High endemicity in aquatic dance flies of Corsica, France (Diptera, Empididae, Clinocerinae and Hemerodromiinae), with the description of a new species of Chelipoda

All known records of aquatic dance flies (Empididae, Clinocerinae: 21 species; Hemerodromiinae: eight species) from the island of Corsica (France) are summarized, including previously unpublished data and data on the newly described species Chelipoda puschae Ivković, Perović & Grootaert, sp. nov. This species was collected during the “La Planète Revisitée Corsica 2019” survey and represents the first description of a new species in the genus Chelipoda from the European–Mediterranean region in more than 180 years. A key to European species of Chelipoda is provided. Including the new species, five species are recorded from Corsica for the first time: Dolichocephala malickyi Wagner, 1995, Dolichocephala oblongoguttata (Dale, 1878), Dolichocephala ocellata (Costa, 1854), Chelifera subangusta Collin, 1961, and Hemerodromia unilineata Zetterstedt, 1842. The new species is described and illustrated, and new records of aquatic dance flies from Corsica are given, with new data on 17 species in eight different genera. At present, 29 species of aquatic dance flies are known from Corsica, with 10 species endemic to the island.

Pteris vittata (Chinese ladder brake fern).

Pteris vittata is a herbaceous fern native to the tropics and subtropics of the Old World. It is mostly found in disturbed and urban areas, usually growing on limestone substrates, including buildings walls, pavement cracks and tombs. Although no details are available on its introduction to areas outside its native range, the dispersal of the species occurs naturally through air-borne spores or by its occasional use as an ornamental. It is reported as an urban weed in the European Mediterranean region and in Lucknow in India. In Azerbaijan it is categorized as a species that has the ability to self-sustain for a certain period of time, but not invading natural ecosystems. P. vittata is categorized in Florida, USA as an exotic species that has increased in abundance or frequency but has yet to alter natural plant communities. P. vittata is reported as invasive on Diego García Island, Brunei Darussalam, Cambodia, Malaysia, Micronesia, Guam, Palau, USA (Florida and Hawaii), Cuba and Brazil. Although there are no data available on its effects on natural habitats or native species, it is still regarded as an invasive species due to the vast number of spores produced.

Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region

The risk of flooding is the main natural hazard that affects the European Mediterranean region. This hazard has worsened in recent decades due to the occupation of flood areas and the effects of climate change. Therefore, understanding and gaining a more in-depth knowledge of social representations of flooding is important. In addition, interest in this subject is accentuated in the case of future teachers. This is because it is mandatory to teach this subject in Primary Education (Grades 1–6; Social Sciences subject). The aims of this research are: (1) To explore the instruction about flooding received by future teachers during their school period, and (2) to examine their perception about factors influencing flood risk. Methodologically, a questionnaire was distributed among future teachers of Primary Education (Faculty of Teaching Training, University of Valencia, Spain). The results regarding the respondents’ perception show that only 21.3% of the future teachers received instruction about floods during their school period. With reference to factors that influence floods, they mostly believe that the main factors are climate change and the spatial land management. Furthermore, 51.3% believe that this phenomenon has been increasing over the last few years, and 82.5% think that it rains heavier today.

Adaptation to Climate Change and Regional Planning: A Scrutiny of Sectoral Instruments

Adaptation to climate change means adjustment of human and natural systems to climatic actual or expected events, in order to minimize damage or maximize benefit. Adaptation implies involvement, coordination, and cooperation of different actors and sectors. Multi-actor collaboration usually characterizes the drafting of regional plans, which act as bridges between national and local administrative levels. Regional administrations address resilience issues, through spatial planning processes. This study focuses on the regional plans adopted by the Autonomous Region of Sardinia (Italy), south European Mediterranean region, an area that will be negatively affected by climate change in the coming decades. We aim at proposing a method for scrutinizing regional plans related to spatial planning issues, by using criteria rooted in the scientific literature and adaptation strategies. We found out that (i) the scientific literature did not sufficiently address the role of regional plans in the context of adaptation to climate change and (ii) the method proposed and applied in this study highlights whether some key adaptation issues are included in the plans, and might make aware planners and policy makers of basic information concerning the interplay ‘regional planning vs. adaptation to climate change’.

Percepción de los futuros maestros de primaria sobre el riesgo de inundación. La geografía como herramienta para lograr una sociedad más resiliente al cambio climático

El riesgo de inundación se trata del principal peligro natural que afecta a la región mediterránea europea. Este riesgo se ha agravado en las últimas décadas por el incremento de la exposición del ser humano, por ello, tratar estos temas en las aulas de Primaria y la formación de los maestros debe ser una prioridad. La hipótesis de partida de esta investigación es que el futuro profesorado de Primaria tiene la percepción de que el riesgo de inundación se ha agravado en los últimos años debido al cambio climático. Los objetivos de este trabajo son: 1) Conocer las experiencias vividas sobre inundaciones de los futuros maestros durante su formación escolar (Primaria); y 2) Analizar cuál es la percepción que tienen éstos sobre la influencia del cambio climático en la aseveración de las inundaciones. Metodológicamente se ha llevado a cabo una investigación de tipo mixta (cuantitativa y cualitativa) con la realización de un cuestionario a los futuros maestros de Primaria (caso de estudio de la Facultad de Magisterio; Universidad de Valencia). Los resultados indican que la percepción de los encuestados es que la mayoría de sus centros escolares no se situaban en zonas inundables y, respecto al cambio climático, el 50% cree que está afectando al régimen actual de las precipitaciones. The risk of flooding is the main natural hazard that affect the European Mediterranean region. This risk has been aggravated in recent decades by the increase in exposure of the human being. Therefore this theme should be a priority in primary classrooms and the training of teachers. The hypothesis of this research is that the future teachers of Primary school have the perception that the risk of flooding has worsened in recent years due to climate change. The objectives of this work are: 1) To know the experiences of floods of future teachers during their school education (Primary school); and 2) Analyze their perception of the influence of climate change in the assertion of flood risk. Methodologically, a mixed research (quantitative and qualitative) was carried out with the completion of a questionnaire to future teachers of Primary (Faculty of Education, University of Valencia). The results indicate that the perception of the respondents is that most of their schools were not located in flood zones and, with respect to climate change, in 50% of the cases they believe that it is affecting the rainfall regime.

Percepción de los futuros maestros de primaria sobre el riesgo de inundación. La geografía como herramienta para lograr una sociedad más resiliente al cambio climático

El riesgo de inundación se trata del principal peligro natural que afecta a la región mediterránea europea. Este riesgo se ha agravado en las últimas décadas por el incremento de la exposición del ser humano, por ello, tratar estos temas en las aulas de Primaria y la formación de los maestros debe ser una prioridad. La hipótesis de partida de esta investigación es que el futuro profesorado de Primaria tiene la percepción de que el riesgo de inundación se ha agravado en los últimos años debido al cambio climático. Los objetivos de este trabajo son: 1) Conocer las experiencias vividas sobre inundaciones de los futuros maestros durante su formación escolar (Primaria); y 2) Analizar cuál es la percepción que tienen éstos sobre la influencia del cambio climático en la aseveración de las inundaciones. Metodológicamente se ha llevado a cabo una investigación de tipo mixta (cuantitativa y cualitativa) con la realización de un cuestionario a los futuros maestros de Primaria (caso de estudio de la Facultad de Magisterio; Universidad de Valencia). Los resultados indican que la percepción de los encuestados es que la mayoría de sus centros escolares no se situaban en zonas inundables y, respecto al cambio climático, el 50% cree que está afectando al régimen actual de las precipitaciones. The risk of flooding is the main natural hazard that affect the European Mediterranean region. This risk has been aggravated in recent decades by the increase in exposure of the human being. Therefore this theme should be a priority in primary classrooms and the training of teachers. The hypothesis of this research is that the future teachers of Primary school have the perception that the risk of flooding has worsened in recent years due to climate change. The objectives of this work are: 1) To know the experiences of floods of future teachers during their school education (Primary school); and 2) Analyze their perception of the influence of climate change in the assertion of flood risk. Methodologically, a mixed research (quantitative and qualitative) was carried out with the completion of a questionnaire to future teachers of Primary (Faculty of Education, University of Valencia). The results indicate that the perception of the respondents is that most of their schools were not located in flood zones and, with respect to climate change, in 50% of the cases they believe that it is affecting the rainfall regime.