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Managing the space in which learning takes place is subject to ongoing debate. Spatial management and movement can impact upon the construction of meaning within education and upon the dynamic of learning. It is suggested that there are now different learning goals and expectations and consequently a need for different learning environments. We are urged to break out. Many constraints, however, result in everyday experience not being of high-tech, impressively designed formal and informal spaces. This article contributes to a navigation of the realities of learning space. It recognizes that the literature may be leaving the profession behind and that for many educators the opportunities of design are merely aspirations. Taking as its focal point the small seminar room with sparse furniture, it presents two studies to contribute ideas on how such non-ideal spaces might be managed; one looking at an alternative education space, the museum, and the second drawing on interviews with colleagues about their experiences.

Nearly 46 years after Sputnik 1 beeped its solitary way through space & into history, more than 9,000 human-made objects encircle the Earth. Unfortunately, the vast majority of these items are junk -- dead spacecraft, lens covers, screws, paint chips, even plastic bags of human excrement. Traveling up to 38,000 kilometers per hour, this debris threatens navigation severely enough that the Inter-Agency Space Debris Coordination Committee (IADC), an intergovernmental forum of space-faring nations, recently issued a first draft of guidelines to ensure that the 21st century's most valuable real estate doesn't become a cosmic landfill. Adapted from the source document.

Intro -- Contents -- Preface -- Chapter 1 -- Urban Substructures as a Way to Build a Balanced Spatial and Functional Structure of Cities -- Abstract -- 1. Introduction -- 2. Methodology -- 3. Basic Research Premises -- 3.1. A City as a System -- 3.2. Urban Spatial Structure -- 3.3. Characteristic Features of Nodal Regions -- 3.4. Urban Spatial Structure in the Light of Sustainable Development -- 3.5. Compact vs Dispersed Urban Spatial Structure -- 3.6. Polycentricity as a Feature of 21st Century Cities -- 3.7. Advantages of Polycentricity -- 4. Conception of Urban Substructures -- 4.1. The Understanding of Substructures, their Main Aspects and Features -- 4.1.1. Morphological Aspect -- 4.1.2. Functional Aspect -- 4.1.3. Systemic Aspect -- 4.1.4. Relations of Inhabitants to the Area of Residence (Substructure) -- 4.1.5. Dynamic Character -- 4.2. Ways of Establishing Substructures -- 4.3. Factors behind the Formation of Substructures -- 4.4. Delimitation of the Boundaries of Substructures -- 4.5. Examples of Substructures -- 4.5.1. Jurydyki -- 4.5.2. Beguinages -- 4.5.3. Workers' Colonies -- 4.6. Benefits from the Functioning of Substructures -- Conclusion -- References -- Chapter 2 -- Footbridge Network: Walkability and Street Life in a Hong Kong New Town -- Abstract -- Introduction -- Street and Jane Jacobs -- Footbridge Networks at Tseung Kwan O -- Walkability and the Social Impact of the Footbridge Network -- Safety and Level of Comfort -- A Boring Space -- Social Interactions -- Conclusion -- References -- Biographical Sketch -- Chapter 3 -- Risk Accumulation Processes in Urban Built Environment: A Case of Central Market Fire Disasters in Kumasi, Ghana -- Abstract -- Introduction -- Fire Disasters in Ghana: Literature Perspective -- Research Approach -- The Central Market in Perspective -- Data Collection.

Shipping list no.: 2005-0032-P. ; "July 2003." ; Includes bibliographical references. ; Mode of access: Internet.