Search results

Conventional approaches of evaluating spatial layout configurations typically involved universal understandings of aspects like connectivity, proximity and visibility, while possibly discarding both partially true solutions and ranges of parameters affecting detailed spatial relations. With the growing need to address spatial uncertainty and ambiguity, the incorporation of methods that embrace soft qualities in design is becoming increasingly significant in spatial layout planning.

The authors introduce a fuzzy-based approach for the automated assessment of architectural spatial layout configurations while addressing ambiguity in layout design. The authors evaluate soft interdependent design qualities like connectedness, enclosure and spaciousness to satisfy multiple mutually inclusive criteria and account for all logical solutions without discarding likely or less likely solutions. The authors analyze spatial entities, parameters and relations and identify rulesets for logical configurations using linguistic variables, fuzzy sets, membership functions and descriptive rule blocks. As a case study, the authors use grasshopper and fuzzyTECH to represent four pilot layout alternates with varying attributes and a case study focusing on one specific spatial criterion.

Multiple complex and nuanced spatial relations were inferred by evaluating spatial outputs and their inherent discrepancies and correlations, thus confirming the assumption that fuzzy-based systems could potentially satisfy multiple mutually inclusive criteria and account for exhaustive logical solutions without discarding preferable, likely or less likely solutions.

Most precedent approaches focus on spatial layout design from an occupancy-centered perspective, where occupancy patterns and possibilities are identified in loosely defined spaces or behavioral usage patterns. The added value in this paper involves including a wide array of spatial inputs to describe soft spatial qualities using nuanced rule-based descriptors.

Practical needs in geographical information systems (GIS) have led to the investigation of formal, sound and computational methods for spatial analysis. Since models based on topology of R² have a serious problem of incapability of being applied directly for practical computations, we have noticed that models developed on the raster space can overcome this problem. Because some models based on vector spaces have been effectively used in practical applications, we then introduce the idea of using the raster space as our platform to study spatial entities of vector spaces. In this paper, we use raster spaces to study not only morphological changes of spatial entities of vector spaces, but also equal relations and connectedness of spatial entities of vector spaces. Based on the discovery that all these concepts contain relativity, we then introduce several new concepts, such as observable equivalence, strong connectedness, and weak connectedness. Additionally, we present a possible method of employing raster spaces to study spatial relations of spatial entities of vector spaces. Since the traditional raster spaces could not be used directly, we first construct a new model, called pansystems model, for the concept of raster spaces, then develop a procedure to convert a representation of a spatial entity in vector spaces to that of the spatial entity in a raster space. Such conversions are called approximation mappings.

The purpose of this paper is to study whether the use of a shared study space played a role in shaping graduate students’ social networks by exploring how the copresence in space was related to the structure of friendship and advice networks. The authors first proposed two concepts of spatial copresence: measured spatial-temporal copresence and perceived copresence. The authors then examined the role of copresence through a case study of a shared study space occupied by 27 graduate students in the same department.

Copresence relations were first constructed through a six-month room access history data set and self-reported data to examine whether measured spatial-temporal copresence was consistent with perceived copresence. Friendship and advice network relations were then analyzed with copresence, social media connections, class project collaboration relations and social homophily (nationality, gender, cohort) through quadratic assignment procedure (QAP) and MQAP analysis.

The authors found that students who used the shared study space more often reported more friendship and advice ties. The perceived copresence and the measured spatial-temporal copresence were highly correlated. Copresence relations, as measured by survey and room access history, were both significantly correlated with advice relation, which was associated with perceived social support.

This study contributes to the debate about whether “space” continues to play significant roles in graduate students’ social networks in the context of flexible learning environments. The results also reveal new directions for research methods in studying spatial proximity in flexible settings.

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R²) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

It has recently come to light that there is an increasing demand for a new type of small house design, which vary in area from 20 square metres to 100 square metres and even more. Being remarkably different from traditional types of spatial organizations, the new house types present an open plan concept with a highly flexible and adaptable spatial arrangement that exhibit diverse functional spaces within one open, integrated space.

In light of this, the main aim of this study is to reveal the new dynamics of spatial organization found in today's small house types and identify the significant changes in the contemporary design approaches to small house layouts which have evolved from a need for minimized space usage and a requirement for diverse living spatiality.

Subsequently, thirty houses have been chosen to be analysed for the purpose of this study to reveal the differences between integrated and segregated spatial organizations in regard to flexibility, adaptability, transformability and permeability within the spaces. In addition to this, the new spatial relations will be overviewed considering spatial depth, interpenetration and density to define more implicit organizations which are able to expand constantly and accommodate different functional spaces in one open space with the help of spatial identifiers.

The main focus of this research study concentrates on the above mentioned dynamic forms of spatiality that change from being weak to strong, implicit to explicit and indistinct to clearly defined spaces. These forms are measured, analysed and basically compare by means of a space syntax application on the values of the space and convex maps of the thirty selected houses.

In summary, the analysis and measurement of the spatial characteristics of contemporary small houses in this sphere include both theoretical and empirical components. Firstly, the study discusses the basic definitions of spatial relations and organizations. Secondly, the space syntax method was used to test and compare new spatial design approaches by means of the Mean Depth, Mean Integration, Basic Difference Factor and Space Link Ratio values mainly to clarify how the spatiality changes according to the size although the plan type stays the same as 1+1.

For this discussion, assume there are n sample observations of the dependent variable y at unique locations. In spatial samples, often each observation is uniquely associated with a particular location or region, so that observations and regions are equivalent. Spatial dependence arises when an observation at one location, say y i is dependent on “neighboring” observations y j, y j∈ϒi. We use ϒi to denote the set of observations that are “neighboring” to observation i, where some metric is used to define the set of observations that are spatially connected to observation i. For general definitions of the sets ϒi,i=1,…,n, typically at least one observation exhibits simultaneous dependence, so that an observation y j, also depends on y i. That is, the set ϒj contains the observation y i, creating simultaneous dependence among observations. This situation constitutes a difference between time series analysis and spatial analysis. In time series, temporal dependence relations could be such that a “one-period-behind relation” exists, ruling out simultaneous dependence among observations. The time series one-observation-behind relation could arise if spatial observations were located along a line and the dependence of each observation were strictly on the observation located to the left. However, this is not in general true of spatial samples, requiring construction of estimation and inference methods that accommodate the more plausible case of simultaneous dependence among observations.

Relational thinking and spatial analyses have become highly relevant for higher education research. However, choices of research methods and specifically of statistical procedures do not often correspond to the epistemological underpinnings implied by relational perspectives. Against this background, this chapter illustrates the uses and challenges of geometric data analysis (GDA) for studying the complexities and dynamics of current spaces of higher education. GDA can be described as a set of statistical techniques that allow the identification, assessment and visualisation of complex relations in social science data. Using an investigation into the social topologies of first-year students as an example, we discuss the mathematical foundations, the step-by-step procedures of data analysis, the interpretation of results and strategies for integrating GDA into multimethod research designs. In sum, we argue that GDA does not only entail a comprehensive set of statistical instruments that permit visual analysis of relational structures, but also enables the systematic integration of qualitative and quantitative methods, hence supporting the development of innovative and coherent research designs and analytical strategies.

This article aims to explain why geography is a prime discipline for analysing globalisation and a multicultural view of Global Studies. The generic approach of human geography to first select an appropriate methodology is taken as a key approach.

Concepts from aggregate disciplines such as history, economics, and geography are scanned through during a short description of the historical genesis of these sciences and the paradigmatic shifts they have encountered.

There are four main theses: (1) values are created by appreciation; (2) development is growing jointly with responsibility; (3) accumulation of material value is seen as expenditure to achieve non‐material values; and (4) spatial relations are interrelated with social relations.

Conceptual considerations have to be further corroborated by quantitative analyses using suitable metrics of “development”.

“Social and cultural geography” should contribute to any curriculum of “Global Studies”.

Dialogue and discourse between world views is the essential, ideology‐free approach for understanding globalisation.

Unlike other scientific articles focusing on “facts”, this article focuses on perspectives. Thus, it explains “multi‐perspectivity” and a multi‐paradigmatic approach.

This article compares workers' resistance in foreign direct investments (FDIs) in the automotive and electronics sectors in two special economic zones (SEZs) in the north-east and south-west of Poland. It aims to investigate why, despite the shared characteristics of the SEZs, that there are different outcomes in terms of the balance of formal resistance through trade unions and informal resistance through sabotage.

A spatial framework of analysis is posited to examine how global capital, national employment frameworks and regional institutions play out in local labour markets and shape workers' sense of place and their capacity for workplace resistance. The research study is based on interviews with trade union officials and non-union employees in four foreign investment firms in Poland.

The findings point to the importance of the type of production in influencing the structural power of organised labour and the social agency workers influenced by their understanding of place.

Analysing workplace resistance and industrial relations from a spatial perspective.