Progress in Human Geography
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Planning, Projects, Practice
Planning, Projects, Practice A Human Geography of the Stockholm Local Investment Programme in Hammarby Sjöstad Jonas R Bylund Department of Human Geography Stockholm University 2006 Abstract Programmes and policies to support ecological sustainable development and the practice of implementation is a question of innovation rather than known and taken for granted procedure. This thesis argues a priori models concern- ing stability in the social sciences, and human geography especially, are less able to help us understand this practice and planning in such unstable situa- tions. Problematic in common understandings of planning and policy imple- mentation concerning sustainability are the dualisms between physical-so- cial spaces and between rationality-contingency. The first dualism makes it hard to grasp the interaction between humans and nonhumans. The second dualism concerns the problem of how to capture change without resorting to reductionism and explanaining the evolving projects as either technically, economically, or culturally rational. The scope of the thesis is to test resources from actor-network theory as a means of resolving these dualisms. The case is the Stockholm Local In- vestment Programme and the new district of Hammarby Sjöstad. The pro- gramme’s objective was to support the implemention of new technologies and systems, energy efficiency and reduced resource-use as well as eco-cy- cling measures. The case-study follows how the work with the programme unfolded and how administrators’ efforts to reach satisfactory results was approached. In doing this, the actors had to be far more creative than models of implementation and traditional technology diffusion seem to suggest. The recommendation is to take the instrumentalisation framing the plasticity of a project in planning seriously – as innovativeness is not a special but the general case. -
Advanced Topics in Social Dynamics Family Demography Session 1(9.03
Advanced topics in social dynamics Family Demography Gøsta Esping-Andersen Bocconi 2020-21 Session 1(9.03.2021): Theoretical perspectives in the study of the family In this session we will focus on key theories within family research, from both economics and sociology. Required readings: Becker, G (1973). ‘A theory of marriage. Part 1’. Journal of Political Economy, 81: 4: 813-46 Lesthaeghe, R. (2010).‘The unfolding story of the second demographic transition’. Population and Development Review, 36(2), 211-251. Recommended readings: Esping-Andersen, G and Billari, F. 2015 ‘Retheorizing family demographic change’. Population and Development Review, 41: 1-31 McDonald, P 2013 ‘Societal foundations for explaining fertility’. Demographic Research, 28: 981-994 Lundberg, Shelly and Pollack, Robert. 2007. "The American Family and Family Economics." Journal of Economic Perspectives 21(2): 3-26. Oppenheimer, Valerie Kincade. 1988. "A Theory of Marriage Timing." American Journal of Sociology 94(3): 563-91. Session 2 (10.03). Trends in gender roles, family behavior and structure Required readings: Esping-Andersen, G 2016 Families in the 21st Century. Chapter 1: ‘The return of the family’ (this book can be downloaded gratis from SNS’ website ([email protected]) Goldin, M 2006. "The Quiet Revolution That Transformed Women’s Employment, Education, and Family." American Economic Review 96(2): 1-21. Recommended readings: (for student presentation: minimally the Sevilla-Sanz article and the van Bavel et.al. paper) Van Bavel, J 2018 ‘The reversal of the gender gap in education and its consequences for family life’. Annual Review of Sociology, 44: 341-60 England, P. Et.al., 2020 ‘Progress toward gender equality in the United States has slowed or stalled’. -
Manifesto of Computational Social Science R
Manifesto of computational social science R. Conte, N. Gilbert, G. Bonelli, C. Cioffi-Revilla, G. Deffuant, J. Kertesz, V. Loreto, S. Moat, J.P. Nadal, A. Sanchez, et al. To cite this version: R. Conte, N. Gilbert, G. Bonelli, C. Cioffi-Revilla, G. Deffuant, et al.. Manifesto of computational social science. The European Physical Journal. Special Topics, EDP Sciences, 2012, 214, p. 325 - p. 346. 10.1140/epjst/e2012-01697-8. hal-01072485 HAL Id: hal-01072485 https://hal.archives-ouvertes.fr/hal-01072485 Submitted on 8 Oct 2014 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Eur. Phys. J. Special Topics 214, 325–346 (2012) © The Author(s) 2012. This article is published THE EUROPEAN with open access at Springerlink.com PHYSICAL JOURNAL DOI: 10.1140/epjst/e2012-01697-8 SPECIAL TOPICS Regular Article Manifesto of computational social science R. Conte1,a, N. Gilbert2, G. Bonelli1, C. Cioffi-Revilla3,G.Deffuant4,J.Kertesz5, V. Loreto6,S.Moat7, J.-P. Nadal8, A. Sanchez9,A.Nowak10, A. Flache11, M. San Miguel12, and D. Helbing13 1 ISTC-CNR, Italy 2 CRESS, University -
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters For
Running head: MANAGING CLASSROOM SOCIAL DYNAMICS Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education Thomas W. Farmer, PhD1 Molly Dawes, PhD1 Jill V. Hamm, PhD2 David Lee, PhD3 Meera Mehtaji, MEd4 Abigail S. Hoffman, PhD2 Debbie S. Brooks, PhD3 1College of William & Mary 2The University of North Carolina at Chapel Hill 3The Pennsylvania State University 4Virginia Commonwealth University Author Notes: This work was supported by research grants (R305A120812; R305A140434) from the Institute of Education Sciences. The views expressed in this article are ours and do not represent the granting agency. This article was blind peer-reviewed. Keywords: invisible hand, classroom management, social dynamics, intensive interventions Conflict of Interest: The author declares no conflict of interest. Remedial and Special Education Vol 39 No. 3, 2018 MANAGING CLASSROOM SOCIAL DYNAMICS 2 Abstract The invisible hand is a metaphor that refers to teachers’ impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students’ social experiences, their contributions are often overlooked in research on students’ peer relations and the development of social interventions. To address this, researchers have begun to focus on clarifying strategies to manage classroom social dynamics. The goal of this paper is to consider potential contributions of this perspective for understanding the social experiences of students with disabilities and to explore associated implications for the delivery of classroom focused interventions to support their adaptation. Conceptual foundations of classroom social dynamics management and empirical research on the peer relationships of students with disabilities are outlined and the potential of the concept of the invisible hand is discussed in relation to other social support interventions for students with disabilities. -
Social Network Analysis of Mental Models in Emergency Management Teams
Social Network Analysis of Mental Models in Emergency Management Teams Bjørn Sætrevik1,2 & Euryph Line Solheim Kvamme 1,3 1: Operational Psychology Research Group, Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Christies gate 12, NO-5015 Bergen. 2: Email: [email protected], corresponding author 3: Email: [email protected] Abstract Field studies of team interaction patterns may be the preferred way to examine the impact of social processes and mechanisms on team’s performance, but limitations in data quality may require adapted approaches. Social network analysis may be used to explore a team’s interaction, and to test whether social dynamics is associated with team performance. We pre-registered a novel approach for measuring social networks of teams in an extant field dataset of eleven emergency management teams performing a scenario training exercise. Our aim was to test whether teams with more evenly distributed interaction patterns have a more accurate and shared understanding of the task at hand. Our findings support the pre-registered hypotheses that more distributed and denser team networks are associated with more accurate and more shared mental models, while there was no support for associations between mental models and the individual’s position in the network. Keywords Social network analysis; mental models; shared mental models; situation awareness; emergency management teams; teamwork; social interaction 1: Introduction dyadic relationships between relevant individuals, groups or institutions (Borgatti & Foster, 2003; Henttonen, 2010). 1.1: Theoretical background The approach assumes that individuals are embedded in 1.1.1: The role of social networks in team performance multi-level relational structures (Balkundi & Harrison, Most work is performed by some form of team (Cross, 2006; Monge & Contractor, 2003; Newman, 2010; Streeter Rebele, & Grant, 2016). -
Social Demography
2nd term 2019-2020 Social demography Given by Juho Härkönen Register online Contact: [email protected] This course deals with some current debates and research topics in social demography. Social demography deals with questions of population composition and change and how they interact with sociological variables at the individual and contextual levels. Social demography also uses demographic approaches and methods to make sense of social, economic, and political phenomena. The course is structured into two parts. Part I provides an introduction to some current debates, with the purpose of laying a common background to Part II, in which these topics are deepened by individual presentations of more specific questions. In Part I, read all the texts assigned to the core readings, plus one from the additional readings. Brief response papers (about 1 page) should identify the core question/debate addressed in the readings and the summarize evidence for/against core arguments. The response papers are due at 17:00 the day before class (on Brightspace). Similarly, the classroom discussions should focus on these topics. The purpose of the additional reading is to offer further insights into the core debate, often through an empirical study. You should bring this insight to the classroom. Part II consists of individual papers (7-10 pages) and their presentations. You will be asked to design a study related to a current debate in social demography. This can expand and deepen upon the topics discussed in Part I, or you can alternatively choose another debate that was not addressed. Your paper and presentation can—but does not have to—be something that you will yourself study in the future (but it cannot be something that you are already doing). -
R. J. Johnston Publications
R. J. JOHNSTON PUBLICATIONS Books and Monographs 1 (with P. J. Rimmer) Retailing in Melbourne. Department of Human Geography, Australian National University, Canberra, 1970, 141 pp. 2 Urban Residential Patterns: An Introductory Review. G. Bell and Sons Ltd., London 1971, 380 pp. (reprinted 1975). 3 Spatial Structures: An Introduction to the Study of Spatial Systems in Human Geography. Methuen and Co. Ltd., London (The Field of Geography Series), 1973, 137 pp. 4 The New Zealanders: How They Live and Work. David and Charles, Newton Abbott, 1976, 168 pp. (Also published in Sydney by the Australian and New Zealand Book Co. and in New York by Praeger.) 5 The World Trade System;: Some Enquiries into its Spatial Structure. G. Bell and Sons Ltd., London, 1976, 208 pp. (Japanese translation published by Kern Associates, Tokyo, 1981). 6 Classification in Geography. Concepts and Techniques in Modern Geography Number 6, Study Group in Quantitative Methods, Institute of British Geographers. Published by Geo Abstracts Ltd., Norwich, 1976, 43 pp. 7 (with B.E. Coates and P.L. Knox) Geography and Inequality. Oxford University Press, London 1977, 292 pp. 8 Multivariate Statistical Analysis in Geography: A Primer on the General Linear Model. Longman, London, 1978, 280 pp. (reprinted 1980, 1983, 1986, 1989). 9 Political, Electoral and Spatial Systems. Oxford University Press, Oxford, 1979, 221 pp. 10 (with P. J. Taylor) Geography of Elections. Penguin Books, Harmondsworth, 1979, 528 pp. (also published by Croom Helm, London and by Holmes and Meier, New York). 11 Geography and Geographers: Anglo-American Human Geography since 1945. Edward Arnold, London, 1979, (and Halsted Press, New York), 232 pp. -
Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer
NPTEL – Humanities and Social Sciences – Introduction to Sociology Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer The thoughts of Auguste Comte (1798-1857), who coined the term sociology, while dated and riddled with weaknesses, continue in many ways to be important to contemporary sociology. First and foremost, Comte's positivism — the search for invariant laws governing the social and natural worlds — has influenced profoundly the ways in which sociologists have conducted sociological inquiry. Comte argued that sociologists (and other scholars), through theory, speculation, and empirical research, could create a realist science that would accurately "copy" or represent the way things actually are in the world. Furthermore, Comte argued that sociology could become a "social physics" — i.e., a social science on a par with the most positivistic of sciences, physics. Comte believed that sociology would eventually occupy the very pinnacle of a hierarchy of sciences. Comte also identified four methods of sociology. To this day, in their inquiries sociologists continue to use the methods of observation, experimentation, comparison, and historical research. While Comte did write about methods of research, he most often engaged in speculation or theorizing in order to attempt to discover invariant laws of the social world. Comte's famed "law of the three stages" is an example of his search for invariant laws governing the social world. Comte argued that the human mind, individual human beings, all knowledge, and world history develop through three successive stages. The theological stage is dominated by a search for the essential nature of things, and people come to believe that all phenomena are created and influenced by gods and supernatural forces. -
And Physical Activity Monitors to Assess the Built Environment Christopher J
UPCOMING CONFERENCES URISA Leadership Academy December 8–12, 2008 — Seattle, WA 13th Annual GIS/CAMA Technologies Conference February 8–11, 2009 — Charleston, SC URISA’s Second GIS in Public Health Conference June 5–8, 2009 — Providence, RI URISA/NENA Addressing Conference August 4-6, 2009 – Providence, RI URISA’s 47th Annual Conference & Exposition September 29–October 2, 2009 — Anaheim, CA GIS in Transit Conference November 11–13, 2009 — St Petersburg, FL www.urisa.org Volume 20 • No. 2 • 2008 Journal of the Urban and Regional Information Systems Association Contents REFE R EED 5 Using Global Position Systems (GPS) and Physical Activity Monitors to Assess the Built Environment Christopher J. Seeger, Gregory J. Welk, and Susan Erickson 13 Developing Geospatial Data Management, Recruitment, and Analysis Techniques for Physical Activity Research Barbara M. Parmenter, Tracy McMillan, Catherine Cubbin, and Rebecca E. Lee 21 Space-Time Patterns of Mortality and Related Factors, Central Appalachia 1969 to 2001 Timothy S. Hare 33 Leveling the Playing Field: Enabling Community-Based Organizations to Utilize Geographic Information Systems for Effective Advocacy Makada Henry-Nickie, Haydar Kurban, Rodney D. Green, and Janet A. Phoenix 43 Development of Neighborhoods to Measure Spatial Indicators of Health Marie-Pierre Parenteau, Michael Sawada, Elizabeth A. Kristjansson, Melissa Calhoun, Stephanie Leclair, Ronald Labonté, Vivien Runnels, Anne Musiol, and Sam Herold Journal Publisher: Urban and Regional Information Systems Association Editor-in-Chief: Jochen Albrecht Journal Coordinator: Scott A. Grams Electronic Journal: http://www.urisa.org/journal.htm EDITORIAL OFFICE: Urban and Regional Information Systems Association, 1460 Renaissance Drive, Suite 305, Park Ridge, Illinois 60068-1348; Voice (847) 824-6300; Fax (847) 824-6363; E-mail [email protected]. -
AP Human Geography Sample Student Responses and Scoring Commentary
2017 AP Human Geography Sample Student Responses and Scoring Commentary Inside: R Free Response Question 1 R Scoring Guideline R Student Samples R Scoring Commentary © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.org AP® Human Geography 2017 SCORING GUIDELINES Question 1 7 points (2 + 1 + 2 + 2) Note: Smart growth may be used in place of, or in conjunction with, New Urbanism. A. Identify TWO goals of the New Urbanism movement. 2 points (1+1) 1. Reduce the amount or area of suburban or 8. Enable healthier lifestyles: outdoor activities, urban sprawl improve access to food or eliminate food deserts 2. Increase walkability or pedestrian-friendly areas 9. Produce architecture and design to reflect local history or culture 3. Increase bikeable areas 10. Construct denser or more compact built space; support denser population 4. Increase transit-oriented development, more 11. Develop more open public space energy efficient transport, or more public transportation 5. Expand the variety of housing types in the 12. Increase amount of outdoor dining, same area performance, market, or festival space 6. Increase diversity: ages, income levels, cultures, 13. Decrease commuting time or live close to work ethnicities 7. Construct green buildings or energy efficient 14. Promote sustainability: minimal environmental structures impact, eco-friendly technology, less use of fuels Note: “Sustainability” and “better life,” alone, are not acceptable unless terms relate to a goal listed above. -
Ag2184 New Urban Sociology & Environmental Psychology
AG2184 6.0 credits NEW URBAN SOCIOLOGY & Urbanism Studies ENVIRONMENTAL PSYCHOLOGY ABE / KTH FOR URBAN DESIGN Spring 2017 COURSE COORDINATORS Dr. Hélène Littke, Urban and Regional Studies, KTH | [email protected] Dr. Pernilla Hagbert, Urban and Regional Studies, KTH | [email protected] EXAMINER Dr. Tigran Haas, Urban and Regional Studies, KTH | [email protected] COURSE DESCRIPTION Urban Sociology and Environmental Psychology are interdisciplinary fields focused on the sociological study of life and human interaction in urban areas and the interplay between individuals and their surroundings. The course explores the interdependent role cities play in the development of society as a whole, along with the changing character of urbanity. Students are first introduced to key theoretical formulations and models in the area of environmental psychology related to people and places, such as personal space, place attachment, place identity, behavioral settings, environmental restoration, affordances, cognitive maps and wayfinding and others. Relationships between the physical environment, natural and human-made, and the behavior of human beings are studied in-depth; focusing on perceptual, cognitive, and motivational aspects of the human-environmental interaction. The course especially focuses on applications of behavioral studies in urban design projects. The course then goes on to explore theories surrounding urban societal development, starting with the Modern sociological “classics” that shaped urban theory and practice during the 20th century, and followed by a critical review of the issues related to urban (re)development we face today, including aspects of social and environmental (in)justice, gentrification, and “urban sustainability”. The course addresses urban politics, economic systems and housing markets, democracy and participation in public policy processes, and questions of class, gender, ethnicity, and culture in relation to urban environments. -
Historic Preservation, Planning, and Sustainability
A SYSTEMS APPROACH TO HISTORIC PRESERVATION IN AN ERA OF SUSTAINABILITY PLANNING ©2012 Erica Christine Avrami ALL RIGHTS RESERVED A SYSTEMS APPROACH TO HISTORIC PRESERVATION IN AN ERA OF SUSTAINABILITY PLANNING by ERICA CHRISTINE AVRAMI A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Planning and Public Policy written under the direction of Robert W. Lake and approved by ______________________________ ______________________________ ______________________________ ______________________________ New Brunswick, New Jersey May 2012 ABSTRACT OF THE DISSERTATION A Systems Approach to Historic Preservation in an Era of Sustainability Planning by ERICA CHRISTINE AVRAMI Dissertation Director: Robert W. Lake, Ph.D. The public outcry over large scale urban renewal projects of the mid-20th century served a catalytic role in the codification of the modern historic preservation movement in the United States. While theories of heritage and its protection underpinned policy development, the discourse surrounding the loss of historic fabric and the fracturing of communities within American cities played a critical role in the institutionalization of the field. It effectively pitted preservation as a counter movement against the public and private interests seeking social progress through rational planning paradigms. The modern preservation infrastructure – including institutions, legislation, and policies – is now half a century old, but the conceptual dynamics that isolated preservation from other land use decision-making at the juncture of its institutionalization persist. The disjuncture between preservation and broader land use and building policies presents new challenges in light of contemporary sustainability concerns.