Products related to Urban:
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Urban High-Technology Zones
Urban High-Technology Zones offers essential planning insights for our increasingly high-tech economy and society, looking at the role the built environment plays, the policy factors that contribute to their formation and growth, quality-of-life impacts of high tech clusters on their surrounding communities, and economic geography.Using a combination of advanced geospatial data-driven techniques with evidence-based insights, the book provides quantitative measures on high tech cluster’s social, environmental and economic impacts.While findings are from drawn cities in the US, the book’s spatial analyses, methodology, research conclusions and literature reviews are generalizable to cities around the world.Users will find numerous insights and guidance on the role high-tech clusters play in how cities reach their economic growth and social equity goals, making it a useful resource for academic research and policy guidance.
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Innovation for the Urban Age : Innovative Approaches to Public Governance for the New Urban Age
Already more than half of the world population is living in large cities.The World Bank has stated that the growth of (mega) cities is immense; some African cities are growing more than 10% in population annually.That is without a doubt the highest percentage ever recorded.What does this mean in terms of public service delivery?What consequences do these densities have for government?How do governments balance equity and equality in these cities?What are the investments needed to ensure a balanced community?How can planning and delivery on the scale of these cities or (mega) city regions cope with challenges and tensions between the realms of people, planet, and profit?These questions were the central theme of the 14th International Winelands Conference of the School of Public Leadership of the University of Stellenbosch.The conference produced a great variety of papers and discussions which are now collected in this volume.The book presents a comprehensive view of the relation between governance, urbanization, and the complexity of the issues at stake. *** Librarians: ebook available on ProQuest and EBSCO (Series: The Winelands Papers) [Subject: Public Administration, Public Policy]
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Urban Myths about Learning and Education
Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education. Recognize any of these myths? People have different styles of learning Boys are naturally better at mathematics than girls We only use 10% of our brains The left half of the brain is analytical, the right half is creative Men have a different kind of brain from women We can learn while we are asleep Babies become smarter if they listen to classical music These myths and more are systematically debunked, with useful correct information about the topic in question.
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Urban Play : Make-Believe, Technology, and Space
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Is urban design more like city planning or urban development?
Urban design is more closely related to city planning than urban development. City planning focuses on the organization and development of urban areas, including land use, infrastructure, and public spaces, which are all key components of urban design. Urban development, on the other hand, typically refers to the physical construction and economic growth within urban areas, which is influenced by urban design and city planning decisions. Therefore, while urban design is related to both city planning and urban development, it is more aligned with the principles and goals of city planning.
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What is urban love?
Urban love refers to romantic relationships that develop and thrive within a city or urban environment. It often involves the unique dynamics and challenges of city living, such as busy schedules, diverse cultures, and fast-paced lifestyles. Urban love can be characterized by a sense of excitement, spontaneity, and a shared appreciation for the energy and opportunities that city life has to offer.
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What is Urban Outfit?
Urban Outfit is a fashion brand that offers trendy and stylish clothing, accessories, and footwear for men and women. The brand is known for its urban and streetwear-inspired designs, catering to a younger demographic looking for fashionable and edgy pieces. Urban Outfit has a wide range of products including jeans, t-shirts, jackets, and sneakers, and is popular for its on-trend and affordable fashion options.
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What is urban metabolism?
Urban metabolism is a concept that refers to the flow of materials, energy, and resources through an urban area. It involves the inputs of resources such as water, food, and energy, as well as the outputs of waste and emissions. Understanding urban metabolism is important for sustainable urban planning and management, as it helps to assess the environmental impact of urban areas and identify opportunities for resource efficiency and waste reduction. By analyzing urban metabolism, cities can work towards more sustainable and resilient urban development.
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Critical Pedagogy, Physical Education and Urban Schooling
This book won the North American Sport Sociology Society’s 2013 Outstanding Book Award. Critical Pedagogy, Physical Education and Urban Schooling is a critical ethnography of health, physical education and the schooling experiences of urban youth.The subjects of health and physical education are compulsory in most schools internationally, but many contemporary practices in these subjects reinforce rather than challenge the stereotypes that urban youth are only physically talented and, subsequently, uninterested in schooling achievement.This book questions those practices and instead suggests that, if taught in critical ways, these subjects offer a particularly cogent space of hope and achievement for urban youth.The use of critical ethnography enables an in-depth account of urban youth in the subjects of health and physical education at school.This book thus explores the complex potential for health and physical education as key sites of learning for marginalized urban youth, examining these disciplines as subjects that are both politically fraught and also spaces of hope.
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Intersectionality and Urban Education : Identities, Policies, Spaces & Power
We perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences.Our collection invites urban educators, and educators in general to ask: "How can our work benefit by incorporating intersectionality theories in research and in practice?" "What might we be able to better see using an intersectional lens?" Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education.In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis.We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise. In urban education, "urban" is a floating signifier that is imbued with meaning, positive or negative by its users. "Urban" can be used to refer to both the geographicalcontext of a city and a sense of "less than," most often in relation to race and/or socioeconomic status (Watson, 2011).For Noblit and Pink (2007), "Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope" (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories.Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens.Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power.Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis.Policies and practices that do not take into account urban students' intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students' learning across a holistic range of academic, personal, and justice-oriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today?We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the "fit." Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice.As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.
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Hope and Healing in Urban Education : How Urban Activists and Teachers are Reclaiming Matters of the Heart
Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities.Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors.The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies.At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.
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Secondary Cities and Urban Networking in the Indian Ocean Realm, C. 1400-1800
With the closure of the overland Silk Road in the fourteenth century following the collapse of the Mongol empire, the Indian Ocean provided the remaining vital link for wider cultural, political, and societal integrations prior to the Western colonial presence.Collectively, these studies explore the history of non-metropolitan urban settings c. 1400-1800 in the Indian Ocean realm, from the Ottoman Empire and the African coastline at the mouth of the Red Sea in the west to China in the east.This was an age of heightened international commercial exchange that pre-dated the European arrival, which in the Indian Ocean paired Islamic expansionism and political authority, and, alternately, in the case of mainland Southeast Asia, partnered Buddhism with new centralizing monarchies. While grounded in multi-disciplinary urban studies literature, the twelve studies in this collection explore secondary center networking, as this networking distinguishes secondary cities from metropolitan centers, which have traditionally received the most scholarly attention.The book features the research of international scholars, whose work addresses the representative history of small cities and urban networking in various parts of the Indian Ocean world in an era of change, allowing them the opportunity to compare approaches, methods, and sources in the hopes of discovering common features as well as notable differences. This volume is the result of a 2007 conference on "The Small City in Global Context," hosted by the Center for Middletown Studies at Ball State University, Muncie, Indiana, intended to expand the field of urban studies by encouraging scholars of diverse global interests and specializations to explore the history of non-metropolitan urban settings.
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What does urban risk mean?
Urban risk refers to the potential threats and vulnerabilities that are present in urban areas, including natural disasters, environmental hazards, and social and economic challenges. These risks are often heightened in urban settings due to high population density, inadequate infrastructure, and limited resources. Urban risk management involves identifying and addressing these potential threats to enhance the resilience of cities and protect the well-being of their inhabitants.
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Is fragmentation an urban problem?
Yes, fragmentation is an urban problem. In urban areas, fragmentation refers to the division of land into smaller and disconnected parcels, often resulting from urban sprawl and development. This can lead to a loss of green spaces, increased traffic congestion, and a decrease in overall connectivity within the city. Fragmentation can also impact the environment by disrupting natural habitats and ecosystems. Therefore, addressing fragmentation is an important aspect of urban planning and development.
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Why doesn't the urban planner start?
The urban planner may not start because they could be waiting for necessary approvals or permits from local government authorities. Additionally, they may be waiting for funding or budgetary approval for the project. The planner may also be conducting further research or analysis to ensure that the project is well-informed and well-prepared before beginning. Finally, the planner may be waiting for input or feedback from stakeholders or community members before moving forward with the project.
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