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.

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.