Metrics details Cultural perceptions of the environment bring us back to elements and factors guided by “natural” cause-effect principles It seems that academic education has had little effect on the manner and results of learning about changes in the local landscape especially as regards rational explanations There is considerable difficulty relating academic concepts about the climate to transformations in the environmental landscape Teaching tasks are mediatized due to the use of rigorous and precise concepts which facilitate functional and satisfactory learning This is the objective of the research this article aims to undertake for which we have chosen the case of Ontinyent (Spain) This research will include two parts: the first aims to identify problems in geographical education of the climate and the second applies to didactic suggestions for improvement which purports to understand the educational reality Our sample included a total of 431 students conducted with teachers in schools and universities in Ontinyent including two who participated as research professors in the action-research method The study revealed that students’ conceptual and stereotypical errors given that they are repeated and appear anchored in the ideas and knowledge development of students regarding the problems and the study of the climate throughout their education (W. Shakespeare, A Midsummer Night’s Dream, cited in Kitcher and Fox, 2019) All of this leads us to reflect on the way in which we learn about and understand the concept of climate and its impact on the landscape which could reverse the current emergency situation facing the planet’s climate due to its particular impact on climate and landscape factors This conceptual modification helped us understand the environment as a process of intellectual construction like a reflection of a physical reality conceived with emotions and social filters this is coherent with what we consider in our research proposal Local geographical studies are methodologically similar to what are known as case studies in educational research it is worthwhile recalling that a local case is specific there are aspects particular to the social and territorial context but the explanatory factors refer us to theories that have been developed around other comparative analyses as a case study of climate and landscape education in Ontinyent (Spain) answers three basic questions which outline the problem what is the role of the academic system in explaining everyday issues If climate change and the perception of changes in the landscape are of social concern we must specify whether the academic system should codify aspects of these expectations in a conceptual corpus This can be done through a series of educational activities and by seeking answers to events that may be communicated with explanations in a public sphere This will be the main objective of this study we wonder what specific disciplinary knowledge can contribute it will be useful to determine its impact on academic knowledge and the construction of a public opinion regarding everyday issues How can an understanding of geography affect the development of a critical theory which questions the practical meaning of everyday life a significant contribution to this study: what conclusions can we draw from the social representations of spontaneous knowledge in developing social arguments We want to know to what extent representations of daily practicality present an obstacle to developing independent knowledge and thus render conceptual disciplinary knowledge useful for arguing in public opinion debates influencing common sense and determining our everyday practicality We wanted to exemplify this with ideas provided by students and teachers from schools in the region The central idea of our line of research points to using students’ personal and social perceptions as a starting point to develop basic knowledge about the climate and landscape We question spontaneous concepts to explain the landscape in terms of the climate and create a certain environment (microclimate It is a way of integrating academic studies into social and civic renown an academic construction of an educational public space for the local community These studies represent the instruction and methodological arguments that are part of the rational and personal reasons for taking on this research: learning difficulties at school social representations in educational research of geography didactics and the question of innovation as a requirement for educational improvement it is idiographic due to the approach for understanding and interpreting the unique nature of school geography lessons on the climate and landscape as curricular content it is explanatory because it claims to clarify what is happening in teaching-learning processes it is applied in nature because it aims to transform the conditions of didactic activities and introduce improvements in the teaching-learning process of geography using real-life experiences from schools in Ontinyent (Spain) we will develop the first part—assessing the topic we outlined above Our hypothesis indicates that geography lessons about the climate and the mass media lead to knowledge shaped by stereotypes and conceptual mistakes which are exposed in children’s education and remain present in higher education Ontinyent is located within Valencian Community (Spain) Self-elaborated map based on Google Earth data and 92 university students taking the Teaching Diploma participated But this does not mean that the study sample is in turn representative of the population in the Community of Valencia teachers and other professionals are in the best conditions to carry out this type of research we used three of the sections which make up the questionnaire: the first section covers information sources for students about climate change; the second section looks at the difference between the climate and the weather; the third section The questionnaire was created based on content that appears in the textbooks used by participants containing the same questions/items in order to maintain homogeneity among the 431 participating students representing Primary Education (10–12 years old; 105 girls and 99 boys) Secondary Education (13–15 years old; 63 girls and 72 boys) and University (82 women and 8 men with 21–23 years old) The design covers a mixed structure of closed and open questions which appear in sections with the corresponding items and their explanations of environmental problems—how they explain environmental changes in Ontinyent to their students we wanted to find out what the teacher knows and what they do to help their students learn about the climate They teach at different educational levels They teach different subjects: 2 teach Social Sciences 1 teaches Administration and 1 teaches Kindergarten The data gathered using the questionnaire and interviews are shown through the already processed conversion into percentages of the participants’ responses per educational stage The qualitative data has been categorized in line with the desired objectives The bars represent the percentage in each educational stage and 25.7% almost every day for between one and three hours around 90% used the internet for e-mail and social networks The data obtained allowed us to qualify these figures which are reduced into percentages about more generic sectors we established four large categories of information sources that have an impact on knowledge: school and social relations (friends and networks) data shows us that students do not look at social media from a critical perspective In addition to understanding the attitudes to climate and environmental knowledge we wanted to find out what knowledge students had in relation to two main aspects of climate education: the difference between the climate and the weather and understanding the causes of climate change We dedicated a part of the questionnaire to these issues The data was obtained through a closed polytomous question in which they could choose which statement referred to the climate The statements were included in the following items of the questionnaire: item 2 the annual average temperature in Ontinyent was 16.2°C” (climate); item 3 the Clariano river is drier than in the winter” (climate); item 4 “The Ontinyent landscape is the Mediterranean” (climate); item 5 the historical center of Ontinyent was flooded” (weather) As shown in Fig. 3, the students in each educational stage who correctly matched the concepts with the statements were measured. In addition to the responses from students who answered incorrectly, there were the students who indicated that they did not know. The colors of the bars represent the student’s answers per item Not answered questions are represented by “DON’T KNOW” We have combined the “WRONG” and “DON’T KNOW” answers to represent the degree of confusion regarding each item at each educational stage more than 25% of students matched the items up incorrectly making mistakes with all the suggested statements except for university students who answered item 3 correctly at a rate of 76.2% The high proportion of students who answered item 2 incorrectly stands out This percentage corresponds to the secondary school pupils The average annual temperature was not associated with the climate and the time event “last year” confused them Primary pupils and university students were further off-the-mark for item 2 with 67.6% and 72.6% respectively for item 5 at least 36.9% of the students surveyed (this percentage corresponds to university students) did not connect that the weather happens at a certain time while the climate is a succession of weather conditions; for item 5 53.9% of primary school pupils and 46.7% of secondary school pupils were also incorrect We have noted that mistakes about the concepts of climate and weather carry through from primary school to university If we calculate the average of wrong answers to all items for students from each educational stage the degree of confusion per participating stage is 55.5% for primary education (113 students out of 204) 41.4% for secondary education (56 students out of 135) and 32.32% for university (27 students out of 84) students from all educational stages make mistakes or display a lack of knowledge about the climate and weather This is proven by the incorrect answers to questions about the average temperature and climate (item 2) characteristics of the climate and its implications for the landscape (items 3 and 4) or identifying the fleeting nature of weather as the climate (item 5) or indeed other phenomena using the questionnaire we wanted to find out if students recognized some of the causes of climate change which were presented in the questions relating them to gas emissions or the increase in the greenhouse effect The items were dichotomous: the participants had to select whether the statements were true or false In line with the taxonomies established by the educational stages the questions asked aimed to distinguish causes from events which is interesting given the confusion that surrounds climate change The statements corresponded with the following items in the questionnaire: item 7 “Deforestation doesn’t have an impact on climate change it only has an impact on ground erosion”; item 9 “One of the causes of climate change is the global warming of the Earth”; item 10 “One of the causes that contribute to the process of climate change is the excessive burning of fossil fuels” This is more difficult to integrate with various fields of knowledge for certain levels and education The item which reveals the most mistakes is item 7 Some of the experts consulted when validating this item already indicated that it is a complex question given the origin of the gases because there are those of natural and human origin The analysis of the results shows us that there are different levels of confusion among students across all the educational stages to explain the relationships between physical factors (items 7 and 9) there is further confusion regarding the effects of human activities which lead to deforestation and the burning of fossil fuels The semi-structured interview allowed us to expand on certain aspects Once the questions on learning had been asked and the students’ ideas about the climate and landscape gathered we wanted to define a more precise scale for analysis we wanted to see how learning happens in real life in school classrooms The questionnaire confirmed our hypothesis that there some conceptual problems and corresponding mistakes The interview allowed us to dig deeper into these assumptions through teachers’ disciplinary and practical training The design of a personal interview makes it easier to repeat questions to teachers related with concrete aspects that we had already found proof of thanks to the students’ answers to the questionnaire Teacher training: the academic background of the teachers interviewed is apparent in the basic statistical data we gathered. We asked them when they complete their continuous teacher training, how long it takes, at what time of day, where, and what topics they study. Given the inaccuracy of some responses, we asked them again to specify when they studied, if it was in their free time, in the evening after class, during summer courses, a Cefire courseFootnote 17 etc Student difficulties regarding the topic of the climate We tried to understand what the main difficulties are which hinder the effectiveness of the explanations they bring to the subject matter and the problems they encounter when trying to explain topics to their students when teaching about the climate we asked them again about knowledge gaps and the procedures and didactic learning difficulties they encounter when explaining these topics Teaching methodologies: classroom strategies We wanted to identify what teachers’ perceptions are regarding how to explain the climate in order to understand their opinion as a teacher on education about the climate and landscape the relationship between the climate and landscape in the Clariano river landscape in the municipality of Ontinyent and by which means they explain the problem of climate change to their students in the class We aimed to understand how they lay out the topic with the textbook in addition to their own explanations using local data or any other means which Concepts teachers value and believe necessary to their explanations: climate The scale is designed for them to evaluate the concept in line with their use or evaluation of it with 0 being “nothing” (I don’t use it or deem it useful) we will present a summary of the analysis for each category in line with the questions asked and answered by the teachers through the completion of courses such as Cefire reading scientific articles published in journals The inner ring represents the relative frequency of each difficulty within its group The outer ring represents the absolute frequency of each difficulty within the whole array of difficulties The problems which are identified the most and repeated most frequently are the need to experience the topic outside of the classroom and the theoretical complexity of the content the spread of data to be used on the topic the lack of basic education among students The rest of the factors highlighted by one or more teachers included the conceptual ideas and errors already held by students the lack of continuity in the educational stages to tackle curricular topics or the objectives of the school The teachers’ answers justify the importance of taking them into account when making changes for innovation and working on projects and problems relevant to the student Geography is a science explained through other sciences; these ideas were expressed by the teachers interviewed the content is approached in an isolated way in some subjects and it should be studied in “all” subject areas There should be coordination among teachers as well as continuity between stages and courses providing a contextualised approach applied to their surroundings the authorities and the rest of the community should participate in their studies we don’t get out of the “ordinary classroom” scenario in order to observe the student ends up viewing a real problem which affects them directly as an abstract foreign concept “something we talk about but has nothing to do with me” We will now look at how teachers organize and handle their explanations to respond to these difficulties. The methodological aspects outlined in Table 3 demonstrate the 27 aspects the teachers associated with their teaching and the study of the climate These factors belong to three main groups: materials and resources (13) as a basis for the information to be studied in the classroom they use information about extreme weather events or personal experiences related to the climate The second group relates to the methods used Environmental experimentation and research appear as the main strategy for learning alongside democratic training the development of knowledge using previous ideas the third group encompasses the activities undertaken in tandem with the methodology: brainstorming The contrast between the difficulties that teachers observe among their students and the teaching they practice indicates that without specific continuous teacher training teachers’ thoughts and intentions do not correspond with their practice to a large extent but they cannot utilize methods such as methodological changes and specific resources for the design of activities related to the improvement of climate study at school The graph bars show how teachers make use of these concepts shows the percentage of use of each notion by teachers on a scale from 0 (never) to 3 (very frequently) “Average warming over parts of the Northern Hemisphere mid-latitude continents has been found to be largely characterized by increases in minimum (night-time) rather than maximum (daytime) temperatures.” (p “A notable feature over considerable areas of the continental land masses of the Northern Hemisphere is that warming over the last few decades is primarily due to an increase in night-time rather than daytime temperatures.” (p which is not caused so much by sunlight—the same percentage of sunlight hours at certain times of the day is maintained—but rather by night-time irradiation This concept was only mentioned by two teachers who use it very little teachers mainly follow the topics in the curriculum as embodied in the textbooks with the exception of the local reference to the Clariano river They agree on the importance of this element of the landscape and understanding the significance of its dynamic relationship with the climate The teachers observe the difficulty students have when studying the climate without leaving the classroom and speak of the need for more commensurate strategies they maintain school traditions and routines The results endorse the use of “practical sense” ideasFootnote 21 when it comes to everyday explanations regarding the climate We expected to explain the traditional method of learning about the climate conditioned by students’ social representations we concluded that the mistaken stereotypes and perceptions of a part of the academic population in primary are related with the assumption of “common sense” to which authority is granted when “the facts” are reflected in social communication media The study revealed that students’ conceptual and stereotypical errors in the different educational stages vary according to the type (climate In the mind maps drawn by students about the climate and learning about the climate we ascertained that the media and education are the most important factors in the development of knowledge among students the influence of the internet and digital social communication media grows every day on students as a source of information whilst other traditional sources of learning and knowledge such as school and family fall behind we highlight the role of the teacher in classes: how they teach and attitudes which predispose a certain education of the climate its materialization on the landscape and the evidence of climate change the representativeness of the study helps us decipher one of the initial conjectures of this research: “stereotypes and conceptual errors about the climate and landscape are repeated in different statistical demographic cohorts” This means that the educational system reinforces the ideas derived from common sense and those who transform these stereotypes into alternative arguments as a result of academic education (basic and university) are scarce In terms of the students and given the considerable degree of confusion between the weather and climate or about the causes of climate change in the educational stages we showed how social representations have had an impact on children and young adults developing their knowledge about the climate and landscape influenced more by the presence of vulgar theories on the topic than by the understanding and application of school concepts we showed how teachers’ intentions for methodological change collide with difficulties in specific continuous professional development The obstacles to developing different methodologies and innovative activities are not overcome by teacher training in order to provide comprehensive explanations about climate change to their students The increase of the influence of the media on students’ education about climate change facilitates students’ development of knowledge about the climate and environmental changes filled with errors and stereotypes Some situations cannot be compared or analyzed in a classroom environment either due to a lack of time dedicated to these topics or due to the obstacles inferred by teaching practice Failing to contest these spontaneous conceptions and academic traditions and routines leads to academic concepts being overshadowed by an incomplete explanation of the climate resulting in a partial explanation based on vulgar and superficial ideas The article directly contains the data used to carry out the analysis pertinent to the study If you are interested in the rest of the data gathered for the research it can be made available by reasonable written request to the authors The Social(S) group is recognized by the University of Valencia as a research group, including teachers from the non-university educational system as collaborators. For more details on the educational background of the group, you can check http://socialsuv.org/educacionsocioambiental/ we can highlight the doctoral theses by Diana Santana “School participation and environmental governance: an educational dialectic” and Diego García “The social representation of the rural environment: an analysis of school geography” alongside more than ten Master’s theses developed between 2011 and 2019 which tackle the line of research related with Socio-environmental Education EcoRiba is a program local to Riba-roja de Túria in Valencia which aims to showcase the landscape in order to invigorate the territory It was presented to society in February 2016 and underpins all the objectives of this sustainable strategy for socio-environmental education and innovative educational proposals for use in classrooms by teachers who carry out this work with their students The work we referred to pertained to research carried out within the Research in Specific Didactics Doctoral Programme at the University of Valencia in the line of research of Geography Didactics the doctoral thesis entitled “Knowledge of the climate and landscape: from analysis to a teaching proposal” “teacher training entrenched in the environment from the perspective of school practice” by the Generalitat Valencia with the code UV-SFPIE-GER18-85040 was developed during the three academic years from 2016 to 2019 by teachers in Ontinyent and the Department of Experimental and Social Science Didactics at the University of Valencia This facilitated relationship-building with teachers and local bodies which was a guarantee for the sample and data collection Data about the Ontinyent population from the year 2016 extracted from the 2019 municipal sheets which can be found on the Generalitat Valencia’s Statistics Portal: http://www.pegv.gva.es/auto/scpd/web/FITXES/Fichas/46184.pdf Representations held by Kindergarten pupils were studied but the explanation thereof is not reflected in the article because it was a specific study of drawings we will use the term Secondary Education to refer to Compulsory Secondary Education pictorial representations were not analyzed Census data from the Valencian Statistics Institute (IVE) The procedure to validate the questionnaire consisted of sending a first model of 84 questions so that the five experts could evaluate it With the comments and assessment of each item we have selected the most relevant questions to be able to analyze the students’ learning results; an exchange of views that have been archived 10 questions have been selected from these results in this article an Educational Innovation Project created with the objective of both students and teachers improving the teaching and learning about the climate and local landscape IPCC is the acronym for the Intergovernmental Panel on Climate Change made up of an international group of experts and part of the UN which generates periodical reports with studies and recommendations about climate change the Cefire is responsible for providing state-run courses for the continued professional development of teachers IGU is the acronym for the International Geographical Union Response received to the question regarding when and on what topic they take classes given by a biology teacher from a public school which provides compulsory secondary education We follow the theories of Moisés Domingos regarding Pierre Bourdieu and Sergi Moscovici’s ideas Bello O (2016) Representaciones Sociales sobre Cambio Climático Un Acercamiento a sus Procesos de Construcción Alfageme M, Miralles P, Monteagudo J (2010) Diseño y validación de un instrumento sobre evaluación de la geografía y la historia en educación secundaria. 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Código: A/RES/70/1. https://n9.cl/l2ot Download references This work is part of the project: The social representations of school content in the development of teaching skills R&D Projects on Knowledge Development and Scientific Consolidation and System Technology R + D + i (Spanish Ministry of Science This work was supported by the research project “The social representations of educational content in the development of teaching competencies” [PGC2018-094491-B-C32] and Universities of Spain and co-funded by the ERDF Álvaro Morote-Seguido & Xosé Manuel Souto-González The authors declare no competing interests Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations Download citation DOI: https://doi.org/10.1057/s41599-021-00761-6 Anyone you share the following link with will be able to read this content: a shareable link is not currently available for this article Weather system expected to hit Mediterranean regions of Valencia Parts of eastern Spain received what in some places was the heaviest rainfall on record on Thursday as storms wreaked widespread destruction and killed at least two people The regional emergency service said a 51-year-old woman and her 61-year-old brother had been found dead in an overturned car that floodwaters had washed away in Caudete the private Spanish news agency Europa Press reported The Valencia fire department tweeted that emergency crews had also rescued three people from a river one of whom was winched to safety by a helicopter Four police officers were injured in the rescue operation Spain’s AEMET weather service had forecast torrential downpours of up to 90mm (3.5in) an hour and up to 180mm over 24 hours The storm was expected to track across the Mediterranean regions of Valencia Alicante and Murcia during Thursday and Friday One of the first places to be hit was Ontinyent where the Clariano river flooded the streets on Wednesday night said the town had endured its heaviest rainfall on record with more than 400mm by Thursday afternoon View image in fullscreenThe Clariano river overflows in Ontinyent Photograph: Natxo Francés/EPAHe said the town would ask the national government to declare a catastrophe in the area which would entitle local people to emergency aid and long-term financial help to rebuild and almost reached the tops of the front doors of houses along the riverbank Water also overflowed the Pantano de Almansa dam The Clariano rose nine metres (30ft) in two hours around the Valencia town of Aielo de Malferit and destroyed a 16th-century bridge according to the local mayor Juan Rafael Espí Thirteen people were rescued from cars or rooftops in Albacete Authorities mobilised Spain’s military emergencies unit part of the armed forces that provides disaster relief and people in Murcia were warned not to drive The Spanish government’s local representative in the region advised people to take “maximum precaution” Local schools canceled classes for more than 300,000 students on Thursday and Friday Barça B have won 3-0 at Ontinyent in a strong performance that was always on the right track ever since Mujica put them ahead with a fine finish after just ten minutes and Carles Aleñá eventually settled things with two second half goals It was the second week in a row that the in-form Aleña had found the net On the basis of what happened on the field of play The reserves were in complete domination throughout the first half but their efforts went unrewarded with further goals The home side finally started creating real danger after going two goals down but their dying hopes of getting anything out this game were finally put to rest by the 90th minute penalty The result moves Barça above their rivals in the table and at least until Sunday’s results come in are now up in the promotion zone Mission Statement: to assist the integration of foreign residents living in Spain and this is never more accurate than when you establish yourself as a foreign resident in a new country Being able to quickly familiarise yourself with the culture and customs can help ease the transition during a challenging time This is why Euro Weekly News makes it our mission to provide you with a free news resource in English that covers both regional and national Spanish news – anything that we feel you will benefit from knowing as you integrate into your new community and live your best life in Spain you can forget about translating articles from Spanish into awkward English that probably don’t make much sense Let us be your convenient and essential guide to all things that will likely affect you as a foreign resident living in Spain a 580-kilo fighting bull was seriously injured after falling from a height of more than ten metres into the river after jumping over a wall The incident was confirmed to lasprovincias.es by a person in charge of the Hermanos Cali de Moixent Livestock Farm Vicioso was the second bull of the afternoon to appear during the fourth bullfight of the Bou de les Penyes bullfighting day Everything was proceeding as normal until the animal slipped his rope and got free He subsequently ran freely along the road until he headed around a sharp curve at high speed As a result, the bull fell more than ten metres and ended up in the riverbed, with serious injuries, including some to its legs. “These are unexpected accidents”, said Vicioso’s owners this Sunday at the ranch. “With brave bulls, you never know how they are going to react or behave. In this case there was a low wall, and he came out very strongly. It is clear that he saw it as an opening”. Veterinarians on duty at the bullfight attempted to help the stricken creature but they eventually realised there was nothing more that could be done to save his life. Sources from the Ontinyent clubs offered their regret over what happened. Germán Zaragoza, the President of the Federation of Peñas de Bous al Carrer told the aforementioned news outlet: “It was simply an unfortunate accident that does not usually happen. The bull was moving very fast and jumped without seeing what was behind the wall. And, if I’m not mistaken, the veterinary service acted quickly to sedate him”. Subscribe to our Euro Weekly News alerts to get the latest stories into your inbox! The bull was scared to death, running for his life. Spaniards are barbarians. This is extreme animal cruelty. These people are of no benefit to this planet. They’re relics of a medieval mindset. Pure evil at work here. They bring shame on their country. It needs to stop. This is extreme animal cruelty. This should be stopped. Celebrate your festivals peacefully. Let’s take action. Go sign the petition at karmagawa Known as the PEOPLE’S PAPER, Euro Weekly News is the leading English language newspaper in Spain. And it’s FREE! Covering the Almeria, Axarquia, Costa Blanca North, Costa Blanca South, Costa del Sol , Costa Calida, Mallorca and beyond, EWN supports and inspires the individuals, neighbourhoods, and communities we serve, by delivering news with a social conscience. Whether it’s local news in Spain, UK news or international stories, we are proud to be the voice for the expat communities who now call Spain home. With around half a million print readers a week and over 1.5 million web views per month, EWN has the biggest readership of any English language newspaper in Spain. The paper prints over 150 news stories a week with many hundreds more on the web – no one else even comes close. 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At least 3 people have died and hundreds rescued or evacuated Flooding was reported in parts of Valencia where 2 people died after their vehicle was swept away by flood waters in Caudete in Albacete municipality Emergency services said they were called on to rescue people trapped in vehicles or on roofs in Caudete and Almansa Crews were also called out to flood incidents in Yeste A third fatality was reported after person died in a vehicle trapped in flood water in Almería In the last 48 hours over 400mm of rain has fallen in some areas of Valencia Region where several rivers have broken their banks Around 40 people were rescued and 150 evacuated from their homes after the Clariano river in Ontinyent in the comarca of Vall d’Albaida Ontinyent recorded 296.4mm of rain in 24 hours according to the region’s meteorological agency AEMET Valencia which equates to about half the yearly average This is the second highest daily rainfall total on record behind the 316.0mm which fell on 04 November 1987 The overflowing Segura river caused major flooding in the town of Orihuela where 130 people were rescued and 70 people evacuated Around 65 people stayed overnight in emergency shelter set up in a local school AEMET Valencia said Orihuela saw a year’s worth of rain fall in just a few hours According to Associació Valenciana de Meteorologia (AVAMET) heavy rainfall also caused the Cànyoles river in Moixent to overflow Flash flooding across the region damaged several roads and as of 13 September authorities said 34 remain closed Schools have been suspended in several municipalities in Valencia Almería and Murcia airports have been closed State Meteorological Agency AEMET has issued further warnings for heavy rain including a red level (highest of 4) warning for Valencia and orange level for Castile-La Mancha — AEMET (@AEMET_Esp) September 13, 2019 Datos más destacados de precipitación acumulada en el episodio, ultimas 48 h. Redes AEMET, @CHJucar y @chsriosegura:Beniarrés 339.2Orihuela (los Desamparados): 271.8Muro 253.3Aeropuerto de Alicante-Elche: 178.2Rojales: 173.6 — AEMET_C. Valenciana (@AEMET_CValencia) September 13, 2019 #DANAsetembre: situació del riu #Cànyoles a #Moixent fa uns minuts, continua completament desbordat. pic.twitter.com/IETqPf2bAu — AVAMET (@avamet) September 12, 2019 https://twitter.com/plorihuela/status/1172255314693042177 Sin temor a equivocarnos podemos decir que hoy ha llovido en Orihuela en unas pocas horas lo que suele resultar normal en un año y en Ontinyent la mitad del promedio normal anual. pic.twitter.com/8jl51anUio — AEMET_C. Valenciana (@AEMET_CValencia) September 12, 2019 — MeteOrihuela (@MeteOrihuela) September 12, 2019 #DANAsetembre: imatges del riu Clariano desbordat al seu pas per #Ontinyent, al barri de la Cantereria (la Vall d'Albaida, València). Continua plovent amb molta intensitat, en alguns punts d'Ontinyent ja superen els 250mm. pic.twitter.com/XCIJDVH8o1 — AVAMET (@avamet) September 12, 2019 Breaking NewsSpain West Africa – Death Toll Rises in Niger, Homes Destroyed in Nigeria, Hundreds Displaced in Chad India – 45,000 Displaced by Floods in Madhya Pradesh Cookies | Privacy | Contacts © Copyright 2025 FloodList This website is using a security service to protect itself from online attacks The action you just performed triggered the security solution There are several actions that could trigger this block including submitting a certain word or phrase You can email the site owner to let them know you were blocked Please include what you were doing when this page came up and the Cloudflare Ray ID found at the bottom of this page #DANAsetembre: més imatges tremendes, cotxes arrossegats per la Rambla del Bosquet a #Moixent (la Costera, València) pic.twitter.com/j5X81OFQhq 9 missing after capsized boat washes ashore near San Diego Northeast: Days of showers and storms for some Halley's Comet to set off meteor shower Monday night Soggy South Central states: Intense downpours to renew flooding risk Two people killed when small plane crashes into California homes Staffing shortage causes 7 days of major delays at Newark Airport Coyote drinks from Los Angeles salon's skylight The REAL ID deadline is less than a week away Fungi could be used to build homes one day Get AccuWeather alerts as they happen with our browser notifications Source: ghanasoccernet.com « Prev Next » Comments (0) Listen to Article Michael Anaba the heaviest rainfall recorded there since 1917 « Prev Next » Comments (0) Listen to Article The 23-year-old has turned on the heat in style