PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.
Abstract:The geomorphological characteristics and hydrogeological functioning of a geologically heterogeneous evaporitic karst plateau in Southern Spain were studied. Land surface information (LiDAR data) was used to analyze the shape and distribution of closed depressions. An artificial tracer test and monitoring of the natural responses of the main spring have allowed to infer the karstic development of the studied system. Three dyes were injected in selected swallow holes to trace the main groundwater flowpaths and to estimate the dimension of the conduit network. Discharge, electrical conductivity and temperature were monitored in the groundwater that drains the evaporitic plateau during an individual and intense recharge pulse. Tracing techniques were adapted to high salinity environments by using specific calibration standards (NaCl + dye). The hydrological connection detected between two of the swallow holes and the outlet, and the deduced orientation pattern for closed areas, would suggest that the karst evolution (internal and external) is related to fault orientation. The rapid tracer detection (16-20 h) and high estimated maximum flow velocities (125-192 m/h), together with the fast impulsional response of the controlled physicalchemical parameters in spring waters (~15-16 h) demonstrate the existence of quick flows under recharge conditions with well-defined system drainage, indicating a high degree of internal karstification (estimated master conduit diameter ~1.5 m). However, flooding of the depressions feeding swallow holes and analysis of the spring response times from natural and artificial tracers point to a restriction of the system´s drainage, most likely due to the constrained morphology of the karst conduits. This results in sustained recharge periods and delayed spring responses of some parameters, highlighting the relevant role of concentrated recharge in the hydrogeological behavior of the studied evaporitic karst. Gil-Márquez J.M., Barberá J.A., Mudarra M., Andreo B., Prieto-Mera J., Sánchez D., RizoDecelis L.D., Argamasilla M., Nieto J.M. and de la Torre B., 2017. Karst development of an evaporitic system and its hydrogeological implications inferred from GIS-based analysis and tracing techniques.
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