Suchergebnisse

This book focuses on the creation of space as an activity. The argument draws not only on aspects of movement in time, but also on a cultural and specifically social context influencing the creation of the spatial habitus. The book reconsiders existing theories of time and space in the field of urban planning and develops an updated account of spatial activity, experience and space-making. Recent developments in spatial practice, specifically related to new technologies, make this an important and timely task. Integrating spatial-temporal dynamics into the way we think about cities aids the i

This book focuses on the creation of space as an activity. The argument draws not only on aspects of movement in time, but also on a cultural and specifically social context influencing the creation of the spatial habitus. The book reconsiders existing theories of time and space in the field of urban planning and develops an updated account of spatial activity, experience and space-making. Recent developments in spatial practice, specifically related to new technologies, make this an important and timely task. Integrating spatial-temporal dynamics into the way we think about cities aids the implementation of sustainable forms of urban planning. The study is composed of two different case studies. One case is based on fieldwork tracking individual movement using GPS, the other case utilises data mined from Twitter. One of the key elements in the conclusion to this book is the definition of temporality as a status rather than a transition. It is argued that through repetitive practices as habitus, time has presence and agency in our everyday lives. This book is based on the work undertaken for a PhD at the Centre for Advanced Spatial Analysis and was and accepted as thesis by University College London in 2013.

Based on a two-year public weblog, this volume reflects a vast array of perspectives on how urbanites relate to time. In a city, where time is perceived in ways varying from commuter flows to seasonal blossoms, it's a fascinating and diverse range of views.

"Ageing and Urban Planning provides a critical analysis of urban planning in the face of demographic change. It emphasises the importance of international approaches and practices to address age-friendly planning. This process requires collaboration between professionals and the community, going beyond mere functionality to connect the micro and macro scales at the city, region, nation, and the global level. With an interdisciplinary and intersectional approach, the book draws on analytical lenses from architecture, gerontology, geography, sociology, social and urban planning. It offers a thorough critique of popular narratives surrounding ageing and urban planning while presenting diverse case studies on a variety of spatial scales. The volume also covers the history of urban design for ageing and inclusivity in planning governance, as well as a critical look at the concept of 'ageing in place' from the perspective of urban planning. The book offers a comprehensive selection of in-depth photos and figures from urban design studios, planning processes, and real-life scenarios. This collection provides a unique network of inspiring ideas. The book ultimately seeks to supplement the debate and promote a broader reflection about the transformations required in spatial planning, given the opportunities and challenges related to a world with increased longevity. This valuable resource is recommended for advanced students, researchers, and policymakers in the fields of urban planning, age-related disciplines and professions, and social policy"--

AbstractThis article is a collective response to the 2020 iteration ofThe Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020Manifestocontinues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though theManifestowas written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is thatThe Manifesto for Teaching Onlineoffers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.