Short contents

Short contents

 

 

Introduction

Acknowledgments

 

CHAPTER1: CONTEXT OF THE STUDY, QUESTIONS, MEETINGS, CONTRIBUTIONS…………………………………. 9

  • THE PROBLEM……………………………………………………………………………………………………………………………………………………………… 9
  • THE TERRITORY IN QUESTION………………………………………………………………………………………………………………………………… 10
  • PARTNERS AND PARTICIPATING ORGANIZATIONS………………………………………………………………………………………………. 18
  • THE RESEARCH PROCESS…………………………………………………………………………………………………………………………………………. 27

CHAPTER 2: THE RESULTS…………………………………………………………………………………………………………………………………………….. 42

  • DRAWING UP THE CONCEPTUAL FRAMEWORK……………………………………………………………………………………………………. 43
  • FROM DOCTORATE TO POST-DOCTORATE CONVERGENCES……………………………………………………………………………….. 46
  • QUANTITATIVE APPROACHES ALREADY CARRIED OUT: THE NASY AND NAWFA STUDIES, FOLLOWING   THE MBDA STUDIES 55
  • WHICH SCIENTIFIC STUDIES ARE NECESSARY TO GO FURTHER ?………………………………………………………………………. 82

CHAPTER 3: TOWARDS A COHERENT ORGANIC PLANNING…………………………………………………………………………. 82

  • THE FITZROY RIVER BASIN AND THE FOLLOW-UP AFTER THE 2010 UNDERTAKINGS ?…………………. 82
  • “CONVIVIAL REGIONS” AS SUSTAINABLE DEVELOPMENT MODELS?………………………………………………………………. 82

CHAPTER 4: CONCLUSION: STRATEGIES FOR PREVENTION AND CONTROL………………………………………….. 84

  • TOWARDS THE ELABORATION OF A GIS……………………………………………………………………………………………………………….. 84
  • LIMITATIONS OF CURRENT STUDIES, FURTHER SCIENTIFIC RESEARCH……………………………………………………………… 84
  • A HYDROGEOLOGICAL MODEL SUPPORTED BY THE GIS……………………………………………………………………………………. 84
  • ESTABLISHING A PARTICIPATORY PROJECT ON THE BASIS OF THE 2010 COLLABORATION………………………….. 86
  • GENERAL CONCLUSION…………………………………………………………………………………………………………………………………………… 86

CHAPTER 5: APPENDICES………………………………………………………………………………………………………………………………………………. 89

  • BIBLIOGRAPHY…………………………………………………………………………………………………………………………………………………………. 89
  • THE CONVERGENCES OF THE THESIS AND POST-DOCTORATE…………………………………………………………………………….. 92
  • LIST OF PEDAGOGICAL DVDS…………………………………………………………………………………………………………………………………. 96
  • DEFINITION OF THE DROP OF EXPERIENCE…………………………………………………………………………………………………………… 98
  • DELIMITATION OF THE TRIPLE AREA OF STUDY………………………………………………………………………………………………… 100
  • THE AUSTRALIAN MODEL AND ROGER LAMBERT (1996)………………………………………………………………………………… 102