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This article focuses on systematizing the artificial environments that humans produce in the course of conscious activity. With dynamic technological progress, these, in turn, evolve and become separate entities. Here, the authors attempt to "extend" the artificial human environment to include the space environment. Whether it should be treated as a separate entity from well-known environments such as the rural, urban, industrial, military, and cyberspace will be the subject of the authors' interest and scientific inquiry. As human activity in space increases, including satellite launches, exploration missions, and potential economic ventures, the creation of a robust space security culture becomes a necessity. Anthropocene man (Sommer, Zakrzewski 2017b) expands on the planet Earth, which is why he looks so eagerly towards Space. The kind of safety culture that will be brought to the newly explored environment will be the subject of piecemeal research. The central problem is formulated as follows: Should humanity learn about and explore Space? Undoubtedly, the decision to explore space is complex and requires consideration of the potential benefits against the associated costs and ethical considerations.

Information and communication technologies (ICTs) produce public goods for societies. Through ICTs people can be more politically active, construct their social identities, strengthen bonds with significant others, and more. However, businesses provide access to the Internet, produce and sell hardware and software, while maintaining platforms that are used for the generation of these public goods. There is a contradiction inherent in this dynamic as the continued provision of these public goods is contingent upon private entities deeming them profitable. Within the United States, federal policies have not adequately addressed this contradiction. In this paper, I argue that a change in the way ICTs are conceptualized is needed in order to increase interest in protecting the public goods produced by ICTs. To this end, I describe a model in which interconnected ICTs work in layers to produce a single digital environment. People must have access to each layer in this environment in order to benefit from the goods produced. In this environment, there is room for both market spaces that support commerce and non-market spaces that support public goods. I argue that this model can aid citizens and advocacy groups in framing and justifying the need for nurturing non-market spaces.

In light of recent events of racialized violence across the United States, there has been renewed calls for schools to address issues of racism in head-on ways. In these efforts, teachers have engaged in critical reflection on their teaching practices and curricular materials. In doing so, however, they often overlook an important pedagogical tool for fostering critical conversations about race: the school space itself. In this article, the author presents spatial ethnographic data from a larger immersive study of racial pedagogies at a school in South Central Los Angeles. In order to address the overlooked value of the school space as pedagogue, the article focuses on the highly racialized hallway iconography present at the school. In particular, the article interrogates the racial politics embedded in the content and theorizes a means of understanding school design choices as a form of public pedagogy. Building on Torin Monahan's theory of "built pedagogy," the author puts forth a theory of the "built pedagogical environment."

The purpose of this article is to explore children's perceptions and experiences of safety and risk in one highly contested interface area in Belfast. Interface areas are landscapes divided by physical and symbolic boundaries on the basis of religious/ethno‐national identification. The research draws on maps and focus group discussions with young teenagers from four schools in an interface area located in North Belfast. The teenagers identified both private and public places of risk that they faced in their everyday lives. The types of risks produced by this environment are outlined and the teenagers' strategies for managing the daily risks that they faced in their everyday lives are assessed. The data reveal how teenagers negotiate movement across different types of space and illustrate the extent to which their immediate geographical environment is dependent on its location within wider political, social and cultural systems.

Staff from an Australian special school with a multi-sensory environment (MSE) were Interviewed over a two-year period. Preliminary analysis conducted on transcripts looked at the construction of MSE usage. Fundamental to these constructions is whether the MSE is "single-minded" (uni-functional) or 'open-minded' (multi-functional). The implications of this dtstinction are discussed.

Research into spatial influences on people's everyday activities and experiences presents many conceptual and methodological complexities. Written by leading authorities, this book provides a comprehensive framework for collecting and analyzing reliable person-environment-behavior data in real-world settings that rarely match the controlled conditions described in typical texts. An array of research designs are illustrated in chapter-length examples addressing such compelling issues as spatial patterns of voting behavior, ways in which disabilities affect people's travel and way-finding, how n

The main aim of this article is to rephrase good and bad performance of built environments as good or bad interplay of spaces, building technologies, and users. To support this perspective, two conceptual tools broadly used within the social study of technology are introduced. These concepts, the semiotic pair "script/antiprogram" and the study of "domestication of media and technology in everyday life," were originally developed in the search for a better understanding of the mutual shaping of culture/society and technology. In this contribution, these concepts are applied in an empirical study of two nonresidential buildings. Through an extension of these concepts, consequences for the creation and maintenance of better built environments are proposed.