Search results

This chapter examines megaproject design and planning in two “shrinking cities” – Philadelphia, PA and Detroit, MI – and concludes that megaproject “metastasis,” or repeated expansions into surrounding urban fabrics, is promoting the reduction of downtown into a series of self-contained enclaves. While political coalitions are constructing megaprojects, or large public works and/or single buildings, in cities around the world, in the United States, single-building megaprojects motivated by “growth coalitions” of public and private development actors have proliferated in downtowns since 1990. The urban design impacts of these megaprojects on the surrounding urban fabric have been little studied. Data on the institutional history, physical expansion, and relationship of the megaprojects to the urban fabric is combined with a qualitative analysis of megaproject theory and its application to the American condition, as well as to the political economy of development in American shrinking cities. The chapter concludes that megaprojects such as convention centers and casinos tend to expand inexorably once they are introduced into the American downtown. This metastasis results in the destruction of existing older buildings and street networks, the consolidation of street blocks into ever-larger superblocks, and the eventual physical restructuring of downtowns into enclaves of older fabric amidst clusters of megaproject superblocks. Applying Jacobs’ (1992) theory of “moral hybrids” between “commerce and politics” to megaproject metastasis, the chapter argues that while megaprojects may be inevitable in American downtowns, they should be sited away from active, small-scale urban fabrics to reduce the negative impacts of future metastases. The chapter takes a design-oriented perspective on a phenomenon that is almost always understood from a political economy perspective alone. Megaprojects are significant physical entities, and the chapter clarifies their physical impacts on the urban fabric while indicating urban design policy directions to reduce these impacts in future.

Our awakening to the curriculum being made by children and families in home and community places grows out of a theoretical background that informs our current inquiry into the tensions experienced by children, families, and teachers as they compose diverse lives on school landscapes, contexts increasingly structured by achievement testing. Our understanding of curriculum is grounded in Clandinin and Connelly's (Clandinin, 1986; Connelly & Clandinin, 1988) earlier attention to curriculum making as the expression of a teacher's personal practical knowledge. They described this knowledge as “that body of convictions and meanings, conscious or unconscious, that have arisen from experience (intimate, social, and traditional) and that are expressed in a person's practices” (Clandinin & Connelly, 1995, p. 7). Dewey's (1938) notions of continuity, situation, and experience, shaped Clandinin and Connelly's (1992) understanding of the “teacher not so much as a maker of curriculum but as a part of it and to imagine a place for contexts, culture (Dewey's notion of interaction), and temporality (both past and future contained in Dewey's notion of continuity)” (p. 365). By bringing together their understandings of teachers’ knowledge as personal practical knowledge with Dewey's notion of experience and Schwab's (1969) four curriculum commonplaces – teacher, learner, subject matter, and milieu – Clandinin and Connelly (1992) suggested that curriculumbe viewed as an account of teachers’ and children's lives together in schools and classrooms … .[In this view of curriculum making] the teacher is seen as an integral part of the curricular process … in which teacher, learners, subject matter, and milieu are in dynamic interaction. (p. 392)

The aim of this book is to understand the causes and consequences of new scales and forms of territorial and spatial restructuring in a context of accelerated globalization by focusing on a diverse array of urban megaproject developments that, in various forms and with various objectives, are transforming the global urban landscape at the outset of the 21st century. The contributions to this volume explore the architectural design, planning, management, financing, and impact of urban megaprojects, as well as the social actors and innovations driving them. The contributions also articulate the various socioeconomic, political, and cultural causes and consequences of UMP development, thus providing a context to understand the reconfiguration of urban spaces in the new millennium.

Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may benefit both student-tutors (through tutoring skills development), and those tutored (through opportunities to discuss writing with a supportive peer). In the context of a university in the GCC region, peer tutors, prior to working, must complete required Communication courses. The syllabuses reflect student-centered and collaborative post-process writing approaches, where scaffolding is emphasized over direction, and word-by-word instructor correction of student writing is de-emphasized. Peer tutors also undergo preparation aimed at equipping them with an understanding of the rationale for these approaches and the skills needed to adapt them to tutoring. Given these experiences, the researchers set out to determine whether tutors are able to articulate such understandings and apply them to tutoring. Interconnected interpretative methods were deployed, including tutoring observation, consultation-conversation analysis and semi-structured interviews with tutors. Results indicate that tutors have significant recent experience of non-directive writing classes and may be aware of the rationale and benefits of such approaches. However, in their tutoring, content appears to be transferred from their most recent experiences but their style relies on instruction predominated by telling, explaining, demonstrating and directing, reflecting formative experience at school. The relationship between tutors’ experience, preparation, articulation and practice is explored, and recommendations are made to enhance Writing Center practices, in line with the concept of a constructively-aligned instruction system where all components address the same agenda and support each other.

Ultrasonic consolidation (UC) is a novel additive manufacturing process developed for fabrication of metallic parts from foils. While the process has been well demonstrated for part fabrication in Al alloy 3003, some of the potential strengths of the process have not been fully explored. One of them is its suitability for fabrication of parts in multi‐materials. This work aims to examine this aspect.

Multi‐material UC experiments were conducted using Al alloy 3003 foils as the bulk part material together with a number of engineering materials (foils of Al‐Cu alloy 2024, Ni‐base alloy Inconel 600^® AISI 347 stainless steel, and others). Deposit microstructures were studied to evaluate bonding between various materials.

It was found that most of the materials investigated can be successfully bonded to alloy Al 3003 and vice versa. SiC fibers and stainless wire meshes were successfully embedded in an Al 3003 matrix. The results suggest that the UC process is quite suitable for fabrication of multi‐material structures, including fiber‐reinforced metal matrix composites.

This work systematically examines the multi‐material capability of the UC process. The findings of this work lay a strong foundation for a wider and more efficient commercial utilization of the process.

THE following list of contracts placed by the Air Ministry during April is extracted from the May issue of The Ministry of Labour Gazette:—

THERE IS a very old opening, usually to bad jokes, which goes something like: ‘What do you want first, the good news or the bad news … ?’ Sad to say, this format has appeared in the latest circular from the Local Government Staff Commissioners for England (LGSC 19/74). In many ways it is a pity it is not a joke.

THE following list of contracts placed by the Department during the month of March is extracted from the April issue of The Ministry of Labour Gazette:

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.