbon nanotubes and fullerenes), especially due to their potential applications in industry. In the present work, we carried out a study on defects (absence of carbon atoms) and Ni doping in the electronic properties of a zigzag carbon nanotube containing 32 carbon atoms. Our results indicated semiconductor behavior when two vacancies are present in the structure and also an increase in the energy level of the conduction band, valence band and Fermi level when the systems are doped with Ni. Finally, for systems doped with Ni, there was a greater probability of charge exchange occurring between the 2p orbitals of carbon and the 2p orbitals of carbon to the 3d orbitals of Nickel
The Evolution of the Collection of State Tax Revenue in Portugal with the Introduction of e-Invoicing
Get PDFThe digital revolution has taken place in several areas and has been transversal in the Portuguese economy. Concerning the accounting area, it promoted the creation of new tools for processing information, increasing production capacity, automating processes for filling in tax returns and improving the information provided. The Tax Authority (AT) computerized its services, created new tax obligations, and automated the revenue collection process. Regarding tax obligations, the former highlighted the e-invoice system and a tax obligation for monthly communication of the turnover of economic agents with commercial activity. This obligation generated greater AT control over the effective delivery of Value Added Tax (VAT) by economic agents. The study of VAT is important because it is the (indirect) tax that has the greatest weight in the State\u27s annual tax revenue. In light of the above, by interconnecting the digital evolution of the AT accounting sector and the evolution of the effective collection of tax revenue, this study aims to determine the advantages of the digital evolution and whether it provided an increase in tax revenue collected by the State. Thus, considering the advantages digital evolution has brought to the accounting area in general and the Tax Authority in particular, in this study we analysed the effect that the tax transformation had on VAT revenue, between the years 2012 and 2021. From the analysis conducted, we can conclude the State revenue from this tax increased. In general, the digital revolution has enabled accounting professionals with computer skills, and AT has changed its way of working with taxpayers
Tendências evolutivas do Português nas últimas décadas e possíveis consequências para o ensino do Português Língua Estrangeira
Get PDFThere is a general feeling that the present state of the portuguese language – written and spoken – is worrying.The indifference regarding the good use of the language, the lack of elementary grammatical knowledge and the incompetence of generations of students at all levels is to be criticized.In this article and based on these fears and criticism, after brief considerations about standard and multiplicity of norms, we show some developing tendencies, which were recorded during the last decades in both the spoken and written portuguese, at phonetic and phonological, textual-pragmatic, syntactic, morpho-syntactic and lexical levels.In the final part follows a brief presentation of nine works, intended for the teaching of the Portuguese as a Foreign Language or Second Language, all published between 1975 and 1997 in Portugal and in Germany.We may, therefore, come to the conclusion that the developing tendencies observed, reflecting the present portuguese linguistic reality, will have to be taken into consideration regarding the teaching of Portuguese as a Foreign Language.
Segundo opinião generalizada, o estado actual da língua portuguesa – escrita e falada – é preocupante.Critica-se o desinteresse pelo bom uso da língua, a falta de conhecimentos gramaticais elementares, a incompetência de gerações de estudantes de todos os graus.No presente artigo, partindo desses receios e críticas, após breves considerações sobre norma padrão e pluralidade de normas, apresentam-se algumas tendências evolutivas registadas nas últimas décadas no português falado e/ou escrito a nível fonético e fonológico, textual-pragmático, sintáctico, morfo-sintáctico e lexical.Segue-se uma breve apresentação de nove obras destinadas ao ensino do Português LE ou L2 publicadas entre 1975 e 1997 em Portugal e na Alemanha.Pode concluir-se que as tendências evolutivas observadas, reflectindo a realidade linguística portuguesa actual, terão de ser consideradas no ensino do Português Língua Estrangeira
Aprender português: uma perspectiva inglesa
Get PDFI would like to begin by saying that the article which follows is not a piece of in-depth scientific research. It is, rather, a very personal reflection about my own experience of learning Portuguese from the perspective of a native English speaker, with no formal preparation in the Portuguese language, prior to my arrival in Portugal three years ago. During my first week in Aveiro, I was given a copy of Sophia de Mello Breyner-Andresen’s book, “A Menina do Mar”. I remember that I really enjoyed reading it, despite the tedious nature of looking up lots of words in the dictionary. I have since dipped into the book many times because it holds something of the poetic essence and beauty of “Le Petit Prince”, but with a Portuguese flavour – the mersía, the wind, taste and presence of the sea which is the fabric of traditional Portuguese culture. Then there is the reference to the Portuguese saudades, which expresses so much of what it means to be Portuguese and to learn Portuguese. Just as saudades has no literal meaning in English, so learning Portuguese has no simple formulae or strategies that I can give you, but I hope that I can at least point you in the right direction. Boa viagem!Para começar, terei de dizer que o artigo que se segue não é, quer resultado de investigação profunda, quer pretensão a sistematizar qualquer teoria sobre aprendizagem de Português. È, antes de mais, uma reflexão muito pessoal acerca da minha própria experiência da aprendizagem da língua portuguesa, numa perpectiva de ´native English speaker´, sem qualquer preparação na língua portuguesa, antes da minha chegada a Portugal, há três anos atrás. Na primeira semana em que cheguei a Aveiro foi-me oferecido um exemplar de ´A Menina do Mar´ de Sophia de Mello Breyner-Andresen. Lembro-me de ter gostado imenso do livro apesar de alguma demora a procurar palavras no dicionário. Desde então, muitas vezes regressei a esse texto, que, na minha opinião, está impregnado da essência e beleza poética do ´Pequeno Príncipe´, mas com ingredientes bem portugueses – a maresia, o vento, gosto e presença do mar que tão inseparável é da cultura tradicional portuguesa. Depois, a referência tão forte às ´saudades´ que tanto dizem sobre o que é ser português, sobre aprender e apreender o português. Assim como ´saudades´ não tem tradução literal em Inglês, também aprender Português não tem uma estratégia ou fórmula simples, que eu possa aconselhar. Espero, em vez disso, poder apontar um, entre os muitos possíveis caminhos. Boa viagem
Short-Term Licensing in Scotland: A policy murder is announced
Get PDFThe purpose of this paper is to examine the evolution of short-term licensing in Scotland, with particular focus on the city of Edinburgh using the lifecycle approach. The case of Edinburgh’s short-term let licensing scheme (CEC, undated) is used as the backdrop to establish how the public value of tourism is conceptualized, advocated, and experienced by local and national stakeholders. Adopting a public value framework perspective in this study, allows us to use an alternative lens to identify and begin to understand the broader operating environment against which implementation occurs and which extends beyond the conventional economic imperative (Bennington and Moore, 2011; Moore 2017).
Methodology | The study adopts an interpretivist philosophical position, based on the inductive thematic analysis of academic literature and grey literature (organization reports and position statements, consultation documents and responses to consultations, and statistics). Semi-structured interviews with public and private sector, voluntary sector and local community group stakeholders have been carried out since the beginning of the consultation stage of the short-term regulation in Edinburgh in October 2022 and throughout the implementation process, which began since October 2023 seeking to explore their views on the intended and unintended consequences of the regulation.
Main Results and Contributions | The study findings illustrate that the STL licensing started from a position of contestation at the issue definition stage of the policy process. Although there was general agreement among local people and politicians that some form of regulation would be advantageous, licensing was the instrument of choice to regulate the sector. However, the purpose of the scheme remained unclear (i.e., Improving health and safety? Improving civic space access? Reclaiming “community”? Releasing housing?). Additionally, the council authorities failed to effectively manage stakeholder expectations that the scheme will meet their desired outcomes in their entirety. The first voices of discontent from sections of the short-term let operators came from the beginning of the process and have become stronger and more vocal as the policy process has unfolded.
As the issue progressed to the implementation stage, the weaknesses of the licensing scheme have come to the forefront, leading the Scottish government to give a grace period for applications to the scheme. However, almost a year since its launch in October 2022 the number of applications remain very low, putting the scheme in jeopardy. Additionally, the judicial review brought in against the council from sections of the short term let sector challenged the legality of the scheme, further compounding and complicating the issue.
The debate around the fit for purpose of the licensing scheme has now reached a stage where it has become a proxy argument for broader, more challenging debates around who is the city for (McGillivray, Guillard, and Reid, 2020; Hague 2021) and especially in relation to the lack of social and affordable housing. The scheme is deflecting the social accountability of and by public and private actors of long-term, structural, and financial systemic wicked issues. Additionally, it has polarized stakeholder views and expanded who is interested in the topic, even those only marginally affected by the issue.
Limitations The findings are currently based on a single case of a fast moving, dynamic environment which currently is open to several judicial reviews. Data collection is ongoing. Issue lifecycle is used as lens to understand the turbulent tourism and urban policy domain.
Conclusions In conclusion, Edinburgh’s STL licensing scheme has become the Munchausen by proxy of tourism policy. The scheme leads by default to banning STLs from operating in the city, but this is a hollow/pyrrhic victory- it does not go deep enough to address the underlying issue of housing availability. Fundamental flaws in the policy design stage have made the scheme unimplementable despite broad agreement about the need to regulate STLs for health and safety purposes. There is danger that the policy has been changed to the extent that is creating further issues that extend beyond those it was brought intending to attend. It is also a missed opportunity to engage in productive debate between the city’s stakeholders on what type of tourism inhabits the city space and the rights and responsibilities of private and public actors therein.
Edinburgh’s case illustrates the challenges of tourism policymaking (Anastasiadou, 2008) against the background of inequalities that exist within a capitalist system. The study findings further confirm public value theory assertion that to achieve win-win situations stakeholders will need to be prepared to accept temporary win-lose situations for themselves (Bennington, 2009; McMillan, 2021). The failure of stakeholders to see beyond their narrow interests makes tourism policymaking particularly challenging. With that in mind, we argue for the value and the further use of the public value framework within the tourism domain.
 
Linking climate change mitigation and adaptation strategies in events and tourism: A Case Study of Bad Essen, Germany
Get PDFObjectives | In the tourism and events literature, a distinction is usually made between climate protection and climate adaptation strategies. While climate protection strategies have been studied in the event and tourism industry for many years, the topic of climate adaptation is still a relatively young discipline (e.g. Bae & Nam, 2020; Becken & Clapcott, 2011), particularly in the context of events (Werner et al., 2023). Even less attention has been paid to the simultaneous consideration of climate mitigation and adaptation within the same destination strategy, as well as resulting synergies. This may be due to the fact that the two strategies pursue very different goals and enable different societal benefits (Kirchgeorg, 2014).
Due to the different priorities of climate protection versus climate adaptation strategies, obstacles can arise in the establishment of regulatory structures when coordinating objectives. Accordingly, the establishment of transparent as well as clear governance structures is needed to adequately address these obstacles "institutionally and instrumentally" (Baasch et al., 2012, p. 193). In the short to medium term, both strategies thus need to achieve a leap in development or an innovation in the framework. Using the town of Bad Essen in the north of Germany (a member of the “Cittaslow network”) as a case, this paper explores the following research question: How can climate protection and climate adaptation strategies be realised in one strategy and what synergies can be created for destinations?